Suchergebnisse

The purpose of this article is to present the perspective of the neopragmatist philosopher Richard Rorty on the philosophy and professional activity of its practitioners. In this context, we privilege some aspects of his anti-representational criticism to the modern philosophical legacy and also his prognosis about what the philosophical activity can become in the contemporaneity. Throughout Rorty's argument, we have a comprehensive critique of the dominant epistemological notion of a specular mental image and, on the other hand, the proposition of a necessary transition to the cultural field in which the philosophical emphasis would lie in the possibilities of using language as a mode of dealing with the world.

This paper exposes the development of a written proposal in a 2nd year high school students in a rural school district Santa Terezinha in Itaporã-MS and a part of its results, to promote a reflection on new possibilities for work that contribute to close the gap between school written practices and extracurricular and their socio historical relations. We begin from the assumption that the writing is heterogeneously formed the linguistic facts do not separate the social practices (Corrêa, 2004). The proposal constituted the production of a Virtual Journal on Facebook, developed during the Portuguese classes. The analysis of news production and reporting, plus the comments made on the digital platform, enable linguistically show that there is no rigid boundary between writing practices of focused on writing culture and those of digital culture, as they suppose many educators. Furthermore, show that social networks in school can work as collaborators in a more efficient and meaningful writing instruction for all involved.

Objetivo: promover reflexão acerca da conjuntura de crise econômica e política recente e sua relação com as mudanças no trabalho da enfermagem na atenção primária de saúde (APS). Conteúdo: a discussão é norteada pelo resgate de duas obras pioneiras na análise da profissionalização da categoria na teoria marxista; a crise do capitalismo e o papel do Estado pelo olhar do materialismo histórico dialético. Ressalta-se o avanço do neoliberalismo com reflexos no desmonte dos direitos sociais, na política de saúde e no trabalho da enfermagem na APS. Conclusão: considerando a dinâmica da crise, sua repercussão no Estado e no financiamento da saúde pública, é necessário refletir sobre a prática social da enfermagem que desejamos para conquistar o direito universal à saúde, fortalecer o Sistema Único de Saúde e valorizar a profissão.ABSTRACTObjective: to promote reflection on the recent economic and political crisis and its relationship with changes in nursing work in primary health care (PHC). Content: the discussion is guided by the rescue of two pioneering works in the analysis of the professionalization of nursing under Marxist theory; the crisis of capitalism and the role of the state from the perspective of dialectical historical materialism. We highlight the advance of neoliberalism with consequences on the dismantling of social rights, in the health policy and on the nursing work in PHC. Conclusion: considering the dynamics of the crisis, its impact on the State and public health financing, it is necessary to reflect on the social nursing practice that we want inn order to achieve the universal right to health, strengthen the Unified Health System and value the profession.RESUMENObjetivo: promover la reflexión sobre la actual crisis económica y política y su relación con los cambios en el trabajo de enfermería en atención primaria de salud (APS). Contenido: la discusión se guía por el rescate de dos trabajos pioneros en el análisis de la profesionalización de la enfermería en la teoría marxista; la crisis del capitalismo y el papel del Estado desde la perspectiva del materialismo histórico dialéctico. Destacamos el avance del neoliberalismo con consecuencias en el desmantelamiento de los derechos sociales, en la política de salud y en el trabajo de enfermería en APS. Conclusión: considerando la dinámica de la crisis, su impacto en el estado y el financiamiento de la salud pública, es necesario reflexionar sobre la práctica social de enfermería de que queremos lograr el derecho universal a la salud, fortalecer el Sistema Único de Salud y valorar la profesión.

The STS movement, which emerged in embryonic in the middle of last century and made over the decades, remains relevant to the society we live in. Thus, it is recurrent the need for a participation of this society in the direction given to the scientific and technological activity, demanding more democratic decisions. In this sense the research is based on the questionings: what is the characterization of educational practices carried out in STS field in Basic Education and in teacher training?; And, as has been the participation of society in scientific and technological development? As objectives, we seek: (i) identify which subjects have participated in decision-making on scientific and technological development, and how; (ii) analyze data referrals in respect of educational practices STS; (iii) to investigate whether the STS assumptions are advancing the Academy to implement educational practices; (iv) to point out horizons for Science Education in the perspective of curricular settings guided by the constitution of a culture of participation. It is a bibliographical research whose methodology was the Discursive Textual Analysis, composed of unitarization, categorization and communication. The corpus of analysis emerged four categories: 1) Limitations practices STS implemented; 2) Methodological aspects of practicas STS; 3) Social participation in the development of ST in classrooms; 4) Justifications for insertion of STS practices.

