This study aims to insert educational movements of popular character –
from de first years of 196... more This study aims to insert educational movements of popular character – from de first years of 1960’s, in Pernambuco – on an analysis grounded in the Cultural History perspective, which intends to accomplish a reavaliation of these actions through dimensions that may include the policy, the social, the economy, but, mainly, the culture. Aiming, by this way, explicit the daily’s plots of these educational movements, we used as methodologic contribution, the orality and documental collection. This way, we identified details of the untwine of these educational actions, impressions of the individuals that acted in the movements, internal and external divergences to the actions, and the contributions of these movements to the Educational History, as well.
This work deals with the reception as "ideological" an educational experience
during the early 19... more This work deals with the reception as "ideological" an educational experience during the early 1960s in the interior of Pernambuco, specifically in the city of Palmares. We start with the following question: what is the social and cultural context in the arrival of popular education practices, which the political actors involved and what reception the Popular Culture Movement initiatives (MCP) in Palmares region between 1962 and 1964? Methodologically, we propose to study the History of Education in the perspective of Social Movements, therefore, use documentary sources and interviews with actors who were part of this process. In terms of socio-cultural context, research has shown that Palmares was given the nickname "AthensPernambucana" was based plants and storage of locomotives enjoying peculiar cultural and economic dynamics, whose main feature is the symbolic force emanating from the practices of literacy. However, in view of the delay in the provision of schooling, the movements related to the field workers are organized, either around the church (with the Basic Education Movement), the Peasant Leagues and or PCB (with the Movement of Popular Culture) and progress in sponsorship actions to this education, taking on greater importance in the political landscape of the region.
Memories of three educators in their respective social
positions, in the city Recife-PE are shown... more Memories of three educators in their respective social positions, in the city Recife-PE are shown in the present study. Methodologically, the insertion in the oral history is justified by the possibility of achieving the everyday perceptions, approaching the subjective creation of consensus and subjective modes in response to the coercive environment brought by CivilMilitary Dictatorship. It is about the concepts of force, coercion and consensus based on Gramsci. It was concluded that among the waves of domination by the dictatorship, the educators developed deviation and resistance strategies in relation to coercion. Through the precariousness of the quotidian domination – the regime’s gaps - educators preserved the critical view on the dictatorship and performed actions directly against the supposedly hegemonic interests.
Inquire the way of Salesian insertion on the context of Pernambuco’s modernization process,
betwe... more Inquire the way of Salesian insertion on the context of Pernambuco’s modernization process, between 1892 and 1906, because correspond to the mobilizations for the coming order to Recife and culminate with the launch of the High School Statute. Methodologically, it is anchor by the concept of representation (CHARTIER, 1990), because enable the power design of a group through their characteristics expressions. It believes that the variation between the promises launch by the mobilizations and the curricular structure of the Statute documents the group practices associated with the Salesians and the Church. In conclusion, the installation of the Salesians in Recife is included in the called conservative modernization (EISENBERG, 1977). The teaching offered represented the charity in terms of the "poor’s” insertion in the "life of decent and honest crafts". But, by the representation of a modern service, to offer ability for the worker’s sons, it reproduced the traditional social composition
In this article we explore the notion of freedom expressed in the pedagogical thinking of the MER... more In this article we explore the notion of freedom expressed in the pedagogical thinking of the MERCOSUR countries (Argentina, Paraguay, Uruguay and Brazil) during the re-democratization period. We do a comparative study with emphasis on the ideas of autonomy and democracy in the current era. It is methodologically supported by bibliographic research using periodicals of large circulation in the pedagogical environment. It is concluded that the integration of pedagogical ideas in the region was driven by the connection of the teacher union movement, the progressive Catholic Church and even the conjunction of interests of sectors linked to private schools. The idea of liberty was represented through the defense of private freedom advocated by school owners, and also defended through the rereading of the New School by the middle sector of society. It was also understood as revolution of capitalist structures by the teacher union movement-which proposed the pedagogical process as counter-hegemonic-and as liberation by educators linked to Freire.
