O papel da coerção na formação educativa: (im)possibilidades de diálogo a partir das matrizes teóricas de Freud, Skinner e Foucault
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/4049 |
Resumo: | Theoretical-bibliographical study of FREUD, SKINNER and FOUCAULT’s theoretical matrices which deal with the social phenomena of coercion. To accomplishment of the present research, the initial step was a bibliographical survey of academic-scientific productions in Capes, Scielo, BDTD and of the seven (7) state public universities of Paraná databases, in verifying theses and dissertations of the Postgraduate Stricto Sensu programs. By descriptors, in which we used as categories of analysis, we were faced with the scarcity of papers that deal with coercion in the educational field. We did not find productions that related the categories searched either. In this sense, our objective lists the theoretical and philosophical matrices of the phenomena of coercion in FREUD, FOUCAULT and SKINNER. We approached a critical reflection about a philosophical, historical and anthropological foundation necessity in the educational formation before the coercion in the educational context. From the dialectic method, we investigated coercion by taking historical, philosophical analysis and its articulation with education, reflecting on the question of the theoretical-scientific basis for the performance of educators in the education field. We synthesized the theoretical contributions of FREUD, SKINNER and FOUCAULT, as important matrices of scientific production on coercion. Placed as references for scientific knowledge that presuppose coercion as a social phenomenon, present in the educational space. This research brings to the educators elements that make it possible to criticize the present coercion in the educational environment, by understanding the social, historical and cultural dialectics of the relations established around it.It subsidizes methodologies to treat coercion as a present, intentional and unintentional social phenomenon in the forms of control relations established in the school space, pointing out alternatives to the usage or presence of the social phenomenon of coercion in this environment. |
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Gagliotto, Giseli Monteirohttp://lattes.cnpq.br/0928027113674345Jacondino, Eduardo Nuneshttp://lattes.cnpq.br/3875955392841663Gagliotto, Giseli Monteirohttp://lattes.cnpq.br/0928027113674345Zanella, José Luizhttp://lattes.cnpq.br/2956130454620999Morelatto, Aline FátimaZuliani, Géssica de Souza2018-12-06T18:09:39Z2018-08-17ZULIANI, Géssica de Souza. O papel da coerção na formação educativa: (im)possibilidades de diálogo a partir das matrizes teóricas de Freud, Skinner e Foucault. 2018. 212 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2018.http://tede.unioeste.br/handle/tede/4049Theoretical-bibliographical study of FREUD, SKINNER and FOUCAULT’s theoretical matrices which deal with the social phenomena of coercion. To accomplishment of the present research, the initial step was a bibliographical survey of academic-scientific productions in Capes, Scielo, BDTD and of the seven (7) state public universities of Paraná databases, in verifying theses and dissertations of the Postgraduate Stricto Sensu programs. By descriptors, in which we used as categories of analysis, we were faced with the scarcity of papers that deal with coercion in the educational field. We did not find productions that related the categories searched either. In this sense, our objective lists the theoretical and philosophical matrices of the phenomena of coercion in FREUD, FOUCAULT and SKINNER. We approached a critical reflection about a philosophical, historical and anthropological foundation necessity in the educational formation before the coercion in the educational context. From the dialectic method, we investigated coercion by taking historical, philosophical analysis and its articulation with education, reflecting on the question of the theoretical-scientific basis for the performance of educators in the education field. We synthesized the theoretical contributions of FREUD, SKINNER and FOUCAULT, as important matrices of scientific production on coercion. Placed as references for scientific knowledge that presuppose coercion as a social phenomenon, present in the educational space. This research brings to the educators elements that make it possible to criticize the present coercion in the educational environment, by understanding the social, historical and cultural dialectics of the relations established around it.It subsidizes methodologies to treat coercion as a present, intentional and unintentional social phenomenon in the forms of control relations established in the school space, pointing out alternatives to the usage or presence of the social phenomenon of coercion in this environment.Estudo científico de cunho teórico-bibliográfico, das matrizes teóricas de FREUD, SKINNER e FOUCAULT que tratam o fenômeno social da coerção. Para a realização da presente pesquisa, o passo inicial foi um levantamento bibliográfico de produções acadêmico-científicas nas bases de dados da CAPES, SCIELO, BDTD e das sete (7) universidades públicas estaduais do Paraná, nas quais verificamos teses e dissertações dos programas de pós-graduação Stricto Sensu. Destacamos que a partir de nossos descritores, os quais utilizamos como categorias de análise, nos deparamos com a escassez de trabalhos que tratassem da coerção no campo educativo. Também, não encontramos produções que relacionassem as categorias pesquisadas. Nesse sentido, nosso objetivo elencou as matrizes teóricas e filosóficas do fenômeno da coerção em FREUD, FOUCAULT e SKINNER. Abordamos uma reflexão crítica a respeito da necessidade de uma fundamentação filosófica, histórica e antropológica, na formação educativa frente à coerção no contexto educacional. A partir do método dialético, investigamos a coerção tomando a análise histórica, filosófica e sua articulação com a educação, refletindo sobre a questão da fundamentação teórico-científica para a atuação de educadores no campo da educação. Elaboramos sínteses a partir das contribuições teóricas de FREUD, SKINNER e FOUCAULT, como importantes matrizes da produção científica sobre coerção. Colocados como referenciais para o conhecimento científico que pressupõem a coerção como um fenômeno social, presente no espaço educativo. Esta pesquisa traz aos educadores elementos que possibilitam a crítica da coerção presente no meio educativo, ao compreender a dialética social, histórica e cultural das relações estabelecidas em torno da mesma. Subsidia metodologias para tratar a coerção como fenômeno social presente, intencional e não intencional, nas formas de relações de controle estabelecidas no espaço escolar, apontando alternativas ao uso ou presença do fenômeno social da coerção neste ambiente.Submitted by Fabielle Cheuczuk (fabielle.cheuczuk@unioeste.br) on 2018-12-06T18:09:39Z No. of bitstreams: 2 Dissertação Géssica v 2018 IMPRIMIR.pdf: 2570724 bytes, checksum: 6da6221ac3ad7c2711718ec79b69eb95 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-12-06T18:09:39Z (GMT). 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dc.title.por.fl_str_mv |
