Amarildo Luiz Trevisan

Sobre a proximidade do senso comum das pesquisas qualitativas em educação: positividade ou simples decadência?

The article proposes a discussion on the way in which qualitative research in education is received. It seeks to face the accusations concerning the lack of scientific rigor, defending the position that the problem is not precisely in the conception of the research, and less still in a simple natural decadence of its history. It understands that the existence of a lack of comprehension permits the appropriation of such research in a way not always suitable to its requirements. It thus questions the impoverishment of its experience in the educational field, comprehending the importance of quantitative studies in approaches in their different configurations. Provocatively, it enunciates some propositions with the intention of diminishing the possibility that such research is evaluated as a prosaic means for the production of knowledge in the educational context.The article proposes a discussion on the way in which qualitative research in education is received. It seeks to face the accusations concerning the lack of scientific rigor, defending the position that the problem is not precisely in the conception of the research, and less still in a simple natural decadence of its history. It understands that the existence of a lack of comprehension permits the appropriation of such research in a way not always suitable to its requirements. It thus questions the impoverishment of its experience in the educational field, comprehending the importance of quantitative studies in approaches in their different configurations. Provocatively, it enunciates some propositions with the intention of diminishing the possibility that such research is evaluated as a prosaic means for the production of knowledge in the educational context.

Formação ou reificação?: A educação entre o mesmo e o outro

This paper discusses to what extent reification can help education seize the aesthetization processes of the world of life. In the course of cultural training, dialectics has opposed the individual or self to the world. This process of alienation or estrangement from the other was leading to a gradual advance of the spirit towards a kingdom of greater freedom. Marx subverted this relation when he said reification occurred in the opposite direction, that is, the materiality of alienated labor regressively transformed the subject in something always equal, in an object, in a thing, in the same. When it evaluated the contributions of visual culture, education also got divided: does it in fact represents the assumption of the same or the other, the living or the dead. It is worth analyzing whether a reading of these aesthetization processes from this category point of view, here understood in the hermeneutic sense, provides a way out of this dead-end.

EDUCAÇÃO, FORMAÇÃO CULTURAL E PLURALIDADE DE PERSPECTIVAS, ENTRE OUTROS (EN)CANTOS DAS SEREIAS

O trabalho discute a relacao unidade-pluralidade a partir da proposta formativa, considerando o contexto de crise da educacao. A partir dos novos contornos da razao, adquiridos com a virada linguistica, a pesquisa norteia-se pela pergunta: Ainda e possivel manter o discurso da formacao (Bildung) no contexto de pluralidade das perspectivas contemporâneas que perpassam a educacao? Com a destranscendentalizacao da razao, os fins pedagogicos relacionam-se diretamente com a forma de compreender o conhecimento e o sujeito na educacao. A crise do conceito de formacao, e seus reflexos no ambiente pedagogico, permite entender o proprio projeto da formacao como plural. Dessa maneira, retira-se o conceito de Bildung do aprisionamento ao mastro da embarcacao que conduz a universalidade totalitaria, para compreende-lo, tambem, no exercicio das multiplas possibilidades emergentes dos (en)cantos das sereias.

Mímesis em reconstrução: processos de aprendizagem da razão comunicativa na educação

Este artigo discute e pontua questoes fundamentais em relacao a formacao de professores e as politicas publicas, perpassada pela provocadora indagacao: para onde vao as licenciaturas? Tarefa nada facil, nesta conjuntura, a de explicitar formas de elaboracao de politicas publicas que melhor respondam a necessidade de formacao de professores no Brasil. Nesta direcao, primeiramente situa o tema de formacao de professores frente a situacao de um mundo globalizado. Em seguida, por aproximacoes sucessivas, destaca as discussoes atuais no pais em relacao as tematicas. Por fim, pontua como as universidades enfrentam de maneira ardua a questao das licenciaturas diante das politicas publicas e suas determinacoes e alem disso tudo busca pensar algumas formas de resistencia: que e exatamente como resistir, primeiro a barbarie, depois as suas consequencias.

Avaliação da avaliação da pós-graduação em educação do Brasil: quanta verdade é suportável?

O sistema de avaliacao dos programas de pos-graduacao em Educacao no Brasil vem sofrendo muitos questionamentos desde a sua origem. Sao muitas controversias que apontam para a queda no argumento de que tal sistema se justifica pela busca da excelencia. Por tras desse discurso aparentemente convincente, escondem-se os seus efeitos ao longo dos ultimos 40 anos: a grande concentracao dos programas nas regioes centro-sul do pais, tanto em nivel de quantidade quanto de qualidade, alem da desconsideracao com a avaliacao dos alunos pelo sistema. Diante disso tem-se levantado diversas duvidas, entre elas podemos aduzir as preocupacoes emergentes do âmbito da Filosofia da Educacao. A pergunta e se o problema nao estaria na epistemologia de base subjetiva (justificacao ideal) a que o sistema esta ancorado, com pouca referencia a verdade do mundo objetivo, tanto da realidade geografica do pais quanto da aprendizagem dos alunos. Para discutir a justificativa do sistema pela busca da excelencia e a sua legitimidade pratica, a proposta deste artigo se baseia nos aportes da obra Verdade e Justificacao, do filosofo alemao Jurgen Habermas.