RESUMO O artigo tem como objeto a formação moral em Kant, analisando o problema da possibilidade ... more RESUMO O artigo tem como objeto a formação moral em Kant, analisando o problema da possibilidade da educação moral no âmbito da filosofia kantiana. Para tanto, aborda-se os conceitos de moralidade, livre-arbítrio e história no pensamento do filósofo de Königsberg. A questão central deste trabalho é: qual a condição de possibilidade para a educação moral em Immanuel Kant? Ou seja, o que daria condições para que a moralidade fosse o estado moral de toda a humanidade? Ou, ainda, qual a condição de possibilidade para o progresso moral da humanidade? Pretende-se demonstrar que, diante da impossibilidade de se educar o indivíduo singular para a moralidade, educa-se, no limite, o livre-arbítrio, defendendo, também, que se projeta no progresso humano, tendo como sujeito a espécie humana, o educar moral do homem, que, assim, não atinge a plena educação moral en-quanto indivíduo, mas se forma moralmente enquanto humanidade. Para tanto, o artigo constrói-se sobre duas abordagens: inicialmente, discute as condições de possibilidade da educação moral. Daí, pode-se perceber que o itinerário conceitual de Kant fundamenta um solo no qual se pode pensar a tarefa histórica da humanidade, sendo tal itinerário o objeto de discussão da segunda abordagem. Palavras-chave: Immanuel Kant. Formação moral. Tarefa histórica. A filosofia kantiana propõe que a vontade (Wille) é a razão (Vernunft) em seu uso prático. Esse uso da razão é o exercício prático da liberdade. A liberdade em sua natureza prática é autonomia. Por conseguinte, a autonomia é a capacidade da vontade em determinar-se exclusivamente pela razão, liberta de qualquer outro objeto do querer. Nesse sentido, a liberdade em Kant está diretamente relacionada com o problema da autonomia, e essa liberdade pode ser pensada em duas condi
Educação: esperança e luta-Identidades do pensamento pedagógico brasileiro nos anos 1980 Projeto ... more Educação: esperança e luta-Identidades do pensamento pedagógico brasileiro nos anos 1980 Projeto acadêmico sem fins lucrativos desenvolvido no âmbito da iniciativa Acesso Aberto
Resumo: Apresentar as primeiras formulações do conceito de liberdade em Freire é o objetivo geral... more Resumo: Apresentar as primeiras formulações do conceito de liberdade em Freire é o objetivo geral deste estudo, que trata especificamente deste conceito nos textos por ele produzidos de 1967 a 1979. A metodologia utilizada é a hermenêutica da ideia de liberdade manifesta nos textos. Adota-se como referencial teórico o próprio conceito de liberdade do educador, que nesse período se movimenta entre uma origem personalista até uma proposição que dialoga com o marxismo. Observou-se como resultado que, inicialmente, sob a influência personalista, a liberdade será definida como o ligar-se ao Criador. Todavia, o exílio aproxima Freire do marxismo ocidental. Então, o credo cristão tradicional, a ligação direta indivíduo-criador é substituída pela ideia de que a ligação indivíduo-Criador tem que ser necessariamente mediatizada pelo coletivo dos homens. Assim sendo, o homem não se liberta apenas no seu retorno ao Criador. O homem se liberta em comunhão, mas não através da interação direta e tão somente com o Criador; sua libertação se dá na interação com o Criador via interação com os outros homens. Sugere-nos, dessa forma, que a verdadeira interação com o Criador não se dá numa religação individualizada, do tipo eu/divindade, mas na que se dá em comunhão, isto é, a religação do tipo nós/divindade. Abstract: The general objective of this study is to present the seminal formulations of the concept of freedom in Freire, reviewing this concept in the texts produced by him from 1967 to 1979. The methodology used is the hermeneutic of the idea of freedom which manifests itself in the texts. The theoretical reference is the concept of freedom in the educator, which in this period migrates from a personalist origin to a proposition which dialogues with Marxism. The result was that, initially, under the personalist infl uence, freedom will be defi ned as linking oneself to the Creator. Nevertheless, the state of exile brings Freire closer to Western Marxism. Thus, the traditional Christian creed, the direct link between individual and creator, is substituted by the idea that the individual-Creator link need necessarily be mediated by the collective. In being this way, man is not only liberated in his return to the Creator; his freedom comes about in interaction with the Creator via interaction with other men. This suggests to us that the true interaction with the Creator does not come about with an individual re-connection, of the I/divinity type, but in communion, that is to say, in the us/ divinity re-connection.
This study aims to insert educational movements of popular character –
from de first years of 196... more This study aims to insert educational movements of popular character – from de first years of 1960’s, in Pernambuco – on an analysis grounded in the Cultural History perspective, which intends to accomplish a reavaliation of these actions through dimensions that may include the policy, the social, the economy, but, mainly, the culture. Aiming, by this way, explicit the daily’s plots of these educational movements, we used as methodologic contribution, the orality and documental collection. This way, we identified details of the untwine of these educational actions, impressions of the individuals that acted in the movements, internal and external divergences to the actions, and the contributions of these movements to the Educational History, as well.
