Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-01-15T22:09:38Z No. of bitstreams: 1 RenathoAndriollaDaSilva_DISSERT.pdf: 971142 bytes, checksum: d5d7f711770785d36266f26086398663 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-01-18T13:06:17Z (GMT) No. of bitstreams: 1 RenathoAndriollaDaSilva_DISSERT.pdf: 971142 bytes, checksum: d5d7f711770785d36266f26086398663 (MD5) / Made available in DSpace on 2018-01-18T13:06:17Z (GMT). No. of bitstreams: 1 RenathoAndriollaDaSilva_DISSERT.pdf: 971142 bytes, checksum: d5d7f711770785d36266f26086398663 (MD5) Previous issue date: 2017-11-23 / Pretendemos, neste trabalho, abordar o conceito de pr?xis em Marx. Este conceito corresponde ao cerne principal na teoria marxiana, pois ? a partir dele e com ele que surgem tanto uma teoria capaz de capturar o mundo humano em seu movimento real quanto direcionamentos para a??o imediatamente pr?tica em prol da transforma??o do mundo. Nossa inten??o ? compreender os principais fatores metodol?gicos contidos no materialismo-hist?rico-dial?tico. Isso nos permitir? pensar tempos hist?ricos espec?ficos, notadamente, a Gr?cia cl?ssica e o renascimento, assim poderemos iniciar nossa compreens?o sobre qual era a consci?ncia da pr?xis que pairava no pensamento de cada uma dessas ?pocas, e mais, com a aplica??o do m?todo marxiano poderemos notar as justificativas materiais-hist?rico-dial?ticas que fundamentam uma tal vis?o da pr?xis. Rastrear a consci?ncia hist?rica da pr?xis nos levar? necessariamente a Marx, que por viver em um tempo em que a transforma??o material do mundo permitia-lhe enxergar claramente de onde vinham as determina??es que moldavam a sociedade, p?de romper com a consci?ncia da pr?xis que lhe precedia. E n?o s? isso, tamb?m conseguiu indicar o caminho da revolu??o necess?ria para a transforma??o do mundo contida na pr?xis social revolucion?ria, caminho este que podemos utilizar at? hoje. / In this work, we intend to approach the concept of praxis in Marx, this concept corresponds to the main core in Marxian theory, because it is from him and with him that arise a theory that captures the human world in its real movement as well as directions for action immediately practical for the transformation of the world. Our intention is to understand the main methodological factors contained in materialism-historical-dialectic, this will allow us to think specific historical times, notably, classical Greece and Renaissance, so we can understand what was the consciousness of the praxis that hovered in the thought of each of these Epochs. In addition, with the application of the Marxian method we can note the material-historical-dialectical justifications that underlie such a view of praxis. Tracing the historical consciousness of praxis will necessarily lead us to Marx, who, living in the moment when the material transformation of the world allowed him to see clearly the determinations that shaped society, managed to break with the consciousness of the praxis that preceded him. Moreover, not only this, too has been able to indicate the path of revolution for the transformation of the world contained in revolutionary social praxis, a path we can use today.

Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-07-25T00:14:35Z No. of bitstreams: 1 Disserta??o Manoel Gon?alves dos Santos Vers?o Final.pdf: 3050461 bytes, checksum: 4a2831ab42eedd17b9bce6f70522d13e (MD5) / Made available in DSpace on 2015-07-25T00:14:35Z (GMT). No. of bitstreams: 1 Disserta??o Manoel Gon?alves dos Santos Vers?o Final.pdf: 3050461 bytes, checksum: 4a2831ab42eedd17b9bce6f70522d13e (MD5) Previous issue date: 2014-03-12 / The quality of teacher education is currently too questioned and discussed by researchers from Brazil and the world, in view of the importance that is attributed to education in this social scenario characterized by the expansion of globalization and the globalization of capital. In this discussion about the teacher qualification, the theme of the relationship between theory and practice has gained relevance, considering the formative potential of this binomial is coated, as well as by the dichotomous perspective with which the same has historically been conducted in curriculum settings and training practices. Taking this scenario as motivation, the investigation stems from the following question: What are the implications of the curricular and pedagogical organization of the course in pedagogy of UEFS in the process of appropriation of the relation theory and practice realized by the students of this course? While theoretical and epistemological orientation, this research is based on principles of historical- dialectic materialism. It is a qualitative research, whose l?cus is the course of pedagogy of the Universidade Estadual de Feira de Santana/Bahia, and the subjects are 47 students attending the seventh or the eighth semester. The data derive from the application of a questionnaire and documentary analysis of pedagogical political project of course. The theoretical-conceptual framework includes a historical foray that explains the process of structuring the concepts of theory and practice in the history of knowledge, and some eployment of relations arising from these concepts in the configuration and interpretation of reality. Also includes a historical and critical- political analysis of the influence of the interests of the dominant social classes, based in the dominion and expansion of capital, of the Brazilian State, and how these interests have been reverberating in teacher education. Seeking to problematize the reality of our empirical field regarding the theme on screen, as well as trying to demarcate formative principles aligned to theoretical ballast that guides the research, were used as interlocutors, among others, the following authors: Adolfo Sanchez Vasquez, Dermeval Saviani, Luis Carlos de Freitas, Leda Sheibe, Selma Garrido Pimenta and Iria Brzezinski. The results allow to infer that the implications in question have