La disciplina crítica de los saberes como espacio filosófico: una fundamentación a partir de Theodor Adorno
Autor(a) principal: | |
---|---|
Data de Publicação: | 2009 |
Tipo de documento: | Dissertação |
Idioma: | spa |
Título da fonte: | Repositório Institucional da UFPel - Guaiaca |
Texto Completo: | http://guaiaca.ufpel.edu.br/handle/123456789/1731 |
Resumo: | The present work aims at arguing and questioning from T. Adorno s perspective the possible contributions of the discipline Critique of Knowledge in Uruguayan High Secondary Education, to the development of autonomy in moral conscience. This topic is expressed in three chapters, which are the result of a theoretical-documentary research, accompanied by classroom experience data. In the first one, the characteristics of this educational philosophical space are made explicit, from T. Adorno s view. This philosopher sees philosophy as a self-directed process which provides a whole perception of reality, on the basis of a critical understanding of the present historical situation we are immersed in. In this context, education commits itself to the well-being of humanity as it seeks to overcome barbarism its fundamental objective. This implies encouraging a critical thinking attitude which will contribute to autonomy or majority of an individual. In the second chapter, the aim is to know the net of relations in which Critique of Knowledge is situated, which in a given time justifies its necessity and function within the new curriculum, as it is stated in Transformation of High Secondary Education in Uruguay (T.E.M.S). Critique of Knowledge is a discipline which is present in all majors in High Secondary Education (E.M.S.) and one that intends to present a critical view on the already established fields of knowledge and once they are improved in the process of rational reconstruction, promote a new model of integration and articulation. In the last chapter, reflection is made upon classroom experience during Critique of Knowledge instruction, considering the possible contributions in search of autonomy in students moral conscience, as well as in teachers . Finally, the main conclusions deal with two realities that fit together into a coherent whole. As a first aspect, it is verified that the foundations provided to Critique of Knowledge by Uruguayan educational organisms are very closely related with Adorno s theory. Furthermore, as a counterpart aspect, it is shown that classroom practices developed in that discipline are very well adjusted to those theoretical references. |
id |
UFPL_48f1b0638c168886509507d5e1ba5923 |
---|---|
oai_identifier_str |
oai:guaiaca.ufpel.edu.br:123456789/1731 |
network_acronym_str |
UFPL |
network_name_str |
Repositório Institucional da UFPel - Guaiaca |
repository_id_str |
|
spelling |
2014-08-20T13:48:21Z2012-05-102014-08-20T13:48:21Z2009-12-14RAMOS, Elbio Gerardo Silveira. La disciplina crítica de los saberes como espacio filosófico: una fundamentación a partir de Theodor Adorno. 2009. 94 f. Dissertação (Mestrado em Educação) - Universidade Federal de Pelotas, Pelotas, 2009.http://guaiaca.ufpel.edu.br/handle/123456789/1731The present work aims at arguing and questioning from T. Adorno s perspective the possible contributions of the discipline Critique of Knowledge in Uruguayan High Secondary Education, to the development of autonomy in moral conscience. This topic is expressed in three chapters, which are the result of a theoretical-documentary research, accompanied by classroom experience data. In the first one, the characteristics of this educational philosophical space are made explicit, from T. Adorno s view. This philosopher sees philosophy as a self-directed process which provides a whole perception of reality, on the basis of a critical understanding of the present historical situation we are immersed in. In this context, education commits itself to the well-being of humanity as it seeks to overcome barbarism its fundamental objective. This implies encouraging a critical thinking attitude which will contribute to autonomy or majority of an individual. In the second chapter, the aim is to know the net of relations in which Critique of Knowledge is situated, which in a given time justifies its necessity and function within the new curriculum, as it is stated in Transformation of High Secondary Education in Uruguay (T.E.M.S). Critique of Knowledge is a discipline which is present in all majors in High Secondary Education (E.M.S.) and one that intends to present a critical view on the already established fields of knowledge and once they are improved in the process of rational reconstruction, promote a new model of integration and articulation. In the last chapter, reflection is made upon classroom experience during Critique of Knowledge instruction, considering the possible contributions in search of autonomy in students moral conscience, as well as in teachers . Finally, the main conclusions deal with two realities that fit together into a coherent whole. As a first aspect, it is verified that the foundations provided to Critique of Knowledge by Uruguayan educational organisms are very closely related with Adorno s theory. Furthermore, as a counterpart aspect, it is shown that classroom practices developed in that discipline are very well adjusted to those theoretical references.El presente trabajo busca fundamentar y a la vez problematizar, -desde la perspectiva del pensamiento de