This work deals with the reception as "ideological" an educational experience
during the early 19... more This work deals with the reception as "ideological" an educational experience during the early 1960s in the interior of Pernambuco, specifically in the city of Palmares. We start with the following question: what is the social and cultural context in the arrival of popular education practices, which the political actors involved and what reception the Popular Culture Movement initiatives (MCP) in Palmares region between 1962 and 1964? Methodologically, we propose to study the History of Education in the perspective of Social Movements, therefore, use documentary sources and interviews with actors who were part of this process. In terms of socio-cultural context, research has shown that Palmares was given the nickname "AthensPernambucana" was based plants and storage of locomotives enjoying peculiar cultural and economic dynamics, whose main feature is the symbolic force emanating from the practices of literacy. However, in view of the delay in the provision of schooling, the movements related to the field workers are organized, either around the church (with the Basic Education Movement), the Peasant Leagues and or PCB (with the Movement of Popular Culture) and progress in sponsorship actions to this education, taking on greater importance in the political landscape of the region.
Memories of three educators in their respective social
positions, in the city Recife-PE are shown... more Memories of three educators in their respective social positions, in the city Recife-PE are shown in the present study. Methodologically, the insertion in the oral history is justified by the possibility of achieving the everyday perceptions, approaching the subjective creation of consensus and subjective modes in response to the coercive environment brought by CivilMilitary Dictatorship. It is about the concepts of force, coercion and consensus based on Gramsci. It was concluded that among the waves of domination by the dictatorship, the educators developed deviation and resistance strategies in relation to coercion. Through the precariousness of the quotidian domination – the regime’s gaps - educators preserved the critical view on the dictatorship and performed actions directly against the supposedly hegemonic interests.
Inquire the way of Salesian insertion on the context of Pernambuco’s modernization process,
betwe... more Inquire the way of Salesian insertion on the context of Pernambuco’s modernization process, between 1892 and 1906, because correspond to the mobilizations for the coming order to Recife and culminate with the launch of the High School Statute. Methodologically, it is anchor by the concept of representation (CHARTIER, 1990), because enable the power design of a group through their characteristics expressions. It believes that the variation between the promises launch by the mobilizations and the curricular structure of the Statute documents the group practices associated with the Salesians and the Church. In conclusion, the installation of the Salesians in Recife is included in the called conservative modernization (EISENBERG, 1977). The teaching offered represented the charity in terms of the "poor’s” insertion in the "life of decent and honest crafts". But, by the representation of a modern service, to offer ability for the worker’s sons, it reproduced the traditional social composition
In this article we explore the notion of freedom expressed in the pedagogical thinking of the MER... more In this article we explore the notion of freedom expressed in the pedagogical thinking of the MERCOSUR countries (Argentina, Paraguay, Uruguay and Brazil) during the re-democratization period. We do a comparative study with emphasis on the ideas of autonomy and democracy in the current era. It is methodologically supported by bibliographic research using periodicals of large circulation in the pedagogical environment. It is concluded that the integration of pedagogical ideas in the region was driven by the connection of the teacher union movement, the progressive Catholic Church and even the conjunction of interests of sectors linked to private schools. The idea of liberty was represented through the defense of private freedom advocated by school owners, and also defended through the rereading of the New School by the middle sector of society. It was also understood as revolution of capitalist structures by the teacher union movement-which proposed the pedagogical process as counter-hegemonic-and as liberation by educators linked to Freire.
