ON MAX WEBER : THOUGHTS FOR A DISCUSSION ON THE NEUTRALITY OF TEACHING IN THIRD LEVEL EDUCATION
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Publication Date: | 2011 |
Format: | Article |
Language: | por |
Source: | Inter-ação (Goiânia. Online) |
Download full: | https://revistas.ufg.br/interacao/article/view/13147 |
Summary: | This article aims to discuss the characteristics of teaching practice in third level education and the possibility of neutral action. To do so, it presents two concepts from the work of the German sociologist Max Weber (1864-1920): his general sociology, based on the concept of “interpretive understanding”, and his “methodological individualism”. Based on this, Weber’s text “Science as a Vocation” is analyzed. In this text the author dialogues with the reality of the Germany of that time and outlines the profile of learning in general and that of university teachers, comparing Germany with the United States. This study goes on to state that knowledge of Weber’s principles could be of help in a critique of neutrality in teaching. |
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ON MAX WEBER : THOUGHTS FOR A DISCUSSION ON THE NEUTRALITY OF TEACHING IN THIRD LEVEL EDUCATIONEM TORNO DE MAX WEBER SUBSÍDIOS PARA UMA DISCUSSÃO SOBRE A NEUTRALIDADE DA ATUAÇÃO DOCENTE NO ENSINO SUPERIORMax WeberNeutralidadeProfessor universitárioThis article aims to discuss the characteristics of teaching practice in third level education and the possibility of neutral action. To do so, it presents two concepts from the work of the German sociologist Max Weber (1864-1920): his general sociology, based on the concept of “interpretive understanding”, and his “methodological individualism”. Based on this, Weber’s text “Science as a Vocation” is analyzed. In this text the author dialogues with the reality of the Germany of that time and outlines the profile of learning in general and that of university teachers, comparing Germany with the United States. This study goes on to state that knowledge of Weber’s principles could be of help in a critique of neutrality in teaching.Este artigo tem como objetivo trazer à discussão as características da ação docente na educação superior e a possibilidade de uma ação neutra. Para isso, traz como subsídio duas concepções presentes na obra do sociólogo alemão Max Weber (1864-1920): sua sociologia geral, baseada no conceito de “compreensão interpretativa”, e seu “individualismo metodológico”. A partir disso, é realizada uma análise de seu texto “Ciência como vocação”, no qual o autor, dialogando com a realidade alemã do seu tempo, traça o perfil da academia em geral e dos professores universitários, comparando a Alemanha com os Estados Unidos. Parte-se da ideia de que o conhecimento desses princípios weberianos pode auxiliar na crítica da neutralidade da ação docente.Faculdade de Educação (UFG)2011-02-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufg.br/interacao/article/view/1314710.5216/ia.v35i1.13147Journal Inter-Ação; Vol. 35 No. 1 (2010): Dossier: Sociology and education; 19-38Revista Inter Ação; Vol. 35 Núm. 1 (2010): Sociologia e educação; 19-38Revista Inter-Ação; v. 35 n. 1 (2010): Sociologia e educação; 19-381981-8416reponame:Inter-ação (Goiânia. Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/interacao/article/view/13147/8542Melo, Alessandro deinfo:eu-repo/semantics/openAccess2014-02-23T14:50:54Zoai:ojs.revistas.ufg.br:article/13147Revistahttps://revistas.ufg.br/index.php/interacaoPUBhttps://revistas.ufg.br/index.php/interacao/oai||revistainteracao@gmail.com1981-84160101-7136opendoar:2024-05-21T19:54:27.628785Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)true |
dc.title.none.fl_str_mv |
ON MAX WEBER : THOUGHTS FOR A DISCUSSION ON THE NEUTRALITY OF TEACHING IN THIRD LEVEL EDUCATION EM TORNO DE MAX WEBER SUBSÍDIOS PARA UMA DISCUSSÃO SOBRE A NEUTRALIDADE DA ATUAÇÃO DOCENTE NO ENSINO SUPERIOR |
title |
ON MAX WEBER : THOUGHTS FOR A DISCUSSION ON THE NEUTRALITY OF TEACHING IN THIRD LEVEL EDUCATION |
spellingShingle |
ON MAX WEBER : THOUGHTS FOR A DISCUSSION ON THE NEUTRALITY OF TEACHING IN THIRD LEVEL EDUCATION Melo, Alessandro de Max Weber Neutralidade Professor universitário |
title_short |
ON MAX WEBER : THOUGHTS FOR A DISCUSSION ON THE NEUTRALITY OF TEACHING IN THIRD LEVEL EDUCATION |
title_full |
ON MAX WEBER : THOUGHTS FOR A DISCUSSION ON THE NEUTRALITY OF TEACHING IN THIRD LEVEL EDUCATION |
title_fullStr |
ON MAX WEBER : THOUGHTS FOR A DISCUSSION ON THE NEUTRALITY OF TEACHING IN THIRD LEVEL EDUCATION |
title_full_unstemmed |
ON MAX WEBER : THOUGHTS FOR A DISCUSSION ON THE NEUTRALITY OF TEACHING IN THIRD LEVEL EDUCATION |
title_sort |
ON MAX WEBER : THOUGHTS FOR A DISCUSSION ON THE NEUTRALITY OF TEACHING IN THIRD LEVEL EDUCATION |
author |
Melo, Alessandro de |
author_facet |
Melo, Alessandro de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Melo, Alessandro de |
dc.subject.por.fl_str_mv |
Max Weber Neutralidade Professor universitário |
topic |
Max Weber Neutralidade Professor universitário |
description |
This article aims to discuss the characteristics of teaching practice in third level education and the possibility of neutral action. To do so, it presents two concepts from the work of the German sociologist Max Weber (1864-1920): his general sociology, based on the concept of “interpretive understanding”, and his “methodological individualism”. Based on this, Weber’s text “Science as a Vocation” is analyzed. In this text the author dialogues with the reality of the Germany of that time and outlines the profile of learning in general and that of university teachers, comparing Germany with the United States. This study goes on to state that knowledge of Weber’s principles could be of help in a critique of neutrality in teaching. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-02-06 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.ufg.br/interacao/article/view/13147 10.5216/ia.v35i1.13147 |
url |
https://revistas.ufg.br/interacao/article/view/13147 |
identifier_str_mv |
10.5216/ia.v35i1.13147 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ufg.br/interacao/article/view/13147/8542 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Faculdade de Educação (UFG) |
publisher.none.fl_str_mv |
Faculdade de Educação (UFG) |
dc.source.none.fl_str_mv |
Journal Inter-Ação; Vol. 35 No. 1 (2010): Dossier: Sociology and education; 19-38 Revista Inter Ação; Vol. 35 Núm. 1 (2010): Sociologia e educação; 19-38 Revista Inter-Ação; v. 35 n. 1 (2010): Sociologia e educação; 19-38 1981-8416 reponame:Inter-ação (Goiânia. Online) instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Inter-ação (Goiânia. Online) |
collection |
Inter-ação (Goiânia. Online) |
repository.name.fl_str_mv |
Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
||revistainteracao@gmail.com |
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1799874761894920192 |