Democracia deliberativa em Habermas : abordagem do tema no Brasil (2000-2015) e contribuições para a educação
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/9538 |
Resumo: | Habermas's philosophical-political work occupies centrality in contemporary democratic theory as a discourse of justification of the deliberative conception of democracy. Assuming a political society capable of establishing normative principles with a view to legitimizing the rule of law, Habermas presents the communicative process of formation of opinion and will as the most important means for the discursive rationalization of the decisions of an administration linked to law. The subjects, as legal partners, act in the elaboration of the legitimate right, of which they are authors and recipients. As a mediator between the world of life and the system, modern law appears as a means to solve the problems of social coordination in a plural society. Understanding that the Habermas' democratic theory is capable of bringing important contributions to reflections in the educational field, we seek to know what use has been made of it in studies and research developed in Brazil and the relevance of its use in the area of education, especially for the democratic management of the school. To answer these questions, we opted for the development of a bibliographical research that had as its source articles published in periodicals. We chose for the bibliographic survey the Periódicos CAPES portal and the SciELO database. From the analysis of articles from nine different areas of knowledge, we sought to identify how deliberative democracy has been approached in studies and research developed in Brazil, the main notes present in articles, the most frequently treated subjects and those that are in apparent emergencies. Completed the analysis of this material, we identified the need to conduct a survey of complementary readings in the area of education, aiming to better establish the overview of discussions that involve the subject. We identify then the ongoing discussions in other areas of knowledge that may contribute to or corroborate discussions in the area of education and democratic school management. Confirming the thesis presented by this search, we conclude that Habermas' interpretation of capitalist society, as a system and world of life, provides us with an important support for the analysis of the problems faced by education, for understanding the relevance of the establishment of discursive processes in school, aiming at the implementation of democracy in its space, the reversal of the process of colonization of the world of life and the formation of participatory, critical and emancipated citizens. |
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Pinheiro, Edneia VirginiaConti, Celso Luiz Aparecidohttp://lattes.cnpq.br/6967887143687279http://lattes.cnpq.br/32955973491191823f3dec4d-8e55-4053-82f2-9e1eeca301942018-03-07T12:08:01Z2018-03-07T12:08:01Z2017-12-19PINHEIRO, Edneia Virginia. Democracia deliberativa em Habermas : abordagem do tema no Brasil (2000-2015) e contribuições para a educação. 2017. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9538.https://repositorio.ufscar.br/handle/ufscar/9538Habermas's philosophical-political work occupies centrality in contemporary democratic theory as a discourse of justification of the deliberative conception of democracy. Assuming a political society capable of establishing normative principles with a view to legitimizing the rule of law, Habermas presents the communicative process of formation of opinion and will as the most important means for the discursive rationalization of the decisions of an administration linked to law. The subjects, as legal partners, act in the elaboration of the legitimate right, of which they are authors and recipients. As a mediator between the world of life and the system, modern law appears as a means to solve the problems of social coordination in a plural society. Understanding that the Habermas' democratic theory is capable of bringing important contributions to reflections in the educational field, we seek to know what use has been made of it in studies and research developed in Brazil and the relevance of its use in the area of education, especially for the democratic management of the school. To answer these questions, we opted for the development of a bibliographical research that had as its source articles published in periodicals. We chose for the bibliographic survey the Periódicos CAPES portal and the SciELO database. From the analysis of articles from nine different areas of knowledge, we sought to identify how deliberative democracy has been approached in studies and research developed in Brazil, the main notes present in articles, the most frequently treated subjects and those that are in apparent emergencies. Completed the analysis of this material, we identified the need to conduct a survey of complementary readings in the area of education, aiming to better establish the overview of discussions that involve the subject. We identify then the ongoing discussions in other