Educação e cidadania na pós-modernidade
Autor(a) principal: | |
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Data de Publicação: | 1996 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/27754 http://doi.org/10.14393/ufu.di.1996.14 |
Resumo: | Considering the recurrent reference to the formation of citizenship as a presumptive objective of educational policies and practices, the present work consisted of a process of pedagogical self-criticism that aimed to understand the relationship between education and citizenship in the Postmodemity context, with a view to understanding the meaning of educating for citizenship today. For this, we criticized the modern liberal bases of the concept of citizen, which associated more knowledge / reason to progress and social transformation, placing school education at the center of social life, as a rationalist cultural locus, dissociated from the social world, by an interpretation. meaning of citizenship. We start from the assumption that citizenship is defined not by rational content as a product of the socialization of universally valid knowledge, but by the historical process of struggles for existential qualification through social practices and movements, that is, the subject is conceived as social movement. Methodologically, we first analyzed citizenship in the light of Postmodemity's historical-societal conformations, during which time citizenship was being expressed through the latest emancipatory and / or contesting social movements at the level of civil society. In a second moment, we consider critically the pillars of modern thought in function of its interpretations about the relations between the historical conditions and the knowledge itself and its influences in the main modern pedagogical theories that have marked the current practices and policies in education. In a third moment we recover some postmodern theoretical assumptions concerning the societal conditions of Postmodernity, in order to identify elements of a postmodem critical theory that can underpin educational discourses about citizenship. We conclude that citizenship is a fundamental epistemic category in school education because it allows the perception of collective and individual cultural experiences linked to a global democratic pattern of social relations, enables an inversion of the conceptions about Modernity as a space of struggles and social contradictions and, for this reason. Finally, beyond the dominant formal knowledge, it considers the dimensions of other knowledge as cultural and symbolic productions, incorporating new languages and patterns of rationality corresponding to the plurality of social practices. In this sense, the reconstruction of the concept of citizenship in the educational field proved to be important as a category that articulates the constitutive dimensions of the socio-historical praxis - the epistemological, the historical-societal and the pedagogical - that synthesize the relations of the subjects or subjectivities with the subject. knowledge, the social and the education. |
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Educação e cidadania na pós-modernidadeEducation and citizenship in postmodernityDiferentes sentidos da cidadaniaQualidade de vidaCNPQ::CIENCIAS HUMANAS::EDUCACAOConsidering the recurrent reference to the formation of citizenship as a presumptive objective of educational policies and practices, the present work consisted of a process of pedagogical self-criticism that aimed to understand the relationship between education and citizenship in the Postmodemity context, with a view to understanding the meaning of educating for citizenship today. For this, we criticized the modern liberal bases of the concept of citizen, which associated more knowledge / reason to progress and social transformation, placing school education at the center of social life, as a rationalist cultural locus, dissociated from the social world, by an interpretation. meaning of citizenship. We start from the assumption that citizenship is defined not by rational content as a product of the socialization of universally valid knowledge, but by the historical process of struggles for existential qualification through social practices and movements, that is, the subject is conceived as social movement. Methodologically, we first analyzed citizenship in the light of Postmodemity's historical-societal conformations, during which time citizenship was being expressed through the latest emancipatory and / or contesting social movements at the level of civil society. In a second moment, we consider critically the pillars of modern thought in function of its interpretations about the relations between the historical conditions and the knowledge itself and its influences in the main modern pedagogical theories that have marked the current practices and policies in education. In a third moment we recover some postmodern theoretical assumptions concerning the societal conditions of Postmodernity, in order to identify elements of a postmodem critical theory that can underpin educational discourses about citizenship. We conclude that citizenship is a fundamental epistemic category in school