Aplicabilidade da teoria educacional de Émile Durkheim no ensino superior do Brasil contemporâneo
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/18269 http://doi.org/10.14393/ufu.di.2016.624 |
Resumo: | The scope of this dissertation is to make a theoretical and conceptual study of the work of Émile Durkheim with regard to the educational question and to verify to what extent his writings contribute to the understanding of the higher education of contemporary Brazil, which is subject to the laws and regulations Of public power. The method and object of Durkheim's Sociology are presented, proposing comparisons between the classical or traditional educational sociological perspective of the thinker and the humanist, which is present in contemporary Brazil. It focuses on education-related morality in Durkheim's work as an act that serves the interests of society as formal structures of reason, not religion. Individuals are socialized by becoming aware of the need for voluntary adherence to socially imposed rules that are determinant of the student's duties and which resemble the rules that prescribe adult conduct. Moral education is embedded throughout the student's school life. International agreements, globalization of education policies and the transformation of education into an investment source, which characterized the last decades of the twentieth century and the beginning of the twenty-first century, were also analyzed, when human capital theory was recovered and applied in the educational sphere, associating Higher education to the achievement of skills that enable social ascension. In this perspective, what matters is the insertion in the labor market, while an imposition of the current system on the formation of human capital, coupled with the students' suitability to the neoliberal precepts, in which competence and the attainment of skills are more relevant than the historical-scientific knowledge capable of transforming, through the process of schooling, the way of thinking reality. |
id |
UFU_8ee9f45258a503a3b83fb4cc13d07f5d |
---|---|
oai_identifier_str |
oai:repositorio.ufu.br:123456789/18269 |
network_acronym_str |
UFU |
network_name_str |
Repositório Institucional da UFU |
repository_id_str |
|
spelling |
Aplicabilidade da teoria educacional de Émile Durkheim no ensino superior do Brasil contemporâneoCiências sociaisDurkheim, Émile, 1858-1917 - Crítica e interpretaçãoEducaçãoEnsino superiorÉmile DurkheimPoder públicoEnsino Superior no Brasil contemporâneoEducationPower publicHigher education in contemporary BrazilCNPQ::CIENCIAS HUMANAS::SOCIOLOGIAThe scope of this dissertation is to make a theoretical and conceptual study of the work of Émile Durkheim with regard to the educational question and to verify to what extent his writings contribute to the understanding of the higher education of contemporary Brazil, which is subject to the laws and regulations Of public power. The method and object of Durkheim's Sociology are presented, proposing comparisons between the classical or traditional educational sociological perspective of the thinker and the humanist, which is present in contemporary Brazil. It focuses on education-related morality in Durkheim's work as an act that serves the interests of society as formal structures of reason, not religion. Individuals are socialized by becoming aware of the need for voluntary adherence to socially imposed rules that are determinant of the student's duties and which resemble the rules that prescribe adult conduct. Moral education is embedded throughout the student's school life. International agreements, globalization of education policies and the transformation of education into an investment source, which characterized the last decades of the twentieth century and the beginning of the twenty-first century, were also analyzed, when human capital theory was recovered and applied in the educational sphere, associating Higher education to the achievement of skills that enable social ascension. In this perspective, what matters is the insertion in the labor market, while an imposition of the current system on the formation of human capital, coupled with the students' suitability to the neoliberal precepts, in which competence and the attainment of skills are more relevant than the historical-scientific knowledge capable of transforming, through the process of schooling, the way of thinking reality.Dissertação (Mestrado)O escopo desta dissertação é fazer um estudo teórico e conceitual da obra de Émile Durkheim no que se refere à questão educacional e verificar em que medida seus escritos contribuem para a compreensão do ensino superior do Brasil contemporâneo, o qual está submetido às leis e às regulamentações do poder público. Apresentam-se o método e o objeto da Sociologia de Durkheim, propondo comparações entre a perspectiva sociológica educacional clássica ou tradicional do pensador e a humanista, que vige no Brasil contemporâneo. Focaliza-se a moralidade relacionada à educação na obra de Durkheim como um ato que atende aos interesses da sociedade, enquanto estruturas formais da razão, não da religião. Os indivíduos são socializados tornando-se conscientes da necessidade da adesão voluntária às regras impostas socialmente, que são determinantes dos deveres do estudante, e que se assemelham às regras que prescrevem a conduta do adulto. A educação moral insere-se em toda a vida escolar do discente. Também são analisados acordos internacionais, globalização das políticas educacionais e a transformação da educação em fonte de investimentos, que caracterizaram as últimas décadas do século XX e início do século XXI, quando a teoria do capital humano foi recuperada e aplicada no âmbito educacional, associando a escolarização superior à consecução de competências que possibilitam a ascensão social. Nessa perspectiva, o que importa é a inserção no mercado de trabalho, enquanto uma imposição do sistema vigente sobre a formação do capital humano, aliada a adequação dos alunos aos preceitos neoliberais, em que a competência e a obtenção de habilidades são mais relevantes que o conhecimento histórico-científico capaz de transformar, por meio do processo de escolarização, o modo de pensar a realidade.Universidade Federal de UberlândiaBrasilPrograma de Pós-graduação em Ciências SociaisGuimarães, Elisabeth da Fonsecahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4782898A9Fagiani, Cilson Césarhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4723414D7Previtali, Fabiane Santanahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4790275H8Rocha, Ronaldo Inácio2017-03-29T11:59:05Z2017-03-29T11:59:05Z2016-12-15info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfROCHA, Ronaldo Inácio. Aplicabilidade da teoria educacional de Émile Durkheim no ensino superior do Brasil contemporâneo. 2016. 130 f. Dissertação (Mestrado em Ciências Sociais) - Universidade Federal de Uberlândia, Uberlândia, 2016. DOI http://doi.org/10.14393/ufu.di.2016.624https://repositorio.ufu.br/handle/123456789/18269http://doi.org/10.14393/ufu.di.2016.624porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFU2020-10-14T23:13:08Zoai:repositorio.ufu.br:123456789/18269Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2020-10-14T23:13:08Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Aplicabilidade da teoria educacional de Émile Durkheim no ensino superior do Brasil contemporâneo |
