Showing papers in "Educação & Sociedade in 2001"
TL;DR: In this article, an analise de como and quando a questao dos saberes docentes aparece nas pesquisas sobre formacao de professores na literatura educacional brasileira, identificando as diferentes referencias e abordagens teorico-metodologicas that os fundamentam, os enfoques e tipologias utilizadas e criadas utilizada e co-ordinatedas by pesquisesadores brasileiros.
Abstract: RESUMO: As pesquisas sobre formacao e profissao docentes apontam para uma revisao da compreensao da pratica pedagogica do professor, que e tomado como mobilizador de saberes profissionais. Considera-se assim que este, em sua trajetoria, constroi e reconstroi seus conhecimentos conforme a necessidade de sua utilizacao, suas experiencias, seus percursos formativos e profissionais etc. O objetivo deste texto e apresentar uma analise de como e quando a questao dos saberes docentes aparece nas pesquisas sobre formacao de professores na literatura educacional brasileira, identificando as diferentes referencias e abordagens teorico-metodologicas que os fundamentam, os enfoques e tipologias utilizadas e criadas por pesquisadores brasileiros. Acredita-se que a investigacao dessa tematica possibilitara identificar um percurso de pesquisa desenvolvido com caracteristicas proprias, mas em compasso com uma tendencia internacional no âmbito das pesquisas sobre o ensino e sobre os docentes.
116 citations
TL;DR: In this article, the crisis of the Nation-State and its implications in order to look into some of the dimensions of education are discussed, and an outline of the reform of the State, which is mainly based on the restraints deriving from the new supranational regulation instances/agencies.
Abstract: The text starts with a few previous observations that help the reader to position the author as far as the analysed thematic is concerned. Then, having a sociology of education policy as a reference, the author tries to situate the crisis of the Nation-State and its implications in order to look into some of the dimensions of education. At last, he makes an outline of the reform of the State, which is mainly based on the restraints deriving from the new supranational regulation instances/agencies.
54 citations
TL;DR: In this paper, a revision of the bibliography that has been alerting for the interfaces of the neo-liberalism and the post-modernism with the educational politics and, especially, the politics of teacher's formation is presented.
Abstract: The objective of this article is to contribute at the present time for the reflection about the teacher's infant education formation. Therefore, it is done a revision of the bibliography that has been alerting for the interfaces of the neo-liberalism and the post-modernism with the educational politics and, especially, the politics of teacher's formation. The documents produced by MEC, as guiding for the implementation of the neo-liberal ideal in the field of the teacher's infant education formation, are analyzed, as References as for the teacher's formation as to define knowledge to be worked in the education from 0 to 6. At the end, we conclude that the tendencies of this process are the haste the teacher's formation, the gradual loss of control of the same ones on its professional exercise and the transformation of the classrooms of infant education in labs of implementation of the pedagogic ideals intimated to the neo-liberalism and the post-modernism.
50 citations
TL;DR: In this paper, an artigo e discutir as possibilidades teoricas provenientes da articulacao das categorias de analise "saber docente" e "conhecimento escolar" for a pesquisa das relacoes dos professores com os saberes that ensinam, categorias essas que levam em conta a especificidade da acao educativa e contribuem for o desenvolvimento de uma epistemolog
Abstract: A relacao dos professores com os saberes que ensinam, constituinte essencial da atividade docente e fundamental para a configuracao da identidade profissional, tem merecido pouca atencao de pesquisadores em educacao. O objetivo deste artigo e discutir as possibilidades teoricas provenientes da articulacao das categorias de analise "saber docente" e "conhecimento escolar" para a pesquisa das relacoes dos professores com os saberes que ensinam, categorias essas que levam em conta a especificidade da acao educativa e contribuem para o desenvolvimento de uma epistemologia da pratica docente, distinta daquela que fundamenta o conhecimento cientifico, possibilitando a realizacao de pesquisas que possam efetivamente enfrentar os desafios apresentados com instrumental teorico apropriado.
