scholarly journals Processos de formação humana e desafios à educação popular no Brasil / Processes of human education and challenges...

2020 ◽  
Vol 10 (1) ◽  
pp. 113
Author(s):  
Adelino José de Carvalho Dias
Keyword(s):  
Popular Education ◽  
Formation Processes ◽  
Training Process ◽  
Emancipatory Education ◽  
Human Formation ◽  
The World ◽  
The Face ◽  
The Subject ◽  
Human Education ◽  
Education In Brazil

O artigo se ocupa da discussão sobre os desafios postos à educação essencialmente popular no Brasil em face dos processos de formação humana definidos pela mundialização do capital no mundo atual. Interessa refletir acerca das dificuldades para a construção de uma educação coletiva e emancipadora diante de projetos educacionais que se amparam na narrativa que responsabilizam o sujeito por seu processo de formação, anunciando ainda que a sua busca por qualificação e preparação para o ingresso e permanência no mundo do trabalho define o aumento de sua “empregabilidade”, constituindo-se como caminho único para alçá-lo a melhores condições de existência.Palavras-chave: Formação humana; Educação popular; Contradição.Abstract: The article deals with the discussion on the challenges posed to essentially popular education in Brazil in the face of the human formation processes defined by the globalization of capital in the current world. It is interesting to reflect on the difficulties for the construction of a collective and emancipatory education in the face of educational projects that are supported by the narrative that hold the subject responsible for their training process, also announcing that their search for qualification and preparation for entering and remaining in the world of work defines the increase of its “employability”, constituting itself as a unique way to raise it to better conditions of existence.Keywords: Human education; Popular education; Contradiction.

scholarly journals Metaphysics and the Existential Problematic of Human Finitude

Lumen et Vita ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Taylor Nutter
Keyword(s):  
Human Life ◽  
Practical Importance ◽  
Human Person ◽  
Finite Horizon ◽  
The World ◽  
The Face ◽  
The Subject ◽  
Intentional Structure ◽  
Working Out ◽  
Human Finitude

Rather than being of little practical importance, the metaphysical underpinnings of a given horizon determine the character of its existential problematic. With the breakdown of classical metaphysics concomitant with the modern turn to the subjective, the existential problematic of finitude as ultimate horizon arose. According to this subjective turn, the human person can no longer engage the world as though it were in itself constituted by transcendently grounded meaning and value. Standing within this genealogical lineage, Martin Heidegger undertook a phenomenological investigation into the existential constitution of the human person which defines authenticity in terms of finitude. For the early Heidegger, human life is essentially ‘guilty’. This guilt, however, is not the traditional cognizance of one’s sinfulness, but the foundational Nichtigkeit (‘nullity’) of life and its attendant possibilities in the light of the ultimate finality of death. Authenticity, then, consists of a resolute working out of one’s life in the face of such inevitable finality. For the later Heidegger, the finite horizon of a particular epochal disclosure gifts Being to thought and determines it thereby. Authenticity in this case consists of giving oneself over to be appropriated by an event of Being. In contrast, Lonergan understands authenticity as being true to that primordial love which beckons us to intellectual probity and responsibility in working out life’s possibilities. This essay will illustrate how Lonergan’s analysis of the intentional structure of human conscious operations stands as a corrective to Heidegger’s early existential analysis of human being-in-the-world and later thought about Being. While Lonergan defines authenticity as loving openness to transcendent Being, Heidegger, because of his forgetfulness of the subject in her conscious operations, does not allow for a transcendence which stands beyond any finite horizon. 

World

2020 ◽  
pp. 147-166
Author(s):  
Jennifer Anna Gosetti-Ferencei
Keyword(s):  
Objective Knowledge ◽  
The World ◽  
The Face ◽  
The Subject

This chapter begins by examining the existentialist challenge to claims of absolute objective knowledge about the world and their rejection of any god’s-eye view of reality in favor of the world as a source of existential wonder. The situatedness of the subject is shown to be constitutive of the world as existentially described. In this context are presented Heidegger’s notions of being-in-the-world, and the attunement with which the world is accessed by an existential subject. Beauvoir’s notion that we experience the world as a detotalized totality is traced to the phenomenological notion of a world horizon and likened to Nietzsche’s promotion of perspectivism. The threat of nihilism and fragmentation, and the possibility of experiencing the world as inhospitable, alienating, or uncanny are also considered in existentialist terms through Kierkegaard, Heidegger, and Camus, while existential wonder in the face of the world is considered in light of Camus and Marcel.

