O relativismo neopragamatista das pedagogias do "aprender a aprender" na formação do pedagogo da UFES (2006 e 2018)

Detalhes bibliográficos
Autor(a) principal: Costa, Antonio Niuvan Rodrigues da
Data de Publicação: 2023
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
Texto Completo: http://repositorio.ufes.br/handle/10/17140
Resumo: This research aims to analyze the influence of the neopragmatist relativism of the “learning to learn” pedagogies in the formation of the graduate in Pedagogy, taking as neopragmatist relativism the tendency towards the immediacy of knowledge. Therefore, it is understood that, through hegemonic pedagogies, in the face of neoliberal/postmodern irrationalism, pragmatism resurfaces in the form of an even more immediatist relativism, in the version of neopragmatism. This, in turn, fits the context of the education of the graduate in Pedagogy and at the same time hegemonically imposes its principles on the complex of education. Based on this context, this theoretical research, built on historical-dialectical materialism, uses the technique of bibliographical and documentary research, considering as reference the main authors of Historical-Critical Pedagogy, in particular the work of Dermeval Saviani, Newton Duarte and Julia Malanchen. In the more general scope of fundamentals, the main references were the works of Karl Marx and Friedrich Engels and István Mészáros. In an attempt to achieve the investigative purposes, this study resorts to analyzes of the pedagogical concepts present in the training of the graduate in Pedagogy, a course at the Federal University of Espírito Santo - Ufes, following the categories of Marxist dialectics, from the general to the particular, in other words, from the individual to the concrete. In this sense, several documents are examined, such as the conferences on Education for All - (EPT), the Curriculum Guidelines for the Pedagogy course (2006), Resolution nº 02/2015, Resolution nº 02/2019 and, finally, the Pedagogical Projects of Courses - PPCs, the curricula and a select group of syllabi of disciplines from the Pedagogy course at the aforementioned university, in the years 2006 and 2018. With this, it was found that multilateral organizations, since the 1990s, interfere in educational policies for the formation of teachers and, during curriculum reforms, there is an adherence to “learning to learn” pedagogies. In addition, it was verified that the presence of neopragmatist relativism of hegemonic conceptions, in the training of teaching students in Pedagogy, is part of the structural crisis of capital, driven by neoliberal/postmodern ideology, with which the relativism of truth has progressed, as if everything were resolved based on discursive language, without the need for ontological constructs to apprehend reality in its historical and social totality. Thus, this research criticizes the contemporary neopragmatist relativism of the irrationalist conception of neoliberalism/postmodernism, based on the ontophilosophical assumptions of Historical-Critical Pedagogy (PHC), taking work as a central and founding ontological category in the constitution of human life and as an essential element of human emancipation. Thus, this study seeks to contribute to the formation of the working class, opposing the influence of neopragmatist relativism in the Brazilian pedagogical scenario under the hegemony of the “learning to learn” pedagogies.