an impact on the training politic and on the technical training of future teachers, understood as complementary dimensions. In the first dimension, taking as a higher ideal of training overcome capitalist mode of production, it was noted that the proposal of the course a countersignature emancipatory direction, but does not define explicitly which joins training history project, if one legitimating of the dictates of capital, or its opposite. It is understandable that such vagueness can be competing for its students to share, as the data show, a vision of the social function of school entered in the capital's landmarks, as well as a concept of relationship between theory and practice circumscribed preponderantly on training model constituted consisting of technical rationality and practical rationality, both hallmarks of teaching practice which does not enhance the ideological and political nuance of education, although noticed signs of a building movement of a vision based on the epistemology of praxis. Regarding the repercussions on the technical dimension, while meeting process to know how to do, the findings indicate a positive perception from the students about the knowledge studied for the expansion of their vision about the reality of the craft in which they will operate. However, their voices reveal, primarily, the existence of a dichotomy of the bargain theory and practice on the course, pointing to problems related to pedagogical work and teaching, and indicating the need for the course thinking, institutionalize and operationalize a collective and interdisciplinary work in such a way, enforcing what assumes its pedagogical political project, to promote effective appropriation of the relationship between theory and practice by students and therefore a better political and technical instrumentalization of these future professionals of basic education. / A qualidade da forma??o de professores ? atualmente muito questionada e discutida por pesquisadores do Brasil e do mundo, tendo em vista a import?ncia que ? atribu?da ? educa??o neste cen?rio social caracterizado pela expans?o da globaliza??o e mundializa??o do capital. Nesse debate sobre qualifica??o docente a tem?tica da rela??o teoria e pr?tica tem ganhado relev?ncia, haja vista o potencial formativo de que este bin?mio se reveste, bem como pela perspectiva dicot?mica com a qual o mesmo historicamente tem sido conduzido em configura??es curriculares e pr?ticas de forma??o. Tomando este cen?rio como motiva??o, a investiga??o decorre da seguinte quest?o: Quais as implica??es da organiza??o curricular e pedag?gica do curso de Pedagogia da UEFS no processo de apropria??o da rela??o teoria e pr?tica realizado pelos estudantes desse curso? Enquanto orienta??o te?rica e epistemol?gica, a pesquisa est? pautada em princ?pios do materialismo hist?rico-dial?tico. Trata-se de uma pesquisa qualitativa, cujo l?cus ? o curso de Pedagogia da Universidade Estadual de Feira de Santana/Bahia, e os sujeitos s?o 47 estudantes cursando o s?timo ou o oitavo semestre. Os dados derivam da aplica??o de question?rio e de an?lise documental do Projeto Pol?tico-Pedag?gico do curso. O quadro te?rico-conceitual inclui uma incurs?o hist?rica que explicita o processo de estrutura??o dos conceitos de teoria e de pr?tica na hist?ria do conhecimento, e alguns desdobramentos das rela??es oriundas destes conceitos na configura??o e interpreta??o da realidade. Inclui, ainda, uma an?lise hist?rica e cr?tico-pol?tica da influ?ncia dos interesses das classes sociais dominantes, calcados no dom?nio e expans?o do capital, no direcionamento do Estado brasileiro, e de que forma estes interesses v?m se reverberando na forma??o docente. Buscando problematizar a realidade do nosso campo emp?rico no tocante ? tem?tica em tela, bem como tentando demarcar princ?pios formativos alinhados ao lastro te?rico que norteia a pesquisa, foram utilizados como interlocutores, dentre outros, os seguintes autores: Adolfo Sanches V?squez, Dermeval Saviani, Luis Carlos de Freitas, Leda Sheibe, Selma Garrido Pimenta e Iria Brzezinski. Os resultados permitem inferir que as implica??es em quest?o repercutem sobre a forma??o pol?tica e sobre a forma??o t?cnica dos futuros professores, entendidas como dimens?es que se complementam. Na primeira dimens?o, tomando como ideal maior de forma??o a supera??o do modo capitalista de produ??o, notou-se que a proposta do curso referenda um direcionamento emancipat?rio, mas n?o define explicitamente a qual projeto hist?rico de forma??o se filia, se ?quele legitimador dos ditames do capital, ou o seu contr?rio. Compreende-se que tal indefini??o pode estar concorrendo para que os seus estudantes compartilhem, como os dados revelam, de uma vis?o de fun??o social da escola inscrita nos marcos do capital, bem como de uma concep??o de rela??o teoria e pr?tica circunscrita preponderantemente no modelo de forma??o constitu?do pela racionalidade t?cnica e pela racionalidade pr?tica, ambos balizadores de um fazer docente que n?o real?a a nuance pol?tico-ideol?gica da educa??o, embora se perceba ind?cios de um movimento de constru??o de uma vis?o pautada na epistemologia da pr?xis. Quanto ?s repercuss?es sobre a dimens?o t?cnica, entendida como processo de conhecer para saber fazer, os achados indicam uma percep??o positiva dos estudantes sobre os conhecimentos estudados para a amplia??o de sua vis?o sobre a realidade do of?cio em que atuar?o. Contudo, suas vozes revelam, precipuamente, a exist?ncia de uma dicotomia no trato da teoria e da pr?tica no curso, apontando para problemas relacionados ao trabalho pedag?gico e docente, e indicando a necessidade de o curso pensar, institucionalizar e operacionalizar um trabalho coletivo e interdisciplinar, de maneira a, fazendo valer o que pressup?e o seu PPP, favorecer a uma efetiva apropria??o da rela??o teoria e pr?tica pelos estudantes e, por conseguinte, uma melhor instrumentaliza??o pol?tica e t?cnica desses futuros profissionais da educa??o b?sica.

