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Search Results: 1 - 10 of 15392 matches for " ESTEVES António Joaquim "
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ESTEVES, António Joaquim;
Revista da Faculdade de Educa??o , 1997, DOI: 10.1590/S0102-25551997000100006
Abstract: in this paper i intend to redefine the relationship between attitudes toward research and attitudes toward social intervention in the context of an "experimental model". then i make use of that redefinition to study the transition of young people from school to work.
ESTEVES António Joaquim
Revista da Faculdade de Educa??o , 1997,
Abstract: Redefinir a articula o de posturas de investiga o e de posturas de interven o social num "modelo de experimenta o", para ensaiá-la a propósito da transi o ao trabalho dos jovens - eis os objectivos básicos deste texto.
Sociologia : um momento fundacional sob o signo da seculariza o
António Joaquim Esteves
Revista da Faculdade de Letras : Sociologia , 2009,
Abstract: The present text focuses on “the foundational moment of sociology”, limiting it self to do it under the sign of “secularization”, in the frame of French society, and in relation with other two texts: one, previous by nature, dedicated to the European socio-historic process that goes from “the theocentric culture to the variations of enlightenment”; and the other, complementary, constituted by the analysis of the contribution of German sociology, especially the one represented by Max Weber. There was also the preoccupation of singularizing the contribution of each of the elected authors: the elaboration of “the new Christianism” in Saint-Simon holds a critique to traditional Christianism but it also implicates an unacknowledged tribute; in Comte, sociology structures through a direct con?ict with a theological-metaphysical and political vision of western culture; ?nally, to the strong secularization variant implicated in the work of the two preceding authors, Durkheim adds a sociological oeuvre marked by the tension between two processes: “the socialisation of the sacred” and “the sacralisation of the social”
Educa??o e universidade: conhecimento e constru??o da cidadania
Severino, Antnio Joaquim;
Interface - Comunica??o, Saúde, Educa??o , 2002, DOI: 10.1590/S1414-32832002000100015
Abstract: this article discusses, from a philosophical and educational point of view, reflections on the commitments of education within the scope of a higher education project focused on building a new society, marked by the universalization of citizenship, to be constructed through the use of knowledge. it is an effort to present, by means of a theoretical argument, a philosophical justification of the necessary articulation between teaching, research and coverage, in this desired university, designed to face the historical challenges of a new century.
Integrar cultura e humanismo: desafio pedagógico da Filosofia no Ensino Superior
Severino, Antnio Joaquim;
Educar em Revista , 2012, DOI: 10.1590/S0104-40602012000400003
Abstract: this essay aims to discuss the relevance and need for philosophy in the curriculum of all university courses, showing that the presence of this component is essential as formative mediation in university education, in view of its intrinsic purpose. it assumes that such formation, in addition to ensure scientific and technical preparation to the professional, it must assure them intellectual maturity and sensitivity that generate conceptual and evaluative references to orientate their practices in the workplace, in the social universe and in the cultural sphere. it then argues that philosophy can play this formative role explaining and discussing the problems of knowledge, action and existence and thus contributing significantly to make professional qualification more consistent.
O ensino superior brasileiro: novas configura??es e velhos desafios
Severino, Antnio Joaquim;
Educar em Revista , 2008, DOI: 10.1590/S0104-40602008000100006
Abstract: the work presents, from a philosophical and educational perspective, an analysis and reflection on the current situation of public higher education in brazil, showing not only the large and ongoing process conducted by the state of its organizational and administrative reconfiguration, but also the ambiguous underlying educational policy for this process. for these reasons, it incorporates legal formulations and outlines some governmental initiatives that have sought to implement a permanent university reform pertaining to the suitability of higher education requirements of the societary capitalist neoliberal model, which implemented by the brazilian elite during this period in history. it then goes on to clarify the fundamental dilemma experienced by brazilian society, represented by the confrontation between an education based on the theory of human capital and an education system inspired by the theory of human emancipation. public higher education is achieved in full by that ideological intent, taking into account its importance in the construction of social life, be it in the workplace, social life or in culture. this would make it more difficult for public universities to construct their own educational policy, as this task would place them in a struggle that would go against their ideology.
