Educacao and Realidade最新文献_第7页

Professor Sem Ensino: projeto de escola e professor para educação especial (1996-2016) 无教学教师:特殊教育学校与教师项目(1996-2016)

Educacao and Realidade Pub Date : 2021-01-01 DOI: 10.1590/2175-6236116977

Kamille Vaz

引用次数: 1

Condição de Classe e Desempenho Educacional no Brasil 巴西的阶级状况和教育表现

Educacao and Realidade Pub Date : 2020-12-02 DOI: 10.1590/2175-623693008

B. Caprara

引用次数: 2

O Trabalho sobre si Mesmo: reflexões sobre o legado de Wittgenstein para a filosofia da arte e a educação artística 自我工作:对维特根斯坦艺术哲学和艺术教育遗产的反思

Educacao and Realidade Pub Date : 2020-11-03 DOI: 10.1590/2175-6236106079

Guilherme Mautone

{"title":"O Trabalho sobre si Mesmo: reflexões sobre o legado de Wittgenstein para a filosofia da arte e a educação artística","authors":"Guilherme Mautone","doi":"10.1590/2175-6236106079","DOIUrl":"https://doi.org/10.1590/2175-6236106079","url":null,"abstract":"O presente texto discute a filosofia tardia de Wittgenstein. Tentaremos estabelecer os seguintes pontos: (A) A filosofia tardia de Wittgenstein e vista por Morris Weitz como uma oportunidade de desenvolvimento de novas ideias na estetica e na filosofia da arte, embora Wittgenstein nao tenha feito esses desenvolvimentos. (B) A interpretacao de Weitz sobre Wittgenstein dispara um debate sobre os aspectos definicionais concernentes aos campos mencionados. (C) Esse debate e, ainda hoje, vivo e continuado e um de seus protagonistas mais recentes e Noel Carroll. (D) A proposta metodologica de identificacao de arte sem definicoes essenciais de Carroll e, em certo sentido, uma resposta relevante a outras abordagens no campo, especial a weitziana. (E) Porque a abordagem de Carroll evoca a identificacao de arte como algo orientado pela linguagem, pela critica e pela construcao de narrativas, pelo contato com outros, etc., sua abordagem parece representar um retorno as ideias originais de Wittgenstein; especialmente a de critica de arte como algo dependente da apreciacao artistica e de um “trabalho sobre si mesmo” - no sentido de que a apreciacao artistica requer um trabalho sobre nossa propria percepcao e crenca. Por fim, nossa hipotese e que esse retorno a Wittgenstein feito por Carroll evoca tambem a ideia de que a educacao em arte e, consequentemente, um processo de revisitacao das proprias percepcoes e crencas por meio de um encontro com a historia da arte, da cultura, dos contextos concretos de uso da linguagem, etc.; coisas que representam uma instância de radical alteridade.","PeriodicalId":37091,"journal":{"name":"Educacao and Realidade","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67271487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Alguns Pensamentos a Respeito de Wittgenstein e Educação 关于维特根斯坦与教育的一些思考

Educacao and Realidade Pub Date : 2020-11-03 DOI: 10.1590/2175-6236108336

J. J. R. L. Almeida

引用次数: 0

Wittgenstein, Pesquisa Educacional e a Captura da Ciência 维特根斯坦，教育研究和科学捕捉

Educacao and Realidade Pub Date : 2020-11-03 DOI: 10.1590/2175-6236106764

Richard Smith

引用次数: 0

Uma Reflexão sobre o Sentido Linguístico Rumo a uma Pedagogia de Inspiração Wittgensteiniana 对维特根斯坦启发教育学的语言意义的反思

Educacao and Realidade Pub Date : 2020-11-03 DOI: 10.1590/2175-6236106761

C. Gottschalk

引用次数: 2

A Relevância de Wittgenstein para a Filosofia da Educação: reflexões pessoais sobre usos significativos do pós-fundacionalismo 维特根斯坦与教育哲学的相关性:对后基础主义重要用途的个人反思