50 citations
TL;DR: In this article, a critic denounces the consensual conception that ascribes the means and ends of education, as a whole, to the current educational processes and highlights that such a conception hangs together the pragmatic, utilitarian vision prevailing in both the political and social order of the world, and the role assigned to school education: preparing learners to exercise their citizenship.
Abstract: This text elaborates both a criticism and a proposal with regard to the educational issue. The critic denounces the consensual conception that ascribes the means and ends of Education, as a whole, to the current educational processes. It highlights that such a conception hangs together the pragmatic, utilitarian vision prevailing in both the political and social order of the world, and the role assigned to school education: preparing learners to exercise their citizenship. It also explores - and denies - the close relationship between the attribute of citizen and individuals who take hold of knowledge and skills considered necessary to their integration as an efficient force within the productive sectors. This paper does not recognize access to knowledge and skills but as part of the human training process. As for its propositional aspect, it stresses the concept of Education as the integral process of human training, since every newborn human being needs to receive a new condition in order to exist in the world of culture. This process includes the acquisition of products that are part of the civilizing heritage and have contributed to exceeding the limits of nature. Among them are rational knowledge, which promoted the scientific and cultural development of manhood, and the conscience that each human being is the very producer of the reproduction conditions of his own life and of the social forms of its organization. The latter must be oriented by the principles of solidarity, recognition of the value of individualities, respect to differences, and by the discipline of wills. The Human Being, once he does not receive any determination by nature, may construct his own way of life on the bases of Free will, autonomy to organize his manners of living and responsibility for the direction of his actions. This human feature constitutes the foundation of the ethical subject training, which has to be the essential objective of Education, and to which whatever educational practice, including those concerned with school, must be subjected. Finally, the text addresses what the author believes to be the future of School. Insofar as, in modern society, it is becoming the most legitimate space to carry out the education of children and teen-agers, it will have to change in order to embrace this function that will fall on it as a social injunction: being not only a place for schooling, but also, and above all, one of human and ethical subject training.
49 citations
TL;DR: In this article, the authors examine the idea of international and national statistics as a field of cultural production and reproduction concerned with the social administration of the freedom of the individual, and explore the notion of at-risk found in recent policy and statistical reporting as embodying a particular set of rules of reasoning to produce biographies that simultaneously exclude as they include.
Abstract: The essay proceeds by first examining the idea of international and national statistics as a field of cultural production and reproduction concerned with the social administration of the freedom of the individual. This social administration has a double quality. It is to make the world intelligible and calculable for policy and social intervention. But a different element of social element of administration also comes into play. The social administration is to achieve immediate or future interventions in the lives of individual human beings, but also that the changes in the conditions of people will also produce changes in the kind of people that they are. In this later sense of social administration, international and national reports of educational statistics are examined as fabrications of kinds of people. Fabrication is to consider the knowledge of statistics as a fiction in the sense of the categories that are not real but representations that are made-up to identify and order relations for social planning, as in the histories of the classifications such as employment/unemployment, 'at-risk', and ethnicity and minorities. But the fabrications also make biographies that, related to individual actions and participation. The essay examines: (1) Contemporary arguments about statistics as a function of modern state problem solving. (2) Statistics is then considered historically as embodying particular rules and standards of reason related to the State administration of populations in the name of freedom and liberty. This administration involves the 'taming of chance' by making objects of the world intelligible and calculable for policy. (3) The third section is concerned with how the categories and magnitudes of numbers construct a practical causality of deviancy related to kinds of people and the biographies that social planners are to act on. (4) Finally, the notion of at-risk found in recent policy and statistical reporting is explored as embodying a particular set of rules of reasoning to produce biographies that simultaneously exclude as they include. Our task of inquiry is different: it is to examine the system of reason in which statistical discourses circulate and to make apparent the duality of the knowledge of education in governing social inclusion/exclusion. The rules that are used to widen inclusion are, at the same time, rules of normalcy and divisions whose implications are to simultaneously construct systems that exclude as they include.
