Jorge Ramos do Ó

Bioética e identidade profissional: a construção de uma experiência de si do trabalhador da saúde *

, v.13,n.29, p.259-70, abr./jun. 2009.This study approaches bioethics asdiscourse inside broad cultural changesand also in its growing impacts on theconstitution of the healthcareprofessional’s identity. Two theses, basedon Giddens’ theoretical framework, arepresented. The first is that bioethicspotentially is an abstract system that iscapable of producing reflection and oforganizing the experience and thesubjective identity project of thehealthcare worker; the second states thatthe ethical/bioethical education of thehealthcare worker is inseparable from a setof pedagogical devices that relate workand formal education in “modes of beingprofessional”. Professional identity isdiscussed in the context of thedecentralization of the modern subject andnew notions of personal identities, as wellas within pedagogical devices that arestrongly aligned with the political andtechnical demands and configurations ofconcrete work scenarios, capable ofdefining the moral/ethical potential of theformal education offered.Keywords: Identity. Health personnel.Education and work. Bioethics.O estudo aborda a bioetica comodiscurso no interior de amplas mudancasculturais e em seus crescentes impactossobre a constituicao da identidade doprofissional da saude. Sao apresentadasduas teses, fundamentadas no referencialde Giddens: 1. A bioetica e,potencialmente, um sistema abstratocapaz de produzir reflexividade,ordenando a experiencia e o projeto deidentidade subjetiva do trabalhador dasaude; 2. A formacao etica/bioetica dotrabalhador da saude e indissociavel deum conjunto de dispositivos pedagogicosque relacionam o trabalho e a escola em“modos de ser profissional”. Aidentidade profissional e problematizadano contexto de descentramento dosujeito moderno e novas nocoes deidentidades pessoais, bem como nointerior de dispositivos pedagogicosfortemente alinhados as exigencias econformacoes politicas e tecnicas doscenarios concretos de trabalho, capazesde definir a potencialidade moral/etica daformacao.Palavras-chave: Identidade. Pessoal desaude. Educacao e trabalho. Bioetica.

Genealogy as History: From Pupil to Artist as the Dynamics of Genius, Status, and Inventiveness in Art Education in Portugal

This chapter identifies the cultural debates, institutional solutions, and practices in the context of arts education and training in Portugal after the end of the eighteenth century. The ways in which the school shaped and mobilized itself to supply the arts student with the cognitive tools and instrumental techniques that would enable him to produce artifacts contrasts to regular education, in which the student traditionally plays the role of a translator of stabilized scientific truths. The text identifies and discusses the meanings of various historical mutations involved in a complex social operation that we still recognize: the transformation of pupil into artist.

Bio-ética e identidad profesional: la construcción de uma experiencia propia del trabajador de la salud

, v.13,n.29, p.259-70, abr./jun. 2009.This study approaches bioethics asdiscourse inside broad cultural changesand also in its growing impacts on theconstitution of the healthcareprofessional’s identity. Two theses, basedon Giddens’ theoretical framework, arepresented. The first is that bioethicspotentially is an abstract system that iscapable of producing reflection and oforganizing the experience and thesubjective identity project of thehealthcare worker; the second states thatthe ethical/bioethical education of thehealthcare worker is inseparable from a setof pedagogical devices that relate workand formal education in “modes of beingprofessional”. Professional identity isdiscussed in the context of thedecentralization of the modern subject andnew notions of personal identities, as wellas within pedagogical devices that arestrongly aligned with the political andtechnical demands and configurations ofconcrete work scenarios, capable ofdefining the moral/ethical potential of theformal education offered.Keywords: Identity. Health personnel.Education and work. Bioethics.O estudo aborda a bioetica comodiscurso no interior de amplas mudancasculturais e em seus crescentes impactossobre a constituicao da identidade doprofissional da saude. Sao apresentadasduas teses, fundamentadas no referencialde Giddens: 1. A bioetica e,potencialmente, um sistema abstratocapaz de produzir reflexividade,ordenando a experiencia e o projeto deidentidade subjetiva do trabalhador dasaude; 2. A formacao etica/bioetica dotrabalhador da saude e indissociavel deum conjunto de dispositivos pedagogicosque relacionam o trabalho e a escola em“modos de ser profissional”. Aidentidade profissional e problematizadano contexto de descentramento dosujeito moderno e novas nocoes deidentidades pessoais, bem como nointerior de dispositivos pedagogicosfortemente alinhados as exigencias econformacoes politicas e tecnicas doscenarios concretos de trabalho, capazesde definir a potencialidade moral/etica daformacao.Palavras-chave: Identidade. Pessoal desaude. Educacao e trabalho. Bioetica.

