A racionalidade comunicativa como ágora de processos educativos emancipatórios

Detalhes bibliográficos
Autor(a) principal: Medeiros, José Washington de Morais
Data de Publicação: 2011
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
Texto Completo: https://repositorio.ufpb.br/jspui/handle/tede/4944
Resumo: This study has as object the technicist logic of the pedagogical acting, based on the communicative rationality. Considering this model of reason concerning the utopia of human emancipation, it is hooked on the theory of the Communicative Action (TCA) by Jürgen Habermas. It contextualizes the invasions to which the educative processes are subjected in the contemporaneity prometed by the inbrication between the systemic and the lived worlds. It aimed at understanding the technicist dynamics of the pedagogical acting under the domains of TCA, starting from the following thesis: the technicist pedagogy is a kind of manifestation of the instrumental rationality present in the world lived within school. Through the hermeneutic method, it went in search of the possibilities of emancipation, going from the rationalization and its three universal spheres: a) culture, through educative processes which found the reevaluation of moral and ethical values formerly established; b)society, through consensual norms that only become valid before intelligible argumentations sensitively inclined to redefinitions; c) personality, through a cognitive development beyond mentalism, passing by the evolution of a moral conscience that elaborates stages of intersubjective relations. As a result of the deadlock of education, it brings the possibility to think how much the communicative rationality has lost spaces for the instrumental rationality, consequently coming up several social pathologies. On account of this, it discusses that natural and public channels of the communicative spaces (language as a medium) are deteriorated by the vehicles placed by the systemic imperatives (money and power as craftsmen) of the Western capitalist society. It perceives that the effects by the colonizations of the instrumental reason in the cognitive, expressive and normative spheres interfere much in social formations, binding the rationalizations of the lived world. Thus, the circumstances brought by the extranatural domains of educations facilitated the coming of a set of impositions at school, since the regeneration of the philosophy based on the subject (hyperindividualism) until the instructive normalizations of the technified educations. Aiming at uncovering the genesis of the educational atrophies, it concludes that the communicative rationality can be understood as a new agora ; a fertile alternative to incite a linguistic overturn in the mediations of the subject, in the interactions with others, with the knowledge, with the images (religious and metaphysical) of the world. It emphasizes that the communicative rationality can subsidize educative processes beyond functional ideologies linearly induced by the tecnification of thinking. A reflexive reason that promotes a sort of educations that is open to the multiple voices of rationality. It ends highlighting that, to strengthen the lived world, the paradigm of the communicative rationality propitiates the progressive development of human competence which, under the idea of emancipator education, the utopia of which one is in search becomes a criterion for social evolution.
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spelling A racionalidade comunicativa como ágora de processos educativos emancipatóriosRacionalidade comunicativaRacionalidade instrumentalPedagogia tecnicistaEducação emancipatóriaJürgen HabermasCommunicative rationalityInstrumental rationalityTechnicist pedagogyEmancipator educationJürgen HabermasCIENCIAS HUMANAS::EDUCACAOThis study has as object the technicist logic of the pedagogical acting, based on the communicative rationality. Considering this model of reason concerning the utopia of human emancipation, it is hooked on the theory of the Communicative Action (TCA) by Jürgen Habermas. It contextualizes the invasions to which the educative processes are subjected in the contemporaneity prometed by the inbrication between the systemic and the lived worlds. It aimed at understanding the technicist dynamics of the pedagogical acting under the domains of TCA, starting from the following thesis: the technicist pedagogy is a kind of manifestation of the instrumental rationality present in the world lived within school. Through the hermeneutic method, it went in search of the possibilities of emancipation, going from the rationalization and its three universal spheres: a) culture, through educative processes which found the reevaluation of moral and ethical values formerly established; b)society, through consensual norms that only become valid before intelligible argumentations sensitively inclined to redefinitions; c) personality, through a cognitive development beyond mentalism, passing by the evolution of a moral conscience that elaborates stages of intersubjective relations. As a result of the deadlock of education, it brings the possibility to think how much the communicative rationality has lost spaces for the instrumental rationality, consequently coming up several social pathologies. On account of this, it discusses that natural and public channels of the communicative spaces (language as a medium) are deteriorated by the vehicles placed by the systemic imperatives (money and power as craftsmen) of the Western capitalist society. It perceives that the effects by the colonizations of the instrumental reason in the cognitive, expressive and normative