Jorge Ramos do Ó

Bio: Jorge Ramos do Ó is an academic researcher from University of Lisbon. The author has contributed to research in topics: Humanities & Genius. The author has an hindex of 5, co-authored 24 publications receiving 82 citations.

A Governamentalidade e a História da Escola Moderna: outras conexões investigativas

Abstract: A partir do conceito foucaultiano de governamentalidade, faz-se a defesa de um quadro analitico e de uma heuristica que nos permitam devolver a ocultada evidencia de que o projecto de uma escola para todos corresponde ao aprofundamento historico do esforco do Estado-nacao para a expansao ilimitada dos instrumentos e dos mecanismos de controle social. Nesses termos, tanto o figurino institucional quanto as categorias identitarias que a instituicao escolar pos a circular, desde finais do seculo XIX, sao produtos e instrumentos de um estilo liberal de governo das populacoes que nao tem cessado de fundir a dimensao politica com a etica. Uma analitica desses regimes de governamentalidades multiplas levar-nos-a a formular novas perguntas e a ousar outras narrativas historiograficas em torno da instituicao escolar e dos seus habitantes.

Desafios à Escola Contemporânea: um diálogo,

Abstract: Entrevista realizada por ocasiao da participacao de Jorge Ramos do O, professor da Faculdade de Psicologia e de Ciencias da Educacao da Universidade de Lisboa, como palestrante convidado da sessao de 27 de setembro de 2007 das Jornadas de Pesquisa em Educacao e Cultura, promovidas pelo Grupo de Pesquisa sobre Cultura e Educacao (GPCE) e pelo Programa de Pos-Graduacao em Educacao da ULBRA. Marisa Vorraber Costa e coordenadora das Jornadas e Docente dos Programas de Pos-Graduacao em Educacao da ULBRA e da UFRGS.

Flows of educational knowledge. The space-time of Portuguese speaking countries

Abstract: The history of mass schooling has given rise to countless studies and research, which attempt to explain a process that has had a profound impact on contemporary societies. 1 Historians have produced a large number of narratives and interpretations based on the geography of the nation-state. Since the 1970s these interpretations have been constantly brought into question by world-system approaches that look upon school as “a worldwide institution, both as a normative principle and as an organisational reality.” 2 These positions have led to “parallel” explanations, as if we were facing two “interpretative layers” that are not unknown to each other but rarely interact. Both arguments are internally consistent but cannot hide their weaknesses when confronted by other viewpoints and questions.

Bioethics and professional identity: the healthcare worker's constrution of the experience of him/herself

Abstract: This study approaches bioethics as discourse inside broad cultural changes and also in its growing impacts on the constitution of the healthcare profe ssional's identity. Two theses, based on Giddens' theoretical framework, are presented. The first is that bioethics potentially is an abstract system th at is capable of producing reflection and of organizin g the experience and the subjective identity project of the healthcare worker; the second states that the ethical/bioethical education of the healthcare worker is inseparable from a set of peda gogical devices that relate work and formal education in "modes of being professional". Profess ional identity is discussed in the context of the decentralization of the modern subject and new noti ons of personal identities, as well as within pedagogical devices that are strongly aligned with the political and technical demands and configurations of concrete work scenarios, capable of defining the moral/ethical potential of the formal education offered.

Democracy and education.

Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

A identidade cultural na pós-modernidade

Abstract: HALL, Stuart. A identidade cultural na pos-modernidade. Traducao: Tomaz Tadeu da Silva, Guaracira Lopes Louro. 4. ed. Rio de Janeiro: DP&A. 2000. 102 p.

Una acción micro-política y pedagógica intensa: la humanización entre lazos y perspectivas

Abstract: Este articulo afronta los desafios de una estrategia brasilena en el sistema de salud para mejorar la calidad de su respuesta asistencial y gerencial: la Politica Nacional de Humanizacion. Independientemente de analisis politica, conceptual o de resultados, discute la humanizacion del cuerpo en la salud por medio del confronto con sus reificaciones en la clinica, tal como estan presentes en la soberania de los sistemas profesionales sobre las practicas, en la accion disciplinante que legitima las conductas del tipo diagnostico-prescripcion o en la diseminacion de mecanismos que, en nombre de la longevidad de los individuos, estancan la produccion de singularidad de la vida. Las nociones de cuerpo de organos, cuerpo ex-organos y cuerpo sin organos se usan para los problemas de la clinica (atencion) y la nocion de lazos y perspectivas para discutir la transformacion de realidades (gestion). La educacion y la participacion se consideran indisociables de atencion y gestion.