Filosofia da Tecnologia e Educação: Conservação ou crítica inovadora da modernidade?

O campo dos estudos sobre ciencia e tecnologia e seus beneficios na vida das populacoes esta sendo questionado de maneira veemente nos ultimos tempos. A justificativa de que o desenvolvimento da ciencia e da tecnologia avanca de maneira inexoravel e neutra caiu por terra, frente as inumeras confrontacoes e limites a que ficou exposta essa racionalidade. Sao muitos testemunhos e mesmo movimentos teoricos que questionam essa crenca atualmente. Nesse texto, pretende-se delimitar alguns marcos teorico-conceituais nos quais se desenvolvem tais propostas do ponto de vista de sua relacao com a educacao. Para isso, parte-se da discussao, proposta por Marilena Chaui, sobre o modo como se constitui a racionalidade moderna e sua forma de apropriacao pelas populacoes atraves da ideologia do cientificismo. A seguir, a critica a essa racionalidade e avaliada segundo os preceitos da Escola de Frankfurt, especialmente na visao de Marcuse e Feenberg. Por ultimo, procura-se apresentar alguns fundamentos dos estudos do movimento Ciencia, Tecnologia e Sociedade (CT&S) sobre essas questoes, derivando reflexoes para o campo da educacao. Trata-se de avancar a discussao de suas origens, conforme exposto na filosofia da tecnologia, de Heidegger, a qual acredita ser destino da humanidade viver sob a egide da tecnica, em busca de uma outra relacao com a realidade, mais em harmonia com a natureza.

A compreensão da infância reconfigurada: da metafísica à pós-metafísica

The purpose of this article is to make a critical analysis of the philosophical basis on which support the pedagogical experiments described in the two reports of professor Jean Itard, written in the early nineteenth century (1822 and 1828), about Victor’s education - the wild boy from Aveyron. The approach will be carried out from the foundations of education, taking into account the tensions that exist in the field and the role of hermeneutic dialogue on reconfiguration of these processes. We seek mainly to understand the effects that the philosophy adopted in the boy’s education brought in this experience, especially in the transition of a childhood metaphysical conception to childhood postmetaphysical conception. These effects without questioning previous bases or its theoretical assumptions was what probably led the author to make a negative balance of these experiences in the second report. The excessive increase in the environment role in his education reduced the work to a routing problem (technical) only, just for not having been did criticism to the theoretical basis on which was supported the experience.

Evolutionary learning in teachers’ education: continuity between the certainties of action and discursive arrangements

This article discusses the possibility of evolutionary learning in teachers’ education, having as a reference Habermas’ purposes of world action continuation and discursive world. The study, of a reconstructive nature, analyzed the paradigmatic-epistemological approaches that underlie the doctoral theses on teachers’ education, defended in Brazilian federal universities, in Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior (CAPES) triennial assessment (2007-2009). It has been sought to identify the elements that characterize the approaches: historical-materialist, phenomenological-hermeneutics, practice epistemology, complex epistemology, social representation and poststructuralist theory. It was concluded that what lingers in the different research approaches is a common axis of objectivity characterized by shared certainties and the focus on the same problematizations, making explicit the possibility of an evolutionary continuation between what reality teaches about experience with the world and what is learned in argumentative interaction.

APRENDIZAJE EVOLUTIVO EN LA FORMACIÓN DOCENTE: CONTINUIDAD ENTRE LAS CERTEZAS DE LA ACCIÓN Y ARREGLOS DISCURSIVOS

This article discusses the possibility of evolutionary learning in teachers’ education, having as a reference Habermas’ purposes of world action continuation and discursive world. The study, of a reconstructive nature, analyzed the paradigmatic-epistemological approaches that underlie the doctoral theses on teachers’ education, defended in Brazilian federal universities, in Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior (CAPES) triennial assessment (2007-2009). It has been sought to identify the elements that characterize the approaches: historical-materialist, phenomenological-hermeneutics, practice epistemology, complex epistemology, social representation and poststructuralist theory. It was concluded that what lingers in the different research approaches is a common axis of objectivity characterized by shared certainties and the focus on the same problematizations, making explicit the possibility of an evolutionary continuation between what reality teaches about experience with the world and what is learned in argumentative interaction.

Aprendizagem evolutiva na formação de professores: continuidade entre as certezas da ação e os acertos discursivos

This article discusses the possibility of evolutionary learning in teachers’ education, having as a reference Habermas’ purposes of world action continuation and discursive world. The study, of a reconstructive nature, analyzed the paradigmatic-epistemological approaches that underlie the doctoral theses on teachers’ education, defended in Brazilian federal universities, in Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior (CAPES) triennial assessment (2007-2009). It has been sought to identify the elements that characterize the approaches: historical-materialist, phenomenological-hermeneutics, practice epistemology, complex epistemology, social representation and poststructuralist theory. It was concluded that what lingers in the different research approaches is a common axis of objectivity characterized by shared certainties and the focus on the same problematizations, making explicit the possibility of an evolutionary continuation between what reality teaches about experience with the world and what is learned in argumentative interaction.