La educación financiera, la BNCC y el currículo: contextos y desafíos de las escuelas públicas brasileñas

2021 ◽  
pp. 79-115
Author(s):  
Alessandra Camargo Godoi ◽  
Sandra Zita Silva Tiné
Keyword(s):  
Civil Society ◽  
Financial Education ◽  
Educational Process ◽  
Term Effect ◽  
Medium Term ◽  
Brazilian Government ◽  
The Social ◽  
The World ◽  
The Face ◽  
Education In Brazil

Financial education has gradually been extending its reach, upported through the efforts of the Brazilian government and organized civil society, in the face of the social and economic challenges besetting the world. Like any educational process, financial education requires planning, engagement and mobilization, even considering that the results do not necessarily have a short- or medium-term effect. Considering the trajectory of financial education in Brazil, this text aims to discuss it within an educational context and describe its trajectory up to incorporation into the National Common Curricular Base (BNCC), highlighting its recognition in this important and most current curricular document in Brazilian education.

scholarly journals Moving Birds in Hawai'i: Assisted Colonisation in a Colonised Land

2019 ◽  
Vol 25 (1) ◽  
pp. 41-64
Author(s):  
Thom Van Dooren
Keyword(s):  
Climate Change ◽  
Endangered Species ◽  
Native Hawaiian ◽  
Avian Species ◽  
Kanaka Maoli ◽  
The World ◽  
The Face ◽  
History Of ◽  
The Subject ◽  
The Many

In September 2011, a delicate cargo of 24 Nihoa Millerbirds was carefully loaded by conservationists onto a ship for a three-day voyage to Laysan Island in the remote Northwest Hawaiian Islands. The goal of this effort was to establish a second population of this endangered species, an “insurance population” in the face of the mounting pressures of climate change and potential new biotic arrivals. But the millerbird, or ulūlu in Hawaiian, is just one of the many avian species to become the subject of this kind of “assisted colonisation.” In Hawai'i, and around the world, recent years have seen a broad range of efforts to safeguard species by finding them homes in new places. Thinking through the ulūlu project, this article explores the challenges and possibilities of assisted colonisation in this colonised land. What does it mean to move birds in the context of the long, and ongoing, history of dispossession of the Kānaka Maoli, the Native Hawaiian people? How are distinct but entangled process of colonisation, of unworlding, at work in the lives of both people and birds? Ultimately, this article explores how these diverse colonisations might be understood and told responsibly in an era of escalating loss and extinction.

scholarly journals AKIVAIZDAUS TAPATUMO KERAI

2009 ◽  
Vol 6 (1-2) ◽  
pp. 84-101
Author(s):  
Nerijus Čepulis
Keyword(s):  
Phenomenological Analysis ◽  
Point Of View ◽  
The Other ◽  
Western Thought ◽  
Traditional Notion ◽  
The World ◽  
The Face ◽  
The Subject ◽  
The Right ◽  
The Way

Šiuo straipsniu siekiama permąstyti tradicinę tapatumo sąvoką. Į tapatumą Vakarų mąstymo istorijoje buvo žiūrima visų pirma ontologiniu požiūriu. Moderniųjų laikų posūkis į subjektą susitelkia į Aš kaip bet kokio tapatumo centrą, pagrindą ir gamintoją. Fenomenologinė analizė tapatumo ištakas pagilina iki Aš santykio su išore, su pasauliu, su kitybe. Tačiau kitybė, tapdama sąmonės turiniu, nėra absoliuti kitybė. Būdas, kuriuo tapatumas, įsisavindamas savinasi pasaulį ir naikina kitybę, yra reprezentacija, siekianti akivaizdumo. Reprezentacija kaip intencionalus įžvalgumas bet kokį objektą lokalizuoja sąmonės šviesoje. Šviesa ir regėjimas – tai paradigminės Vakarų mąstymo tradicijos metaforos. Straipsnyje siekiama parodyti, kodėl ir kaip šviesa bei akivaizdumas netoleruoja absoliučios kitybės. Iš akivaizdumo kerų tapatumas atsitokėti gali tik per atsakingą santykį su Kitu, tai yra etiką. Čia tapatus subjektas praranda pirmumo teisę kito asmens imperatyvo atžvilgiu. Begalybės idėja, draskydama totalų tapatumą iš vidaus, neleidžia jam nurimti ir skatina atsižvelgti į transcendenciją, į kitybę, idant ji būtų laisva nuo prievartinio tapimo egocentrinio tapatumo turiniu ir manipuliacijos auka. Atsakomybė kito žmogaus veido akivaizdoje eina pirma akivaizdaus suvokimo ir įteisina jį.Pagrindiniai žodžiai: tapatumas, akivaizdumas, kitybė, socialumas.Charms of Evident IdentityNerijus Čepulis SummaryIn this article I seek to rethink the traditional notion of identity. In the tradition of Western thought identity was viewed first and foremost from an ontological point of view. After the turn toward the subject, the I is thought of as the centre, the base and the producer of any identity. Phenomenological analysis deepens the origin of identity to the relation of the I to the world, i.e. to the alterity. Yet the alterity, by becoming the content of consciousness, is not an absolute alterity. The way, in which identity assimilates, possesses the world and annihilates alterity, is representation. Representation seeks evidence. Representation as intentional perceptivity localizes every object in the light of consciousness. Light and vision are paradigmatic metaphors of the traditional Western thought. Hence in this article I seek to show why and how light and evidence do not tolerate absolute alterity. Identity can be sobered from the charms of evidence only by responsible relation to the Other, i.e. by ethics. Here identical subject loses the right of priority in front of the imperative of the other person. Idea of infinity worries total identity from within. Infinity does not permit identity to quiet down and induces to heed transcendence and alterity. Only in this way alterity can escape the violence to become a content of egocentrical identity and the victim of manipulation. Responsibility in the face of the other person precedes evident perception and legitimates the latter.Keywords: identity, evidence, alterity, sociality.

