Made available in DSpace on 2016-04-04T18:33:07Z (GMT). No. of bitstreams: 1 Jose Aguiar Nobre.pdf: 983069 bytes, checksum: 3514d8014410469a99ee32a0d5564066 (MD5) Previous issue date: 2012-02-01 / Reflecting on the issue of quality democratic and public education from the pedagogical thinking of Anisio Teixeira, let us to understand that to reach of effective education is necessary teachers' education and the favorable conditions for the development of his educational work. The formal question of this thesis is: what are the challenges from the pedagogical thinking of Teixeira, for the implementation of educations democratic, public and quality with? The methodology of work limited to the field of philosophy of education, fostered by literature review led us to understand, with Teixeira, the school is the place by excellence of conquest and defense of basic rights of citizens. The procedure adopted for the survey consisted of two phases: (i) analysis of thesis and dissertations in the CAPES Thesis database, 2006 to 2010 and (ii) reading and abstract of works by expertise in the thought and work of Anisio Teixeira and John Dewey. The theoretical approach consisted in the pragmatism of John Dewey. We reflect on the concept of democracy Teixeira understood not only as a form of government, but as a new social organization, which seeks to give all individuals equal opportunities and equal responsibilities for the free expansion of its values. We discussed about the need for constant evaluation of the potential available in the users of public school for their participation in democratic management, measuring the obstacles to ensure that they do not end up stifling the potential of the community. We also discussed about the real need of education for the realization of empowerment leading to social democratization, measuring the obstacles to ensure that they don?t end up stifling the potential of the community. We also analyze the real need for effective educations leading to the emancipation of social democratization. The results achieved with the research in response to the question raised, highlighted five challenges for effective democratic and public education quality. And therefore we see that a democratic society depends directly on education to be effective. Democracy can not exist without quality education for all citizens, since the transformation is required for all and not just on part of society. / Refletir sobre a quest?o da educa??o democr?tica e p?blica de qualidade a partir do pensamento pol?tico pedag?gico de An?sio Teixeira, neste trabalho, nos levou a entender que a forma??o do educador e as condi??es favor?veis ao desenvolvimento do seu trabalho educativo constituem requisitos essenciais para a efetiva??o dessa educa??o. A pergunta formal desta disserta??o foi assim formulada: quais os desafios, a partir do pensamento pol?tico pedag?gico de An?sio Teixeira, para a efetiva??o da educa??o democr?tica e p?blica de qualidade no Brasil atual? O m?todo do trabalho, circunscrito ao campo da filosofia da educa??o, fomentado por meio da revis?o bibliogr?fica nos levou a compreender, com An?sio Teixeira, que a escola ? o lugar por excel?ncia de conquista e defesa dos direitos essenciais do cidad?o. Os procedimentos adotados para a pesquisa consistiram em duas fases: (i) an?lise de teses e disserta??o no Banco de Teses da CAPES, de 2006 a 2010 e (ii) leitura e fichamentos de obras de autores especialistas no pensamento de An?sio Teixeira e a obra de John Dewey. O referencial te?rico adotado consistiu no pragmatismo de John Dewey. Refletimos sobre a concep??o de democracia de An?sio Teixeira entendendo-a n?o somente como uma forma de governo, mas como uma nova organiza??o social, em que se busca oferecer a todos os indiv?duos iguais oportunidades e iguais responsabilidades para a expans?o livre dos seus valores. Discutimos acerca da necessidade de constante avalia??o sobre as potencialidades dispon?veis na comunidade dos usu?rios da escola p?blica para a sua participa??o na gest?o democr?tica, medindo os obst?culos a fim de que esses n?o acabem por sufocar as potencialidades da comunidade. Analisamos tamb?m sobre a real necessidade da educa??o para a efetiva??o da emancipa??o que conduz ? democratiza??o social. Os resultados alcan?ados com a pesquisa, em resposta ? pergunta levantada, evidenciaram cinco desafios para a efetiva??o da educa??o democr?tica e p?blica de qualidade. E, sendo assim vimos que a sociedade democr?tica depende diretamente da educa??o para se efetivar. N?o podendo a democracia existir sem a educa??o de qualidade para todos os cidad?os, uma vez que a transforma??o se exige para todos e n?o para uma parte da sociedade apenas.