Do mon?logo ao di?logo : uma cr?tica ?s pr?ticas educativas
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | http://tede2.pucrs.br/tede2/handle/tede/8807 |
Resumo: | The aim of this research is to problematize particular characteristics of the dialogue as a form of communication morally superior to the monologue, examining the values present in the monologue that must be considered in the education field. The primary intent is to analyze how the dialogue has exerted an hegemonic domination that believes in its superiority in relation to the subjects? emancipation in educational praxis insofar. Then, the main attributions present in the dialogue regarding its normative concept are explored, as well as the characteristics required to participate in this intersubjective relationship. For that, a historical-philosophical analysis is made on the origin of dialogue. As the main reference to the construction of dialogue, Socrates is used as the first educator of the dialogue, in order to understand its influences in the conception of dialogue and dialectics. The Critical Pedagogy and the conception of Paulo Freire, as well as his influences on dialogue in education are scrutinized. Through a critical and investigative study, the aim is to question the dialogue hegemony in modern discourses on education. For this, the studies of the philosophers Martin Buber and Emmanuel Levinas are used aiming at understanding and analyzing the intersubjective and ethical relations, constituents of the relation of the Self with the Other. Tone Kvernbekk?s work supports a counterpoint to the hegemonic view of dialogue where she postulates that there are values in the monologue that need to be observed. It is concluded, therefore, that the monologue should be a practice that promotes dialogue. That is, monologue can be seen in education as a necessary condition but not sufficient for teaching-learning. Therefore, the monologue can be considered the first stage to develop skills necessary towards the effective participation of the subjects in the dialogue. |
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Jesus, Luciano Marques dehttp://lattes.cnpq.br/3154832454635214http://lattes.cnpq.br/5625610339493336Oliveira, Fernanda Felix de2019-07-17T11:37:55Z2019-03-22http://tede2.pucrs.br/tede2/handle/tede/8807The aim of this research is to problematize particular characteristics of the dialogue as a form of communication morally superior to the monologue, examining the values present in the monologue that must be considered in the education field. The primary intent is to analyze how the dialogue has exerted an hegemonic domination that believes in its superiority in relation to the subjects? emancipation in educational praxis insofar. Then, the main attributions present in the dialogue regarding its normative concept are explored, as well as the characteristics required to participate in this intersubjective relationship. For that, a historical-philosophical analysis is made on the origin of dialogue. As the main reference to the construction of dialogue, Socrates is used as the first educator of the dialogue, in order to understand its influences in the conception of dialogue and dialectics. The Critical Pedagogy and the conception of Paulo Freire, as well as his influences on dialogue in education are scrutinized. Through a critical and investigative study, the aim is to question the dialogue hegemony in modern discourses on education. For this, the studies of the philosophers Martin Buber and Emmanuel Levinas are used aiming at understanding and analyzing the intersubjective and ethical relations, constituents of the relation of the Self with the Other. Tone Kvernbekk?s work supports a counterpoint to the hegemonic view of dialogue where she postulates that there are values in the monologue that need to be observed. It is concluded, therefore, that the monologue should be a practice that promotes dialogue. That is, monologue can be seen in education as a necessary condition but not sufficient for teaching-learning. Therefore, the monologue can be considered the first stage to develop skills necessary towards the effective participation of the subjects in the dialogue.O presente trabalho tem o objetivo de problematizar certas caracter?sticas do di?logo como uma forma de comunica??o moralmente superior ao mon?logo, examinando os valores presentes no mon?logo que devem ser considerados no ?mbito da educa??o. Busca-se analisar como o di?logo tem exercido uma domina??o hegem?nica que acredita na sua superioridade em rela??o ? emancipa??o dos sujeitos. Ent?o, explora-se as principais atribui??es presentes no di?logo quanto ao seu conceito normativo e as caracter?sticas requeridas para participar dessa rela??o intersubjetiva. Para tanto, faz-se uma an?lise hist?rico-filos?fica sobre as ra?zes do di?logo. Como principal refer?ncia ? constru??o de di?logo, utiliza-se S?crates como o primeiro educador do di?logo, visando compreender suas influ?ncias na concep??o de di?logo e de dial?tica. Observa-se a Pedagogia Cr?tica e a concep??o de Paulo Freire, bem como suas influ?ncias sobre di?logo na educa??o. Por meio de um estudo cr?tico e investigativo, visa-se questionar a hegemonia do di?logo nos discursos modernos sobre educa??o. Para isso, utilizase dos estudos dos fil?sofos Martin Buber e Emmanuel Levinas para a compreens?o e an?lise das rela??es intersubjetivas e ?ticas, constituintes da rela??o do Eu com o Outro. Como contraponto ? vis?o hegem?nica de di?logo vale-se da proposi??o da professora norueguesa Tone Kvernbekk de que h? valores no mon?logo que precisam ser observados. Conclui-se, portanto, que o mon?logo deve ser uma pr?tica fomentadora do di?logo. Isto ?, o mon?logo pode ser visto na educa??o como uma condi??o necess?ria, e n?o suficiente para o ensinoaprendizagem. Portanto, o