552Professor, I want to be oppressed!”: limit-situations and limit-acts in e professorial habitus

Detalhes bibliográficos
Autor(a) principal: Sousa, Carlos Alberto Lopes de
Data de Publicação: 2012
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/4010
Resumo: The goal of this article is to present and discuss an event occurred in a higher education environment, when a student, having studied Pedagogy of the Oppressed (Paulo Freire), explicitly demands to be oppressed by the professor. The episode, recorded in field notes, is analyzed from the perspective of the concepts of limit-situations and untested feasibility, both by Paulo Freire (1992), and Bourdieu’s (1983) concept of habitus. The concept of habitus is employed in the text in a heuristic perspective, being expanded and qualified as professorial habitus, as defined in Silva (2003). The text concludes that Freire’s thought should be adopted as a utopia sustained by the professorial habitus, expressing the negation of the fugacious or of fleeting dissatisfaction and associated with a collective movement for overcoming the state of things and dehumanized conditions of existence.
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spelling 552Professor, I want to be oppressed!”: limit-situations and limit-acts in e professorial habitusProfesor, ¡quiero ser oprimida! : Situación límite y actos límites en habitus profesoral“Professor, quero ser oprimida!”: situação-limite e atos-limites no habitus professoralHabitus professoralBourdieuPaulo FreireInédito-viávelUtopiaBourdieuPaulo FreireInédito viableUtopíaHabitus profesoralProfessorial habitusBourdieuPaulo FreireUntested feasibilityUtopiaThe goal of this article is to present and discuss an event occurred in a higher education environment, when a student, having studied Pedagogy of the Oppressed (Paulo Freire), explicitly demands to be oppressed by the professor. The episode, recorded in field notes, is analyzed from the perspective of the concepts of limit-situations and untested feasibility, both by Paulo Freire (1992), and Bourdieu’s (1983) concept of habitus. The concept of habitus is employed in the text in a heuristic perspective, being expanded and qualified as professorial habitus, as defined in Silva (2003). The text concludes that Freire’s thought should be adopted as a utopia sustained by the professorial habitus, expressing the negation of the fugacious or of fleeting dissatisfaction and associated with a collective movement for overcoming the state of things and dehumanized conditions of existence.Este artículo tiene como objetivo presentar y discutir un hecho ocurrido en la educación superior en el que un estudiante, habiendo estudiado Pedagogía del Oprimido (Paulo Freire), exige explícitamente la condición de ser oprimida por el profesor. El episodio registrado en diario de campos y analiza desde la perspectiva de los conceptos de situaciones límite, inédito viable de Paulo Freire (1992) y de la concepción de habitus de Bourdieu (1983).El concepto de habitus es utilizado en una visión heurística, siendo ampliado y calificados como habitus profesoral, según Silva (2003). El texto concluye que el pensamiento de Freire debe asumirse en la utopía apoyada en el habitus profesoral que expresa la negación de la in satisfacción momentánea y fugaz, o asociado con el movimiento colectivo de superar el estado de cosas y las deshumanizador as condiciones de existencia.Esse artigo tem por objetivo apresentar e discutir episódio ocorrido no ensino superior em que estudante, tendo estudado a Pedagogia do Oprimido (Freire, 1987), demanda explicitamente a condição de ser oprimida pelo professor. O episódio registrado em diário de campo é analisado sob a ótica dos conceitos de situação-limite, inédito-viável, ambos de Paulo Freire (1992), e o de habitus, este último conceito de Bourdieu (1983). O conceito de habitus é posicionado no texto em perspectiva heurística, sendo denominado habitus professoral, nos termos de Silva (2003). O texto conclui que o pensamento freireano deve ser assumido como utopia sustentada no habitus professoral, expressando a negação do fugaz ou insatisfação momentânea e associado a movimento coletivo pela superação do estado das coisas e condições de existência desumanizadoras.Faculdade de Educação - Universidade de