Atualmente não é mais possível compreender o ensino centrado apenas no professor, antes considerado o único detentor do conhecimento. O processo de ensino-aprendizagem deve ser algo dinâmico que estrutura, e é estruturado de acordo com as relações forjadas em seu desenrolar. Assim, ferramentas como os softwares de modelagem surgem para otimizar e auxiliar nesse processo. Nesta perspectiva, o presente trabalho busca refletir sobre as mudanças conjunturais que levam os professores a adotar novas posturas para um melhor desenvolvimento do processo de ensino-aprendizagem. Em decorrência destas transformações, os docentes têm adotado novas formas de ensinar, que abrem espaço ao uso das novas tecnologias, cujas contribuições são inegáveis, especialmente, no ensino de Química. No entanto, em face da falta de preparo, do medo de mudanças e do modo acelerado como essas mudanças têm ocorrido, os professores da referida disciplina têm construído uma representação social acerca do uso das novas tecnologias, notadamente, dos softwares de modelagem, que tem tornado lento e confuso o processo de informatização do ensino de química. Neste sentido, cremos na pertinência deste trabalho, pois, essa discussão pode nos fazer compreender em que medida os professores de Química podem utilizar criticamente as novas tecnologias, aprimorando a sua prática.

DOI: http://dx.doi.org/10.17227/01203916.70rce223.245This article describes how this social activity is the result of historical experiences and policies modalities -disciplinarian, normalizing, and of control-, which our society in specific times and places, set in motion certain orders of knowledge, specific forms of power with the aim of imposing teaching practices as development of sophisticated forms of social government. The theoretical-methodological instrument corresponds to the concept of teachers' policies, describes the conditions of formation, existence and disappearance of teaching as a practice produced under the action of specific positive reactions that define and formulate certain mechanisms and procedures of power which strive to do a teaching in social practice teaching, education and learning. The concept of teachers' policies is an instrument that seeks to showcase teaching as a set of religious and moral practices, normalizing and educational, productive and technical-scientific, professionalizing and of control, which performed between instances and subjects, result in the unique social functions to gather, to instruct, to discipline, to educate, to train, to stimulate innovation and skills as a set of specific effects of social government. The article shows that teaching is a practices historical, political and social, consisting of strategies and tactics of knowledge and power, through which institutions are calculated, prescribed, organized, conducted and related under the pretense of conforming teaching practices of government. Finally, it emphasizes that teachers have the power to appropriate, attribute and become a politics, ethics and aesthet - ics, transgressive teaching of self and others. ; Este artículo describe la docencia como actividad social resultado de experiencias históricas y políticas discontinuas (disciplinarias, normalizadoras y de control), que nuestra sociedad en tiempos y espacios específicos, pone en juego determi - nados órdenes de saber, y específicas modalidades de poder con la pretensión de imponer prácticas docentes como elaboración de sofisticadas formas de gobierno social. El instrumental teórico-metodológico corresponde al concepto de políticas docentes, con la cual se describen las condiciones de formación, existencia y desaparición de la docencia, como práctica producida por la intervención de positividades, que definen y formulan determinados mecanismos y procedimientos de poder, que intenta volver la docencia en una práctica social de enseñanza, educación y aprendizaje. El concepto de políticas docentes es una herramienta que busca exhibir la docencia como conjunto de las prácticas religiosas y morales, normalizadoras y educativas, productivas y técnico-científicas, profesionalizantes y de control, que realizadas entre instancias y sujetos dan lugar a las singulares funciones sociales de reunir, instruir, disciplinar, educar, capacitar normalizar, orientar, controlar y administrar, de estimular innovaciones y competencias, como un conjunto de efectos de gobierno social. El artículo demuestra que la docencia es el resultado múltiples prácticas históricas, políticas y sociales, formadas por estrategias y tácticas de saber y de poder, a través de las cuales se calculan, prescriben, organizan, realizan y relacionan instituciones bajo la pretensión de conformar especializadas tecnologías de gobierno. Finalmente, resalta que en los docentes se halla el poder de apropiarse, atribuirse y devenir una docencia política, ética y estética, transgresora de sí y de los otros.