48 citations
TL;DR: In this article, a trabalho tem o objetivo de decifrar algumas das tendencias da producao intelectual sobre formacao de professores nos ultimos vinte anos no Brazil.
Abstract: Este trabalho tem o objetivo de decifrar algumas das tendencias da producao intelectual sobre formacao de professores nos ultimos vinte anos no Brasil, chamando a atencao para os "idiomas pedagogicos" que tiveram impacto entre os educadores. No mapeamento da literatura especializada, alguns autores/textos foram tomados como exemplares por representarem logicas de pensamento marcantes a respeito do papel da teoria e da pratica na formacao docente. Do balanco efetuado, o que se verificou foi a ruptura de um idioma pedagogico, passando-se de uma pedagogia marcadamente conteudista sob a hegemonia de uma razao teorica para uma perspectiva que aponta para uma epistemologia da pratica.
46 citations
TL;DR: The authors discuss some typologies and classifications about research on teaching, teachers and teacher knowledge, and propose a categorization of studies conducted in these areas on these subjects and bring to light as well the variety diversity of research traditions, of the currents of search as the theoretical and methodological contexts in which the studies were produced.
Abstract: The purpose of this article is to discuss some typologies and classifications about research on teaching, teachers and teacher knowledge. Three major synthesis of research are analyzed. They propose a categorization of studies conducted in these areas on these subjects and bring to light as well the variety diversity of research traditions, of the currents of search as the theoretical and methodological contexts in which the studies were produced. In conclusion, limits and possibilities of this research literature are discussed.
46 citations
TL;DR: Palavras-chave et al. as discussed by the authorsocaliza especialmente a ideia do professor-pesquisador and o tipo de pesquisa "proprio" do professor, assim como os problemas levantados pela comparacao com a pesquisica academica em educacao.
Abstract: RESUMO: O trabalho se propoe analisar as relacoes entre saber docente e pesquisa docente, confrontando dados de uma pesquisa sobre o tema com reflexoes oferecidas pela literatura atual disponivel. Focaliza especialmente a ideia do professor-pesquisador e o tipo de pesquisa “proprio” do professor, assim como os problemas levantados pela sua comparacao com a pesquisa academica em educacao. Palavras-chave: saber docente, pesquisa docente, formacao do professor, professor pesquisador
44 citations
TL;DR: In this paper, the authors assess how the education systems of the States, the Federal District, and State capitals have been organized to meet the constitutional provisions that established democratic management as a public education principle, and at which level they adapted their legislation and rules, as well as their administrative framework, to participation demands.
Abstract: This article approaches the democratic management of public education in Brazil. It seeks to assess how the education systems of the States, the Federal District, and State capitals have been organized to meet the constitutional provisions that established democratic management as a public education principle, and at which level they adapted their legislation and rules, as well as their administrative framework, to participation demands. It analyzes the democratic management concepts vis-a-vis participation, principals assignment processes, the constitution and functioning of support committees within the schools, decentralization, and autonomy. It also mentions recent studies and research on the efforts and resistances found in the implementation of democratic management mechanisms in different education systems. It builds on the fact that the democratic management is adopted by the State as a means to achieve strategic targets and analyses the difficulties resulting from the implementation of such mechanisms, since these presuppose a high level of social participation but are sponsored by a State model strongly characterizes by patrimonialistic arrangements.
40 citations
TL;DR: In this article, the authors discuss different approaches for teacher education in a multicultural society, identify the cultural backgrounds of the pupils who go to school, according to teacher's perceptions in everyday schooling, and pinpoint pedagogical practices which foster the expression of cultural diversity.
