Silas Borges Monteiro

Pequenas e grandes saúdes: uma leitura nietzschiana

This paper aims to discuss the concept of health, understood as multiple and plural. We use Friedrich Nietzsches philosophical thought as an analytical tool, allowing us to reach a typology involving minor and major health. While the first is normative and sustained by an ideal of healing, the second is an expanding strength, a condition constantly achieved. If minor health follows a preset life moralization script, major health relates to the expanded living being, which affirms its creative nature and transcends established rules. The notion of major health embraces the overcoming of imperative models rooted in biomedicine-based practices and approaches to health collective actions. Nevertheless, on the one hand, if this movement extends the co-participatory nature between staff and users of the health system, on the other hand, it lacks more radical actions to break with the moral nature of health-disease processes. Not refusing lifes own vicissitudes, major health understands the need to incorporate pain and suffering involved in individuation movements.Resumo Este artigo objetiva problematizar o conceito de saude, entendendo-o como multiplo, plural. Para isso, adota o pensamento filosofico de Friedrich Nietzsche como ferramenta analitica, permitindo-nos chegar a uma tipologia que envolve pequenas e grandes saudes. Enquanto a primeira e normativa e sustentada por um ideal de cura, a segunda passa a ser compreendida enquanto forca expansiva, como um estado a que continuamente se conquista. Se, por um lado, uma saude apequenada obedece a um script previo de moralizacao da vida, uma grande saude diz respeito a expansao daquilo que vive, que afirma seu carater criador e nao instituido pelo rebanho. A concepcao de uma grande saude vai ao encontro da superacao dos modelos imperativos que se fixam nas praticas fundadas na biomedicina, aproximando-se das acoes coletivas em saude. No entanto, se por um lado esse movimento amplia o carater coparticipativo entre equipe e usuarios do sistema de saude, ele carece, de outro, de maior radicalidade no que tange aos rompimentos com o carater moral dos processos de saude-doenca. Ao nao permitir a recusa de altos e baixos proprios a vida, uma grande saude compreende como necessaria a incorporacao da dor e do sofrimento implicados em movimentos de individuacao.

Margens de leitura e escrita

The reading-writing gesture is taken here as object and question. It is analyzed through the following conceptual sets: 1) the archi-writing of this double reading-writing finds in the term writreading its best operation: hereby presented and experienced; 2) with the notion of margins, the reading-writing gesture is shown in its structurality a structure without a center, without origin, favorable to the dissemination of meanings, supplementarity - as the referral of a sign to another, as criticism to the notion of meaning complementation, against the idea of a textual identity and iterability because a text is always the birth of the new, as well as its reading, making the writreading be this act of creation, which always happens by the second time -; 3) the undecidables are understood as operators that answer the questions of space, where the read-write move, arguing that the logic of supplementarity responds additionality and not by subtraction

FORMAÇÃO CONTINUADA (LATO SENSU) DE PROFESSORES-GESTORES ESCOLARES: RELATO DE UMA EXPERIÊNCIA VIVENCIAL

Este artigo se mostra como um relato de experiencia construido sobre a realizacao do Curso de Especializacao em Gestao Escolar, vinculado ao Programa Nacional Escola de Gestores da Educacao Basica Publica, na Universidade Federal de Mato Grosso na modalidade de Educacao a Distância. Com foco na experiencia do projeto vivencial, relata-se a proposicao e o desenvolvimento de multiplos e simultâneos processos de interacao desta formacao continuada, nos quais procurou-se aprofundar tematicas relevantes para a compreensao dos fundamentos da gestao democratica, bem como para problematizacao dos fatores e condicionantes que interferem na pratica da gestao escolar.

Otobiografia como escuta das vivências presentes nos escritos

This text is part of the theoretical foundation of my doctoral thesis entitled When Pedagogy forms teachers: an otobiographical investigation, presented to the Faculty of Education of the University of Sao Paulo. The purpose of the present article is to explain the meaning of otobiography, the theoretical approach that gave support to the research method. This methodological concept, based on the work of Jacques Derrida, seeks to reveal the meaning of experiences, which results from the kind of listening suggested by Nietzsche. These experiences take place in the written production. Thus, the otobiography questions the dynamis of the text, designating it as the force and the virtual and mobile power that give life to the writings. Through the otobiographical investigation one is concerned to give new meaning to the biographical and its signature - the autobiographical. Derrida helps us here to think the close ties between the experiences and the textual production, supported by the reading he makes of Nietzsche. He understands that only artificially it is possible to separate a text from its authors life. With this method it is possible - and this was the objective of our doctoral work - to listen to the experiences of teachers in formation through their texts. The researcher here puts himself as listener of the experiences of formation; after all, they are what reveal to us the values and knowledges developed in a lifetime. The text is structured in the following way: after establishing the question that drives this work, the concept of otobiography is explained based on the book by the same name by Derrida and on Nietzsches texts. We try to show what is under focus in an otobiographical study, namely, listening to experiences. For that, one must resume the researchs founding question: what does the author want when he/she writes his/her text? The labyrinthine path rutted by this method pursues the experiences present in the writings.