Cristina Maria Meira Melo is a nurse and Ph.D. in Public Health from the University of São Paulo/USP and professor at the Nursing School, Federal University of Bahia/UFBA acting in undergraduate courses, Residence, Masters and Doctorate in Nursing. This book was published in 1986, the result of her dissertation. Its importance stands out of addressing on the nursing work based on the historical and dialectical materialism, little-discussed perspective in Brazilian Nursing and internationally. In this sense, the author provides reflections on the Nursing articulated to other social practices, highlighting the historical character from the professional institutionalization in the mid-nineteenth century. Reflections on nursing practice and its economic, political and ideological determinants are shown, being present and raised questions to the reader. ; Cristina Maria Meira Melo é enfermeira, Doutora em Saúde Pública pela Universidade de São Paulo/USP e docente na Escola de Enfermagem, da Universidade Federal da Bahia/UFBA, atuando nos cursos de Graduação, Residência, Mestrado e Doutorado em Enfermagem. O livro em questão foi publicado em 1986, resultado de sua dissertação. Sua importância destaca-se por debruçar sobre o trabalho de enfermagem à luz do materialismo histórico-dialético, perspectiva pouco discutida na Enfermagem brasileira e no cenário internacional. Nesse sentido, a autora proporciona reflexões a respeito da Enfermagem articulada a outras práticas sociais, destacando o caráter histórico a partir da institucionalização profissional em meados do século XIX. Reflexões a respeito da prática de Enfermagem e seus determinantes econômicos, políticos e ideológicos são evidenciados, mostrando-se atuais e suscitando questionamentos ao leitor.

The article examines the effects of Foucauldian concepts & approaches on the various intervention practices currently used in psychology. Overall, the Foucauldian contributions have been positive, as the values of power, truth, & knowledge have enriched the perspectives that have traditionally informed psychological practice. On the negative side, the application of Foucauldian concepts & approaches has been criticized for standing in the way of the development of new kinds of psychological practices & interventions, overstressing the roles of Foucauldian truth regimes & the concept of power relations. Within the context of these concerns, the article's intent is to clear new critical ground for a possible rapprochement between these competing views, as well as keeping open the possibility of the development of new methodologies for conceiving & implementing psychological interventions.

Pesquisas reconhecem a presença de drogas psicotrópicas nas escolas e abuso dessas substâncias entre alunos. Apontam a necessidade de melhorar a formação de professores em prevenção ao consumo de drogas. Estudos demonstram que o contexto da sala se aula e a atuação do professor são elementos determinantes para assegurar o interesse e o entusiasmo na aprendizagem. O objetivo desse trabalho foi investigar se as atuais práticas docentes são apropriadas à demanda do abuso de drogas entre estudantes. Realizou-se uma intervenção pedagógica entre professoras (23) de educação básica fundamentada no método dialético: tese, antítese e síntese. No presente estudo, o planejamento e a estruturação da intervenção tiveram como foco criar um clima que viabilizasse a motivação para aprender dos professores participantes. Os resultados mostram que a construção de um ambiente de aprendizagem estimulante está associado à motivação de quem aprende. Além disso, sugerem que as propostas inconsistentes do início da intervenção foram se redefinindo até a formulação de propostas novas e adequadas ao contexto social, evidenciando articulação de conhecimentos sobre prevenção ao uso de drogas.

The text presents the participation conceptions that have been developing in institutionalized social practices of education present in studies published in Education & Society (E&S) journal. The adopted theoretical references questions the relationship between individual and society in modernity proposed by liberal theories and the criticism to them carried out by Marx and Mészáros, informing the contradictions and challenges posed by participatory processes in contemporary world. Studies show the displacement of social and political participation idea, as effective control of decision-makers by the subjects of labor, to the participation idea as a "management technique" of public services.

