Navegando por Assunto "Emmanuel Mounier"

Agora exibindo 1 - 1 de 1

Acesso aberto (Open Access)
O outro como um eu na educação escolar: uma crítica à racionalidade desumana aplicada à avaliação escolar
(Universidade Federal do Pará, 2023-04-12) SODRÉ, Marcelo Santos; CARDOSO, Denise Machado; http://lattes.cnpq.br/2685857306168366
As a central research problem, this Doctoral Thesis aimed to investigate from the point of view of Personalism in Mounier and Buber whether the public school could be historically conceived as a "Buberian I-It" and what are the ontological effects of this phenomenon on the formation of( as) students. Added to these is the objective of thinking about a conception of school education that could break with the instrumental character that permeates formal education to the point of effectively conceiving the other as a self in school education. Thus, to arrive at the results, I proposed, through a linear analytical path, a certain history of Brazilian school education, considering, on the one hand, the period that extends from the 16th century to contemporary times, and, on the other, the central theoretical references of the research and a specialized literature on the theme of proposed historicity. Therefore, it was possible to critically present the characteristics of the instrumental rationality that surrounds the educational phenomenon, classified by this research as dehumanizing. Then, in a more specific study of school education in Pará, focused on the first two decades of the 2000s, I identified that the educational model (conception) that was preponderant over other possible models in the public schools investigated was propaedeutics. This diagnosis made it possible for me to verify that this teaching model transformed high school into a kind of ―preparatory course‖ for the ENEM exams and/or for other selective entry processes for higher education, generating, as an ontological effect, the dehumanization of students. (the) students. It is in this context that I close the Thesis by proposing a pedagogical edge to break with the propaedeutic model: the ―class as an encounter‖. Therefore, the investigation sites were public schools selected between 2016 and 2020, and the methodology developed followed the explanatory and comprehensive matrices, with a deductive approach based on theoretical and field research. As a result, the investigated thesis was confirmed.