nÃo hà / The debate surrounding the polytechnic concepts and unit school have occurred throughout the twentieth century and the beginning of the current by different currents linked to the Marxist camp. However, it is far from a consensus, or rather, of their exhaustion. That does not mean it is less important, on the contrary, their constant update is essential in the fight for a school that contributes to human emancipation, is a dealienating school. This study intended to bring to light issues that seem far in this discussion and from authors already recognized for his role in the development of an education based on Marxist thought: What actually Pistrak understood as polytechnic and it would? How important, in Gramsci, the unitary school for the formation of a new society? How are grasped the concepts of polytechnic and unitary school at the thought of Saviani? The answer to these questions intends to debate the polytechnic and unitary school action by the Marxist educators. As it comes to concepts, the whole study was carried out theoretically, so had the technical bibliographic study and activities related to it: literature, abstracts, fichamentos, reviews. In addition to Marx and Engels (1983 and 2007), Marx (1985, 1988, 2013), Pistrak (2011 and 2015), Gramsci (1982, 1987 and 2011) and Saviani (1989 and 2003), many debaters were important, include: Sousa JR (2011), Nosella (2010), Sousa (2012), Frigotto and Ciavatta (2014), Frigotto (1984), Kuenzer (1988) and Sousa and Oliveira (2013). We understand that Marx presented the polytechnic as part of a school that would take human formation from the junction between scientific knowledge and training for production, while Pistrak understand the alliance polytechnic as the school that would form the man for the new Soviet society . Gramsci means the only school as one that balance fairly the development of manual and intellectual work capacity. In Brazil the seizure of these concepts develops prominently in what we call School Saviani, it is widely debated by educators who have developed their studies under its influence. Saviani to the proposal of polytechnic education aims to overcome the current division and dehumanization of man, whether considered as individuals or as a class. Finally, a single type of school that some intellectual and productive training as an educational ground of being, aiming his alienation is the defending theorists studied here. / O debate entorno dos conceitos de politecnia e escola unitÃria tÃm ocorrido ao longo do sÃculo XX e no inÃcio do atual por diversas correntes ligadas ao campo marxista. Contudo, està longe de um consenso ou de seu esgotamento. Isso nÃo significa que ele à menos importante, ao contrÃrio, sua constante atualizaÃÃo à fundamental na luta por uma escola que contribua para a emancipaÃÃo humana, uma escola desalienante. Este estudo pretendeu trazer à luz questÃes que parecem distantes nessa discussÃo e tendo por base autores reconhecidos por sua atuaÃÃo no desenvolvimento de uma educaÃÃo baseada no pensamento marxista. buscou-se responder a trÃs perguntas: O que efetivamente Pistrak entendia como sendo escola politÃcnica e a que ela serviria? Qual a importÃncia, em Gramsci, da escola unitÃria para a formaÃÃo de uma nova sociedade? Como sÃo apreendidos os conceitos de politecnia e escola unitÃria no pensamento de Saviani? Com a resposta dessas questÃes pretende-se levar os educadores do debate a aÃÃo na busca pela politecnia e por uma escola unitÃria. Por se tratar de conceitos, todo o estudo realizou-se teoricamente, portanto teve como tÃcnica o estudo bibliogrÃfico e as atividades inerentes a ele: levantamento bibliogrÃfico, resumos, fichamentos, resenhas. AlÃm de Marx e Engels (1983 e 2007), Marx (1985, 1988, 2013), Pistrak (2011 e 2015), Gramsci (1982, 1987 e 2011) e Saviani (1989 e 2003), muitos debatedores foram importantes, destacamos: Sousa Junior (2011), Nosella (2010), Sousa (2012), Frigotto e Ciavatta (2014), Frigotto (1984), Kuenzer (1988) e Sousa e Oliveira (2013). Entende-se que Marx apresentou a politecnia como parte de uma escola que deveria levar formaÃÃo humana a partir da junÃÃo entre o saber cientÃfico e a formaÃÃo para a produÃÃo, enquanto Pistrak compreendia a escola politÃcnica como sendo um caminho para formaÃÃo do homem para a nova sociedade soviÃtica. Gramsci entende a escola Ãnica como a que recebe todas as crianÃas e jovens e a eles oferece um processo educativo sem distinÃÃo de origem social e que nessa escola haja equilÃbrio na realizaÃÃo de atividades manuais e intelectuais. No Brasil a apreensÃo desses conceitos desenvolve-se de forma destacada no que chamamos Escola de Saviani, pois à amplamente debatido por educadores que realizaram seus estudos sob sua influÃncia. Para Saviani a proposta da educaÃÃo politÃcnica visa superar a atual divisÃo e desumanizaÃÃo do homem, seja ele considerado como indivÃduo ou como classe. Enfim, um Ãnico tipo de escola que some a formaÃÃo intelectual e produtiva como fundamento educativo do ser, objetivando sua desalienaÃÃo à o que defendem os teÃricos aqui estudados.