The economic, social, technological and cultural transformations that took place during the modern era constituted a field of tension between, the valuation of individuality in the political plane and the emergence of new subjectivities and, the tendency towards normalization, homogenization and management of such subjectivities. Within this scenario, social exclusion practices, of those subjects that do not conform to the positively valued standards, are transformed and are more sophisticated. This paper aims to present a theoretical-epistemological reflection on the current relevance of social exclusion studies. Three perspectives are examined: the theory of the exclusion/inclusion dialectic, the approach of exclusion from studies on social interaction and the possibility of a psychology of exclusion based on the theory of intersubjective recognition. Finally, we recognize the transdisciplinary character of social exclusion, from a psychosocial perspective. ; Las transformaciones económicas, sociales, tecnológicas y culturales que tuvieron lugar durante la modernidad constituyeron un campo de tensión entre, por un lado, la valoración de la individualidad en el plano político y la aparición de nuevas subjetividades y, por el otro, la tendencia a la normalización, homogeneización y gestión de tales subjetividades. Dentro de este escenario, se transforman y se sofistican prácticas de exclusión social orientadas a los sujetos que no se ajustan a patrones culturales valorados positivamente. Este texto tiene como objetivo presentar una reflexión teórico-epistemológica sobre el estado actual de este campo de estudio. Para ello, se contrastan tres perspectivas para el estudio de las prácticas de exclusión social: la teoría dialéctica de exclusión / inclusión, el enfoque de exclusión de los estudios sobre interacción social y la posibilidad de una psicología de exclusión basada en la teoría del reconocimiento intersubjetivo. Finalmente, reconocemos el carácter transdisciplinario del campo de estudio sobre las prácticas de exclusión social, desde una perspectiva psicosocial. ; As transformações econômicas, sociais, tecnológicas e culturais acontecidas durante a modernidade constituíram um campo de tensão entre, de um lado, a valoração da individualidade no plano político e o surgimento de novas subjetividades e, de outro, a tendência à normalização, homogeneização e gestão de tais subjetividades. Dentro desse cenário, transformam-se e sofisticam-se práticas de exclusão social orientadas aos sujeitos que não se adequam aos padrões culturais positivamente valorados. Este texto objetiva apresentar uma reflexão teórico-apistemológica sobre a atualidade desse campo de estudos. Para tal, são contrastadas três perspectivas para o estudo das práticas de exclusão social: a teoria da dialética exclusão/inclusão, a abordagem da exclusão a partir de estudos sobre a interação social e a possibilidade de uma psicologia da exclusão fundamentada na teoria do reconhecimento intersubjetivo. Finalmente, reconhecemos o caráter transdisciplinar do campo de estudos sobre as práticas de exclusão social, a partir de uma perspectiva psicossocial.

This study aims to present clinical practice under various work contexts, recently held from North to South of Brazil. The psychodynamic clinic of labour is characterized by the analysis of mental processes mobilized by the meeting between the subject and the impositions generated by the work organization five clinical practices are presented that are developed in laboratories of labor psychodynamics at the University of Brasilia (DF), Federal University of Amazonas and Federal University of Rio Grande do Sul, Brazil. These practices provide a systematic methodology in labour clinic resulting in unique practices depending on the sociocultural and institutional reality of each studied category. The reported experiences show the demand diversity and the importance of the clinic listening of work suffering. The reports show that the distance between the prescribed and the true rules which triggers the suffering is also the researchers' tasks, requiring mobilization and creation of suitable alternatives in each reality. It also indicates the need for future studies to articulate other fields that contribute to deepen the use of listening devices. It seems a powerful reference for psychoanalysis. This articulation contributes to suffering's analytical listening and supports a construction proposal of an Analytical Clinic of Labour.

Conceptual overview that places the importance of knowledge as an element of reality school for institutional reorganization and evaluation as a subsidy for this reflection and action for reorganization. Located public policies in different contexts highlighting the practice as the locus of insubordination bureaucratic processes which emerge in a counter-regulation to the extent that articulate the efforts of different actors of the educational scene. It is organized into captions highlighting the social quality of education as a concept discussed synthesis including the different dimensions of quality and contained in the negotiated quality. Finally discusses how the indicators of age-grade gap instigate the search for a higher quality social education.