T. Adorno-, las posibles contribuciones de la disciplina Crítica de los saberes de la educación media superior uruguaya, al desarrollo de la autonomía de la conciencia moral. Este tema se expresa en tres capítulos, que son el resultado de una investigación teórico-documental acompañada de las experiencias de aula. En el primero, se explicitan las características del espacio filosófico vinculado a la educación, desde el pensamiento de T. Adorno. Este filósofo considera a la filosofía como proceso autorreflexivo, que aporta una percepción integral de la realidad, desde la comprensión crítica de la situación histórica en la que nos encontramos. En este contexto la educación se compromete con el bien de la humanidad, en la medida que pretende la superación de la barbarie, como objetivo fundamental. Esto significa, fomentar una actitud crítico-reflexiva, que contribuya a la autonomía o mayoría de edad del individuo.En el segundo capítulo, se busca conocer el plexo de relaciones en el que se sitúa a Critica de los saberes , que en un oportuno momento justifica su necesidad y función, dentro del nuevo curriculum que se expresa en la Transformación de la Educación Media Superior uruguaya. Crítica de los saberes es una disciplina presente en todas las orientaciones de E.M.S., que se propone una visión crítica de los saberes establecidos, y una vez resignificados en el proceso de reconstrucción racional, promover un nuevo modelo de integración y articulación. En el tercero y último capítulo, se reflexiona sobre las experiencias de clase de Crítica de los saberes , considerando las posibles contribuciones para la búsqueda de la autonomía de la conciencia moral tanto de los alumnos como de los profesores. Finalmente, como conclusiones, se muestran dos realidades bien articuladas entre sí. Primero, se constata que las fundamentaciones realizadas por los organismos uruguayos vinculados al sistema educativo sobre la disciplina Crítica de los saberes son bastante próximas de la teoría establecida por Adorno. Además, se muestra que las prácticas desarrolladas en esta disciplina están en sintonía con ese referencial teórico.application/pdfspaUniversidade Federal de PelotasPrograma de Pós-Graduação em EducaçãoUFPelBREducaçãoEspacio filosóficoEducación media uruguayaDesarrollo de la conciencia moralPhilosophical spaceSecondary Education in UruguayDevelopment of moral conscienceCNPQ::CIENCIAS HUMANAS::FILOSOFIALa disciplina crítica de los saberes como espacio filosófico: una fundamentación a partir de Theodor AdornoThe discipline critique of knowledge as a philosophical space: the fundamentals according to Theodor Adorno.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttp://lattes.cnpq.br/3164670947440603http://lattes.cnpq.br/6451513910863914Oliveira, Avelino da RosaRamos, Elbio Gerardo Silveirainfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFPel - Guaiacainstname:Universidade Federal de Pelotas (UFPEL)instacron:UFPELORIGINALElbio_Gerardo_Silveira_Ramos_Dissertacao.pdfapplication/pdf474806http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1731/1/Elbio_Gerardo_Silveira_Ramos_Dissertacao.pdf8f9785e00f5c43e0d430990bbf058216MD51open accessTEXTElbio_Gerardo_Silveira_Ramos_Dissertacao.pdf.txtElbio_Gerardo_Silveira_Ramos_Dissertacao.pdf.txtExtracted Texttext/plain213801http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1731/2/Elbio_Gerardo_Silveira_Ramos_Dissertacao.pdf.txtce237ca45018637e59d419e3a665520fMD52open accessTHUMBNAILElbio_Gerardo_Silveira_Ramos_Dissertacao.pdf.jpgElbio_Gerardo_Silveira_Ramos_Dissertacao.pdf.jpgGenerated Thumbnailimage/jpeg1793http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1731/3/Elbio_Gerardo_Silveira_Ramos_Dissertacao.pdf.jpg24f282c363f8330ef5526cbfef1a3c3fMD53open access123456789/17312021-12-03 11:59:07.4open accessoai:guaiaca.ufpel.edu.br:123456789/1731Repositório InstitucionalPUBhttp://repositorio.ufpel.edu.br/oai/requestrippel@ufpel.edu.br || repositorio@ufpel.edu.br || aline.batista@ufpel.edu.bropendoar:2021-12-03T14:59:07Repositório Institucional da UFPel - Guaiaca - Universidade Federal de Pelotas (UFPEL)false |
dc.title.spa.fl_str_mv |
La disciplina crítica de los saberes como espacio filosófico: una fundamentación a partir de Theodor Adorno |
dc.title.alternative.eng.fl_str_mv |
The discipline critique of knowledge as a philosophical space: the fundamentals according to Theodor Adorno. |
title |
La disciplina crítica de los saberes como espacio filosófico: una fundamentación a partir de Theodor Adorno |
spellingShingle |
La disciplina crítica de los saberes como espacio filosófico: una fundamentación a partir de Theodor Adorno Ramos, Elbio Gerardo Silveira Espacio filosófico Educación media uruguaya Desarrollo de la conciencia moral Philosophical space Secondary Education in Uruguay Development of moral conscience CNPQ::CIENCIAS HUMANAS::FILOSOFIA |
title_short |
La disciplina crítica de los saberes como espacio filosófico: una fundamentación a partir de Theodor Adorno |
title_full |
La disciplina crítica de los saberes como espacio filosófico: una fundamentación a partir de Theodor Adorno |
title_fullStr |
La disciplina crítica de los saberes como espacio filosófico: una fundamentación a partir de Theodor Adorno |
title_full_unstemmed |
La disciplina crítica de los saberes como espacio filosófico: una fundamentación a partir de Theodor Adorno |
title_sort |
La disciplina crítica de los saberes como espacio filosófico: una fundamentación a partir de Theodor Adorno |