Made available in DSpace on 2016-04-04T18:27:55Z (GMT). No. of bitstreams: 1 Laudemir Alves.pdf: 1210451 bytes, checksum: 116e35693fa919bc8b665be1962cfa0c (MD5) Previous issue date: 2010-12-09 / This search was conducted from the historical-cultural perspective, valuing the descriptive aspects and personal perceptions of 10 students of law, focusing on the individual as part of the social totality, seeking to understand how to conceive: concrete situations of social inequality, and the criminalization of social movements. We sought to understand whether students prepare future projects of action for reducing social inequality. The study was conducted at a particular university in a little city of Sao Paulo. This study was grounded theory based on three pillars: a) an analysis of the conditions of life under capitalism, b) a discussion on the role of education in capitalist society influencing law degree, and c) from the intersection of psychology and law aimed to understand: social inequality and social movements. The historical materialism dialectical was used as methodological perspective in qualitative research. Were structured as material for analysis in this study: 2 Instrument Information Search (IIS), containing identification data and socio-demographic data, as well as written answers for each participant, produced from two texts of popular movements. Were performed two Focal Groups meetings. The considerations, reflections and notes on the information obtained, were produced from a dialectical analysis as a way to understand the conflicts between individuals and society, resulting summaries, the researcher developed from an interpretative analysis of the contradictions expressed in texts written by participants. As this study indicated the main considerations: I) need to broaden the discussion about what are the social movements and their forms of collective expression in daily life; II) the importance of more research that seeks to understand the characteristics of law students, their specificities, and their cultural universe, and III) the need to develop a linked network between psychology and law, which favors original practices with creativity, flexibility and methodological foundation to integrate the knowledge of both areas, to enable a mode of action against social inequalities. / Essa pesquisa foi realizada a partir da perspectiva hist?rico-cultural, valorizando os aspectos descritivos e as percep??es pessoais de 10 universit?rios de Direito, focando o particular como parte da totalidade social, procurando compreender como concebem: situa??es concretas de desigualdade social; a import?ncia ou n?o e a criminaliza??o dos movimentos sociais. Buscou-se entender se os universit?rios elaboram ou n?o projetos futuros de atua??o para redu??o da desigualdade social. O estudo foi realizado em uma institui??o universit?ria particular do interior de S?o Paulo. Esse estudo foi fundamentado teoricamente a partir de tr?s eixos: a) uma an?lise das condi??es de vida no capitalismo; b) uma discuss?o sobre o papel da educa??o na sociedade capitalista influenciando a forma??o em direito; e c) a partir da intersec??o entre psicologia e direito, buscou-se entender: desigualdades sociais e movimentos sociais. O materialismo hist?rico dial?tico foi utilizado como referencial metodol?gico em uma perspectiva qualitativa de pesquisa. Foram estruturados como material para an?lise nessa pesquisa: 2 Instrumentos de Busca de Informa??o (IBI), contendo dados de identifica??o e dados s?cio-demogr?ficos; bem como, respostas escritas por cada um dos participantes, produzidas a partir de dois textos relativos a movimentos populares. Foram realizados para tanto 2 encontros Grupo Focal. As considera??es, reflex?es e apontamentos sobre as informa??es obtidas, foram produzidos a partir de uma an?lise dial?tica, como forma de perceber os contrastes existentes entre os sujeitos e a sociedade; resultando s?nteses, que o pesquisador desenvolveu a partir de uma an?lise interpretativa das contradi??es expressas nos textos escritos pelos participantes. Como principais considera??es esse estudo apontou: I) necessidade de se ampliar ? discuss?o sobre o que sejam os movimentos sociais e suas formas de express?o coletiva no cotidiano; II) a relev?ncia de mais pesquisas que busquem a compreens?o das caracter?sticas dos estudantes de direito, suas especificidades, e seu universo cultural; e III) a necessidade da constru??o de uma rede articulada entre psicologia e direito, que favore?a pr?ticas originais com criatividade, flexibilidade e fundamenta??o metodol?gica que integrem os conhecimentos das duas ?reas, a fim de possibilitar um modo de atua??o frente ?s desigualdades sociais.