education because it allows the perception of collective and individual cultural experiences linked to a global democratic pattern of social relations, enables an inversion of the conceptions about Modernity as a space of struggles and social contradictions and, for this reason. Finally, beyond the dominant formal knowledge, it considers the dimensions of other knowledge as cultural and symbolic productions, incorporating new languages and patterns of rationality corresponding to the plurality of social practices. In this sense, the reconstruction of the concept of citizenship in the educational field proved to be important as a category that articulates the constitutive dimensions of the socio-historical praxis - the epistemological, the historical-societal and the pedagogical - that synthesize the relations of the subjects or subjectivities with the subject. knowledge, the social and the education.Dissertação (Mestrado)Considerando a referência recorrente à formação da cidadania como objetivo prescípuo das políticas e práticas educacionais, o presente trabalho consistiu num processo de auto-crítica pedagógica que teve como objetivo entender a relação entre educação e cidadania no contexto da Pós-Modemidade, com vistas a compreender o significado de se educar para a cidadania hoje. Para tanto, fizemos a crítica das bases liberais modernas do conceito de cidadão, que associou mais conhecimento/razão a progresso e transformação social, colocando a educação escolar no centro da vida social, como locus cultural racionalista, dissociado do mundo social, por uma interpretação enviezada do significado da cidadania. Partimos do pressuposto de que a cidadania se define não pelo conteúdo racional enquanto produto da socialização de conhecimentos universalmente válidos, mas pelo processo histórico de lutas por qualificação existencial através das práticas e movimentos sociais, isto é, o sujeito é concebido enquanto movimento social. Metodologicamente, analisamos, num primeiro momento, a cidadania à luz das conformações histórico-societais da Pós-Modemidade, por nesse período a cidadania estar se expressando através dos mais novos movimentos sociais emancipatórios e/ou contestatórios ao nível da sociedade civil. Num segundo momento, consideramos criticamente os pilares do pensamento moderno em função das suas interpretações acerca das relações entre as condições históricas e o próprio conhecimento e de suas influências nas principais teorias pedagógicas modernas que têm marcado as atuais práticas e políticas em educação.Num terceiro momento recuperamos alguns pressupostos teóricos pós-modernos, concernentes às condições societais da Pós-Modernidade, no sentido de identificar elementos de uma teoria crítica pós-modema que possam fundamentar os discursos educacionais acerca da cidadania. Concluímos que a cidadania é uma categoria epistêmica fundamental na educação escolar porque permite a percepção das experiências culturais coletivas e individuais ligadas a um padrão democrático global de relações sociais, possibilita uma inversão das concepções acerca da Modernidade enquanto espaço de lutas e contradições sociais e, por fim, para além do âmbito do saber formai dominante, considera as dimensões de outros saberes, enquanto produções culturais e simbólicas, incorporando novas linguagens e padrões de racionalidade correspondentes à pluralidade das práticas sociais. Nesse sentido, a reconstrução do conceito de cidadania no campo educacional mostrou-se importante como categoria que articula as dimensões constitutivas da práxis sócio-histórica - a epistemológica, a histórico-societal e a pedagógica - que sintetizam as relações dos sujeitos ou subjetividades com o conhecimento, com o social e com a educação.Universidade Federal de UberlândiaBrasilPrograma de Pós-graduação em EducaçãoSilva, Jefferson Ildefonso dahttp://lattes.cnpq.br/3930570243995584Veríssimo, Mara Rúbia Alves Marques2019-12-17T17:15:39Z2019-12-17T17:15:39Z1996info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfVERÍSSIMO, Mara Rúbia Alves Marques. Educação e cidadania na pós-modernidade. 1996. 170 f. Dissertação (Mestrado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2019. DOI http://doi.org/10.14393/ufu.di.1996.14https://repositorio.ufu.br/handle/123456789/27754http://doi.org/10.14393/ufu.di.1996.14porAttribution-NonCommercial-NoDerivs 3.0 United Stateshttp://creativecommons.org/licenses/by-nc-nd/3.0/us/info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFU2019-12-18T06:11:13Zoai:repositorio.ufu.br:123456789/27754Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2019-12-18T06:11:13Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Educação e cidadania na pós-modernidade Education and citizenship in postmodernity |
title |
Educação e cidadania na pós-modernidade |
spellingShingle |
Educação e cidadania na pós-modernidade Veríssimo, Mara Rúbia Alves Marques Diferentes sentidos da cidadania Qualidade de vida CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educação e cidadania na pós-modernidade |
title_full |
Educação e cidadania na pós-modernidade |
title_fullStr |
Educação e cidadania na pós-modernidade |
title_full_unstemmed |