areas of knowledge that may contribute to or corroborate discussions in the area of education and democratic school management. Confirming the thesis presented by this search, we conclude that Habermas' interpretation of capitalist society, as a system and world of life, provides us with an important support for the analysis of the problems faced by education, for understanding the relevance of the establishment of discursive processes in school, aiming at the implementation of democracy in its space, the reversal of the process of colonization of the world of life and the formation of participatory, critical and emancipated citizens.A obra filosófico-política de Habermas ocupa centralidade na teoria democrática contemporânea como discurso de justificação da concepção deliberativa de democracia. Pressupondo uma sociedade política capaz de estabelecer princípios normativos com vistas à legitimação do Estado de direito, Habermas apresenta o processo comunicativo de formação da opinião e da vontade como meio mais importante para a racionalização discursiva das decisões de uma administração vinculada ao direito. Os sujeitos, enquanto parceiros jurídicos, atuam na elaboração do direito legítimo, do qual são autores e destinatários. Mediador entre mundo da vida e sistema, o direito moderno aparece como meio para a resolução dos problemas de coordenação social, em uma sociedade plural. Compreendendo que a teoria democrática habermasiana é capaz de trazer importantes contribuições para as reflexões no campo educacional, procuramos conhecer qual o uso que dela vem sendo feito em estudos e pesquisas desenvolvidos no Brasil e quais as contribuições desta teoria para a área educacional, sobretudo para a gestão democrática da escola. Para alcançarmos resposta a estas questões, optamos pelo desenvolvimento de uma pesquisa bibliográfica que teve como fonte artigos publicados em periódicos. Elegemos para o levantamento bibliográfico o Portal de periódicos da CAPES e a base de dados SciELO. A partir da análise de artigos de nove diferentes áreas de conhecimento, buscamos identificar como a democracia deliberativa vem sendo abordada em estudos e pesquisas desenvolvidos no Brasil, os principais apontamentos presentes nos artigos, os temas tratados com maior frequência e aqueles que se encontram em aparente emergência. Concluída a análise deste material, identificamos a necessidade de realizar um levantamento de leituras complementares na área da educação, visando melhor estabelecer o panorama das discussões que envolvem o tema. Identificamos, então, as discussões em andamento nas demais áreas do conhecimento que podem contribuir ou corroborar com as discussões da área da educação e da gestão democrática da escola. Confirmando a tese apresentada por este trabalho, concluímos que a interpretação realizada por Habermas da sociedade capitalista, como sistema e mundo da vida, nos oferece importante suporte para a análise dos problemas enfrentados pela educação, para a compreensão da relevância do estabelecimento de processos discursivos na escola visando à implementação da democracia em seus espaços, à reversão do processo de colonização do mundo da vida e à formação de cidadãos participativos, críticos e emancipados.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarDemocracia deliberativaTeoria do discursoEsfera públicaEducaçãoGestão democrática da escolaCIENCIAS HUMANAS::EDUCACAO::ADMINISTRACAO EDUCACIONALDemocracia deliberativa em Habermas : abordagem do tema no Brasil (2000-2015) e contribuições para a educaçãoDeliberative democracy in Habermas : approach to the theme in Brazil (2000-2015) and contributions to educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisOnline600600558996a5-efc2-4ac1-bf52-233753d4cdb2info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARLICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/9538/6/license.txtae0398b6f8b235e40ad82cba6c50031dMD56ORIGINALPINHEIRO_Ednéia_2018.pdfPINHEIRO_Ednéia_2018.pdfapplication/pdf2275251https://repositorio.ufscar.br/bitstream/ufscar/9538/7/PINHEIRO_Edn%c3%a9ia_2018.pdf2025d9ff71f419817433159f7478ef21MD57TEXTPINHEIRO_Ednéia_2018.pdf.txtPINHEIRO_Ednéia_2018.pdf.txtExtracted texttext/plain606082https://repositorio.ufscar.br/bitstream/ufscar/9538/8/PINHEIRO_Edn%c3%a9ia_2018.pdf.txtd5bf30d2ad689171ce1a1a1cd3534703MD58THUMBNAILPINHEIRO_Ednéia_2018.pdf.jpgPINHEIRO_Ednéia_2018.pdf.jpgIM Thumbnailimage/jpeg5654https://repositorio.ufscar.br/bitstream/ufscar/9538/9/PINHEIRO_Edn%c3%a9ia_2018.pdf.jpgb05e0044850a235e362627f162a932ecMD59ufscar/95382023-09-18 18:31:13.856oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:13Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Democracia deliberativa em Habermas : abordagem do tema no Brasil (2000-2015) e contribuições para a educação |
dc.title.alternative.eng.fl_str_mv |
Deliberative democracy in Habermas : approach to the theme in Brazil (2000-2015) and contributions to education |
title |
Democracia deliberativa em Habermas : abordagem do tema no Brasil (2000-2015) e contribuições para a educação |
spellingShingle |
