Banca de DEFESA: PRISCILA GOMES DOS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : PRISCILA GOMES DOS SANTOS
DATE: 16/12/2021
TIME: 14:00
LOCAL: CEDU
TITLE:

BRAZILIAN CONTEMPORARY PSYCHOLOGY AND EDUCATION: PHILOSOPHICAL-PEDAGOGICAL RESEARCH

KEY WORDS:

Education. Psicagogy. Pedagogy. Foucault.

PAGES: 72
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Fundamentos da Educação
SPECIALTY: Filosofia da Educação
SUMMARY:

The education, in the broadest sense, in Brazil has been going trough several changes throughout the historiography and, in the last five years (2017-2021) this profusion of changes has generated significant impacts, causing other pedagogical ideas, consequence of social and political movements of extreme conservatism. The social-political changes in Brazil have been growing notably, these mutations impact the educational field. Some of these impacts generate fruitful discussions among researchers in Education. These reformulations, modifications put in education a new guise, a new configuration that is tied, despite enunciating the commitment to equity and equality to education, to an expressively technical movement, whose philosophical and pedagogical consideration is ignored. Starting from a post-structuralist view, the Foucaultian epistemological outline proves to be powerful to investigate relations in the present, in order to launch considerations about the present. Therefore, the central problem of this research is to investigate in the Brazilian political context, as the philosophical-pedagogical investigation can contribute to writing considerations about the Brazilian schooling process and the modifications that are taking corpus nowadays. Authors such as Foucault (1926-1984; 1988; 2002; 2008; 2013), Saviani (1973; 2013), Marshall (2008), Libâneo (2012), Veiga-Neto (2016) will launch conceptual lenses to assist this investigation. This research is configured as a study of bibliographic analysis, for this the basic texts will be the writings of Michel Foucault. Understanding the theoretical and methodological process as a living act (LIMA et al., 2017, p. 49), procedural and unfinished, the methodology of this research was adapted by two authors, Marshall (2008) and Maurer (2008) who used some methodologies inspired by Michel Foucault. Starting from this analytical, we can glimpse significant setbacks to the pedagogical conceptions, that despite the democratic discourse, education outlines objectively unequal, elitist and, consequently, dangerous, because it neglects the paths of life of the subjects, to the detriment of pseudo-equal opportunities. It is in this sense that the Philosophy of Education helps to create new horizons about educational and pedagogical scenarios. In view of this, what can the concept of Psychagogia provoke us to glimpse? So, let us always open gaps, escapes from new analytical, new contexts on and for education, because it is mobilizing power, creator.

BANKING MEMBERS:
Interno - 1835863 - ANDERSON DE ALENCAR MENEZES
Externa à Instituição - ROSEANE MARIA DE AMORIM - UFPB
Presidente - 1121375 - WALTER MATIAS LIMA