scholarly journals Türk ve İslam Eserleri Müzesi

2021 ◽  
pp. 339-336
Author(s):  
Zeynep Atbaş
Keyword(s):  
Islamic Art ◽  
Book Illustration ◽  
The Third ◽  
The Arts ◽  
The World ◽  
The Face ◽  
History Of ◽  
The Subject ◽  
The Veil ◽  
The One

"Ottoman sultans showed a great interest in books; on the one hand, they had their palace workshops prepare manuscripts ornamented with unique illustrations and illuminations; on the other hand, they collected books created in other locations of the Islamic world through various means, such as, gifting, looting, and purchasing. The subject of this article involves the artistic manuscripts from the Ilkhanid era that entered the Topkapı Palace Treasury. Most manuscripts in the Topkapı Palace Library consist of copies and sections (juz’) of the Koran. With their illumination and binding, these large-format books designed by the skillful illuminators and bookbinders of the Ilkhanid era are early fourteenth-century masterpieces of Islamic art of the book. Among these are Koran sections prepared for the famous Ilkhanid ruler, Sultan Uljaytu Khodabanda, and the renowned vizier, Rashid al-Din. Some examples were written by the most illustrious Islamic calligraphers, Yaqut al-Musta’simi and Arghun Kamili, illuminated by the famous artist of the era who worked in Baghdad, Muhammad b. Aybak b. Abdallah, and bound by bookbinder Abd al-Rahman. The Ilkhanid era was also a time when fascinating and important manuscripts were prepared in terms of book illustration. Two of the three Mongol-era manuscripts in the Topkapı Palace collection are copies of the Jami’at-Tawarikh—a general history of the world prepared by a commission led by the vizier Rashid al-Din under the order of the Ilkhanid ruler Ghazan Khan— while the third is a copy of the Garshaspnama. In addition, some paintings that appear in one of the palace albums belong to a volume of the Jami’at-Tawarikh on the history of Mongol khans, which has not survived. The significant and unique paintings of the Ilkhanid era are the Miʿrajnama paintings made by Ahmed Musa featured in the album prepared for Bahram Mirza, the brother of the Safavid sultan, Shah Tahmasp. The preface of the album written by Dust Muhammad refers to the famous painter Ahmed Musa, who lived in the era of the Ilkhanid ruler Abu Said, to have “removed the veil from the face of painting and invented the painting that was popular in that era.” In addition, the author states that he illustrated a Miʿrajnama. However, only the eight album pages with miʿraj images have survived this work. Through their bindings, illuminations, calligraphy, and illustrations, Ilkhanid era manuscripts from the Topkapı Palace constitute a vital collection that demonstrates the advanced level reached by the arts of the book during this era. "

Public Administration, a Political/Administrative Dichotomy: A New Canadian Direction from American History

1993 ◽  
Vol 22 (2) ◽  
pp. 313-321
Author(s):  
Robert Gatto
Keyword(s):  
Public Administration ◽  
Public Service ◽  
Historical Development ◽  
The Public ◽  
Government Role ◽  
The World ◽  
The Face ◽  
The Subject ◽  
The Impact ◽  
Decentralized Government

The subject, a source of long standing debate among theoreticians and practitioners in public administration, is revisited in an interesting and challenging way. In the face of a changing decentralized government role in many parts of the world, the author presents a modified classical position that proposes to deal with the impact of this on the public service. Canada and the Canadian public service are attempting to re-establish their roles in this new milieu. The author argues for a new role for public administration by drawing from an historical development of the field and introducing new arguments to support changing needs.