Educação e cidadania na pós-modernidade |
title_sort |
Educação e cidadania na pós-modernidade |
author |
Veríssimo, Mara Rúbia Alves Marques |
author_facet |
Veríssimo, Mara Rúbia Alves Marques |
author_role |
author |
dc.contributor.none.fl_str_mv |
Silva, Jefferson Ildefonso da http://lattes.cnpq.br/3930570243995584 |
dc.contributor.author.fl_str_mv |
Veríssimo, Mara Rúbia Alves Marques |
dc.subject.por.fl_str_mv |
Diferentes sentidos da cidadania Qualidade de vida CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Diferentes sentidos da cidadania Qualidade de vida CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
Considering the recurrent reference to the formation of citizenship as a presumptive objective of educational policies and practices, the present work consisted of a process of pedagogical self-criticism that aimed to understand the relationship between education and citizenship in the Postmodemity context, with a view to understanding the meaning of educating for citizenship today. For this, we criticized the modern liberal bases of the concept of citizen, which associated more knowledge / reason to progress and social transformation, placing school education at the center of social life, as a rationalist cultural locus, dissociated from the social world, by an interpretation. meaning of citizenship. We start from the assumption that citizenship is defined not by rational content as a product of the socialization of universally valid knowledge, but by the historical process of struggles for existential qualification through social practices and movements, that is, the subject is conceived as social movement. Methodologically, we first analyzed citizenship in the light of Postmodemity's historical-societal conformations, during which time citizenship was being expressed through the latest emancipatory and / or contesting social movements at the level of civil society. In a second moment, we consider critically the pillars of modern thought in function of its interpretations about the relations between the historical conditions and the knowledge itself and its influences in the main modern pedagogical theories that have marked the current practices and policies in education. In a third moment we recover some postmodern theoretical assumptions concerning the societal conditions of Postmodernity, in order to identify elements of a postmodem critical theory that can underpin educational discourses about citizenship. We conclude that citizenship is a fundamental epistemic category in school education because it allows the perception of collective and individual cultural experiences linked to a global democratic pattern of social relations, enables an inversion of the conceptions about Modernity as a space of struggles and social contradictions and, for this reason. Finally, beyond the dominant formal knowledge, it considers the dimensions of other knowledge as cultural and symbolic productions, incorporating new languages and patterns of rationality corresponding to the plurality of social practices. In this sense, the reconstruction of the concept of citizenship in the educational field proved to be important as a category that articulates the constitutive dimensions of the socio-historical praxis - the epistemological, the historical-societal and the pedagogical - that synthesize the relations of the subjects or subjectivities with the subject. knowledge, the social and the education. |
publishDate |
1996 |
dc.date.none.fl_str_mv |
1996 2019-12-17T17:15:39Z 2019-12-17T17:15:39Z |
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 |
VERÍSSIMO, Mara Rúbia Alves Marques. Educação e cidadania na pós-modernidade. 1996. 170 f. Dissertação (Mestrado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2019. DOI http://doi.org/10.14393/ufu.di.1996.14 https://repositorio.ufu.br/handle/123456789/27754 http://doi.org/10.14393/ufu.di.1996.14 |
identifier_str_mv |
VERÍSSIMO, Mara Rúbia Alves Marques. Educação e cidadania na pós-modernidade. 1996. 170 f. Dissertação (Mestrado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2019. DOI http://doi.org/10.14393/ufu.di.1996.14 |
url |
https://repositorio.ufu.br/handle/123456789/27754 http://doi.org/10.14393/ufu.di.1996.14 |
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Attribution-NonCommercial-NoDerivs 3.0 United States http://creativecommons.org/licenses/by-nc-nd/3.0/us/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivs 3.0 United States http://creativecommons.org/licenses/by-nc-nd/3.0/us/ |
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application/pdf |
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Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Educação |
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Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Educação |
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reponame:Repositório Institucional da UFU instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
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Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU) |
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diinf@dirbi.ufu.br |
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