Bioethics and professional identity: the healthcare worker's constrution of the experience of him/herself

, v.13,n.29, p.259-70, abr./jun. 2009.This study approaches bioethics asdiscourse inside broad cultural changesand also in its growing impacts on theconstitution of the healthcareprofessional’s identity. Two theses, basedon Giddens’ theoretical framework, arepresented. The first is that bioethicspotentially is an abstract system that iscapable of producing reflection and oforganizing the experience and thesubjective identity project of thehealthcare worker; the second states thatthe ethical/bioethical education of thehealthcare worker is inseparable from a setof pedagogical devices that relate workand formal education in “modes of beingprofessional”. Professional identity isdiscussed in the context of thedecentralization of the modern subject andnew notions of personal identities, as wellas within pedagogical devices that arestrongly aligned with the political andtechnical demands and configurations ofconcrete work scenarios, capable ofdefining the moral/ethical potential of theformal education offered.Keywords: Identity. Health personnel.Education and work. Bioethics.O estudo aborda a bioetica comodiscurso no interior de amplas mudancasculturais e em seus crescentes impactossobre a constituicao da identidade doprofissional da saude. Sao apresentadasduas teses, fundamentadas no referencialde Giddens: 1. A bioetica e,potencialmente, um sistema abstratocapaz de produzir reflexividade,ordenando a experiencia e o projeto deidentidade subjetiva do trabalhador dasaude; 2. A formacao etica/bioetica dotrabalhador da saude e indissociavel deum conjunto de dispositivos pedagogicosque relacionam o trabalho e a escola em“modos de ser profissional”. Aidentidade profissional e problematizadano contexto de descentramento dosujeito moderno e novas nocoes deidentidades pessoais, bem como nointerior de dispositivos pedagogicosfortemente alinhados as exigencias econformacoes politicas e tecnicas doscenarios concretos de trabalho, capazesde definir a potencialidade moral/etica daformacao.Palavras-chave: Identidade. Pessoal desaude. Educacao e trabalho. Bioetica.

Government of the Soul and Genesis of the Modern Educational Discourse (1879-1911)

This article aims to illustrate that the modern educational project, discursively articulated until the end of the nineteenth century, owes much to the ethics that Christianity had earlier systematized, in the context of the disciplined dynamics brought by the Counter‐Reformation. A kind of pastoral power remained within the enlightenment‐humanist project, and we should discuss its deepening in modernity, a growing technological sophistication to respond, reiterating the same principles and seeking similar results, against a background of increasingly complex interactions due to its extreme massification. To better explain this thesis special attention is paid to the so‐called Compayré Moment (1879–1911), a historical phase in which an entire generation of Francophone pedagogues predominantly reflected on the epistemological status of the Sciences of Education and systematized an encyclopaedic knowledge based on an education and teaching with modern characteristics. Hence, the government of the soul or disciplinary training of the will of the pupil was at the core of reform proposals defended by this group of pedagogues.This article aims to illustrate that the modern educational project, discursively articulated until the end of the nineteenth century, owes much to the ethics that Christianity had earlier systematized, in the context of the disciplined dynamics brought by the Counter‐Reformation. A kind of pastoral power remained within the enlightenment‐humanist project, and we should discuss its deepening in modernity, a growing technological sophistication to respond, reiterating the same principles and seeking similar results, against a background of increasingly complex interactions due to its extreme massification. To better explain this thesis special attention is paid to the so‐called Compayre Moment (1879–1911), a historical phase in which an entire generation of Francophone pedagogues predominantly reflected on the epistemological status of the Sciences of Education and systematized an encyclopaedic knowledge based on an education and teaching with modern characteristics. Hence, the government of the soul or di...

A pedagogia artística como normação da vida: tecnologias do eu e produção do génio musical em Portugal (final do século XIX a início do século XX)

Esta discussao sobre educacao e ensino musical portugues, entre finais do seculo XIX e inicios do seculo XX, uma epoca em que a procura das aprendizagens musicais foi rarefeita, procura introduzir a hipotese de uma leitura biopolitica a partir da tecnologia do genio . Esse conceito atravessou diversos ramos de ensino, embora atraves de diferentes modalidades – o que permite perguntar se a regulacao artistica das populacoes se daria por uma mesma tecnologia. A pergunta surge a partir da identificacao dos diversos contextos educativos, praticas pedagogicas e incidencias artisticas que parecem bifurcar o genio em nacional e individual . A educacao musical (ensino primario, secundario e normal) foi incentivada pelo Estado atraves das praticas de canto coral, entao tambem designado por canto escolar, e com possibilidade de abranger toda a populacao. Para a grande massa, agilizou-se a incorporacao do genio nacional – com suas manifestacoes publicas de repertorio musical, linguistico, emocional e corporal. O ensino musical especializado (conservatorios) dirigia-se, porem, a uma pequena parcela da populacao, a qual seria capacitada para a execucao e criacao musical. O incentivo do genio musical (individual) repercutiu uma produtividade global da rarefacao das oportunidades, sendo possivel identificar algumas destas tecnicas a partir da pedagogia de instrumentos de grande procura, como o piano. Curriculos e praticas escolares remetem, apesar desta diferenciacao, para o genio como tecnologia univoca, agilizada por diferentes tecnicas pedagogicas de normacao dos sujeitos.

The Other and the Same: images of rescue and salvation in the Portuguese documentary film Children’s Parks (1945)

This article deals with the heuristic potentials of the documentary film Children’s Parks in the historical and visual treatment of educational subjects and objects. We will choose specific moments in the film in order to discuss theoretical and methodological questions implied in the relationship between images and words, aiming to understand how pictorial meaning is connected to the production of specific kinds of subjectivities. Each section will mobilise different levels of description and analysis, with the result being an article whose outcome is itself a multi-level process that recasts and restructures the pictorial content of the film.