FEIJÓ, Jerciano Pinheiro. Escola unitária e politecnia: reflexão com base em Pistrak, Gramsci e Saviani. 2016. 90f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-03-06T11:58:08Z No. of bitstreams: 1 2016_dis_jpfeijo.pdf: 674698 bytes, checksum: ee011078208e719c42711ee34762dc1e (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-03-07T14:42:04Z (GMT) No. of bitstreams: 1 2016_dis_jpfeijo.pdf: 674698 bytes, checksum: ee011078208e719c42711ee34762dc1e (MD5) / Made available in DSpace on 2017-03-07T14:42:04Z (GMT). No. of bitstreams: 1 2016_dis_jpfeijo.pdf: 674698 bytes, checksum: ee011078208e719c42711ee34762dc1e (MD5) Previous issue date: 2016 / The debate surrounding the polytechnic concepts and unit school have occurred throughout the twentieth century and the beginning of the current by different currents linked to the Marxist camp. However, it is far from a consensus, or rather, of their exhaustion. That does not mean it is less important, on the contrary, their constant update is essential in the fight for a school that contributes to human emancipation, is a dealienating school. This study intended to bring to light issues that seem far in this discussion and from authors already recognized for his role in the development of an education based on Marxist thought: What actually Pistrak understood as polytechnic and it would? How important, in Gramsci, the unitary school for the formation of a new society? How are grasped the concepts of polytechnic and unitary school at the thought of Saviani? The answer to these questions intends to debate the polytechnic and unitary school action by the Marxist educators. As it comes to concepts, the whole study was carried out theoretically, so had the technical bibliographic study and activities related to it: literature, abstracts, fichamentos, reviews. In addition to Marx and Engels (1983 and 2007), Marx (1985, 1988, 2013), Pistrak (2011 and 2015), Gramsci (1982, 1987 and 2011) and Saviani (1989 and 2003), many debaters were important, include: Sousa JR (2011), Nosella (2010), Sousa (2012), Frigotto and Ciavatta (2014), Frigotto (1984), Kuenzer (1988) and Sousa and Oliveira (2013). We understand that Marx presented the polytechnic as part of a school that would take human formation from the junction between scientific knowledge and training for production, while Pistrak understand the alliance polytechnic as the school that would form the man for the new Soviet society . Gramsci means the only school as one that balance fairly the development of manual and intellectual work capacity. In Brazil the seizure of these concepts develops prominently in what we call School Saviani, it is widely debated by educators who have developed their studies under its influence. Saviani to the proposal of polytechnic education aims to overcome the current division and dehumanization of man, whether considered as individuals or as a class. Finally, a single type of school that some intellectual and productive training as an educational ground of being, aiming his alienation is the defending theorists studied here. / O debate entorno dos conceitos de politecnia e escola unitária têm ocorrido ao longo do século XX e no início do atual por diversas correntes ligadas ao campo marxista. Contudo, está longe de um consenso ou de seu esgotamento. Isso não significa que ele é menos importante, ao contrário, sua constante atualização é fundamental na luta por uma escola que contribua para a emancipação humana, uma escola desalienante. Este estudo pretendeu trazer à luz questões que parecem distantes nessa discussão e tendo por base autores reconhecidos por sua atuação no desenvolvimento de uma educação baseada no pensamento marxista. buscou-se responder a três perguntas: O que efetivamente Pistrak entendia como sendo escola politécnica e a que ela serviria? Qual a importância, em Gramsci, da escola unitária para a formação de uma nova sociedade? Como são apreendidos os conceitos de politecnia e escola unitária no pensamento de Saviani? Com a resposta dessas questões pretende-se levar os educadores do debate a ação na busca pela politecnia e por uma escola unitária. Por se tratar de conceitos, todo o estudo realizou-se teoricamente, portanto