A educa????o filos??fica dos educadores: trabalho pedag??gico e forma????o humana ?? luz do materialismo negativo

• Ano de defesa: 2019
• Autor(a) principal: Monteiro, Aldo Xavier
• Orientador(a): Lorieri, Marcos Antonio
• Banca de defesa: Lorieri, Marcos Antonio, Almeida, J??lio Gomes de, Severino, Antonio Joaquim
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de P??s-Gradua????o em Educa????o
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: centralidade do trabalho; m??todo transit??rio; autonomia pol??tico- pedag??gica; filosofia da educa????o negativa; forma????o humana
• Palavras-chave em Inglês: centrality of work; transitory method; political-pedagogical autonomy; philosophy of negative education; human formation
• Palavras-chave em Espanhol: centralidad del trabajo; m??todo transitorio; autonom??a pol??tico- pedag??gica; filosof??a de la educaci??n negativa; formaci??n humana
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/2100

This study has two general objectives, quite simple: 1) to make a critical- negative balance of educator education policies and the debate about the centrality or not of work as a vital activity or fundamental socio-philosophical category in the understanding of the world contemporary, and therefore in the praxis formation itself of education professionals, so that, from there, it is possible to evaluate with relative certainty, the limitations of the order of the political strategy, originating from the formative proposals made by Gramscinians, Luckasians, Frankfurtians, Habermasians , to be only in the field considered of the left, with the aim of suggesting that the bureaucratic and ideological control that is exerted on the educational work of the educators, constitutes the crucial focus of the disputes, that occur (or not) within the schools, around the conceptions of education / school / formation / process in (2) to make a negative education proposal for educators, not to improve it and / or to improve it, but within a (Negative) Education Philosophy and supported by a certain Marxist tradition, advocate the a human formation project based on a transitional logic, which aims to constitute a bridge to an emancipated political formation, since it is already known, since the Communist Manifesto, that before the forces of reaction, there is really only political education, when there are conflicts / confrontations of material / symbolic interests between two or more strata / social classes, so that it is in the process of resistance to the invested of control of managers / advisors / bureaucrats / ideologists about their political- pedagogical work, that educators will be able to learn , because they are intelligent, that an education that wants to emancipate, both for students, as well as for themselves, is only done with substantial autonomy and, therefore, the process of self-construction of their personal / professional identities, depends exclusively on the praxical disposition to act to transgress this reality, since there is no promising future for both within the limits imposed by the Pedagogy of Capital.