Educacao and Realidade Pub Date : 2020-11-03 DOI: 10.1590/2175-6236106759

Jeff Stickney

{"title":"A Relevância de Wittgenstein para a Filosofia da Educação: reflexões pessoais sobre usos significativos do pós-fundacionalismo","authors":"Jeff Stickney","doi":"10.1590/2175-6236106759","DOIUrl":"https://doi.org/10.1590/2175-6236106759","url":null,"abstract":"Invited to survey my work in Philosophy of Education related to the later philosophy of Ludwig Wittgenstein, I first investigate how Wittgenstein became a significant thinker in this field. Affirming this connection after some deflationary remarks, clarifying the philosophical as opposed to pedagogical intent of Wittgenstein’s frequent remarks on learning, I then revisit my contest with Michael Luntley over interpreting Wittgenstein’s remarks on training. Eliding the Abrichtung, ‘animal-training’ reading, I side with Jose Medina’s social-normative view of gradually attaining (through training), autonomy within and mastery of the rules. Following the widely shared social-normative reading then opens a vista onto several meaningful applications in education of Wittgenstein’s post-foundational philosophy. One case is rule-deviation within curriculum reforms, where instead of standardization and consensus we find multiple interpretations of curricular rules. Another vexing question is how we judge with some degree of certainty the efficacy or sanity of various pedagogical practices, as in weighing the merits of discovery versus fundamentals approaches in math training. Recognizing how people become potentially blinded by long-held, second-nature reactions and ‘bedrock’ assumptions, and drawing also on Foucault, I consider applications to social justice issues in terms of how we commonly regard others: diagnosing students as ADHD or Gifted, calling out abusive language in schools, recognizing Indigenous claims for sovereignty in a process of decolonizing education, and seeing trees and other non-human beings as something more than standing resources.","PeriodicalId":37091,"journal":{"name":"Educacao and Realidade","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67272041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Wittgenstein, Terapia e Educação Escolar Decolonial 维特根斯坦，治疗和非殖民化学校教育

Educacao and Realidade Pub Date : 2020-11-03 DOI: 10.1590/2175-6236107911

A. Miguel, C. Tamayo

{"title":"Wittgenstein, Terapia e Educação Escolar Decolonial","authors":"A. Miguel, C. Tamayo","doi":"10.1590/2175-6236107911","DOIUrl":"https://doi.org/10.1590/2175-6236107911","url":null,"abstract":"Founded on the conviction that Wittgenstein’s oeuvre - which has as initial emblematic decolonial landmark the therapeutic-grammatical criticism that he addresses to the monumental work of Scottish anthropologist James George Frazer, entitled The golden bough - can be seen not exactly as a philosophy or a new philosophy, but as a (self) therapeutic philosophizing about a set of problems that the scholar tradition called ‘philosophical’ - among which, the basic problem of language that, to him, does not constitute a problem among others, but the condition for philosophizing and, by extension, for the philosophical or verbalist deconstruction of the other problems -, the purpose of this article is to characterize and describe therapeutically what we see as the decolonial aspect of this philosophizing. To this end, we will take to the divan, constituting it as a disease that can be treated by a therapeutic-grammatical attitude, the very problem of coloniality that has been guiding global school education since the constitution of national schooling systems, since the 19th century. From this perspective, we have assumed and practiced the belief that a (self) therapeutic writing must also be a (self) decolonial writing. Thus, we chose to write this article according to a polyphonic dialogic genre, which is also one of the characteristics of the therapeutic manner of philosophizing of LW. We specify the authorship of the voices participating in the dialogue by the initials of the first and last names of their authors, so Ludwig Wittgenstein will appear as LW. Our voices, in turn, will be referenced using HW and WH, which, intentionally, do not distinguish them.","PeriodicalId":37091,"journal":{"name":"Educacao and Realidade","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67272289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Análise da Configuração Textual: uma aula de L. S. Vigotski 文本结构分析:维果斯基的一课

Educacao and Realidade Pub Date : 2020-11-03 DOI: 10.1590/2175-623697992

Amabriane da Silva Oliveira Shimite, F. Koga

引用次数: 0

Élites Académicas y Élites Económicas: profesionales con postgrado en Brasil 学术精英和经济精英：巴西研究生专业人士

Educacao and Realidade Pub Date : 2020-11-03 DOI: 10.1590/2175-623693508

Sarah Jane Alves Durães, Nuria Rodriguez-Avila, Gilmar Ribeiro dos Santos, Luan Queiroz, Maria da Luz Ferreira

引用次数: 0