Inês Barbosa de Oliveira

Reflexões acerca da organização curricular e das práticas pedagógicas na EJA

This text approaches some points about the contemporary curricular reflection, referring to the study of new forms of curricular organization bound for the youth and adults education. In its beginning, the text brings a brief approach of the history of the youth and adults education in Brasil, aiming to place the reader in the debate. Then, using the relates of real situations lived by the author or by close people, I discuss some of the main problems that can be perceived in the curricular practices developed in the youth and adult education, as the childish treatment of the students or the inadequate contents or way of treating them and the speech used as well. From this, a theoretical reflection about how I understand the process of weaving the knowledge is developed, where I intent to contribute to the reflection around the possibilities of overcoming these problems. Finally, I discuss some of the conceptions of curriculum e yours fundaments to reach the proposition of a debate about the possibilities of new curricular drawings that may be more fitted to the students than the traditional proposes.

Imagens de escolas: espaçostempos de diferenças no cotidiano

Based on common research data on everyday school life and, above all, on practices and histories of public school female teachers, this text brings forward a reflection on how images were used, considering them, following Manguel (2001), as always related to narratives. We thus present images of rural and urban schools and interpret them as parts of meaning production, stressing differences and similarities and focusing on the multiple possibilities they bring about so as to grasp the nets they interweave, regarding time-space and teaching-learning, which are central to everyday school life studies.

The Crisis of the Paradigm of Modernity and Post-Modern Science

The book A Discourse on the Sciences, from 1987, which is an extended version of the The Wisdom Prayer, a solemn opening of the academic year 1985/1986 at Coimbra University, discusses the present situation of sciences as a whole (p. 5), considering sciences expressive improvements over the previous thirty years (1955/1985). Whereas the period of fifteen years prior to the turn of century as a transitional one and, therefore, difficult to apprehend and to understand, Boaventura points to the need to return to simple things.

Education, Democratic Subjectivities Formation, and Social Democracy

Emancipatory pedagogical thinking holds possibilities for developing intellectual and social autonomy in the individual and collective subjects involved in the educational process; therefore, it can be thought of as an identity formation process. We also know that the complex and entangled processes by which individual or collective subjectivities are formed fall into specific configurations as one or another knowledge, understood in a broad sense here, is appropriated; in other words, how we incorporate both formal and everyday knowledge, as the values and beliefs with which we come into contact, defines our possibilities of action on and in the world.

The Sociology of Absences and the Sociology of Emergences

As a result of the theoretical and epistemological reflection triggered by Boaventura’s study of the alternatives to neoliberal globalization and global capitalism produced by organizations and movements fighting against exclusion and discrimination, he bases his formulation of the sociology of absences and the sociology of emergences on three conclusions (2004a).