Artigos Científicos - CABAE

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/6635

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Agora exibindo 1 - 4 de 4

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Conhecimento, arte e formação na República de Platão
(Faculdade de Educação da Universidade de São Paulo, 2015-03) OLIVEIRA, Damião Bezerra; ABREU, Waldir Ferreira de
In the present article, we investigate the relationship between art, education, and politics in Plato’s The Republic, and study in what way Platonic gnoseological assumptions can clear tensions in this relationship. We seek to reconstruct Plato’s main arguments for his criticism of the mythopoeic education. We defend the hypothesis that Plato, in The Republic, recognizes the formative potential of art, particularly poetry, although because of ontological and gnoseological reasons, he had to subordinate it to philosophy. The nature of this study’s questionings and goals required consulting bibliographical sources for which we used hermeneutic reading techniques, with emphasis on apprehending the meanings of essential concepts based on their Greek origin. We present explanations and comments about The Republic, but also about Ion, Hippias Major, and critical literature selected as more relevant among the sources researched. Our conceptual, reflexive analysis showed that the mythopoeic culture is an indispensable concept to the general education found in Plato’s Republic, although an insufficient one to achieve, by itself, the ideal of education expressed by the concepts of truth, goodness, and beauty. We conclude that only philosophy, as it overcomes the charms of language, senses, and the sensible world, can extend the limits and possibilities of art, particularly art that uses words. As the just city would only be possible by equating the king with the philosopher, there cannot be a true poet who is not also a philosopher.
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Da produtividade do conceito de pré-construído e seus diferentes modos de funcionamento: uma abordagem teórico-analítica
(Universidade do Sul de Santa Catarina, 2019-04) PAVAN, Paula Daniele; GALVÃO, Alessandro Nobre
This work proposes, based on the theoretical considerations of Pêcheux ([1975] 2009), to systematize a kind of revision of the pre-constructed category. The approach rethinks the thesis that the pre-constructed is a different instance of another element of knowledge that works from the interdiscourse in a perpendicular/transverse way. The proposal is think this category as a single instance of knowledge that works through different modalities that can be synthesized by the following verbs in their developments: to fit, to cross and to resonate. This gesture is based on Indursky (2011), who operates distinctly with the category of transverse-discourse, allowing to maintaining that only the pre-constructed connects discourses. In order to assure theoretical and analytically this incursion, this work have chosen the working of the Movement of the Affected by Dams (MAB in Portuguese acronym). From different cuts, discursive sequences that indicate this pre-constructed operation are examined from the three mentioned modalities.
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Educação do campo adaptando métodos pedagógicos: proposta para EJA sem evasão nas comunidades quilombolas
(Universidade Federal do Tocatins, 2018-08) RODRIGUES, Iêda Ribeiro; BENTES, Haroldo de Vasconcelos
This article proposes the inclusion of pedagogical procedures that value the local culture in the EJA clas-ses of two schools of quilombola communities. The objective of this method is the regular participation of the student in the school, thus proposing the reduction in the school dropout rate through the modifica-tion of classroom teaching. We present reports of students and teachers where the problem of avoidance is justified. It is suggested differentiated dynamics exemplified in the discipline of Philosophy of Educa-tion with one of the classes of the Rural Education (UFPA). In the theoretical field it is defended a tea-ching that prioritizes the specificities of the subjects of the Youngsters and Adult Education (YAE) and the local culture. Contextualizing with Haroldo Bentes (2010, 2016), Caldart (2000; 2012) and National Curricular Guidelines for Elementary Education, Countryside Schools and Quilombola Education. Wi-thin the methodological foundations it is approached the integration of pedagogical methods adapted according to the local culture. It discusses the interaction and interest of the student of the YAE with the disciplines. It was at the end that the exchange of teacher-student knowledge stimulates socio-educational growth. Encouraging the student to stay in school and reducing the level of school dropout.
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Educação e sociedade: o papel das Políticas de Ensino Médio na formação de estudantes em escola pública da Amazônia paraense
(Universidade Federal do Pará, 2018-06) NASCIMENTO, Afonso Welliton de Sousa; CORDEIRO, Yvens Ely Martins; TAVARES, Francinei Bentes; BELTRAO, Norma Ely Santos
The research aimed at the study of the educational policies of High School in the State of Pará and its role in the training of students in a public school in the Amazônia Paraense, in the Municipality of Abaetetuba, from 2007 to 2012. The universe of research is from a school Which receives students from the outlying districts of the city and from the countryside: roads and islands. The negative reflection of the educational policy in the training reflected in the fragility of the content taught, especially for the continuity of the studies.

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