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-13T17:29:05Z No. of bitstreams: 1 JoaoBatistadaSilvaDissertacao2017.pdf: 1985015 bytes, checksum: 05122c8ab94bfe518cb37e6b3ea40bf0 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-13T17:29:20Z (GMT) No. of bitstreams: 1 JoaoBatistadaSilvaDissertacao2017.pdf: 1985015 bytes, checksum: 05122c8ab94bfe518cb37e6b3ea40bf0 (MD5) / Made available in DSpace on 2018-04-13T17:29:21Z (GMT). No. of bitstreams: 1 JoaoBatistadaSilvaDissertacao2017.pdf: 1985015 bytes, checksum: 05122c8ab94bfe518cb37e6b3ea40bf0 (MD5) Previous issue date: 2017-12-15 / This dissertation focuses on scientific morality as a means of overcoming traditional morality featured on the work ???A brief introduction to philosophy of education: the progressive school or the transformation of school??? by An??sio Teixeira. The philosophical view presented in Teixeira???s work was heavily influenced by two works of John Dewey: Experience and education and Democracy and education: introduction to the philosophy of education. Based on these two references, more directly on the first one, in which Dewey developed the theory of experience, Teixeira approached the issue of traditional versus scientific morality. Teixeira???s claims that the traditional morality, which prevailed in his context and that had in the catholic church its most vocal supporters, did not assure that the school, as a medium of education, could cater to a society that had been undergoing fast transformations. This morality, Teixeira argued, harbored in its entirety rigid and authoritarian principles that did not contribute for an optimal individual development once blind obedience, inaction, the respect to books, and professors were unquestionable rules. Therefore, in a society in which, due to scientific progress, had been going through continuous changes in its social tapestry and, above all, with a visible democratic tendency, called for schools to adopt in its pedagogical practice the scientific morality that embraced the advances stemming from the experimental morality. Teixeira argument on the relevance of scientific lied on the fact that it would contribute for a democratic education due to the sheer fact that it would grant the individual freedom of expression of his personality. It would also allow the individual to make his own choices and bear its inherent responsibilities in a way permitted him to be capable of self-government becoming his own master and a promoter of social welfare. / Esta pesquisa tem como objeto a moral cient??fica como supera????o da moral tradicional na obra Pequena introdu????o ?? filosofia da educa????o: a escola progressiva ou transforma????o da escola de An??sio Teixeira. A proposta filos??fica apresentada nesta obra de An??sio sofreu fortes influ??ncias de duas obras de John Dewey, quais sejam: Experi??ncia e educa????o e Democracia e educa????o: introdu????o ?? filosofia da educa????o. A partir destas duas refer??ncias, mais diretamente da primeira, na qual Dewey desenvolve a teoria da experi??ncia, foi que An??sio abordou o problema da moral tradicional versus a moral cient??fica. Compreende An??sio Teixeira que a moral tradicional que prevalecia no seu contexto e que tinha como defensores mais not??rios a Igreja cat??lica, n??o contribu??a para que a escola, enquanto meio de educa????o, pudesse atender a uma sociedade que vinha passando por c??leres transforma????es, j?? que esta moral tinha em seu conjunto preceitos r??gidos e autorit??rios que n??o contribu??am para a boa forma????o do indiv??duo, uma vez que a obedi??ncia e a passividade, o respeito aos livros e aos mestres eram ditames incontest??veis. Portanto, em uma sociedade que, em virtude dos avan??os cient??ficos, vinha sofrendo uma cont??nua mudan??a nos seus arranjos sociais e, sobretudo, com uma expressiva tend??ncia democr??tica, fazia-se necess??rio que a escola adotasse em seu fazer pedag??gico a moral cient??fica que incorporava tais avan??os advindos do m??todo experimental. O argumento de An??sio Teixeira sobre a relev??ncia da moral cient??fica esteia-se no fato de que esta contribuiria para uma educa????o democr??tica pelo simples fato de permitir ao indiv??duo a liberdade de express??o de sua personalidade, bem como de fazer as suas pr??prias escolhas e de assumir as suas reponsabilidades de maneira que ele fosse capaz de se autogovernar, tornar-se senhor de si mesmo e visar o bem social.