spheres interfere much in social formations, binding the rationalizations of the lived world. Thus, the circumstances brought by the extranatural domains of educations facilitated the coming of a set of impositions at school, since the regeneration of the philosophy based on the subject (hyperindividualism) until the instructive normalizations of the technified educations. Aiming at uncovering the genesis of the educational atrophies, it concludes that the communicative rationality can be understood as a new agora ; a fertile alternative to incite a linguistic overturn in the mediations of the subject, in the interactions with others, with the knowledge, with the images (religious and metaphysical) of the world. It emphasizes that the communicative rationality can subsidize educative processes beyond functional ideologies linearly induced by the tecnification of thinking. A reflexive reason that promotes a sort of educations that is open to the multiple voices of rationality. It ends highlighting that, to strengthen the lived world, the paradigm of the communicative rationality propitiates the progressive development of human competence which, under the idea of emancipator education, the utopia of which one is in search becomes a criterion for social evolution.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESEste estudo tem como objeto a lógica tecnicista do agir pedagógico, fundamentando-se na racionalidade comunicativa. Considerando esse modelo de razão voltado à utopia da emancipação humana, subsidia-se na Teoria da Ação Comunicativa (TAC) de Jürgen Habermas. Contextualiza as invasões a que os processos educativos estão sujeitos na contemporaneidade, promovidas pelo acoplamento do mundo sistêmico sobre o mundo vivido. Objetivou compreender a dinâmica tecnicista do agir pedagógico, à luz da TAC, partindo da seguinte tese: a lógica do tecnicismo na educação obstrui os ideais da educação emancipatória. Por intermédio do método hermenêutico, buscou referir as possibilidades de emancipação, a partir da racionalização do mundo vivido e de suas três esferas universais: a) cultura, através de processos educativos fundadores de reavaliação de valores morais e éticos pré-estabelecidos; b) sociedade, através de normas consensuais que só se tornam válidas diante de argumentações inteligíveis e sensivelmente dispostas a redefinições; c) personalidade, através de um desenvolvimento cognitivo além do mentalismo, perpassando a evolução de uma consciência moral que elabora estágios de relações intersubjetivos. Como resultado do beco sem saídas da educação, oportuniza pensar o quanto a racionalidade comunicativa tem perdido espaços para a racionalidade instrumental, surgindo diversas patologias sociais. Em razão disso, discute que os canais naturais e públicos dos espaços comunicativos (linguagem como medium) são deteriorados por meio dos veículos interpostos pelos imperativos sistêmicos (dinheiro e poder como artífices) da sociedade capitalista ocidental. Percebe que os efeitos das colonizações da razão instrumental, nas esferas cognitivas, expressivas e normativas, interferem severamente nas formações sociais e comprometem a racionalização do mundo vivido. Assim, as circunstâncias trazidas pelos domínios extranaturais da educação facilitaram a entrada de um conjunto de imposições na escola, desde a regeneração da filosofia do sujeito (hiperindividualismo) até a normatização instrutiva da educação tecnificada. Visando desocultar a gênese das atrofias educacionais, conclui que a racionalidade comunicativa pode ser entendida como uma nova ágora : uma fecunda alternativa para incitar uma reviravolta linguística nas mediações do sujeito, na interação com o outro, com o conhecimento, com as imagens (religiosas e metafísicas) de mundo. Enfatiza que a racionalidade comunicativa pode subsidiar processos educativos muito além das ideologias funcionais e linearmente induzidas pela tecnificação do pensamento, possibilitando o levante reflexivo da razão diante da promoção de uma educação que se coloca aberta à multiplicidade de vozes da racionalidade. Finaliza destacando que, para o fortalecimento do mundo vivido, o paradigma da racionalidade comunicativa propicia o desenvolvimento progressivo da competência humana que, sob o ideário da educação emancipatória, torna-se a utopia a ser buscada como critério para a evolução social.Universidade Federal da Paraí­baBREducaçãoPrograma de Pós-Graduação em EducaçãoUFPBBrennand, Edna Gusmão de Góeshttp://lattes.cnpq.br/9163217527871872Medeiros, José Washington de Morais2015-05-07T15:10:05Z2018-07-20T23:55:34Z2011-03-012018-07-20T23:55:34Z2011-04-07info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfMEDEIROS, José Washington de Morais. A racionalidade comunicativa como ágora de processos educativos emancipatórios. 2011. 227 f. Tese (Doutorado em Educação) - Universidade Federal da Paraí­ba, João Pessoa, 2011.https://repositorio.ufpb.br/jspui/handle/tede/4944porinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2018-09-06T01:53:04Zoai:repositorio.ufpb.br:tede/4944Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2018-09-06T01:53:04Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false
dc.title.none.fl_str_mv A racionalidade comunicativa como ágora de processos educativos emancipatórios
title A racionalidade comunicativa como ágora de processos educativos emancipatórios
spellingShingle A racionalidade comunicativa como ágora de processos educativos emancipatórios
Medeiros, José Washington de Morais
Racionalidade comunicativa
Racionalidade instrumental
Pedagogia tecnicista
Educação emancipatória
Jürgen Habermas
Communicative rationality
Instrumental rationality
Technicist pedagogy