Abstract: In a context of unequal sociocultural relationships insociety, school has produced the exclusion of the groups whose cultu-ral backgrounds do not match the prevailing ones. Based on theliterature in the area and on an ethnographical case study carried out ina public primary school, the present research aims to: discuss differentapproaches for teacher education in a multicultural society; identifythe cultural backgrounds of the pupils who go to school, according toteacher’s perceptions in everyday schooling; pinpoint pedagogicalpractices which foster the expression of cultural diversity; and incor-porate such reflections in proposals and suggestions for teacher’s educa-tion aimed at the celebration of cultural plurality and at a project ofchanging school failure. Key words: Initial and continuing teacher education; Cultural diversity;Multicultural education; Teacher’s perceptions; Interculturalperspective. Referencias bibliograficas ALVES-MAZZOTTI, A. Representacoes sociais de meninos de rua.
TL;DR: In this article, the authors present the results of a research that analyzed the features and trends of knowledge production on the educational policy in Brazil, based on such empirical data as the production (papers) presented at the 'State and Education Policy Work Group' of the National Association of Pos-Graduation and Research in Education (ANPEd) between 1993 and 2000, assuming that both the legitimacy of this knowledge and its main trends result from a struggle between different theoretical perspectives.
Abstract: This paper presents the results of a research that analysed the features and trends of knowledge production on the educational policy in Brazil. Based on such empirical data as the production (papers) presented at the 'State and Education Policy Work Group' of the National Association of Pos-Graduation and Research in Education (ANPEd) between 1993 and 2000, it assumes that both the legitimacy of this knowledge and its main trends result from a struggle between different theoretical perspectives and that the papers reveal effective relationships between researchers, social organization and the reality analyzed. The authors thus make a historical 'rescue' of the origins and trajectories of the State and Education Policy Work Group in order to present a qualitative and quantitative portrait of the thematic and sub-thematic topics which have prevailed during the studied period. They conclude discussing the reaches and limits of the institutionalization of this Work Group and, consequently, of the field of knowledge on educational policy.
TL;DR: In this article, the authors present the findings of a bibliographic research on the productive restructuring in Brazil and propose a critical review of the concerned bibliography, pointing out the limits of its accounts.
Abstract: Encompassing various fields of knowledge - sociology of labor, economy of labor, political economy, company administration, education and work and engineering -, this text presents the findings of a bibliographic research on the productive restructuring in Brazil. It then seeks to apprehend, despite all the limits, how such a phenomenon took place in the country and points out that, in the context of the new order of capital accumulation, its main characteristic is the intensification of the labor force exploitation. At the same time, it proposes a critical review of the concerned bibliography, pointing out the limits of its accounts.
TL;DR: The heterogeneity resulting from the current fragmentation of the Brazilian schooling system into various networks reproduces, magnifying them, all social inequities and lastingly endangers the social and economical development of this country.
Abstract: In Brazil, more than in any other Southern country, school is an unequally distributed social product. Access to it depends not only on such distinctive standards as socioeconomic position, sex, ethnicity, location of residence etc., but also on the type of network attended (public, private). This paper analyses the historical and progressive constitution of a multispeed schooling network. The republican political speech, which highlights the egalitarian and homogenizing function of school, has been gradually losing its substance. The heterogeneity resulting from the current fragmentation of the Brazilian schooling system into various networks reproduces, magnifying them, all social inequities and lastingly endangers the social and economical development of this country.
TL;DR: A reflexao traz elementos conceituais e teorico-metodologicos destinados a investigacao da natureza do saber-ensinar, focalizando o estudo da competencia no ensino no contexto dos saberes na base da pratica docente.
Abstract: O texto propoe-se a desenvolver uma reflexao sobre um campo de investigacao emergente e necessario para a compreensao do significado da experiencia no saber-ensinar: o trabalho docente segundo a perspectiva da ergonomia, inspirada na cognicao situada. Contextualizando os novos contornos da politica educacional brasileira no cenario das reformas educacionais, o estudo privilegia o debate sobre a formacao docente e suas atuais tendencias. A reflexao traz elementos conceituais e teorico-metodologicos destinados a investigacao da natureza do saber-ensinar, focalizando o estudo da competencia no ensino no contexto dos saberes na base da pratica docente.