Worldview Defense, Prejudice, and Derogating Others

2019 ◽  
Author(s):  
Michelle Bal ◽  
Kees Van den Bos
Keyword(s):  
Belief Systems ◽  
Negative Stereotypes ◽  
Stereotype Activation ◽  
Worldview Defense ◽  
The World ◽  
Cultural Worldviews ◽  
The Face ◽  
The Subject ◽  
Defense Research

In the literature on prejudice and derogatory reactions, two prominent lines of research can be distinguished, one focusing on the expression and endorsement of (mostly) negative stereotypes and prejudice, and one zooming in on how defense of cultural worldviews can lead to derogatory reactions toward those who are different from ourselves. Research on both stereotypes/prejudice and cultural worldviews reveals how personal uncertainty can lead to the occurrence of derogatory reactions. In research on prejudice, the automaticity of stereotyping and prejudice has been the subject of debate. Some scholars argue for the inevitability of stereotyping, as these processes are assumed to be automatic and inevitable. By contrast, other scholars distinguish automatic stereotype activation from more controlled stereotype endorsement. Importantly, stereotype activation may be altered by stereotype-negation training reducing the expression of prejudice. In worldview defense research, it is shown how uncertainty-related motives and other worldview threats are related to the expression of derogatory reactions toward those who fall outside our scope of justice. In contemporary society, people frequently have to deal with feelings of personal uncertainty, especially regarding future-oriented delayed outcomes. To cope with these feelings, people adhere to their cultural worldviews. These belief systems enable people to strive for long-term goals, but also make them more vulnerable to expressing prejudice and other derogatory reactions. A wealth of research shows that when people’s worldviews are threatened, they tend to react more rigidly and negatively toward others, especially toward those who belong to an outgroup. For example, if one believes that the world is inherently just (i.e. in studies looking at “just world beliefs”), interacting with innocent victims of crimes can threaten this worldview. In the face of this conflict, people sometimes respond in derogatory and prejudiced ways toward those victims in order to uphold their belief that the world is a just place where bad things can only happen to bad people. Importantly, alleviating feelings of personal uncertainty (either by affirming personal certainty or by refocusing attention toward other aspects of an unjust situation) can reduce derogatory reactions and instigate benevolent reactions focused on helping those who are less well off.

scholarly journals O que é Educação Midiática? Um campo de interação entre cinema e educação

2020 ◽  
Vol 1 ◽  
Author(s):  
José Leite dos Santos Neto
Keyword(s):  
World View ◽  
School Curriculum ◽  
Media Education ◽  
Central Component ◽  
Human Formation ◽  
Educational Product ◽  
The Face ◽  
The Media ◽  
The Subject ◽  
Language Context