Emancipator education
Jürgen Habermas
CIENCIAS HUMANAS::EDUCACAO
title_short A racionalidade comunicativa como ágora de processos educativos emancipatórios
title_full A racionalidade comunicativa como ágora de processos educativos emancipatórios
title_fullStr A racionalidade comunicativa como ágora de processos educativos emancipatórios
title_full_unstemmed A racionalidade comunicativa como ágora de processos educativos emancipatórios
title_sort A racionalidade comunicativa como ágora de processos educativos emancipatórios
author Medeiros, José Washington de Morais
author_facet Medeiros, José Washington de Morais
author_role author
dc.contributor.none.fl_str_mv Brennand, Edna Gusmão de Góes
http://lattes.cnpq.br/9163217527871872
dc.contributor.author.fl_str_mv Medeiros, José Washington de Morais
dc.subject.por.fl_str_mv Racionalidade comunicativa
Racionalidade instrumental
Pedagogia tecnicista
Educação emancipatória
Jürgen Habermas
Communicative rationality
Instrumental rationality
Technicist pedagogy
Emancipator education
Jürgen Habermas
CIENCIAS HUMANAS::EDUCACAO
topic Racionalidade comunicativa
Racionalidade instrumental
Pedagogia tecnicista
Educação emancipatória
Jürgen Habermas
Communicative rationality
Instrumental rationality
Technicist pedagogy
Emancipator education
Jürgen Habermas
CIENCIAS HUMANAS::EDUCACAO
description This study has as object the technicist logic of the pedagogical acting, based on the communicative rationality. Considering this model of reason concerning the utopia of human emancipation, it is hooked on the theory of the Communicative Action (TCA) by Jürgen Habermas. It contextualizes the invasions to which the educative processes are subjected in the contemporaneity prometed by the inbrication between the systemic and the lived worlds. It aimed at understanding the technicist dynamics of the pedagogical acting under the domains of TCA, starting from the following thesis: the technicist pedagogy is a kind of manifestation of the instrumental rationality present in the world lived within school. Through the hermeneutic method, it went in search of the possibilities of emancipation, going from the rationalization and its three universal spheres: a) culture, through educative processes which found the reevaluation of moral and ethical values formerly established; b)society, through consensual norms that only become valid before intelligible argumentations sensitively inclined to redefinitions; c) personality, through a cognitive development beyond mentalism, passing by the evolution of a moral conscience that elaborates stages of intersubjective relations. As a result of the deadlock of education, it brings the possibility to think how much the communicative rationality has lost spaces for the instrumental rationality, consequently coming up several social pathologies. On account of this, it discusses that natural and public channels of the communicative spaces (language as a medium) are deteriorated by the vehicles placed by the systemic imperatives (money and power as craftsmen) of the Western capitalist society. It perceives that the effects by the colonizations of the instrumental reason in the cognitive, expressive and normative spheres interfere much in social formations, binding the rationalizations of the lived world. Thus, the circumstances brought by the extranatural domains of educations facilitated the coming of a set of impositions at school, since the regeneration of the philosophy based on the subject (hyperindividualism) until the instructive normalizations of the technified educations. Aiming at uncovering the genesis of the educational atrophies, it concludes that the communicative rationality can be understood as a new agora ; a fertile alternative to incite a linguistic overturn in the mediations of the subject, in the interactions with others, with the knowledge, with the images (religious and metaphysical) of the world. It emphasizes that the communicative rationality can subsidize educative processes beyond functional ideologies linearly induced by the tecnification of thinking. A reflexive reason that promotes a sort of educations that is open to the multiple voices of rationality. It ends highlighting that, to strengthen the lived world, the paradigm of the communicative rationality propitiates the progressive development of human competence which, under the idea of emancipator education, the utopia of which one is in search becomes a criterion for social evolution.
publishDate 2011
dc.date.none.fl_str_mv 2011-03-01
2011-04-07
2015-05-07T15:10:05Z
2018-07-20T23:55:34Z
2018-07-20T23:55:34Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
format doctoralThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv MEDEIROS, José Washington de Morais. A racionalidade comunicativa como ágora de processos educativos emancipatórios. 2011. 227 f. Tese (Doutorado em Educação) - Universidade Federal da Paraí­ba, João Pessoa, 2011.
https://repositorio.ufpb.br/jspui/handle/tede/4944
identifier_str_mv MEDEIROS, José Washington de Morais. A racionalidade comunicativa como ágora de processos educativos emancipatórios. 2011. 227 f. Tese (Doutorado em Educação) - Universidade Federal da Paraí­ba, João Pessoa, 2011.
url https://repositorio.ufpb.br/jspui/handle/tede/4944
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language por
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dc.publisher.none.fl_str_mv Universidade Federal da Paraí­ba
BR
Educação
Programa de Pós-Graduação em Educação
UFPB
publisher.none.fl_str_mv Universidade Federal da Paraí­ba
BR
Educação
Programa de Pós-Graduação em Educação
UFPB
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