TL;DR: In this article, the authors try to contribute to the debate about the actual process of grade education reconfiguration in Brazil, emphasizing the central elements which structure the curriculum politics for the grade courses.
Abstract: This text tries to contribute to the debate about the actual process of the grade education reconfiguration in Brazil, emphasizing the central elements which structure the curriculum politics for the grade courses. This kind of politics articulates the curriculum reformation with some modifications in the work world instigated by the productive restructuration, interfering directly in the knowledge production sphere and in the professional background. Promoting the curriculum adaptation about this point of view means to make the mercantile particular grade education game, privileging the specific competencies development instead of a "process intelligence" domain. It still means that the capitalist technological modernization effects question in the work world and in the social life must be left on second plan.
TL;DR: In this paper, the authors analyse the approches claimed for evaluation on brasilian basic education and conclude that the need to rethink the regulatory and emancipatory functions of evaluation, adopting other theoretical perspective.
Abstract: This text aims to analyse the approches claimed for evaluation on brasilian basic education. It comments some conclusions from a State of Art about academic articles on the theme during the 90s, and adds other reflections. According to the author, two approches have been taking up the discurse on evalution in the country: one of them refers to its emancipatory potential and the other takes roots in the regulatory function of the state. The article seeks to examine both visions in terms of their theoretical and ideological matrices and to discuss issues that follows from them. It concludes by the need to rethink the regulatory and emancipatory functions of evaluation, adopting other theoretical perspective.
TL;DR: In this article, the importance of reinforcing the school achievement of children and young people but, at the same time, denouncing the statistical make up of school failure rates is discussed based on classroom observations and interviews with the staff of a public elementary school in Sao Paulo.
Abstract: In Brazil, some of the most important educational policies are nowadays centered on reducing school failure rates. Their results are measured through academic achievement statistics that both The Federal Government and The State of Sao Paulo Government announce as great accomplishments. This paper looks at the other side of the production of these rates. It looks on how they are produced in the school day-to-day life. Based on classroom observations and interviews with the staff of a public elementary school in Sao Paulo, it concludes on the importance of reinforcing the school achievement of children and young people but, at the same time, of denouncing the statistical make up of school failure.
TL;DR: In this paper, the authors discuss the instrumental use of decentralization as a synonym for de-concentration, and lately as a warrant of school autonomy, and discuss the controversies on the basis of documents from multilateral organizations and the literature in these areas.
Abstract: This text discusses the instrumental use of the concept of decentralization. As a rule, this term has been used pragmatically as a synonym for de-concentration, and lately as a warrant of school autonomy. These controversies are discussed on the basis of documents from multilateral organizations and the literature in these areas. This is an attempt to design a brief panel where questions could originate and illuminate the possible relationships between the international directives ¾ invariably produced within organizations headquartered in developed countries ¾ and the policies implemented by the peripheral countries and, less obvious, to assess the implementation of such policies.
TL;DR: In this article, a relacao consigo, a relcao com o Outro, a relation between a sociedade and a sociação, is discussed.
Abstract: Enquanto a sociedade assiste a uma ruptura entre consideracoes eticas e principios estritamente morais, a escola custa para reconhecer a importância da preocupacao etica. Em meio a uma crise da educacao moral, nao consegue legitimar reflexoes que, entretanto, fazem parte do cotidiano de alunos e docentes. O presente artigo propoe-se a analisar essa situacao, assim como os possiveis esbocos de uma renovacao da etica na escola, mediante tres grandes dimensoes: a relacao consigo, a relacao com o Outro, a relacao com a sociedade.
