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Search Results: 1 - 10 of 662 matches for " Gaudêncio Frigotto "
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A rela??o da educa??o profissional e tecnológica com a universaliza??o da educa??o básica
Frigotto, Gaudêncio;
Educa??o & Sociedade , 2007, DOI: 10.1590/S0101-73302007000300023
Abstract: this paper originates from a research on the partakers of secondary education and the quantity-quality relation in basic education and from debates about the basic education policies and technical-professional education in the last three decades. the reiteration of the structural determinations of the brazilian society, which affirm a dependant capitalism project, helps understand the high rate of adult illiteracy, the non-universalization and low quality of basic education, and the conception of professional training in the strict perspective of an adaptation to market objectives. poor basic education translates into execrable professional education. this paper shows that the challenges of structural shifts in society and in education persist and highlights relevant elements for a counter-hegemonic agenda.
A polissemia da categoria trabalho e a batalha das ideias nas sociedades de classe
Frigotto, Gaudêncio;
Revista Brasileira de Educa??o , 2009, DOI: 10.1590/S1413-24782009000100014
Abstract: the present article examines initially the polysemy of the category of labour as the result of a socio-historical construction and, in our society, with the meaning of class domination. it then discusses the approach of the brazilian writer sérgio lessa, who holds that the loss of semantic precision of the word labour derives from abandoning the immanent and orthodox analysis of labour from the perspective of book i of karl marx's capital and results in the non-distinction between proletarians and workers and the definition of who today is the revolutionary class. this abandonment, on the one hand, would lead authors of the critical tradition in the social sciences to give up the category of labour and educators, within the same field, to have illusions concerning the positive dimensions of science and technology and of polytechnical or omnilateral education in a capitalist society. in the same direction of analysis, the brazilian paulo tumolo criticizes educators who see the possibility of polytecnical education and labour as an educational principle in a capitalist society. on the basis of marxist authors who think with marx beyond marx, this article concludes that the displacement from the immanent and heuristic perspective to studies and research on the historical process of labour, class and revolutionary class have led lessa and tumolo to an antinomy-centred analysis. the abandonment of contradictions in their analyses may result in a double risk, although certainly not an intentional one. the first is to lead, in the political sphere, to immobilism and deadlock, leaving for an imaginary future the task of surpassing alienating labour, science, technique and education. the other risk, this specific to the field of education, is that by treating the analyses of the criticised researchers as illusions or mottos with no theoretical consistency, even with the reservations made, the conservative and neoconservative or post-modern postures already hegemonic in these
Os circuitos da história e o balan?o da educa??o no Brasil na primeira década do século XXI
Frigotto, Gaudêncio;
Revista Brasileira de Educa??o , 2011, DOI: 10.1590/S1413-24782011000100013
Abstract: this text is an effective critical balance of the educational policies and concepts that marks the first decade of 21 century. the analysis focuses on the eight years of the luiz inácio lula da silva government, based on the premise that it marks juncture is not the chronological time but the events that constitute it. this study try to escape of the antinomic discourse that to deal only the continuity and discontinuity about the 1990 decade. the bases of this text is the analysis of the clashes and options about the society project that marks the decade juncture and how to develop education in this period. are focused the significant advances in care policies, income distribution, opening of government jobs and the creation of new public universities and federal institutes of technological education. is important to realize that the productivist and mercantilist thought were dominant at all the levels of the education system. and, finally, through the analysis, is possible to realize that a npe d - whose the specific works is to find the scientificity of knowledge and, therefore, of historic, social, cultural, etics and politics sense of his production - collapse to productivism.