teve como técnica o estudo bibliográfico e as atividades inerentes a ele: levantamento bibliográfico, resumos, fichamentos, resenhas. Além de Marx e Engels (1983 e 2007), Marx (1985, 1988, 2013), Pistrak (2011 e 2015), Gramsci (1982, 1987 e 2011) e Saviani (1989 e 2003), muitos debatedores foram importantes, destacamos: Sousa Junior (2011), Nosella (2010), Sousa (2012), Frigotto e Ciavatta (2014), Frigotto (1984), Kuenzer (1988) e Sousa e Oliveira (2013). Entende-se que Marx apresentou a politecnia como parte de uma escola que deveria levar formação humana a partir da junção entre o saber científico e a formação para a produção, enquanto Pistrak compreendia a escola politécnica como sendo um caminho para formação do homem para a nova sociedade soviética. Gramsci entende a escola única como a que recebe todas as crianças e jovens e a eles oferece um processo educativo sem distinção de origem social e que nessa escola haja equilíbrio na realização de atividades manuais e intelectuais. No Brasil a apreensão desses conceitos desenvolve-se de forma destacada no que chamamos Escola de Saviani, pois é amplamente debatido por educadores que realizaram seus estudos sob sua influência. Para Saviani a proposta da educação politécnica visa superar a atual divisão e desumanização do homem, seja ele considerado como indivíduo ou como classe. Enfim, um único tipo de escola que some a formação intelectual e produtiva como fundamento educativo do ser, objetivando sua desalienação é o que defendem os teóricos aqui estudados.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / A pesquisa discute o Programa de Ensino MÃdio integrado à EducaÃÃo Profissional das Escolas Estaduais Cearenses, que surgiu em 2008, por meio da parceria entre o Governo do Estado e o Governo Federal, consoante Programa Brasil Profissionalizado. O objetivo à investigar as experiÃncias dos egressos com relaÃÃo ao mundo do trabalho, sobretudo as vivÃncias durante o estÃgio curricular e pÃs-formaÃÃo. Recorre-se a autores que cuidam das contradiÃÃes no mundo do trabalho, da EducaÃÃo Profissional e Ãqueles que abordam a Escola UnitÃria, como: Marx (2010;1890;2001), MÃszÃros (2008;2002), Kuenzer (1991;2005;2011), Saviani (2008;2007), Antunes (1998;22015;2007), Alves (2011), Frigotto (2010;1995), Cunha (2000), Ramos (2011), Ciavatta (2012), Gramsci (1989) e outros estudiosos que contribuÃram para o campo teÃrico e anÃlise dos achados. Vale enfatizar que a anÃlise filosÃfica desta pesquisa exploratÃria foi ancorada na concepÃÃo de escola unitÃria, de Gramsci, que propÃe uma formaÃÃo transposta aos interesses em mÃo de obra para o capital. Os dados foram colhidos de documentos legais que caracterizam e orientam o objeto de estudo, escolas estaduais de EducaÃÃo Profissional do Cearà e via questionÃrio com 30 egressos. Nesse caminhar, ficou identificado o fato de que esses, motivados pela obtenÃÃo de uma formaÃÃo tÃcnica como meio para âminimizarâ os efeitos do desemprego e conforme a pedagogia das competÃncias que orienta os jovens para a busca pela empregabilidade, demonstraram, em sua maioria, que as expectativas referentes à formaÃÃo nas EEEPs foram atendidas. Embora muitos atuem e continuem os estudos em Ãrea distinta para qual foram formados, declararam que foi uma oportunidade de crescimento pessoal, profissional, e o pontapà inicial para a longa caminhada no mundo do trabalho. Outros egressos, no entanto, em menor nÃmero, revelaram que houve deficiÃncia na formaÃÃo nas EEEPs, principalmente no que diz respeito ao estÃgio curricular, pois as atividades nÃo predominaram diretamente na Ãrea de formaÃÃo do curso, havendo momentos de atividades de cunho administrativo e tarefas simples nas empresas concedentes do estÃgio. Assim, cumpriram esse componente curricular de um modo nÃo condizente com o plano legal estabelecido para a formaÃÃo integrada. O caminho para a educaÃÃo da classe trabalhadora perpassa a oferta de vagas e chega ao compromisso de uma educaÃÃo que ultrapasse as limitaÃÃes economicistas do mercado de trabalho. / The current research discuss the High School program integrated for the Vocational Education of the State School from Cearà which emerged in 2008 through the partnership between the State