Navegando por Assunto "autonomia"
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Item O sentido da formação do homem autônomo segundo Rousseau(Universidade Federal de Goiás, 2009-08-23) BORGES, Eliane Garcia; GUIMARÃES., Ged; http://lattes.cnpq.br/0095963058716874This dissertation is part of the line of research on culture and educational processes and discusses the meaning of the formation of autonomous man according to Rousseau. This paper aims to consider the fundamental concepts of Rousseau's work, and reflect on the human, in order to find meaning in our pedagogical and especially to our existence. We know that the predominant formation of today is preparing for the market, utilitarianism, the immediate. However, work out discussions on training, in response these ideas, which is valuable, virtuous, enriching the human spirit. I question if in a society that predominates the sale of almost everything, it would be possible the formation that clarifies, turn free? It seems that, over time, education in general, has not been concerned with the training, the cultivation of knowledge, questioning is disturbing. Hence the need for meaning and seek to create and cultivate an education that is not mechanistic, based on the repetition of content, the accumulation of information and in the competition, but might be the strength of thought, sensitivity, imagination, friendship, honesty , justice and ethics among men. Based on the issues of the modernity that so bother us, we want to understand the concepts, the core issues of education of Rousseau, bringing some problematizations. It is possible the formation of a free man, that is not subject, or slave of his desires and supposed needs? What are the real needs of a man? What should be the way, and in what sense should guide us to the formation of a man who is not broken, submissive to the market and its laws? Is this possible, if the world is so corrupted? From an essentially bibliographic, theoretical, this paper seeks to understand the concept of human development present in the writings of Rousseau, and have them as a starting point to reflect on the man who is not dependent, nor servile, but made up for freedom, reflection, finally, autonomyItem Filosofia, democracia e autonomia: o pensamento de Cornelius Castoriadis e a formação humana(Universidade Federal de Goiás, 2012-07-27) FERREIRA, Evandson Paiva; VALLE, Lílian de Aragão Bastos do; http://lattes.cnpq.br/2217832994315714; COELHO, Ildeu Moreira; http://lattes.cnpq.br/4116924347437078In this thesis, Line Research Foundation of Educational Processes, philosophy and education field studies investigate the work of Cornelius Castoriadis and his concept of autonomy. The possible implications for the meaning of human formation and the boundaries set by the formation of reflective and deliberative subjectivities are a main theme. Divided into four chapters, the paper discusses the institution of society and the concept of radical imaginary; Castoriadis creates a fundamental distinction between autonomy and heteronomy then explains the development process of the individual by society. The next chapter investigates how Castoriadis interprets the experience of Greek thought, particularly the creation of philosophy and democracy, basic individual design and collective autonomy. In the third chapter, a resurgence in Modernity is studied. These implications as well as affects from the distant past can be seen in politics and education here. What is at issue in ancient Greece and modern Europe is a collective project of autonomy inseparable from the way sociological ideals and education. The significations of that historical period, especially these key concepts present in this discipline, are emancipatory in its normative dimensions. The final section of this thesis discusses the latest phase of Modernity. Castoriadis considers this a period of obscure autonomy, privatization of the individual and acceptance. The implications for training a school attacked by standard control and achievement are examined in relation to the trivialization of knowledge and thought from this era. This thesis aims to demonstrate that a philosophy of education consists in lieu of Castoriadis position against every form of heteronymous education, confirming that autonomy can only make sense when human formation is able to establish a critically and creatively relationship with the institutions, values and themselves.Item A tensão na transição de licenciando(a) ao (à) professor (a) de Espanhol(Universidade Federal de Goiás, 2006-06-30) MACHADO, Cleide Araújo; LIMA, Lucielena Mendonça de; http://lattes.cnpq.br/5215089054455580Esta tesis, basada en una metodología cualitativa, investiga el proceso de reflexión de un grupo de estudiantes de dieciocho años en el último año de licenciatura - enable-portugués español en una universidad pública ubicada en Goias La encuesta se llevó a cabo, el De la observación de un momento de reflexión, que tuvo lugar en el aula durante las clases de Didáctica y Práctica Docente Españoles (DPEE). Nuestro objetivo general fue analizar cómo el conjunto de teorías de apoyo, estudiado en este curso, influyó en la formación de futuros profesores. Entre los objetivos específicos es el interés en analizar el impacto causado por la transición de (a) concesión de licencias (a) el lugar del alumno (a) para el maestro (a), negociado por las teorías y las ideas que se trabajan en el DPEE la disciplina y la etapa y comprobar cómo el debate trabajado en la formación docente, a fin de que inernalizados preguntas acerca de los valores que necesita para hacer espacio para la construcción de un nuevo modelo de profesor (a). Los datos constan de ocho documentos recogidos de 02/06/2004 a 01/12/2004 utilizando los instrumentos que permiten el estudio de caso: la entrevista. el cuestionario, la observación y análisis de documentos. Para registrar y utilizar los recursos de grabación de audio y audio / vídeo, e hizo una transcripción de estos datos. la perspectiva teórica que subyace a este estudio, la ruta hace la observación de cómo la educación es ahora, como (a) profesor (a) perciben su profesión, ¿qué implicaciones del contexto actual lleva a la construcción de la identidad la profesión docente y qué expectativas se publican en (a) profesor (a) para que su enseñanza responda a las necesidades de la época en que vivimos. Nuestra pregunta inicial fue: "lo que estaba retrasando la entrada de (la) titular (as) en la práctica profesional?". Creemos que este estudio demuestra su importancia, por lo tanto, para observar el debate, con el apoyo de las teorías estudiadas en clase, especialmente en la disciplina de Currículo y Enseñanza Práctica de la española, nos damos cuenta de que el autoanálisis y la autocrítica, es decir, el reflexión sobre la propia práctica, puede retrasar la ansiedad que afecta a los alumnos (as) en el último año de universidad cuando ven a sí mismos en la posición de conflicto cruce universitarios (as) los maestros (as) y perciben a sí mismos, aún preparados (as).Item O sentido educativo do mito na formação do homem grego(Universidade Federal de Goiás, 2009-07-07) SILVA, Aline de Fátima Sales; COELHO, Ildeu Moreira; http://lattes.cnpq.br/4116924347437078This dissertation is in line of research on culture and educational processes and discusses the meaning of myth in the formation of the Greek man. The myths are present in Ancient Greece becoming part of a whole generation trainer from Homer to the Classical period. From stamp essentially bibliographic, theoretical in the Greek sense of the term, this work shows the way of the warrior because of Homeric times to the desired political result democratic polis, the myths deeply marked the mentality and training of the Greek man. Later they appear in the theater tragedy and comedy. In comedy the political problems are put into play, leading the public to reflect on the key issues of public and private life in the polis of Athens. The philosophy begins the questioning of social life that constitutes the emergence of the polis. It is as logical discourse, and rational statement that examines the reality and directs the mind to the world of unchanging essence. Deeply connected to culture and traditions of the Greek people, and argue with the myth always open the possibility of understanding the whole of existence in the individual and collective plans. The myths are socially constructed paradigms that have the kind of man you want to make every moment in Greek society. In the golden period of philosophy in the fifth century BC, Plato, to the myth of education as an example uncontested, demonstrates his paideia, the formation of autonomous man in the conquest of immutable values of the spirit which leads the man to justice and the city and the greater Good . Hence the meaning and the need to strengthen the link with tradition, with customs, myths and rituals of our culture at any time and at all times including the process of training beyond the mere human and impoverished schooling as something that raises the man and the world city of the perennial values of the spirit that makes us better quality, and virtuous people