Educa??o profissional e capitalismo dependente: o enigma da falta e sobra de profissionais qualificados
Frigotto, Gaudêncio;
Trabalho, Educa??o e Saúde , 2007, DOI: 10.1590/S1981-77462007000300011
Abstract: the purpose of this article is to debate professional education reforms and its adjustment to the social relations developed in capitalistic production. initially, the text highlights how the theoretical production and political action spheres interrelate and differ from each other and, then, how, when it is impossible to solve the conflict between the individual and the consumer society, the liberal mindset transports the liberal economic theory to the neoliberal doctrine. it is in this context that not only the professional education reform undertaken in the 1990's, but the qualification and job concept movement to the competency and employability spheres become more compact. finally, the text seeks to analyze professional education reform specificities in countries such as brazil, where capitalism is dependent and development unequal and concerted. such specificity keeps liberal and neoliberal thought from overcoming the dualistic view and leads to the establishment of clichés such as the current lack of qualified professionals to deal appropriately with the market demands. on the contrary, the text seeks to analyze the apparent contradiction between the lack of qualified labor and, meanwhile, the excess that causes the exodus of better-qualified young people to the international market.
Teoria e práxis e o antagonismo entre a forma??o politécnica e as rela??es sociais capitalistas
Frigotto, Gaudêncio;
Trabalho, Educa??o e Saúde , 2009, DOI: 10.1590/S1981-77462009000400004
Abstract: this text seeks to explain the conception of education and of society's project which is in the origin and development of the polytechnic school of health joaquim venancio, a theoretical task and a ethically based policy that imposes itself with the beginning of the post-graduate program strictu sensu in professional education in health. it is emphasized in this analysis that the historical time we live in is of regression in the social, political and educational fields and, therefore, the challenges of the master's program that is starting are more complex. it is intended to develop, based on theory, the understanding of the urgency to build educational processes that bring the new generations to understand capitalist's society's character which becomes more and more not viable and focused on competition, waste, consumption and violence, and, based on this understanding, to produce a collective understanding of the political imperative of a revolutionary approach to overcome the capitalist society.
Os circuitos da história e o balan o da educa o no Brasil na primeira década do século XXI
Gaudêncio Frigotto
Revista Brasileira de Educa??o , 2011,
Abstract: En el presente trabajo se realiza un balance crítico de las políticas y conceptos de la educa ción que marcaron la primera década del siglo XXI. Teniendo en cuenta de que lo que marca una coyuntura no es el tiempo cronológico, y sí los hechos que la constituyen, el análisis se concentra en los ocho a os del gobierno de Luiz Inácio Lula da Silva. En el balance de este período se busca no caer en la trampa de un discurso de antinomia de la simple continuidad y discontinuidad en relación a la década de 1990. En el contenido básico del texto se discute las adversidades y oposiciones en relación al proyecto social que marca la coyuntura de la década y como se moviliza la educación en este contexto. Se destacan avances significativos en las políticas asistenciales, relativa distribución de renta, retomada de los concursos públicos y la creación de nuevas universidades públicas e Institutos Federales de Educación Tecnológica, sin embargo se resalta que el gobierno no disputó la concepción pedagógica y, como consecuencia, el ideal productivo y mercantilista, paradojalmente, fue dominante en todos los niveles del sistema de educación. Se nota, por fin, que la Asociación Nacional de Pesquisa y Postgrado en Educación (ANPEd), cuyo trabajo es la busca científica del saber y, por tanto, del sentido histórico, social, cultural y ético político de su producción, dominantemente, sucumbió al productivismo.
A polissemia da categoria trabalho e a batalha das ideias nas sociedades de classe
Gaudêncio Frigotto
Revista Brasileira de Educa??o , 2009,
Abstract: El artículo analisa, inicialmente, la polisemia de la categoría trabajo como resultado de una construcción histórico social y, en nuestra sociedad, con el sentido de dominación de clase. En seguida discute el planteo de Sérgio Lessa que sustenta que la pérdida de la presición semántica del vocablo trabajo viene del abandono del análisis inseparable y ortodoxa del trabajo en la perspectiva del libro I de O capital de Karl Marx, teniendo como consecuencia la no distinción entre proletarios y trabajadores y la definición de quien es hoy la clase revolucionaria. Ese abandono llevaría a autores de la tradición crítica en las ciencias sociales a despedirse del trabajo y a educadores de este mismo campo a tener la ilusión de dimensiones positivas de la ciencia y tecnología y de la educación politécnica u omnilateral dentro de la sociedad capitalista. En una misma dirección de análisis, Paulo Tumolo critica los educadores que ven la posibilidad de la educación politécnica y del trabajo como principio educativo dentro de la sociedad capitalista. Con base en autores marxistas que piensan con Marx para más allá de Marx, el artículo concluye que el dislocamiento de la perspectiva inseparable y heurística para estudios y pesquisas del proceso histórico sobre trabajo, clase y clase revolucionaria, condujo a Lessa y Tumolo a análisis centradas en antinomias. El abandono de las contradicciones puede tener como consecuencia, ciertamente no intencional, un duplo riesgo. El primero es conducir, en el campo político, a un inmovilismo y a un callejón sin salida, colocando para un futuro la tarea de superación del trabajo, de la ciencia y de la técnica y de la educación alienadora. El segundo, específico para el campo de la educación, es de que, al tratar los análisis de los pesquisadores criticados, mismo con las limitaciones hechas, como ilusiones o lemas sin cosistencia teórica, acaba reforzando posturas conservadoras y neoconservadoras o postmodernas, ya hegemónicas en estos tiempos de capitalismo tardío.
