Theodor Adorno e Hannah Arendt: confluências no campo da filosofia da educação

The aim of this paper is to analyze the confluences between the thinking of philosophers Theodor Adorno and Hannah Arendt in critiquing totalitarianism and fascism in the post-World War II period. Looking for approximation between the works of both philosophers, the most relevant aspects of this criticism for the philosophy of education will be explicited.

Direito e inclusão da pessoa com deficiência: uma análise orientada pela teoria do reconhecimento social de Axel Honneth

The law that justifies the inclusion of people with disability in schools and companies has been in force since the end of the 1980thies. In view of its coercion, people with disabilities have been enrolled at schools and been employed in companies. This research attempts to analyze the inclusion process according to Axel Honneth's Social Recognition Theory. Backed by his three dimension recognition process, we show firstly that inclusion signifies a process of individuation and social inclusion. Then, we study the law in force, its goals and strategies of achievement. We show that recognition's approach allows interpreting the law of inclusion more generously - in a less positivistic way. Finally, we approach the conditions for schools and companies to accomplish the law of inclusion so conceived.

Insuficiências e propostas teórico-práticas para a efetivação judicial de direitos humanos fundamentais

Pós-graduação em Direito - FCHS

A divulgação científica no contexto escolar: o ensino de modelos atômicos a partir da temática de agrotóxicos e as implicações/possibilidades para a formação de alunos do Ensino Médio

Pós-graduação em Educação para a Ciência - FC

Gramsci e a Teoria Crítica das Relações Internacionais

This text has the following aims: a) to discuss Gramsci and Horkheimer’s epistemological status, joined authors in an theoretical approach known as Critical Theory of International Relations; b) to draft an analysis in order to show the mentioned and joined authors’ different epistemological statuses in the theoretical approach in discussion; c) to begin a reflection pointing the absence of accuracy in this approach - whose beginning happened with Canadian political scientist Robert W. Cox – due to joining different epistemological statuses and ignoring the theoretical consequences put by respective central Gramsci and Horkheimer’s concepts: hegemony and emancipation.

Dialética da diferença

The present article aims to discuss the theme of dialectical difference according to the concepts of critical theory. At first, the issue of the difference will be thinking about their negative reception that the production of stereotypes and prejudices on ethnicity, race and gender. In a second step, the subject will be treated on its positive reception, very common among social movements and leftist academic. In a third step, both types receive the difference will be problematized from the thought of Theodor Adorno in his Negative Dialectics as possible from mediation between universality and particularity empirical conceptual.

Interações entre docentes da licenciatura em física em grupos de planejamento conjunto: uma análise a partir da teoria do Agir Comunicativo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Prejuízos educacionais: a semiformação intensificada

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Pessimismo e utopia: contribuições da teoria crítica de Herbert Marcuse à educação

Pós-graduação em Educação Escolar - FCLAR

A representação da natureza no romance francês do século XIX

Busca-se determinar as características da representação da natureza no romance francês do século XIX, analisando-se Paul et Virginie de Bernardin de Saint-Pierre, Les travailleurs de la mer de Victor Hugo e L’Ève future de Villiers de l’Isle-Adam, por meio da teoria sócio-crítica e do embate com o texto. Na primeira parte, faz-se um retrospecto da representação nas artes e na literatura, destacando-se as concepções de Aristóteles e as do Romantismo. Apresenta-se também um panorama das concepções da natureza no tempo e no espaço e reflete-se sobre as relações do homem com o mundo natural, bem como sobre as teorias a elas referentes no âmbito da história, da pintura e da literatura. Na segunda parte, analisam-se os três romances escolhidos, buscando-se neles os modos e os sentidos da representação literária da natureza. Conclui-se pela existência, nas três obras estudadas, de uma atitude ambígua do homem diante da natureza, que havia sido anteriormente detectada na história. Embora diferenciadas entre si, sob alguns aspectos, as representações da natureza no corpus estudado demonstram o registro, no universo literário, de marcas do contexto histórico, político e social em que os três romances foram escritos, publicados e usufruidos.

Educação, paranoia e semiformação

This paper aims at showing the relationship between semi-formation by Adorno and the paranoia in the field of knowledge. According to Adorno, the emancipation is oriented by the dialectical criticism of the semi-formation and the para noia in knowledge. A critical analysis of Adorno's concepts of the semi-formation in knowledge is presented. This critical analysis is inserted in the critical context of the cur rently hegemonic epistemological ideas in the field of studies on education and knowl edge. In this category of knowledge considered through the educational perspective, the instrumental reason is concretely questioned in its restrictive form of knowledge. Thus, it is possible to show some issues about contemporary education matters discussed under the perspective of the thoughts of Adorno.

A ideologia dos filmes utilizados na educação infantil: uma análise a partir da teoria crítica

This work has as purpose to show what are the influences of media in the education and in the shaping the thinking and understand that ideologies are present in the films used in the classroom in kindergarten. For this, I directed the discussion beginning by concepts as Ideology and its more different definitions by several thinkers over the years, the thinkers of Critical Theory of Frankfurt School, called “frankfurtians” of first and second generation of this school, also making an association between Cinema and Education, evidencing concepts involving this association as Cultural Industry, using films properly in classrooms in kindergarten, with the teacher as mediator and then discussed what amounts of movies on children's education, how they assist and deepen the knowledge developed by students in schools of infantile education. Additionally, they are exposed the different opinions about the subject Film and Education for students from kindergarten, what benefits and what disadvantages in the use of films, the different opinions on the subject. We also discuss, in this work, the ideologies present in three films produced by Walt Disney, they are Cinderella, Snow White and the Seven Dwarfs and Alice in Wonderland, relating them to how they can contribute to the development and learning students in kindergarten. I associated more as possible the previous discussions to analyze the ideologies present in these films, by summarizing these, and decomposing them through an analysis tool called frame. Finally, I completed everything that was discussed and analyzed, which students in kindergarten may develop with the use of films in schools, what they contribute, in some way, for the learning and education of students as viewers using the school as access to different cultures and the teacher as a mediator of this relationship

O mal-estar docente e os limites da experiência no tempo presente: uma leitura frankfurtiana

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Transnacionalização das relações de trabalho: o caso da maquila estadunidense Johnson Controls (plantas FINSA e interiores) e o papel da Federação Internacional de Trabalhadores das Indústrias Metalúrgicas (FITIM)

Pós-graduação em Relações Internacionais (UNESP - UNICAMP - PUC-SP) - FFC

O modelo pedagógico das competências: gênese e apropriação na reforma da década de 1990

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)