RESUMO O artigo tem como objeto a formação moral em Kant, analisando o problema da possibilidade ... more RESUMO O artigo tem como objeto a formação moral em Kant, analisando o problema da possibilidade da educação moral no âmbito da filosofia kantiana. Para tanto, aborda-se os conceitos de moralidade, livre-arbítrio e história no pensamento do filósofo de Königsberg. A questão central deste trabalho é: qual a condição de possibilidade para a educação moral em Immanuel Kant? Ou seja, o que daria condições para que a moralidade fosse o estado moral de toda a humanidade? Ou, ainda, qual a condição de possibilidade para o progresso moral da humanidade? Pretende-se demonstrar que, diante da impossibilidade de se educar o indivíduo singular para a moralidade, educa-se, no limite, o livre-arbítrio, defendendo, também, que se projeta no progresso humano, tendo como sujeito a espécie humana, o educar moral do homem, que, assim, não atinge a plena educação moral en-quanto indivíduo, mas se forma moralmente enquanto humanidade. Para tanto, o artigo constrói-se sobre duas abordagens: inicialmente, discute as condições de possibilidade da educação moral. Daí, pode-se perceber que o itinerário conceitual de Kant fundamenta um solo no qual se pode pensar a tarefa histórica da humanidade, sendo tal itinerário o objeto de discussão da segunda abordagem. Palavras-chave: Immanuel Kant. Formação moral. Tarefa histórica. A filosofia kantiana propõe que a vontade (Wille) é a razão (Vernunft) em seu uso prático. Esse uso da razão é o exercício prático da liberdade. A liberdade em sua natureza prática é autonomia. Por conseguinte, a autonomia é a capacidade da vontade em determinar-se exclusivamente pela razão, liberta de qualquer outro objeto do querer. Nesse sentido, a liberdade em Kant está diretamente relacionada com o problema da autonomia, e essa liberdade pode ser pensada em duas condi
Educação: esperança e luta-Identidades do pensamento pedagógico brasileiro nos anos 1980 Projeto ... more Educação: esperança e luta-Identidades do pensamento pedagógico brasileiro nos anos 1980 Projeto acadêmico sem fins lucrativos desenvolvido no âmbito da iniciativa Acesso Aberto
Resumo: Apresentar as primeiras formulações do conceito de liberdade em Freire é o objetivo geral... more Resumo: Apresentar as primeiras formulações do conceito de liberdade em Freire é o objetivo geral deste estudo, que trata especificamente deste conceito nos textos por ele produzidos de 1967 a 1979. A metodologia utilizada é a hermenêutica da ideia de liberdade manifesta nos textos. Adota-se como referencial teórico o próprio conceito de liberdade do educador, que nesse período se movimenta entre uma origem personalista até uma proposição que dialoga com o marxismo. Observou-se como resultado que, inicialmente, sob a influência personalista, a liberdade será definida como o ligar-se ao Criador. Todavia, o exílio aproxima Freire do marxismo ocidental. Então, o credo cristão tradicional, a ligação direta indivíduo-criador é substituída pela ideia de que a ligação indivíduo-Criador tem que ser necessariamente mediatizada pelo coletivo dos homens. Assim sendo, o homem não se liberta apenas no seu retorno ao Criador. O homem se liberta em comunhão, mas não através da interação direta e tão somente com o Criador; sua libertação se dá na interação com o Criador via interação com os outros homens. Sugere-nos, dessa forma, que a verdadeira interação com o Criador não se dá numa religação individualizada, do tipo eu/divindade, mas na que se dá em comunhão, isto é, a religação do tipo nós/divindade. Abstract: The general objective of this study is to present the seminal formulations of the concept of freedom in Freire, reviewing this concept in the texts produced by him from 1967 to 1979. The methodology used is the hermeneutic of the idea of freedom which manifests itself in the texts. The theoretical reference is the concept of freedom in the educator, which in this period migrates from a personalist origin to a proposition which dialogues with Marxism. The result was that, initially, under the personalist infl uence, freedom will be defi ned as linking oneself to the Creator. Nevertheless, the state of exile brings Freire closer to Western Marxism. Thus, the traditional Christian creed, the direct link between individual and creator, is substituted by the idea that the individual-Creator link need necessarily be mediated by the collective. In being this way, man is not only liberated in his return to the Creator; his freedom comes about in interaction with the Creator via interaction with other men. This suggests to us that the true interaction with the Creator does not come about with an individual re-connection, of the I/divinity type, but in communion, that is to say, in the us/ divinity re-connection.
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Papers by andre ferreira
from de first years of 1960’s, in Pernambuco – on an analysis grounded in
the Cultural History perspective, which intends to accomplish a
reavaliation of these actions through dimensions that may include the
policy, the social, the economy, but, mainly, the culture. Aiming, by this
way, explicit the daily’s plots of these educational movements, we used
as methodologic contribution, the orality and documental collection. This
way, we identified details of the untwine of these educational actions,
impressions of the individuals that acted in the movements, internal and
external divergences to the actions, and the contributions of these
movements to the Educational History, as well.
during the early 1960s in the interior of Pernambuco, specifically in the city of
Palmares. We start with the following question: what is the social and cultural context
in the arrival of popular education practices, which the political actors involved and
what reception the Popular Culture Movement initiatives (MCP) in Palmares region
between 1962 and 1964? Methodologically, we propose to study the History of
Education in the perspective of Social Movements, therefore, use documentary sources
and interviews with actors who were part of this process. In terms of socio-cultural
context, research has shown that Palmares was given the nickname "AthensPernambucana" was based plants and storage of locomotives enjoying peculiar cultural
and economic dynamics, whose main feature is the symbolic force emanating from the
practices of literacy. However, in view of the delay in the provision of schooling, the
movements related to the field workers are organized, either around the church (with the
Basic Education Movement), the Peasant Leagues and or PCB (with the Movement of
Popular Culture) and progress in sponsorship actions to this education, taking on greater
importance in the political landscape of the region.
positions, in the city Recife-PE are shown in the present study.