A busca do sentido da forma??o humana: tarefa da Filosofia da Educa??o
Severino, Antnio Joaquim;
Educa??o e Pesquisa , 2006, DOI: 10.1590/S1517-97022006000300013
Abstract: the work conducts a reflection on education understood as a process of human formation, trying to perceive the meanings attributed to this formation throughout our philosophical tradition and in contemporaneity, since there have been changes in the conceptions men have made of the ideal of their humanization. under such perspective, the article brings back to the discussion the relations between the various dimensions of human educability, highlighting the ethical and political dimensions which, until the present moment, have prevailed as the foundations of the understanding of the very nature of education, and reaching the conclusion that human formation today, as targeted by education, is understood as cultural formation. this idea gives education an intrinsic purpose of a character that is more anthropological than ethical or political. such reflection on the nature of education equally entails making explicit the place and role of the philosophy of education as a hermeneutic effort of disclosure of the educational practice as it needs to unfold under today's changed historical-cultural conditions. the discussion thus allows not just to inquire into significant moments of the historical expression of the philosophy of education in western culture, but also to debate fundamental theoretical contents of the philosophical argument over the meaning of education, an argument that stands with renewed strength before the educators meeting the challenges posed by the new conditions of postmodernity, responsible for a profound examination of the philosophical references of western cultural tradition.
Expans?o do ensino superior: contextos, desafios, possibilidades
Severino, Antnio Joaquim;
Avalia??o: Revista da Avalia??o da Educa??o Superior (Campinas) , 2009, DOI: 10.1590/S1414-40772009000200002
Abstract: this paper argues in favor of an essential articulation between teaching, research and extension activities, based on the social-historical context that the brazilian university is going through at the moment. it defends the idea of the indivisibility of these three functions, conceiving it as an intrinsic requirement for the constitution of a university that is truly useful for the brazilian society in this new, different and challenging historical moment that it is going through. a university that is committed to the production of knowledge, through the practice of research, will be able to successfully develop its pedagogical role in teaching as well as its social task of extension, becoming an energetic center of social transformation, contributing to the construction of democracy and citizenship, through the consolidation of a new social conscience.
Forma??o política do adolescente no ensino médio: a contribui??o da Filosofia
Severino, Antnio Joaquim;
Pro-Posi??es , 2010, DOI: 10.1590/S0103-73072010000100005
Abstract: this work is based on the premise that the inherent purpose of education is the construction of man as an autonomous person and that high school is privileged mediation in the educational process for identity constitution in adolescents, thus contributing to the construction of autonomy. in the high school curriculum mediation, philosophy has an important role to play, as it meets its legitimacy with the commitment of pursuing the sense of human existence. human existence, in its turn, is constituted by the social condition of the species, which establishes an intimate connection between knowledge and the political dimension of man's historical existence. that connection explains how philosophical education is articulated to education for citizenship, which is understood as the most complete current form of full human achievement in man's social insertion.
A Pesquisa na Pós-Gradua o em Educa o. Post Graduate Research Education
Severino, Antnio Joaquim
Revista Eletr?nica de Educa??o , 2007,
Abstract: Ao se propor debater a natureza da pesquisa na pós-gradua o em educa o, o presente trabalho apresenta um raciocínio que se desenvolve num movimento reflexivo triplamente triádico. A possibilidade da produ o de conhecimento científico no campo educacional, no contexto da pós-gradua o, dependerá da aceita o de três pressupostos condicionantes, do enfrentamento de três desafios epistemológicos e da assump o de três posturas dialógicas na condu o da prática acadêmica. O resultado deste movimento de reflex o é a afirma o de que, sob tais condi es, torna-se viável a instaura o da cientificidade no campo educacional entendida sob um diferencial epistemológico em rela o ao paradigma clássico da ciência.When proposing to debate the nature of post-graduate research in Education, this work follows a reasoning which is developed in a triple reflective movement. The possibility of producing scientific knowledge in the educational field, in terms of post-graduate studies, depends on three conditional presuppositions being accepted, of meeting three epistemological challenges and of the assumption of three dialogic codes of conduct in academic practice. The result of this reflective movement is the affirmation that in these conditions, it can be feasible to establish an educational field scientifically speaking and understood from an epistemological different point of view in relation to the classic paradigm of science.
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