author |
Ramos, Elbio Gerardo Silveira |
author_facet |
Ramos, Elbio Gerardo Silveira |
author_role |
author |
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/3164670947440603 |
dc.contributor.advisorLattes.por.fl_str_mv |
http://lattes.cnpq.br/6451513910863914 |
dc.contributor.advisor1.fl_str_mv |
Oliveira, Avelino da Rosa |
dc.contributor.author.fl_str_mv |
Ramos, Elbio Gerardo Silveira |
contributor_str_mv |
Oliveira, Avelino da Rosa |
dc.subject.spa.fl_str_mv |
Espacio filosófico Educación media uruguaya Desarrollo de la conciencia moral |
topic |
Espacio filosófico Educación media uruguaya Desarrollo de la conciencia moral Philosophical space Secondary Education in Uruguay Development of moral conscience CNPQ::CIENCIAS HUMANAS::FILOSOFIA |
dc.subject.eng.fl_str_mv |
Philosophical space Secondary Education in Uruguay Development of moral conscience |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::FILOSOFIA |
description |
The present work aims at arguing and questioning from T. Adorno s perspective the possible contributions of the discipline Critique of Knowledge in Uruguayan High Secondary Education, to the development of autonomy in moral conscience. This topic is expressed in three chapters, which are the result of a theoretical-documentary research, accompanied by classroom experience data. In the first one, the characteristics of this educational philosophical space are made explicit, from T. Adorno s view. This philosopher sees philosophy as a self-directed process which provides a whole perception of reality, on the basis of a critical understanding of the present historical situation we are immersed in. In this context, education commits itself to the well-being of humanity as it seeks to overcome barbarism its fundamental objective. This implies encouraging a critical thinking attitude which will contribute to autonomy or majority of an individual. In the second chapter, the aim is to know the net of relations in which Critique of Knowledge is situated, which in a given time justifies its necessity and function within the new curriculum, as it is stated in Transformation of High Secondary Education in Uruguay (T.E.M.S). Critique of Knowledge is a discipline which is present in all majors in High Secondary Education (E.M.S.) and one that intends to present a critical view on the already established fields of knowledge and once they are improved in the process of rational reconstruction, promote a new model of integration and articulation. In the last chapter, reflection is made upon classroom experience during Critique of Knowledge instruction, considering the possible contributions in search of autonomy in students moral conscience, as well as in teachers . Finally, the main conclusions deal with two realities that fit together into a coherent whole. As a first aspect, it is verified that the foundations provided to Critique of Knowledge by Uruguayan educational organisms are very closely related with Adorno s theory. Furthermore, as a counterpart aspect, it is shown that classroom practices developed in that discipline are very well adjusted to those theoretical references. |
publishDate |
2009 |
dc.date.issued.fl_str_mv |
2009-12-14 |
dc.date.available.fl_str_mv |
2012-05-10 2014-08-20T13:48:21Z |
dc.date.accessioned.fl_str_mv |
2014-08-20T13:48:21Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
RAMOS, Elbio Gerardo Silveira. La disciplina crítica de los saberes como espacio filosófico: una fundamentación a partir de Theodor Adorno. 2009. 94 f. Dissertação (Mestrado em Educação) - Universidade Federal de Pelotas, Pelotas, 2009. |
dc.identifier.uri.fl_str_mv |
http://guaiaca.ufpel.edu.br/handle/123456789/1731 |
identifier_str_mv |
RAMOS, Elbio Gerardo Silveira. La disciplina crítica de los saberes como espacio filosófico: una fundamentación a partir de Theodor Adorno. 2009. 94 f. Dissertação (Mestrado em Educação) - Universidade Federal de Pelotas, Pelotas, 2009. |
url |
http://guaiaca.ufpel.edu.br/handle/123456789/1731 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
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 |
Universidade Federal de Pelotas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFPel |
dc.publisher.country.fl_str_mv |
BR |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Pelotas |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFPel - Guaiaca instname:Universidade Federal de Pelotas (UFPEL) instacron:UFPEL |
instname_str |
Universidade Federal de Pelotas (UFPEL) |
instacron_str |
UFPEL |
institution |
UFPEL |
reponame_str |
Repositório Institucional da UFPel - Guaiaca |
collection |
Repositório Institucional da UFPel - Guaiaca |
bitstream.url.fl_str_mv |
http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1731/1/Elbio_Gerardo_Silveira_Ramos_Dissertacao.pdf http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1731/2/Elbio_Gerardo_Silveira_Ramos_Dissertacao.pdf.txt http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1731/3/Elbio_Gerardo_Silveira_Ramos_Dissertacao.pdf.jpg |
bitstream.checksum.fl_str_mv |
8f9785e00f5c43e0d430990bbf058216 ce237ca45018637e59d419e3a665520f 24f282c363f8330ef5526cbfef1a3c3f |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFPel - Guaiaca - Universidade Federal de Pelotas (UFPEL) |
repository.mail.fl_str_mv |
rippel@ufpel.edu.br || repositorio@ufpel.edu.br || aline.batista@ufpel.edu.br |
_version_ |
1801846946401353728 |