Catia Piccolo Viero Devechi

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.

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.

A arte-educação no ensino médio: desafios à formação estética

The article seeks to understand and reflect, through a hermeneutic approach, the performance of the art-educator of High School in the face of the conditions of the society managed, based on the perceptions of the art teachers of the public schools of the Federal District. For this purpose a questionnaire was applied to identify the challenges of these professionals in their teaching practices, such as the few hours-classes for art classes, the incompatibility between the specific training of the art-educator in the undergraduate and his multipurpose exercise in classroom and the non-recognition of art-education work vis-a-vis peers and society. The data are discussed from the aesthetic theory of Adorno (2008) that points out the critical potentiality of art and its social commitment in contemporaneity. We believe that, from an aesthetic perspective, art in High School could be seen as a space of formation for the human spirit, in which the critical sensibility was not against science, but glimpsed as belonging to the integrality of the individual and as a form of resistance of sociocultural massification.

FORMAÇÃO PARA A DOCÊNCIA NOS ANOS INICIAIS NA ALEMANHA

This article discusses the reorganization of teacher training programs for the elementary school after the Boulogne guidelines and the implementation of educational norms enacted by the KMK in 2004 in the German Federal State of North Rhine-Westphalia (NRW). It analyses documents and curricular proposals of two universities (UDE and WWU) as well as data produced in 2017 by narrative interviews with professors of the Institute of Educational Sciences and with coordinators of the Teacher Training Centers of both universities. Based on the data analysis, we found that the pedagogical projects of the courses are organized according to the Teacher Training Act of the NRW, with the national agreements of the Standing Conference of the Ministers of Education and Cultural Affairs and with the guidelines of the Boulogne process. The focus of the training programs is to prepare future teachers with the necessary competencies for the work in primary schools. Such guided proposals, despite the received critics, were incorporated in the bachelor and master courses. The curriculum clearly focuses on the professionalization and development of teaching abilities for primary education.

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.

A experiência estética em tempos de virtualização tecnológica

This essay attempts to problematize the meaning of art and technologies in the educational rationale, based on the elements of the critical aesthetic theory of Theodor Adorno. For this, we raise the following issues: Does it still make sense to think about the formative experience of art within the digital age? Is it possible to demystify the technologies of education through the aesthetic reconstruction of meanings? How can we consider the expressive dimension of education within the scope of instrumentality? Through a hermeneutic study, we seek to understand and rethink technologies, discussing a critical mediation of the universe of art in education, as a reflexive gesture, a dialogical and emancipatory exchange, at the same time made possible and yet hindered by the opposing and intense relationships of today. EducaTion • TEchnology • ExpEriEncE • aEsThETics E la in e C o n te e C a ia P ic c o lo V ie ro D e ve c h i C a d e r n o s d e P e s q u is a .4 6 n 16 2 p 12 16 12 3 3 o u t./d e z . 2 0 16 12 17 http://dx.doi.org/10.1590/198053143724 l’ExPériEnCE EsthétiquE À l’éPoquE DE Virtualisation tEChnologiquEThis essay attempts to problematize the meaning of art and technologies in the educational rationale, based on the elements of the critical aesthetic theory of Theodor Adorno. For this, we raise the following issues: Does it still make sense to think about the formative experience of art within the digital age? Is it possible to demystify the technologies of education through the aesthetic reconstruction of meanings? How can we consider the expressive dimension of education within the scope of instrumentality? Through a hermeneutic study, we seek to understand and rethink technologies, discussing a critical mediation of the universe of art in education, as a reflexive gesture, a dialogical and emancipatory exchange, at the same time made possible and yet hindered by the opposing and intense relationships of today.

The aesthetic experience in times of technological virtualization

This essay attempts to problematize the meaning of art and technologies in the educational rationale, based on the elements of the critical aesthetic theory of Theodor Adorno. For this, we raise the following issues: Does it still make sense to think about the formative experience of art within the digital age? Is it possible to demystify the technologies of education through the aesthetic reconstruction of meanings? How can we consider the expressive dimension of education within the scope of instrumentality? Through a hermeneutic study, we seek to understand and rethink technologies, discussing a critical mediation of the universe of art in education, as a reflexive gesture, a dialogical and emancipatory exchange, at the same time made possible and yet hindered by the opposing and intense relationships of today. EducaTion • TEchnology • ExpEriEncE • aEsThETics E la in e C o n te e C a ia P ic c o lo V ie ro D e ve c h i C a d e r n o s d e P e s q u is a .4 6 n 16 2 p 12 16 12 3 3 o u t./d e z . 2 0 16 12 17 http://dx.doi.org/10.1590/198053143724 l’ExPériEnCE EsthétiquE À l’éPoquE DE Virtualisation tEChnologiquEThis essay attempts to problematize the meaning of art and technologies in the educational rationale, based on the elements of the critical aesthetic theory of Theodor Adorno. For this, we raise the following issues: Does it still make sense to think about the formative experience of art within the digital age? Is it possible to demystify the technologies of education through the aesthetic reconstruction of meanings? How can we consider the expressive dimension of education within the scope of instrumentality? Through a hermeneutic study, we seek to understand and rethink technologies, discussing a critical mediation of the universe of art in education, as a reflexive gesture, a dialogical and emancipatory exchange, at the same time made possible and yet hindered by the opposing and intense relationships of today.

La experiencia estética en tiempos de virtualización tecnológica

This essay attempts to problematize the meaning of art and technologies in the educational rationale, based on the elements of the critical aesthetic theory of Theodor Adorno. For this, we raise the following issues: Does it still make sense to think about the formative experience of art within the digital age? Is it possible to demystify the technologies of education through the aesthetic reconstruction of meanings? How can we consider the expressive dimension of education within the scope of instrumentality? Through a hermeneutic study, we seek to understand and rethink technologies, discussing a critical mediation of the universe of art in education, as a reflexive gesture, a dialogical and emancipatory exchange, at the same time made possible and yet hindered by the opposing and intense relationships of today. EducaTion • TEchnology • ExpEriEncE • aEsThETics E la in e C o n te e C a ia P ic c o lo V ie ro D e ve c h i C a d e r n o s d e P e s q u is a .4 6 n 16 2 p 12 16 12 3 3 o u t./d e z . 2 0 16 12 17 http://dx.doi.org/10.1590/198053143724 l’ExPériEnCE EsthétiquE À l’éPoquE DE Virtualisation tEChnologiquEThis essay attempts to problematize the meaning of art and technologies in the educational rationale, based on the elements of the critical aesthetic theory of Theodor Adorno. For this, we raise the following issues: Does it still make sense to think about the formative experience of art within the digital age? Is it possible to demystify the technologies of education through the aesthetic reconstruction of meanings? How can we consider the expressive dimension of education within the scope of instrumentality? Through a hermeneutic study, we seek to understand and rethink technologies, discussing a critical mediation of the universe of art in education, as a reflexive gesture, a dialogical and emancipatory exchange, at the same time made possible and yet hindered by the opposing and intense relationships of today.