Brasília2012-09-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/linhascriticas/article/view/401010.26512/lc.v18i37.4010Linhas Críticas; Vol. 18 No. 37 (2012): Educando com Paulo Freire; 551-568Linhas Críticas; Vol. 18 Núm. 37 (2012): Educando com Paulo Freire; 551-568Linhas Crí­ticas; v. 18 n. 37 (2012): Educando com Paulo Freire; 551-5681981-04311516-489610.26512/lc.v18i37reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/4010/3675Copyright (c) 2016 Linhas Críticashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSousa, Carlos Alberto Lopes de2022-08-08T18:52:57Zoai:ojs.pkp.sfu.ca:article/4010Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br1981-04311516-4896opendoar:2022-08-08T18:52:57Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv 552Professor, I want to be oppressed!”: limit-situations and limit-acts in e professorial habitus
Profesor, ¡quiero ser oprimida! : Situación límite y actos límites en habitus profesoral
“Professor, quero ser oprimida!”: situação-limite e atos-limites no habitus professoral
title 552Professor, I want to be oppressed!”: limit-situations and limit-acts in e professorial habitus
spellingShingle 552Professor, I want to be oppressed!”: limit-situations and limit-acts in e professorial habitus
Sousa, Carlos Alberto Lopes de
Habitus professoral
Bourdieu
Paulo Freire
Inédito-viável
Utopia
Bourdieu
Paulo Freire
Inédito viable
Utopía
Habitus profesoral
Professorial habitus
Bourdieu
Paulo Freire
Untested feasibility
Utopia
title_short 552Professor, I want to be oppressed!”: limit-situations and limit-acts in e professorial habitus
title_full 552Professor, I want to be oppressed!”: limit-situations and limit-acts in e professorial habitus
title_fullStr 552Professor, I want to be oppressed!”: limit-situations and limit-acts in e professorial habitus
title_full_unstemmed 552Professor, I want to be oppressed!”: limit-situations and limit-acts in e professorial habitus
title_sort 552Professor, I want to be oppressed!”: limit-situations and limit-acts in e professorial habitus
author Sousa, Carlos Alberto Lopes de
author_facet Sousa, Carlos Alberto Lopes de
author_role author
dc.contributor.author.fl_str_mv Sousa, Carlos Alberto Lopes de
dc.subject.por.fl_str_mv Habitus professoral
Bourdieu
Paulo Freire
Inédito-viável
Utopia
Bourdieu
Paulo Freire
Inédito viable
Utopía
Habitus profesoral
Professorial habitus
Bourdieu
Paulo Freire
Untested feasibility
Utopia
topic Habitus professoral
Bourdieu
Paulo Freire
Inédito-viável
Utopia
Bourdieu
Paulo Freire
Inédito viable
Utopía
Habitus profesoral
Professorial habitus
Bourdieu
Paulo Freire
Untested feasibility
Utopia
description The goal of this article is to present and discuss an event occurred in a higher education environment, when a student, having studied Pedagogy of the Oppressed (Paulo Freire), explicitly demands to be oppressed by the professor. The episode, recorded in field notes, is analyzed from the perspective of the concepts of limit-situations and untested feasibility, both by Paulo Freire (1992), and Bourdieu’s (1983) concept of habitus. The concept of habitus is employed in the text in a heuristic perspective, being expanded and qualified as professorial habitus, as defined in Silva (2003). The text concludes that Freire’s thought should be adopted as a utopia sustained by the professorial habitus, expressing the negation of the fugacious or of fleeting dissatisfaction and associated with a collective movement for overcoming the state of things and dehumanized conditions of existence.
publishDate 2012
dc.date.none.fl_str_mv 2012-09-10
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://periodicos.unb.br/index.php/linhascriticas/article/view/4010
10.26512/lc.v18i37.4010
url https://periodicos.unb.br/index.php/linhascriticas/article/view/4010
identifier_str_mv 10.26512/lc.v18i37.4010
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/4010/3675
dc.rights.driver.fl_str_mv Copyright (c) 2016 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 18 No. 37 (2012): Educando com Paulo Freire; 551-568
Linhas Críticas; Vol. 18 Núm. 37 (2012): Educando com Paulo Freire; 551-568
Linhas Crí­ticas; v. 18 n. 37 (2012): Educando com Paulo Freire; 551-568
1981-0431
1516-4896
10.26512/lc.v18i37
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br
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