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Search Results: 1 - 10 of 282 matches for " Krista Goergen "
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Educa??o e valores no mundo contemporaneo
Goergen, Pedro;
Educa??o & Sociedade , 2005, DOI: 10.1590/S0101-73302005000300013
Abstract: this paper explores one of the most highlighted and controversial theme of contemporary men and society: the foundations of moral values and moral education. faced with the serious implications of the scientific and technological trends on the vital areas of people, society and nature itself, ethic has become a universal, very pressing issue. from a historical point of view, and based on a definition of the concept of value, the author exposes its individualistic, social, post-modern and theoretical-critical aspects. he then concludes with some observations on the formulation of the moral subject. the whole work is impregnated with the views of education.
Educa??o superior na perspectiva do sistema e do Plano Nacional de Educa??o
Goergen, Pedro;
Educa??o & Sociedade , 2010, DOI: 10.1590/S0101-73302010000300013
Abstract: this essay highlights and comments some aspects of the final considerations of the national conference on education (2010 conae) with regard to higher education. to do so, it first outlines the global and latin-american political-economical setting, by stressing the neoliberal policies imposed on the countries of the latter region, from the 1990s on. it then briefly analyses brazilian higher education to elucidate how and to what extent such policies have impacted on it. finally, based on its previous considerations, it succinctly analyses the references to higher education contained in the 2010 conae's final resolution. it concludes on the hope that the concretization of the national education system will help redeeming the state's social debt as for the guarantee to provide quality education at all levels to the brazilian people.
Educa??o moral hoje: cenários, perspectivas e perplexidades
Goergen, Pedro;
Educa??o & Sociedade , 2007, DOI: 10.1590/S0101-73302007000300006
Abstract: from the statement of fact that moral is one of the most discussed and polemical topics in our contemporaneous society, the author observes a relationship between the visibility of the moral debate and the seriousness of immoral practices. in an attempt to find paths that lead to change this reality, he develops the argument that the moral problems are not restricted to the behavior this or that social group or individual, but that they are intrinsically related to the traditions, customs and values that constitute the historical-cultural ethos of society. he thus understands that moral barbarism cannot be overcome through interventions and topical, local or superficial sanctions, but that we need rethinking widely and courageously the archetypes of our culture in what regards the concepts of citizenship, democracy, social justice and public space. the author advocates the thesis that, beyond the traditional disciplinarization, moral education must focus on the dialogical training of the subject's moral, with the virtue of justice in our scope.
Educa??o moral: adestramento ou reflex?o comunicativa?
Goergen, Pedro;
Educa??o & Sociedade , 2001, DOI: 10.1590/S0101-73302001000300009
Abstract: this text seeks to elucidate some of the most relevant aspects of moral education in the context of our contemporaneous, plural world. it assumes that moral education is possible and necessary, even in the current setting where the fixed, universal values of tradition are destabilized. such moral education, which can no longer be considered as the transmission of moral values and behaviors, consists of the introduction of learners into the conflicting world of moral conceptions, aiming at minimum consensuses that lay the bases for their moral actions. through a reflexive-communicative pedagogical relationship one hopes to heighten the students awareness of the morality problems, as well as structure a subjectivity that allows anyone to responsibly make their own moral decisions.
Ciência, sociedade e universidade
Goergen, Pedro;
Educa??o & Sociedade , 1998, DOI: 10.1590/S0101-73301998000200005
Abstract: this paper aims to rethink the relationship between science, society and university from the transformations that mark the contemporary time. the hypothesis is that the changes in economical, labor and epistemic lewels also affect the meaning of academic practice. reflecting upon the three concepts present in the title of this article - science, society and university - we conclude that university must rethink its identity establish. this basic reflexive thinking should be the first concern to a university reform.
Educa??o instrumental e forma??o cidad?: observa??es críticas sobre a pertinência social da universidade
Goergen, Pedro;
Educar em Revista , 2010, DOI: 10.1590/S0104-40602010000200005
Abstract: the paper examines the relationship between university and society from an approach based on instrumental education and civic education. it is argued that the university's social pertinence must address the criteria that its contributions seek to foster, such as social justice and democracy. restricted to the aspect of teaching, under the conceptual framework of instrumental education and citizen education, the text suggests that it is not up to the university to promote an instrumental education focused on student's adaptation to the social and economic reality, but to shape autonomous, critical and reflexive citizens who are socially competent.
Quest?es im-pertinentes para a Filosofia da Educa??o
Goergen, Pedro;
Educa??o e Pesquisa , 2006, DOI: 10.1590/S1517-97022006000300011
Abstract: the postmodern criticism of the directions of modernity has given rise to an intense discussion over some of the basic presuppositions of the enlightenment tradition. among these one finds the notions of philosophy of history, of subject, and of values. we live in a troubled moment of history in which not just the philosophy of history, but also reason and subjectivity, the foundations and values, the identities and certainties, become ambiguous. the vacillation over these cornerstone concepts, that guide the thought and action of the modern man, affects life in all its dimensions. and because such concepts represent also the foundations of the educational tradition it is education in particular that finds itself before new challenges, crucial to the establishment of its objectives and practices. this article tries to signal the need of incorporating to the philosophy of education the debates that have been developed in the fields of philosophy, ethics, and aesthetics to assess both the provenance of the postmodern theses, and their possible repercussion in the field of education. it is, therefore, a question of supporting the point of view that it is no longer satisfactory to reject, as a matter of principle, the arguments of the so-called postmodern, but that we should investigate if their reading of contemporary reality is or is not justified and, in the sequence evaluate its implications for the field of educational theory and practice.
Christoph Wulf, Le scienze dell'educazione in Germania
Goergen Pedro
Educa??o & Sociedade , 1999,
Abstract:
Ciência, sociedade e universidade
Goergen Pedro
Educa??o & Sociedade , 1998,
Abstract: Este trabalho busca repensar a rela o entre ciência, sociedade e universidade a partir das transforma es que marcam a contemporaneidade. A hipótese é de que estas mudan as de níveis econ mico, laboral e mesmo epistêmico afetam também o sentido da prática acadêmica. A partir da reflex o sobre os três conceitos que comp em o título do artigo - ciência, sociedade e universidade -, conclui-se que a universidade deve iniciar um processo de auto-avalia o que inclua seus próprios fundamentos, ainda modernos, na perspectiva do novo cenário. Esta reflex o básica deve constituir o ponto de partida para uma futura reforma universitária.
Mas que raz o?
Goergen Pedro
Educa??o & Sociedade , 1999,
Abstract:
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