O papel da coerção na formação educativa: (im)possibilidades de diálogo a partir das matrizes teóricas de Freud, Skinner e Foucault |
dc.title.alternative.eng.fl_str_mv |
The coercion role in educational formation: dialogue (im)possibilities of Freud, Skinner and Foucault’s theoretical matrices |
title |
O papel da coerção na formação educativa: (im)possibilidades de diálogo a partir das matrizes teóricas de Freud, Skinner e Foucault |
spellingShingle |
O papel da coerção na formação educativa: (im)possibilidades de diálogo a partir das matrizes teóricas de Freud, Skinner e Foucault Zuliani, Géssica de Souza Coerção Educação Matrizes teóricas Coercion Education Theoretical matrices CIENCIAS HUMANAS::EDUCACAO |
title_short |
O papel da coerção na formação educativa: (im)possibilidades de diálogo a partir das matrizes teóricas de Freud, Skinner e Foucault |
title_full |
O papel da coerção na formação educativa: (im)possibilidades de diálogo a partir das matrizes teóricas de Freud, Skinner e Foucault |
title_fullStr |
O papel da coerção na formação educativa: (im)possibilidades de diálogo a partir das matrizes teóricas de Freud, Skinner e Foucault |
title_full_unstemmed |
O papel da coerção na formação educativa: (im)possibilidades de diálogo a partir das matrizes teóricas de Freud, Skinner e Foucault |
title_sort |
O papel da coerção na formação educativa: (im)possibilidades de diálogo a partir das matrizes teóricas de Freud, Skinner e Foucault |
author |
Zuliani, Géssica de Souza |
author_facet |
Zuliani, Géssica de Souza |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Gagliotto, Giseli Monteiro |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0928027113674345 |
dc.contributor.advisor-co1.fl_str_mv |
Jacondino, Eduardo Nunes |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/3875955392841663 |
dc.contributor.referee1.fl_str_mv |
Gagliotto, Giseli Monteiro |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/0928027113674345 |
dc.contributor.referee2.fl_str_mv |
Zanella, José Luiz |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/2956130454620999 |
dc.contributor.referee3.fl_str_mv |
Morelatto, Aline Fátima |
dc.contributor.author.fl_str_mv |
Zuliani, Géssica de Souza |
contributor_str_mv |
Gagliotto, Giseli Monteiro Jacondino, Eduardo Nunes Gagliotto, Giseli Monteiro Zanella, José Luiz Morelatto, Aline Fátima |
dc.subject.por.fl_str_mv |
Coerção Educação Matrizes teóricas |
topic |
Coerção Educação Matrizes teóricas Coercion Education Theoretical matrices CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Coercion Education Theoretical matrices |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Theoretical-bibliographical study of FREUD, SKINNER and FOUCAULT’s theoretical matrices which deal with the social phenomena of coercion. To accomplishment of the present research, the initial step was a bibliographical survey of academic-scientific productions in Capes, Scielo, BDTD and of the seven (7) state public universities of Paraná databases, in verifying theses and dissertations of the Postgraduate Stricto Sensu programs. By descriptors, in which we used as categories of analysis, we were faced with the scarcity of papers that deal with coercion in the educational field. We did not find productions that related the categories searched either. In this sense, our objective lists the theoretical and philosophical matrices of the phenomena of coercion in FREUD, FOUCAULT and SKINNER. We approached a critical reflection about a philosophical, historical and anthropological foundation necessity in the educational formation before the coercion in the educational context. From the dialectic method, we investigated coercion by taking historical, philosophical analysis and its articulation with education, reflecting on the question of the theoretical-scientific basis for the performance of educators in the education field. We synthesized the theoretical contributions of FREUD, SKINNER and FOUCAULT, as important matrices of scientific production on coercion. Placed as references for scientific knowledge that presuppose coercion as a social phenomenon, present in the educational space. This research brings to the educators elements that make it possible to criticize the present coercion in the educational environment, by understanding the social, historical and cultural dialectics of the relations established around it.It subsidizes methodologies to treat coercion as a present, intentional and unintentional social phenomenon in the forms of control relations established in the school space, pointing out alternatives to the usage or presence of the social phenomenon of coercion in this environment. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-12-06T18:09:39Z |
dc.date.issued.fl_str_mv |
2018-08-17 |
dc.type.status.fl_str_mv |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
ZULIANI, Géssica de Souza. O papel da coerção na formação educativa: (im)possibilidades de diálogo a partir das matrizes teóricas de Freud, Skinner e Foucault. 2018. 212 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2018. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/4049 |
identifier_str_mv |
ZULIANI, Géssica de Souza. O papel da coerção na formação educativa: (im)possibilidades de diálogo a partir das matrizes teóricas de Freud, Skinner e Foucault. 2018. 212 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2018. |
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http://tede.unioeste.br/handle/tede/4049 |
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Universidade Estadual do Oeste do Paraná Francisco Beltrão |
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Programa de Pós-Graduação em Educação |
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UNIOESTE |
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Brasil |
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Centro de Ciências Humanas |
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Universidade Estadual do Oeste do Paraná Francisco Beltrão |
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