Government and Federal Government according to Brazil Professionalized Program. The aim was to get aware about the graduate experiences in terms of the labor market, especially the experiences during the curricular internship and post-training. We refer to authors that deal with contradictions of the labor world, to the Vocational Education and those who approach the Unity School such as: Marx (2010;1890), MÃszÃros (2008;2002), Kuenzer (1991;2005;2011), Saviani (2008;2007), Antunes (1998;2015;2007), Alves (2011), Frigotto (2010;1995), Cunha (2000), Ramos (2011), Ciavatta (2012), Gramsci (1989) and other scholars who contributed to the theoretical field and the analysis of the findings results. It is worth to emphasize that the philosophical analyze in this exploratory research was anchored in the unitary school of Gramsci that proposes a training beyond the interests of workforce to the capital. The datas were collected from legal documents that characterize and guide the object of study, State Schools of Cearà Vocational Education, and through questionnaire with thirty graduates. Along this study, we identified that those ones motivated by getting a technical education as a mean to "minimize" the effects of unemployment and according to the competence pedagogies that guide young apprentice to search for employability, showed mostly that expectations related to training in EEEPs were fulfilled. Although many of the students are working and continuing the distinct area in studies for which they were trained, they said it was an opportunity for personal and professional growth as well as the kickstart for long walk in the labor world. However, other graduates in a fewer number revealed that there was deficiency in forming the EEEPs mainly with regard to the course stage, because the activity does not prevailed directly in the area of the course formation as well as there were some activities related to administrative issues and simple tasks at the companies which granted the internship. Thus, they fulfilled this curricular component of an inconsistent manner with the legal plan established for integrated training. The path to the education of the working class runs through the waves of offers and reaches the commitment of an education beyond economistic limitations of the labor market.

Against the background of New Thought history in general, the dissertation researches the origins of the movement in South Africa. On the basis of primary documents, made available by leaders and other informants, questionnaires, semi-structured interviews and participant observation, the roots and history of New Thought in South Africa has been reconstructed. Aspects of New Thought belief, such as God, Jesus, Christ, the Bible, prayer, meditation, wealth, prosperity, death and reincarnation are discussed. It becomes apparent that, with its syncretistic, flexible and open structure, as well as the unique way in which services (weddings, christenings, funerals) are conducted, New Thought offers an alternative to spiritual and religiously minded people in South Africa, and shows potential to play a dynamic role in the cross-cultural bridging that is taking place in a changing South Africa. / Religious Studies and Arabic / M.A. (Religios Studies)

Against the background of New Thought history in general, the dissertation researches the origins of the movement in South Africa. On the basis of primary documents, made available by leaders and other informants, questionnaires, semi-structured interviews and participant observation, the roots and history of New Thought in South Africa has been reconstructed. Aspects of New Thought belief, such as God, Jesus, Christ, the Bible, prayer, meditation, wealth, prosperity, death and reincarnation are discussed. It becomes apparent that, with its syncretistic, flexible and open structure, as well as the unique way in which services (weddings, christenings, funerals) are conducted, New Thought offers an alternative to spiritual and religiously minded people in South Africa, and shows potential to play a dynamic role in the cross-cultural bridging that is taking place in a changing South Africa. / Religious Studies and Arabic / M.A. (Religios Studies)