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spelling Molina, Rodrigo Sarrugehttps://orcid.org/http://lattes.cnpq.br/2167159228111253Costa, Antonio Niuvan Rodrigues dahttps://orcid.org/0000-0002-6018-3529http://lattes.cnpq.br/2331650815462176Malanchen, Juliahttps://orcid.org/0000-0003-0921-0699http://lattes.cnpq.br/2966476119132597Salgueiro, Maria Amelia Dalvihttps://orcid.org/0000-0002-8729-2338http://lattes.cnpq.br/93993714183569162024-05-30T01:42:31Z2024-05-30T01:42:31Z2023-07-28This research aims to analyze the influence of the neopragmatist relativism of the “learning to learn” pedagogies in the formation of the graduate in Pedagogy, taking as neopragmatist relativism the tendency towards the immediacy of knowledge. Therefore, it is understood that, through hegemonic pedagogies, in the face of neoliberal/postmodern irrationalism, pragmatism resurfaces in the form of an even more immediatist relativism, in the version of neopragmatism. This, in turn, fits the context of the education of the graduate in Pedagogy and at the same time hegemonically imposes its principles on the complex of education. Based on this context, this theoretical research, built on historical-dialectical materialism, uses the technique of bibliographical and documentary research, considering as reference the main authors of Historical-Critical Pedagogy, in particular the work of Dermeval Saviani, Newton Duarte and Julia Malanchen. In the more general scope of fundamentals, the main references were the works of Karl Marx and Friedrich Engels and István Mészáros. In an attempt to achieve the investigative purposes, this study resorts to analyzes of the pedagogical concepts present in the training of the graduate in Pedagogy, a course at the Federal University of Espírito Santo - Ufes, following the categories of Marxist dialectics, from the general to the particular, in other words, from the individual to the concrete. In this sense, several documents are examined, such as the conferences on Education for All - (EPT), the Curriculum Guidelines for the Pedagogy course (2006), Resolution nº 02/2015, Resolution nº 02/2019 and, finally, the Pedagogical Projects of Courses - PPCs, the curricula and a select group of syllabi of disciplines from the Pedagogy course at the aforementioned university, in the years 2006 and 2018. With this, it was found that multilateral organizations, since the 1990s, interfere in educational policies for the formation of teachers and, during curriculum reforms, there is an adherence to “learning to learn” pedagogies. In addition, it was verified that the presence of neopragmatist relativism of hegemonic conceptions, in the training of teaching students in Pedagogy, is part of the structural crisis of capital, driven by neoliberal/postmodern ideology, with which the relativism of truth has progressed, as if everything were resolved based on discursive language, without the need for ontological constructs to apprehend reality in its historical and social totality. Thus, this research criticizes the contemporary neopragmatist relativism of the irrationalist conception of neoliberalism/postmodernism, based on the ontophilosophical assumptions of Historical-Critical Pedagogy (PHC), taking work as a central and founding ontological category in the constitution of human life and as an essential element of human emancipation. Thus, this study seeks to contribute to the formation of the working class, opposing the influence of neopragmatist relativism in the Brazilian pedagogical scenario under the hegemony of the “learning to learn” pedagogies.Este trabalho tem como objetivo analisar a influência do relativismo neopragmatista das pedagogias do “aprender a aprender” na formação do licenciado em Pedagogia, tomando como relativismo neopragmatista a tendência à imediaticidade do conhecimento. Para tanto, compreende-se que, por meio das pedagogias hegemônicas, na face do irracionalismo neoliberal/pós-moderno, o pragmatismo ressurge na forma de um relativismo ainda mais imediatista, na versão do neopragmatismo. Este, por sua vez, adequa-se ao contexto da formação do licenciado em Pedagogia e ao mesmo tempo impõe hegemonicamente seus princípios ao complexo da educação. Com base nesse contexto, esta pesquisa de cunho teórico, edificada no materialismo histórico-dialético, utiliza a técnica de pesquisa bibliográfica e documental, considerando como referência os principais autores da Pedagogia HistóricoCrítica, em especial a obra de Dermeval Saviani, Newton Duarte e Julia Malanchen. No âmbito mais geral dos fundamentos, tomou-se como principais referências as obras de Karl Marx e Friedrich