THE AFFECTIVE DIMENSION IN THE INTEGRATED TRAINING OF PROFESSIONAL EDUCATION
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista da FAEEBA (Online) |
Texto Completo: | https://www.revistas.uneb.br/index.php/faeeba/article/view/15425 |
Resumo: | The debate on Integral Education has been increasingly recurrent among research and scientific production in education. In professional education, however, it is still a topic that deserves further analysis, especially with regard to understanding the affective dimension. In this article we propose to understand the importance of affections in the (re)construction of the principle of integrality in High School, which does not take place outside the understanding of the conception of man, the place he occupies in nature and his relations, above all, with the knowledge. In the methodological field, we opted for the production of data from qualitative research, using document analysis and bibliographic review. The text seeks approximations with Spinoza's theory of affects and is supported by recent reforms of national education to dialogue with integrated training. The discussions carried out contradictions in the educational policy that threatens the continuity of this form of teaching, but also point to old weaknesses in the understanding of the affective dimension, making it difficult to expand the principle of integrality in Professional Education. |
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THE AFFECTIVE DIMENSION IN THE INTEGRATED TRAINING OF PROFESSIONAL EDUCATIONLA DIMENSIÓN AFECTIVA EN LA FORMACIÓN INTEGRAL DE LA EDUCACIÓN PROFESIONALA Dimensão Afetiva na Formação Integrada da Educação ProfissionalBasic Education; Professional Education; Integrated Training; AffectionsEducación básica; Educación Profesional; Formación Integrada; AfectosEducação Básica; Educação Profissional; Formação Integrada; Afetos.The debate on Integral Education has been increasingly recurrent among research and scientific production in education. In professional education, however, it is still a topic that deserves further analysis, especially with regard to understanding the affective dimension. In this article we propose to understand the importance of affections in the (re)construction of the principle of integrality in High School, which does not take place outside the understanding of the conception of man, the place he occupies in nature and his relations, above all, with the knowledge. In the methodological field, we opted for the production of data from qualitative research, using document analysis and bibliographic review. The text seeks approximations with Spinoza's theory of affects and is supported by recent reforms of national education to dialogue with integrated training. The discussions carried out contradictions in the educational policy that threatens the continuity of this form of teaching, but also point to old weaknesses in the understanding of the affective dimension, making it difficult to expand the principle of integrality in Professional Education. El debate sobre la Educación Integral ha sido cada vez más recurrente entre la investigación y la producción científica en educación. En la formación profesional, sin embargo, sigue siendo un tema que merece mayor análisis, especialmente en lo que se refiere a la comprensión de la dimensión afectiva. En este artículo nos proponemos comprender la importancia de los afectos en la (re)construcción del principio de integralidad de la educación secundaria, que no se da fuera de la comprensión de la concepción del hombre, el lugar que ocupa en la naturaleza y sus relaciones, sobre todo, con el conocimiento. En el campo metodológico, se optó por la producción de datos a partir de la investigación cualitativa, utilizando el análisis documental y la revisión bibliográfica. El texto busca aproximaciones con la teoría de los afectos de Spinoza y se sustenta en recientes reformas de la educación nacional para dialogar con la formación integrada. Las discusiones realizadas apuntan contradicciones en la política educativa que amenazan la continuidad de esta forma de enseñanza, pero también señalan antiguas debilidades en la comprensión de la dimensión afectiva, dificultando la expansión del principio de integralidad en la Educación Profesional.O debate sobre a Educação Integral tem sido cada vez mais recorrente entre as pesquisas e produções científicas em educação. No ensino profissional, no entanto, ainda é um tema que merece análises mais ampliadas, sobretudo, no que diz respeito à compreensão da dimensão afetiva. Neste artigo propomos entender a importância dos afetos na (re)construção do princípio da integralidade do Ensino Médio, que não se dá fora do entendimento da concepção de homem, do lugar que ele ocupa na natureza e das suas relações, sobretudo, com o conhecimento. No campo metodológico optamos pela produção de dados a partir da investigação qualitativa, utilizando da análise documental e da revisão bibliográfica. O texto busca aproximações com a teoria dos afetos espinosana e se ampara nas recentes reformas da educação nacional para dialogar com formação integrada. As discussões realizadas indicam contradições na política educacional que ameaçam a continuidade desta forma de ensino, mas, também, apontam para fragilidades antigas na compreensão acerca da dimensão afetiva, dificultando a ampliação do princípio