Methodologically, the insertion in the oral history is justified by
the possibility of achieving the everyday perceptions,
approaching the subjective creation of consensus and subjective
modes in response to the coercive environment brought by CivilMilitary Dictatorship. It is about the concepts of force, coercion
and consensus based on Gramsci. It was concluded that among
the waves of domination by the dictatorship, the educators
developed deviation and resistance strategies in relation to
coercion. Through the precariousness of the quotidian
domination – the regime’s gaps - educators preserved the critical
view on the dictatorship and performed actions directly against
the supposedly hegemonic interests.
between 1892 and 1906, because correspond to the mobilizations for the coming order to
Recife and culminate with the launch of the High School Statute. Methodologically, it is
anchor by the concept of representation (CHARTIER, 1990), because enable the power
design of a group through their characteristics expressions. It believes that the variation
between the promises launch by the mobilizations and the curricular structure of the Statute
documents the group practices associated with the Salesians and the Church. In conclusion,
the installation of the Salesians in Recife is included in the called conservative modernization
(EISENBERG, 1977). The teaching offered represented the charity in terms of the "poor’s”
insertion in the "life of decent and honest crafts". But, by the representation of a modern
service, to offer ability for the worker’s sons, it reproduced the traditional social composition
from de first years of 1960’s, in Pernambuco – on an analysis grounded in
the Cultural History perspective, which intends to accomplish a
reavaliation of these actions through dimensions that may include the
policy, the social, the economy, but, mainly, the culture. Aiming, by this
way, explicit the daily’s plots of these educational movements, we used
as methodologic contribution, the orality and documental collection. This
way, we identified details of the untwine of these educational actions,
impressions of the individuals that acted in the movements, internal and
external divergences to the actions, and the contributions of these
movements to the Educational History, as well.
during the early 1960s in the interior of Pernambuco, specifically in the city of
Palmares. We start with the following question: what is the social and cultural context
in the arrival of popular education practices, which the political actors involved and
what reception the Popular Culture Movement initiatives (MCP) in Palmares region
between 1962 and 1964? Methodologically, we propose to study the History of
Education in the perspective of Social Movements, therefore, use documentary sources
and interviews with actors who were part of this process. In terms of socio-cultural
context, research has shown that Palmares was given the nickname "AthensPernambucana" was based plants and storage of locomotives enjoying peculiar cultural
and economic dynamics, whose main feature is the symbolic force emanating from the
practices of literacy. However, in view of the delay in the provision of schooling, the
movements related to the field workers are organized, either around the church (with the
Basic Education Movement), the Peasant Leagues and or PCB (with the Movement of
Popular Culture) and progress in sponsorship actions to this education, taking on greater
importance in the political landscape of the region.
positions, in the city Recife-PE are shown in the present study.
Methodologically, the insertion in the oral history is justified by
the possibility of achieving the everyday perceptions,
approaching the subjective creation of consensus and subjective
modes in response to the coercive environment brought by CivilMilitary Dictatorship. It is about the concepts of force, coercion
and consensus based on Gramsci. It was concluded that among
the waves of domination by the dictatorship, the educators
developed deviation and resistance strategies in relation to
coercion. Through the precariousness of the quotidian
domination – the regime’s gaps - educators preserved the critical
view on the dictatorship and performed actions directly against
the supposedly hegemonic interests.
between 1892 and 1906, because correspond to the mobilizations for the coming order to
Recife and culminate with the launch of the High School Statute. Methodologically, it is
anchor by the concept of representation (CHARTIER, 1990), because enable the power
design of a group through their characteristics expressions. It believes that the variation
between the promises launch by the mobilizations and the curricular structure of the Statute
documents the group practices associated with the Salesians and the Church. In conclusion,
the installation of the Salesians in Recife is included in the called conservative modernization
(EISENBERG, 1977). The teaching offered represented the charity in terms of the "poor’s”
insertion in the "life of decent and honest crafts". But, by the representation of a modern
service, to offer ability for the worker’s sons, it reproduced the traditional social composition