title |
Aplicabilidade da teoria educacional de Émile Durkheim no ensino superior do Brasil contemporâneo |
spellingShingle |
Aplicabilidade da teoria educacional de Émile Durkheim no ensino superior do Brasil contemporâneo Rocha, Ronaldo Inácio Ciências sociais Durkheim, Émile, 1858-1917 - Crítica e interpretação Educação Ensino superior Émile Durkheim Poder público Ensino Superior no Brasil contemporâneo Education Power public Higher education in contemporary Brazil CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA |
title_short |
Aplicabilidade da teoria educacional de Émile Durkheim no ensino superior do Brasil contemporâneo |
title_full |
Aplicabilidade da teoria educacional de Émile Durkheim no ensino superior do Brasil contemporâneo |
title_fullStr |
Aplicabilidade da teoria educacional de Émile Durkheim no ensino superior do Brasil contemporâneo |
title_full_unstemmed |
Aplicabilidade da teoria educacional de Émile Durkheim no ensino superior do Brasil contemporâneo |
title_sort |
Aplicabilidade da teoria educacional de Émile Durkheim no ensino superior do Brasil contemporâneo |
author |
Rocha, Ronaldo Inácio |
author_facet |
Rocha, Ronaldo Inácio |
author_role |
author |
dc.contributor.none.fl_str_mv |
Guimarães, Elisabeth da Fonseca http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4782898A9 Fagiani, Cilson César http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4723414D7 Previtali, Fabiane Santana http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4790275H8 |
dc.contributor.author.fl_str_mv |
Rocha, Ronaldo Inácio |
dc.subject.por.fl_str_mv |
Ciências sociais Durkheim, Émile, 1858-1917 - Crítica e interpretação Educação Ensino superior Émile Durkheim Poder público Ensino Superior no Brasil contemporâneo Education Power public Higher education in contemporary Brazil CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA |
topic |
Ciências sociais Durkheim, Émile, 1858-1917 - Crítica e interpretação Educação Ensino superior Émile Durkheim Poder público Ensino Superior no Brasil contemporâneo Education Power public Higher education in contemporary Brazil CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA |
description |
The scope of this dissertation is to make a theoretical and conceptual study of the work of Émile Durkheim with regard to the educational question and to verify to what extent his writings contribute to the understanding of the higher education of contemporary Brazil, which is subject to the laws and regulations Of public power. The method and object of Durkheim's Sociology are presented, proposing comparisons between the classical or traditional educational sociological perspective of the thinker and the humanist, which is present in contemporary Brazil. It focuses on education-related morality in Durkheim's work as an act that serves the interests of society as formal structures of reason, not religion. Individuals are socialized by becoming aware of the need for voluntary adherence to socially imposed rules that are determinant of the student's duties and which resemble the rules that prescribe adult conduct. Moral education is embedded throughout the student's school life. International agreements, globalization of education policies and the transformation of education into an investment source, which characterized the last decades of the twentieth century and the beginning of the twenty-first century, were also analyzed, when human capital theory was recovered and applied in the educational sphere, associating Higher education to the achievement of skills that enable social ascension. In this perspective, what matters is the insertion in the labor market, while an imposition of the current system on the formation of human capital, coupled with the students' suitability to the neoliberal precepts, in which competence and the attainment of skills are more relevant than the historical-scientific knowledge capable of transforming, through the process of schooling, the way of thinking reality. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-12-15 2017-03-29T11:59:05Z 2017-03-29T11:59:05Z |
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.uri.fl_str_mv |
ROCHA, Ronaldo Inácio. Aplicabilidade da teoria educacional de Émile Durkheim no ensino superior do Brasil contemporâneo. 2016. 130 f. Dissertação (Mestrado em Ciências Sociais) - Universidade Federal de Uberlândia, Uberlândia, 2016. DOI http://doi.org/10.14393/ufu.di.2016.624 https://repositorio.ufu.br/handle/123456789/18269 http://doi.org/10.14393/ufu.di.2016.624 |
identifier_str_mv |
ROCHA, Ronaldo Inácio. Aplicabilidade da teoria educacional de Émile Durkheim no ensino superior do Brasil contemporâneo. 2016. 130 f. Dissertação (Mestrado em Ciências Sociais) - Universidade Federal de Uberlândia, Uberlândia, 2016. DOI http://doi.org/10.14393/ufu.di.2016.624 |
url |
https://repositorio.ufu.br/handle/123456789/18269 http://doi.org/10.14393/ufu.di.2016.624 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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 Uberlândia Brasil Programa de Pós-graduação em Ciências Sociais |
publisher.none.fl_str_mv |
Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Ciências Sociais |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFU instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
instname_str |
Universidade Federal de Uberlândia (UFU) |
instacron_str |
UFU |
institution |
UFU |
reponame_str |
Repositório Institucional da UFU |
collection |
Repositório Institucional da UFU |
repository.name.fl_str_mv |
Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU) |
repository.mail.fl_str_mv |
diinf@dirbi.ufu.br |
_version_ |
1805569583017361408 |