da integralidade na Educação Profissional.UNEB2023-04-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.uneb.br/index.php/faeeba/article/view/1542510.21879/faeeba2358-0194.2023.v32.n70.p214-232Revista da FAEEBA - Educação e Contemporaneidade; v. 32 n. 70 (2023): Educação Integral e Desenvolvimento Humano; 214-2322358-01940104-704310.21879/faeeba2358-0194.v32.n70reponame:Revista da FAEEBA (Online)instname:Universidade do Estado da Bahia (UNEB)instacron:UNEBporhttps://www.revistas.uneb.br/index.php/faeeba/article/view/15425/11269Copyright (c) 2023 Claudia Lima, Dinamara Feldensinfo:eu-repo/semantics/openAccessLima, ClaudiaFeldens, Dinamara 2023-04-15T00:20:55Zoai:ojs.revistas.uneb.br:article/15425Revistahttps://revistas.uneb.br/index.php/faeeba/PUBhttps://www.revistas.uneb.br/index.php/faeeba/oairevistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br2358-01940104-7043opendoar:2023-04-15T00:20:55Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB)false |
dc.title.none.fl_str_mv |
THE AFFECTIVE DIMENSION IN THE INTEGRATED TRAINING OF PROFESSIONAL EDUCATION LA DIMENSIÓN AFECTIVA EN LA FORMACIÓN INTEGRAL DE LA EDUCACIÓN PROFESIONAL A Dimensão Afetiva na Formação Integrada da Educação Profissional |
title |
THE AFFECTIVE DIMENSION IN THE INTEGRATED TRAINING OF PROFESSIONAL EDUCATION |
spellingShingle |
THE AFFECTIVE DIMENSION IN THE INTEGRATED TRAINING OF PROFESSIONAL EDUCATION Lima, Claudia Basic Education; Professional Education; Integrated Training; Affections Educación básica; Educación Profesional; Formación Integrada; Afectos Educação Básica; Educação Profissional; Formação Integrada; Afetos. |
title_short |
THE AFFECTIVE DIMENSION IN THE INTEGRATED TRAINING OF PROFESSIONAL EDUCATION |
title_full |
THE AFFECTIVE DIMENSION IN THE INTEGRATED TRAINING OF PROFESSIONAL EDUCATION |
title_fullStr |
THE AFFECTIVE DIMENSION IN THE INTEGRATED TRAINING OF PROFESSIONAL EDUCATION |
title_full_unstemmed |
THE AFFECTIVE DIMENSION IN THE INTEGRATED TRAINING OF PROFESSIONAL EDUCATION |
title_sort |
THE AFFECTIVE DIMENSION IN THE INTEGRATED TRAINING OF PROFESSIONAL EDUCATION |
author |
Lima, Claudia |
author_facet |
Lima, Claudia Feldens, Dinamara |
author_role |
author |
author2 |
Feldens, Dinamara |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Lima, Claudia Feldens, Dinamara |
dc.subject.por.fl_str_mv |
Basic Education; Professional Education; Integrated Training; Affections Educación básica; Educación Profesional; Formación Integrada; Afectos Educação Básica; Educação Profissional; Formação Integrada; Afetos. |
topic |
Basic Education; Professional Education; Integrated Training; Affections Educación básica; Educación Profesional; Formación Integrada; Afectos Educação Básica; Educação Profissional; Formação Integrada; Afetos. |
description |
The debate on Integral Education has been increasingly recurrent among research and scientific production in education. In professional education, however, it is still a topic that deserves further analysis, especially with regard to understanding the affective dimension. In this article we propose to understand the importance of affections in the (re)construction of the principle of integrality in High School, which does not take place outside the understanding of the conception of man, the place he occupies in nature and his relations, above all, with the knowledge. In the methodological field, we opted for the production of data from qualitative research, using document analysis and bibliographic review. The text seeks approximations with Spinoza's theory of affects and is supported by recent reforms of national education to dialogue with integrated training. The discussions carried out contradictions in the educational policy that threatens the continuity of this form of teaching, but also point to old weaknesses in the understanding of the affective dimension, making it difficult to expand the principle of integrality in Professional Education. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-04-13 |
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://www.revistas.uneb.br/index.php/faeeba/article/view/15425 10.21879/faeeba2358-0194.2023.v32.n70.p214-232 |
url |
https://www.revistas.uneb.br/index.php/faeeba/article/view/15425 |
identifier_str_mv |
10.21879/faeeba2358-0194.2023.v32.n70.p214-232 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.uneb.br/index.php/faeeba/article/view/15425/11269 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Claudia Lima, Dinamara Feldens info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Claudia Lima, Dinamara Feldens |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UNEB |
publisher.none.fl_str_mv |
UNEB |
dc.source.none.fl_str_mv |
Revista da FAEEBA - Educação e Contemporaneidade; v. 32 n. 70 (2023): Educação Integral e Desenvolvimento Humano; 214-232 2358-0194 0104-7043 10.21879/faeeba2358-0194.v32.n70 reponame:Revista da FAEEBA (Online) instname:Universidade do Estado da Bahia (UNEB) instacron:UNEB |
instname_str |
Universidade do Estado da Bahia (UNEB) |
instacron_str |
UNEB |
institution |
UNEB |
reponame_str |
Revista da FAEEBA (Online) |
collection |
Revista da FAEEBA (Online) |
repository.name.fl_str_mv |
Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB) |
repository.mail.fl_str_mv |
revistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br |
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