O presente artigo discorre sobre as interfaces entre cinema, mídia e educação e tem como objetivo discutir tendências da educação midiática para a escola do século XXI. Considera-se o contexto da linguagem audiovisual e cinematográfica como componente central para a definição desse conceito. Elementos da mídia moderna, através do seu poder de persuasão, de maneira intencional ou não, contribui para o ensino e a formação do sujeito. A partir de uma abordagem qualitativa, realizou-se uma revisão integrativa da literatura, que se direcionou por questões sobre recepção dos conteúdos com o enfoque para o audiovisual, ressaltando que, o sujeito não é passivo diante do que acessa, mas que tais referências tendem a contribuir com o seu posicionamento político e ideológico. Versou-se também sobre os pressupostos históricos da experiência britânica que, colaboraram significativamente para a compreensão da Educação Midiática enquanto instrumento para formação plena do sujeito. Este estudo reforça a tese de que o elemento audiovisual é um produto de caráter extremamente educativo e, que, frente as mudanças sociais e tecnológicas, a disciplina de Educação Midiática no currículo escolar, se faz necessária para a escola. Nesse contexto, a mídia como um instrumento arrojado da cultura se torna um instrumento capaz de levar ao autoconhecimento e criar representações involuntárias que, como significação e parte da visão de mundo, pode orientar a ação do sujeito.What is media education? The interface between cinema and educationThe present research discourses about the interfaces between cinema, media and education and aims to discuss trends in media literacy for the school in the 21st century. The audiovisual and cinematographic language context has been considered a central component to define this concept. Elements of the modern media, through their persuasion power, whether intentionally or not, contribute to teaching and human development. Drawing from a qualitative approach, an integrative literature review was carried out, which was guided by questions about the reception of contents with a focus on audiovisual, emphasising that the subject is not passive in the face of what he accesses, but that such references tend to contribute to its political and ideological positioning. The research has also presented the theoretical assumptions of the British experience that collaborated significantly with the comprehension of Media Education as a tool for the human formation. This study reinforces the thesis that the audiovisual element is an extremely educational product and that, in the face of social and technological changes, the subject of Media Education in the school curriculum, is vital for school. In this context, the media as a bold instrument of culture becomes an instrument capable of leading to self-knowledge and creating involuntary representations that, as a meaning and part of the world view, can guide the people’s action.Keywords: Media education; Media and Education; Cinema and education; Technology and education.¿Qué es la educación en medios? Un campo de interacción entre cine y educaciónLa presente investigación, ubicada entre las interfaces de cine, medios y educación, tiene como objetivo discutir las tendencias en la educación en medios para la escuela del siglo XXI. El contexto del lenguaje audiovisual y cinematográfico se considera como una especificidad central para la definición de este concepto. Los elementos de los medios modernos, a través de su poder de persuasión, ya sea intencionalmente o no, contribuyen a la educación y capacitación del tema. Basado en un enfoque cualitativo, se llevó a cabo una revisión integral de la literatura, que se guio por preguntas sobre la recepción de contenido con un enfoque en el audiovisual, enfatizando que el sujeto no es pasivo frente a lo que accede, sino que tales referencias tienden para contribuir a su posicionamiento político e ideológico. También abordamos los supuestos históricos de la experiencia británica que, colaboraron significativamente para la comprensión de la Educación en Medios como un instrumento para la formación completa del tema. Este estudio refuerza la tesis de que el elemento audiovisual es un producto extremadamente educativo y que, ante los cambios sociales y tecnológicos, la disciplina de la Educación en Medios en el currículo escolar es necesaria para la escuela. En este contexto, los medios como un instrumento audaz de la cultura se convierten en un instrumento capaz de conducir al autoconocimiento y crear representaciones involuntarias que, como significado y parte de la visión del mundo, pueden guiar la acción del sujeto.Palabras-clave: Educación mediática; La alfabetización mediática; Cine y educación; Tecnología y educación.

scholarly journals Preparar al maestro para el cambio educativo

2021 ◽  
Vol 2 (3) ◽  
pp. 4459-4467
Author(s):  
Lesbia Gertrudis Cánovas Fabelo
Keyword(s):  
Training Model ◽  
School Management ◽  
The Other ◽  
Training Process ◽  
The Family ◽  
The Face ◽  
Inner World ◽  
The Subject ◽  
Cognitive Knowledge ◽  
Sobre Todo

RESUMEN Existe una toma de conciencia en relación con la necesidad de producir cambios en la educación; pero no está suficientemente claro por qué y para qué cambiar, qué, cómo y quién debe cambiar. Aparece siempre en el horizonte la amenaza de nuevos dogmatismos, y sobre todo de ejercicios tradicionales de cambio que son más deseos que realidades. Repensar la formación de los maestros implica pensar en los contenidos de la formación, en los que enseñará, cómo los transmitirá, (incorporando las TIC), y el tipo de prácticas para trabajar en el aula, con la familia y la gestión en la escuela, pero también cómo debe ser el proceso formativo para que estén en capacidad de promover el cambio educativo. El modelo de formación debe poner el énfasis en que el aprendizaje ocurre en una relación entre el profesor y los estudiantes, donde intervienen dos aspectos cruciales, uno es cognitivo: el conocimiento, dominio de la materia que enseña, y el otro es emocional: la capacidad para poder interpretar el mundo interno de los alumnos. El Proyecto Con infinito amor pone el énfasis en propiciar la participación de los estudiantes, motivarlos de manera que sepan reflexionar y orientarse acertadamente ante su realidad.   ABSTRACT There is a growing awareness of the need to bring about change in education, but it is not sufficiently clear why and what to change, what, how and who should change. The threat of new dogmatisms always appears on the horizon, and above all of traditional exercises of change that are more desires than realities. Rethinking teacher training implies thinking about the contents of the training, what they will teach, how they will transmit them (incorporating ICT), and the type of practices to work in the classroom, with the family and school management, but also what the training process should be like so that they are able to promote educational change. The training model should emphasize that learning occurs in a relationship between the teacher and the students, where two crucial aspects are involved, one is cognitive: knowledge, mastery of the subject taught, and the other is emotional: the ability to interpret the inner world of the students. The Con infinito amor project emphasizes the participation of students, motivating them so that they can reflect and orient themselves correctly in the face of their reality.

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