Democracia deliberativa em Habermas : abordagem do tema no Brasil (2000-2015) e contribuições para a educação Pinheiro, Edneia Virginia Democracia deliberativa Teoria do discurso Esfera pública Educação Gestão democrática da escola CIENCIAS HUMANAS::EDUCACAO::ADMINISTRACAO EDUCACIONAL |
title_short |
Democracia deliberativa em Habermas : abordagem do tema no Brasil (2000-2015) e contribuições para a educação |
title_full |
Democracia deliberativa em Habermas : abordagem do tema no Brasil (2000-2015) e contribuições para a educação |
title_fullStr |
Democracia deliberativa em Habermas : abordagem do tema no Brasil (2000-2015) e contribuições para a educação |
title_full_unstemmed |
Democracia deliberativa em Habermas : abordagem do tema no Brasil (2000-2015) e contribuições para a educação |
title_sort |
Democracia deliberativa em Habermas : abordagem do tema no Brasil (2000-2015) e contribuições para a educação |
author |
Pinheiro, Edneia Virginia |
author_facet |
Pinheiro, Edneia Virginia |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/3295597349119182 |
dc.contributor.author.fl_str_mv |
Pinheiro, Edneia Virginia |
dc.contributor.advisor1.fl_str_mv |
Conti, Celso Luiz Aparecido |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6967887143687279 |
dc.contributor.authorID.fl_str_mv |
3f3dec4d-8e55-4053-82f2-9e1eeca30194 |
contributor_str_mv |
Conti, Celso Luiz Aparecido |
dc.subject.por.fl_str_mv |
Democracia deliberativa Teoria do discurso Esfera pública Educação Gestão democrática da escola |
topic |
Democracia deliberativa Teoria do discurso Esfera pública Educação Gestão democrática da escola CIENCIAS HUMANAS::EDUCACAO::ADMINISTRACAO EDUCACIONAL |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ADMINISTRACAO EDUCACIONAL |
description |
Habermas's philosophical-political work occupies centrality in contemporary democratic theory as a discourse of justification of the deliberative conception of democracy. Assuming a political society capable of establishing normative principles with a view to legitimizing the rule of law, Habermas presents the communicative process of formation of opinion and will as the most important means for the discursive rationalization of the decisions of an administration linked to law. The subjects, as legal partners, act in the elaboration of the legitimate right, of which they are authors and recipients. As a mediator between the world of life and the system, modern law appears as a means to solve the problems of social coordination in a plural society. Understanding that the Habermas' democratic theory is capable of bringing important contributions to reflections in the educational field, we seek to know what use has been made of it in studies and research developed in Brazil and the relevance of its use in the area of education, especially for the democratic management of the school. To answer these questions, we opted for the development of a bibliographical research that had as its source articles published in periodicals. We chose for the bibliographic survey the Periódicos CAPES portal and the SciELO database. From the analysis of articles from nine different areas of knowledge, we sought to identify how deliberative democracy has been approached in studies and research developed in Brazil, the main notes present in articles, the most frequently treated subjects and those that are in apparent emergencies. Completed the analysis of this material, we identified the need to conduct a survey of complementary readings in the area of education, aiming to better establish the overview of discussions that involve the subject. We identify then the ongoing discussions in other areas of knowledge that may contribute to or corroborate discussions in the area of education and democratic school management. Confirming the thesis presented by this search, we conclude that Habermas' interpretation of capitalist society, as a system and world of life, provides us with an important support for the analysis of the problems faced by education, for understanding the relevance of the establishment of discursive processes in school, aiming at the implementation of democracy in its space, the reversal of the process of colonization of the world of life and the formation of participatory, critical and emancipated citizens. |
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2017 |
dc.date.issued.fl_str_mv |
2017-12-19 |
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2018-03-07T12:08:01Z |
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2018-03-07T12:08:01Z |
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PINHEIRO, Edneia Virginia. Democracia deliberativa em Habermas : abordagem do tema no Brasil (2000-2015) e contribuições para a educação. 2017. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9538. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/9538 |
identifier_str_mv |
PINHEIRO, Edneia Virginia. Democracia deliberativa em Habermas : abordagem do tema no Brasil (2000-2015) e contribuições para a educação. 2017. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9538. |
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