Engels e István Mészáros. No intento de atingir os propósitos investigativos, este estudo recorre a análises das concepções pedagógicas presentes na formação do licenciado em Pedagogia, curso da Universidade Federal do Espírito Santo - Ufes, seguindo as categorias da dialética marxista, do geral ao particular, em outras palavras, do particular ao concreto. Nesse sentido, diversos documentos são examinados, como as conferências sobre Educação Para Todos - (EPT), as Diretrizes Curriculares para o curso de Pedagogia (2006), a Resolução nº 02/2015, a Resolução nº 02/2019 e, por fim, os Projetos Pedagógicos de Cursos - PPCs, os currículos e um seleto grupo de ementas de disciplinas do curso de Pedagogia da universidade mencionada, nos anos de 2006 e 2018. Com isso, constatou-se que organismos multilaterais, desde a década de 1990, interferem nas políticas educativas para a formação de professores e, no transcurso das reformas curriculares, há uma adesão às pedagogias do “aprender a aprender”. Além disso, verificou-se que a presença do relativismo neopragmatista das concepções hegemônicas, na formação do licenciando em Pedagogia, é parte da crise estrutural do capital, impulsionada pela ideologia neoliberal/pós-moderna, com a qual progrediu o relativismo da verdade, como se tudo fosse resolvido a partir da linguagem discursiva, sem a necessidade dos construtos ontológicos para a apreensão da realidade em sua totalidade histórica e social. Assim, esta pesquisa realiza a crítica ao relativismo neopragmatista contemporâneo da concepção irracionalista do neoliberalismo/pós-moderno, com base nos pressupostos ontofilosóficos da PHC, tomando o trabalho como categoria ontológica central e fundante na constituição da vida humana e também como elemento essencial da emancipação humana. Assim, busca-se elevar a formação da classe trabalhadora para além da aparência dos fenômenos correlatos, contrapondo-se à influência do relativismo neopragmatista no cenário pedagógico brasileiro sob a hegemonia das pedagogias do “aprender a aprender.”Fundação Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Texthttp://repositorio.ufes.br/handle/10/17140porUniversidade Federal do Espírito SantoMestrado em EducaçãoPrograma de Pós-Graduação em EducaçãoUFESBRCentro de Educaçãosubject.br-rjbnEducaçãoPedagogias do “aprender a aprender”Curso de PedagogiaPedagogia Histórico-CríticaFormação de professoresO relativismo neopragamatista das pedagogias do "aprender a aprender" na formação do pedagogo da UFES (2006 e 2018)title.alternativeinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)instname:Universidade Federal do Espírito Santo (UFES)instacron:UFESORIGINALAntonioCosta-2023-Trabalho.pdfapplication/pdf5177040http://repositorio.ufes.br/bitstreams/d0fe4f96-0633-4abf-a711-fa5aa73de019/downloadc55efc9118ebc8815824d5b76af7da76MD5110/171402024-07-24 10:27:53.889oai:repositorio.ufes.br:10/17140http://repositorio.ufes.brRepositório InstitucionalPUBhttp://repositorio.ufes.br/oai/requestopendoar:21082024-10-15T17:57:46.879417Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) - Universidade Federal do Espírito Santo (UFES)false
dc.title.none.fl_str_mv O relativismo neopragamatista das pedagogias do "aprender a aprender" na formação do pedagogo da UFES (2006 e 2018)
dc.title.alternative.none.fl_str_mv title.alternative
title O relativismo neopragamatista das pedagogias do "aprender a aprender" na formação do pedagogo da UFES (2006 e 2018)
spellingShingle O relativismo neopragamatista das pedagogias do "aprender a aprender" na formação do pedagogo da UFES (2006 e 2018)
Costa, Antonio Niuvan Rodrigues da
Educação
Pedagogias do “aprender a aprender”
Curso de Pedagogia
Pedagogia Histórico-Crítica
Formação de professores
subject.br-rjbn
title_short O relativismo neopragamatista das pedagogias do "aprender a aprender" na formação do pedagogo da UFES (2006 e 2018)
title_full O relativismo neopragamatista das pedagogias do "aprender a aprender" na formação do pedagogo da UFES (2006 e 2018)
title_fullStr O relativismo neopragamatista das pedagogias do "aprender a aprender" na formação do pedagogo da UFES (2006 e 2018)
title_full_unstemmed O relativismo neopragamatista das pedagogias do "aprender a aprender" na formação do pedagogo da UFES (2006 e 2018)
title_sort O relativismo neopragamatista das pedagogias do "aprender a aprender" na formação do pedagogo da UFES (2006 e 2018)
author Costa, Antonio Niuvan Rodrigues da
author_facet Costa, Antonio Niuvan Rodrigues da
author_role author
dc.contributor.authorID.none.fl_str_mv https://orcid.org/0000-0002-6018-3529
dc.contributor.authorLattes.none.fl_str_mv http://lattes.cnpq.br/2331650815462176