Perspectivas sociais e políticas da forma??o de nível médio: avan?os e entraves nas suas modalidades
Frigotto, Gaudêncio;Ciavatta, Maria;
Educa??o & Sociedade , 2011, DOI: 10.1590/S0101-73302011000300002
Abstract: we treat the perspectives for high school education in terms of broader issues that determine them as social totalities. we understand that the educational processes both constitute the society and are constituted by it. we highlight peculiarities of capitalist sociability in dependent countries such as those in latin america, particularly brazil. we then present the theoretical concepts and ideologies that confront in the high school proposals in brazil and some of the biggest disputes in the current educational policies. our closing remarks stress the barriers, challenges and perspectives.
Educa??o básica no Brasil na década de 1990: subordina??o ativa e consentida à lógica do mercado
Frigotto, Gaudêncio;Ciavatta, Maria;
Educa??o & Sociedade , 2003, DOI: 10.1590/S0101-73302003000100005
Abstract: based on the analyses of researchers and intellectuals who have not abandoned the utopian thinking, that is, on thoughts that criticize any form of colonialism, this paper discusses the basic education policy under the fernando henrique cardoso (fhc) administration (1995-2002). its conclusions are that the "fhc era" also meant a retrogression both at an institutional and organizational level, and more particularly as for the pedagogical sphere. this conclusion is primarily grounded on an analysis of the broader social project and of the educational project it implied, both associated in an active, consented and subordinate manner with international agencies. more specifically, it is based on the relevance of basic education in the light of more general issues posed to education by a changing world and educational policies concerning the lei de diretrizes e bases da educa??o nacional (brazilian education basic tenets law) and the national educational council, the national educational plan, the 8-year compulsory schooling, the national curriculum guidelines and the reform of senior high and vocational schools.
Educar o trabalhador cidad?o produtivo ou o ser humano emancipado?
Frigotto, Gaudêncio;Ciavatta, Maria;
Trabalho, Educa??o e Saúde , 2003, DOI: 10.1590/S1981-77462003000100005
Abstract: this text is part of the research entitled "the education of the productive citizen" (a forma??o do cidad?o produtivo), the objective of which is to analyse the 1980s' policies on technical secondary teaching as well as the educational reforms that occurred in the 1990s. it is noted that, although many notions and concepts - such as work, productive worker, citizenship, productive citizen and emancipation - may have a specific meaning in the ideological debates on globalisation or on the 'mondialization du capital' they can be used in alternative societal forms if rescued in their historicity. the notion of citizenship, if we see it as part of an emancipating project, presents some obstacles in relation to democracy and to the liberal conception of work. both in the liberal meaning of citizenship as an individual's civil, political and social rights, and in the marxian meaning, as collective citizenship, the term involves certain demands that, in brazil, were not fulfilled by the historically restrictive form of insertion of the brazilian citizens into the political community. they are also far from being fulfilled by the present educational reforms in the technical secondary teaching with their short modular courses and a reduction of knowledge and of skills to mere operational issues, to values guided by individualism and by the competitiveness demanded by the business world.
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