mon?logo ? um primeiro momento para desenvolver habilidades necess?rias para a participa??o efetiva dos sujeitos no di?logo.Submitted by PPG Filosofia (filosofia-pg@pucrs.br) on 2019-07-12T16:23:48Z No. of bitstreams: 1 FERNANDA FELIX DE OLIVEIRA - Disserta??o.pdf: 1052417 bytes, checksum: ada3e1ee6a07daf5c654b3f5c4308073 (MD5)Approved for entry into archive by Sarajane Pan (sarajane.pan@pucrs.br) on 2019-07-17T11:30:38Z (GMT) No. of bitstreams: 1 FERNANDA FELIX DE OLIVEIRA - Disserta??o.pdf: 1052417 bytes, checksum: ada3e1ee6a07daf5c654b3f5c4308073 (MD5)Made available in DSpace on 2019-07-17T11:37:55Z (GMT). No. of bitstreams: 1 FERNANDA FELIX DE OLIVEIRA - Disserta??o.pdf: 1052417 bytes, checksum: ada3e1ee6a07daf5c654b3f5c4308073 (MD5) Previous issue date: 2019-03-22Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPESapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/175987/FERNANDA%20FELIX%20DE%20OLIVEIRA%20-%20Disserta%c3%a7%c3%a3o.pdf.jpgporPontif?cia Universidade Cat?lica do Rio Grande do SulPrograma de P?s-Gradua??o em FilosofiaPUCRSBrasilEscola de HumanidadesMon?logoDi?logoEduca??oCIENCIAS HUMANAS::FILOSOFIADo mon?logo ao di?logo : uma cr?tica ?s pr?ticas educativasinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTrabalho n?o apresenta restri??o para publica??o-1441514414422910841500500500600-6557531471218110192-6723520209401670533590462550136975366info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILFERNANDA FELIX DE OLIVEIRA - Disserta??o.pdf.jpgFERNANDA FELIX DE OLIVEIRA - Disserta??o.pdf.jpgimage/jpeg5330http://tede2.pucrs.br/tede2/bitstream/tede/8807/4/FERNANDA+FELIX+DE+OLIVEIRA+-+Disserta%C3%A7%C3%A3o.pdf.jpg2deff2146829c77afc8bd71b9b623eaaMD54TEXTFERNANDA FELIX DE OLIVEIRA - Disserta??o.pdf.txtFERNANDA FELIX DE OLIVEIRA - Disserta??o.pdf.txttext/plain276816http://tede2.pucrs.br/tede2/bitstream/tede/8807/3/FERNANDA+FELIX+DE+OLIVEIRA+-+Disserta%C3%A7%C3%A3o.pdf.txta6e0f7c5c48ce200f1f57f89ac0ec799MD53ORIGINALFERNANDA FELIX DE OLIVEIRA - Disserta??o.pdfFERNANDA FELIX DE OLIVEIRA - Disserta??o.pdfapplication/pdf1052417http://tede2.pucrs.br/tede2/bitstream/tede/8807/2/FERNANDA+FELIX+DE+OLIVEIRA+-+Disserta%C3%A7%C3%A3o.pdfada3e1ee6a07daf5c654b3f5c4308073MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8590http://tede2.pucrs.br/tede2/bitstream/tede/8807/1/license.txt220e11f2d3ba5354f917c7035aadef24MD51tede/88072019-07-17 12:00:34.141oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2019-07-17T15:00:34Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Do mon?logo ao di?logo : uma cr?tica ?s pr?ticas educativas |
title |
Do mon?logo ao di?logo : uma cr?tica ?s pr?ticas educativas |
spellingShingle |
Do mon?logo ao di?logo : uma cr?tica ?s pr?ticas educativas Oliveira, Fernanda Felix de Mon?logo Di?logo Educa??o CIENCIAS HUMANAS::FILOSOFIA |
title_short |
Do mon?logo ao di?logo : uma cr?tica ?s pr?ticas educativas |
title_full |
Do mon?logo ao di?logo : uma cr?tica ?s pr?ticas educativas |
title_fullStr |
Do mon?logo ao di?logo : uma cr?tica ?s pr?ticas educativas |
title_full_unstemmed |
Do mon?logo ao di?logo : uma cr?tica ?s pr?ticas educativas |
title_sort |
Do mon?logo ao di?logo : uma cr?tica ?s pr?ticas educativas |
author |
Oliveira, Fernanda Felix de |
author_facet |
Oliveira, Fernanda Felix de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Jesus, Luciano Marques de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3154832454635214 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5625610339493336 |
dc.contributor.author.fl_str_mv |
Oliveira, Fernanda Felix de |
contributor_str_mv |
Jesus, Luciano Marques de |
dc.subject.por.fl_str_mv |
Mon?logo Di?logo Educa??o |
topic |
Mon?logo Di?logo Educa??o CIENCIAS HUMANAS::FILOSOFIA |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::FILOSOFIA |
description |
The aim of this research is to problematize particular characteristics of the dialogue as a form of communication morally superior to the monologue, examining the values present in the monologue that must be considered in the education field. The primary intent is to analyze how the dialogue has exerted an hegemonic domination that believes in its superiority in relation to the subjects? emancipation in educational praxis insofar. Then, the main attributions present in the dialogue regarding its normative concept are explored, as well as the characteristics required to participate in this intersubjective relationship. For that, a historical-philosophical analysis is made on the origin of dialogue. As the main reference to the construction of dialogue, Socrates is used as the first educator of the dialogue, in order to understand its influences in the conception of dialogue and dialectics. The Critical Pedagogy and the conception of Paulo Freire, as well as his influences on dialogue in education are scrutinized. Through a critical and investigative study, the aim is to question the dialogue hegemony in modern discourses on education. For this, the studies of the philosophers Martin Buber and Emmanuel Levinas are used aiming at understanding and analyzing the intersubjective and ethical relations, constituents of the relation of the Self with the Other. Tone Kvernbekk?s work supports a counterpoint to the hegemonic view of dialogue where she postulates that there are values in the monologue that need to be observed. It is concluded, therefore, that the monologue should be a practice that promotes dialogue. That is, monologue can be seen in education as a necessary condition but not sufficient for teaching-learning. Therefore, the monologue can be considered the first stage to develop skills necessary towards the effective participation of the subjects in the dialogue. |
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2019 |
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