TL;DR: In this paper, a study of reformas educativas de carater homogeneizante for a maioria dos paises latino-americanos is presented, in which the authors investigate a processo de constituicao das politicas educacionais, bem como identificar de que modo se desenham os novos espacos publico e privado, no bojo das contradicoes that se estabelecem entre o sistema educação, o SIS, o s
Abstract: Nos ultimos 10 anos, quase todos os paises da America Latina iniciaram reformas educativas que estiveram, supostamente, precedidas de estudos realizados por organismos internacionais, que evidenciaram seus logros e deficiencias a luz das mudancas que definiam o processo de reestruturacao da ordem economica mundial nos anos 80 e 90. Em linhas gerais esses estudos mostraram problemas similares nos diferentes paises da regiao, que justificaram a possibilidade de serem concebidas reformas educativas de carater homogeneizante para a maioria dos paises latino-americanos. A partir deste cenario, procura-se neste estudo aprofundar a analise da Relacao Estado-sociedade nos processos de constituicao das politicas educacionais, bem como identificar de que modo se desenham os novos espacos publico e privado, no bojo das contradicoes que se estabelecem entre o sistema educacional, o sistema politico e a organizacao social, buscando reconhecer nessas contradicoes os elementos da cultura nacional e os elementos que resultam das orientacoes impostas pelos organismos internacionais.
TL;DR: The authors used the artist-reflexive teacher's paradigm to investigate the construction of the teachers' knowledge, in one performance influenced by multiple and interlinked factors, characterizing a "complex physics system".
Abstract: This work uses the artist-reflexive teacher's paradigm to investigate the construction of the teachers' knowledge, in one performance influenced by multiple and interlinked factors, characterizing a "complex physics system". After understand the knowledge in action of a team of Physics on a private school of Rio de Janeiro, connections between the professional development and a Physics teaching-learning innovative project were stablished. It was important the integration between the literature about teacher's formation and that of science education, to guide interviews that helped to know the ways of construction of teacher's knowledge. Analysis of some categories created for this processes tries to contribute to discussions about teachers initial formation.
TL;DR: In this article, a trabalho relata o envolvimento dos atores sociais (professores, alunos e moradores) of uma localidade rural do Estado de Minas Gerais no desenvolveimento of um modelo de gestao participativa do lixo.
Abstract: Este trabalho relata o envolvimento dos atores sociais (professores, alunos e moradores) de uma localidade rural do Estado de Minas Gerais no desenvolvimento de um modelo de gestao participativa do lixo. Trata-se de uma experiencia de educacao e gestao ambiental que inclui: (a) levantamento das representacoes e do imaginario sobre o lixo; (b) pesquisa sobre o lixo da localidade e (c) elaboracao participativa de um modelo de gestao do lixo. Pode-se situar os resultados da educacao e gestao ambiental em tres niveis: em primeiro lugar, das modificacoes fisicas ligadas a limpeza da cidade; em segundo, da construcao de um novo referencial de relacao dos professores e alunos com o conhecimento e, em terceiro, da mudanca de postura com relacao aos ambientes. Por meio de depoimentos dos professores, relatos, desenhos, mapas cognitivos dos alunos e observacoes das modificacoes fisicas ligadas a limpeza da localidade, constata-se que o modelo de educacao ambiental, ao articular simultaneamente instrumentos analiticos, que envolvem pesquisa e conhecimento da problematica estudada e produtores de subjetividade, cuja enfase situa-se na relacao com o ambiente nos planos figurativo e simbolico, pode favorecer aos individuos a criacao de espacos de autonomia que lhes permitem agir como sujeitos em seus ambientes.
TL;DR: In this article, the authors analyze the academic production about teacher's collective action in Brazil, during the 80s and 90s, and present the most significant trends in the analysis of teacher collective organizations and their contribution to the investigation of this matter in the county of Sao Paulo.
Abstract: This paper analyzes the academic production about teacher's collective action in Brazil, during the 80s and 90s. It presents the most significant trends in the analysis of teacher's collective organizations and their contribution to the investigation of this matter in the county of Sao Paulo. It also explores whether these studies investigated the role played by the gender relationships in the teachers' engagement in collective actions.
TL;DR: In this article, a texto busca elucidar alguns dos mais relevantes aspectos da educacao moral no contexto do worldo plural contemporâneo.