dc.contributor.advisor1.fl_str_mv Molina, Rodrigo Sarruge
dc.contributor.advisor1ID.fl_str_mv https://orcid.org/
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/2167159228111253
dc.contributor.author.fl_str_mv Costa, Antonio Niuvan Rodrigues da
dc.contributor.referee1.fl_str_mv Malanchen, Julia
dc.contributor.referee1ID.fl_str_mv https://orcid.org/0000-0003-0921-0699
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/2966476119132597
dc.contributor.referee2.fl_str_mv Salgueiro, Maria Amelia Dalvi
dc.contributor.referee2ID.fl_str_mv https://orcid.org/0000-0002-8729-2338
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/9399371418356916
contributor_str_mv Molina, Rodrigo Sarruge
Malanchen, Julia
Salgueiro, Maria Amelia Dalvi
dc.subject.cnpq.fl_str_mv Educação
topic Educação
Pedagogias do “aprender a aprender”
Curso de Pedagogia
Pedagogia Histórico-Crítica
Formação de professores
subject.br-rjbn
dc.subject.por.fl_str_mv Pedagogias do “aprender a aprender”
Curso de Pedagogia
Pedagogia Histórico-Crítica
Formação de professores
dc.subject.br-rjbn.none.fl_str_mv subject.br-rjbn
description This research aims to analyze the influence of the neopragmatist relativism of the “learning to learn” pedagogies in the formation of the graduate in Pedagogy, taking as neopragmatist relativism the tendency towards the immediacy of knowledge. Therefore, it is understood that, through hegemonic pedagogies, in the face of neoliberal/postmodern irrationalism, pragmatism resurfaces in the form of an even more immediatist relativism, in the version of neopragmatism. This, in turn, fits the context of the education of the graduate in Pedagogy and at the same time hegemonically imposes its principles on the complex of education. Based on this context, this theoretical research, built on historical-dialectical materialism, uses the technique of bibliographical and documentary research, considering as reference the main authors of Historical-Critical Pedagogy, in particular the work of Dermeval Saviani, Newton Duarte and Julia Malanchen. In the more general scope of fundamentals, the main references were the works of Karl Marx and Friedrich Engels and István Mészáros. In an attempt to achieve the investigative purposes, this study resorts to analyzes of the pedagogical concepts present in the training of the graduate in Pedagogy, a course at the Federal University of Espírito Santo - Ufes, following the categories of Marxist dialectics, from the general to the particular, in other words, from the individual to the concrete. In this sense, several documents are examined, such as the conferences on Education for All - (EPT), the Curriculum Guidelines for the Pedagogy course (2006), Resolution nº 02/2015, Resolution nº 02/2019 and, finally, the Pedagogical Projects of Courses - PPCs, the curricula and a select group of syllabi of disciplines from the Pedagogy course at the aforementioned university, in the years 2006 and 2018. With this, it was found that multilateral organizations, since the 1990s, interfere in educational policies for the formation of teachers and, during curriculum reforms, there is an adherence to “learning to learn” pedagogies. In addition, it was verified that the presence of neopragmatist relativism of hegemonic conceptions, in the training of teaching students in Pedagogy, is part of the structural crisis of capital, driven by neoliberal/postmodern ideology, with which the relativism of truth has progressed, as if everything were resolved based on discursive language, without the need for ontological constructs to apprehend reality in its historical and social totality. Thus, this research criticizes the contemporary neopragmatist relativism of the irrationalist conception of neoliberalism/postmodernism, based on the ontophilosophical assumptions of Historical-Critical Pedagogy (PHC), taking work as a central and founding ontological category in the constitution of human life and as an essential element of human emancipation. Thus, this study seeks to contribute to the formation of the working class, opposing the influence of neopragmatist relativism in the Brazilian pedagogical scenario under the hegemony of the “learning to learn” pedagogies.
publishDate 2023
dc.date.issued.fl_str_mv 2023-07-28
dc.date.accessioned.fl_str_mv 2024-05-30T01:42:31Z
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dc.publisher.none.fl_str_mv Universidade Federal do Espírito Santo
Mestrado em Educação
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publisher.none.fl_str_mv Universidade Federal do Espírito Santo
Mestrado em Educação
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