The present article seeks to describe artistic practices that incorporate a feminist perspective in initial university formation and to reflect on how students make links between arts, teaching, and feminist thought as a contribution to their professional development and that of the students at school. For this, the learning experience of a group of students from the career of Pedagogy in Art Education, at Silva Henríquez Catholic University, is collected. During the Integral Workshop course, they carried out works of artistic creation with a feminist approach and linked their works with didactic activities involving gender and social transformation aspects in the classroom. We postulate that the transit between the artistic and the pedagogical fields that they study in the university formation allows the development of a political commitment as artists-educators. This commitment shows other ways of teaching arts in the classroom, where they demonstrate a feminist position of education and pedagogical relationships. These principles would bring us closer to teachings that make the artistic practice adopt a stand in favor of transformative experiences, which go beyond the school curriculum to open spaces for dialogue and understanding in school. ; El presente artículo busca describir las prácticas artísticas que incorporan una mirada feminista en la formación inicial y reflexionar sobre cómo dicho estudiantado realiza vínculos entre las artes, la enseñanza y el pensamiento feminista, como un aporte para su desarrollo profesional y el del estudiantado en la escuela. Para ello se recoge la experiencia de aprendizaje de un grupo de estudiantes de la carrera de Pedagogía en Educación Artística, de la Universidad Católica Silva Henríquez, quienes durante el curso Taller Creativo Integral realizaron trabajos de creación artística con enfoques feministas y vincularon sus obras con actividades didácticas que ponían en juego aspectos de género y de transformación social en el aula. Postulamos que el tránsito entre lo artístico y lo pedagógico que aprenden en la formación universitaria permite el desarrollo de un compromiso político como artistas-educadores-educadoras, que muestra otros modos de enseñar las artes en el aula, donde evidencian una postura feminista de la educación y de las relaciones pedagógicas. Estos principios nos acercarían a enseñanzas que ponen la práctica artística a favor de experiencias transformadoras, que van más allá del currículo escolar para abrir espacios de diálogo y de comprensión en la escuela. ; Este artigo procura descrever as práticas artísticas que incorporam uma perspectiva feminista na formação inicial e refletir sobre como o referido grupo de estudantes estabelece vínculos entre as artes, o ensino e o pensamento feminista, como contribuição ao seu desenvolvimento profissional e do grupo de estudantes na escola. Para isso, recolhe-se a experiência de aprendizagem de um grupo de estudantes da carreira de Pedagogia da Educação Artística da Universidade Católica Silva Henríquez, os quais, durante o curso do Workshop Criativo Integral, realizaram trabalhos de criação artística com abordagens feministas e vincularam seus trabalhos a atividades didática que põe em jogo aspectos de gênero e transformação social na sala de aula. Postulamos que o trânsito entre o artístico e o pedagógico aprendido no ensino universitário permite o desenvolvimento de um compromisso político como artistas-educadores-educadores, o que mostra outras formas de ensinar artes na sala de aula, onde demonstram uma posição feminista da educação e das relações pedagógicas. Esses princípios nos aproximam de ensinamentos que colocam a prática artística em favor de experiências transformadoras, que vão além do currículo escolar e abrem espaços de diálogo e compreensão na escola.

Introduction: in health promotion, practices are necessary to trigger mechanisms aimed at the creation or recreation of a new mode of enhancing health, in order to overcome the still-oriented actions of the biological approach. Prevailing actions oh health care, although important to the sector, do not advance toward a positive concept. Objective: to analyse the historical process of health as a concept and care models in the search for a new model of health promotion. Methods: This is a refl ective review designed to understand and appraise the international and national literature from Medline/PubMed, Lilacs and the Scientifi c Electronic Library (Scielo). For the organization of data, articles were separated by themes, and the process of categorisation was conducted based on content analysis.Results: Despite having the knowledge that consistent actions with the assumptions of health promotion are of great importance to quality of life and equity in health, implementing them remains a challenge due to the predominance of curative practices and an individualistic approach. These practices, in turn, are revealed to be a refl ection of the concept of health that has passed from the absence of disease to a process related to social, political, economic and cultural factors. Conclusion: The concept of health has been transformed from historical ideas, refl ecting the emergence of new formulations about thinking and doing and, consequently, new proposals for changes in welfare models of health. Therefore, although the new model of healthcare has been structured from a health promotion perspective; there are still features of hegemonic models with the predominance of curative practices.