Abstract: O texto busca elucidar alguns dos mais relevantes aspectos da educacao moral no contexto do mundo plural contemporâneo. Parte-se do suposto de que a educacao moral e possivel e necessaria, mesmo no cenario atual de desestabilizacao dos valores fixos e universais da tradicao. Esta educacao moral, portanto, ja nao pode ser concebida como transmissao de valores e comportamentos morais, mas como a introducao dos educandos no mundo conflitante das concepcoes morais, objetivando consensos minimos que sirvam de base para o seu agir moral. Por meio de uma relacao pedagogica reflexivo/comunicativa espera-se sensibilizar os alunos para a problematica da moralidade, bem como promover a estruturacao de uma subjetividade a partir da qual cada um possa tomar suas decisoes morais com responsabilidade.
TL;DR: In this paper, the main question is: Should general principles legitimate moral/ethical judgments or vice versa? And the role assumed by school in the ethical/moral education of the citizen is explored.
Abstract: Considering that Ethics at school and the education of students' character have been discussed all over the world, this paper focuses its subject based on three axes. The first one presents some philosophical views on Morality and Ethics in order to investigate whether or not theoretical distinctions have social impacts. The second axis is related to the foundations of Morality and Ethics as practical disciplines. The main question is: Should general principles legitimate moral/ethical judgments or vice versa? Finally the role assumed by school in the ethical/moral education of the citizen is explored. Both educational conceptions as those owing to Comenius and Dewey and the homogenizing pedagogical practices are discussed, as well as the ethical proposals included in the Parâmetros Curriculares Nacionais (National Curricular Guidelines)
TL;DR: In this paper, an ethics and political philosophy professor has pointed out the dangers of inflating such words as "ethics" and "morality" in our present days vocabulary, i.e. their indiscreet and indiscriminate use, reinforces the nihilism of values prevailing in modern society.
Abstract: In this paper, the author, an ethics and political philosophy professor, wishes to pinpoint the dangers of inflating such words as "ethics" and "morality" in our present days vocabulary. He considers that the erosion of these terms, i. e. their indiscreet and indiscriminate use, reinforces the nihilism of values prevailing in modern society. As an exercise to recover these concepts in their proper condition, he brings forward a translation of the entry: "moral science", as found in Diderot and D´Alembert's Encyclopedia. There lie the philosophical bases of the concept, from antiquity to modern times. Reading this entry may help establish more delineated patterns for morality, ethics and the values that define the social rights and duties... which is quite relevant for education.
TL;DR: The presente estudo debruca-se sobre a interface do problema educativo com a problematica da etica, compreendendo a pedagogia com a arte/ciencia voltada for a busca do bem educar/instruir/formar as discussed by the authors.
Abstract: O presente estudo debruca-se sobre a interface do problema educativo com a problematica da etica, compreendendo a pedagogia com a arte/ciencia voltada para a busca do bem educar/instruir/formar. Para tanto, o texto mobilizara conceitos da concepcao etica da Aristoteles; e, na atmosfera mental da Grecia classica, recorre-se ao termo especifico grego e transdisciplinar na origem: paideia. A seguir, este ensaio procura pontuar alguns aspectos da concepcao iluminista a proposito do tema, valendo-se da nocao kantiana de imperativo categorico, a qual teria sido precedida pelo parecer de Rousseau, segundo o qual a vontade - e nao a razao - seria a marca distintiva do genero humano no ambiente natural. A ideia de Piaget de uma etica da reciprocidade tambem e aqui mobilizada. Abordando diacronicamente a tematica, serao analisados conceitos de autores classicos no debate da relacao entre educacao e etica, com destaque para o sentido conferido por Hanna Arendt para a autoridade como criterio distintivo da relacao assimetrica entre o educador (as geracoes adultas de maneira geral) e os estudantes (ou as novas geracoes). Arendt defende, como conceito e pressuposto operatorio, a dimensao necessariamente conservadora do ato educativo: compete ao educador preservar do mundo as novas geracoes e preservar o mundo das novas geracoes - para que estas nao destruam o suporte e o acervo cultural acumulados.