Sobre as relações de autoridade e poder na docência: Contextos (des)autorizados pela formação

• Ano de defesa: 2011
• Autor(a) principal: PEREIRA, Marcia Ferreira Torres
• Orientador(a): ZANOLLA, Silvia Rosa da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: educação; docência; conhecimento; autoridade; teoria crítica; formação
• Palavras-chave em Inglês: education; teaching; knowledge; authority; critical theory; training
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tde/2012

Supported by the relationship between education, culture and society, this work proposes a dialectical reflection about history conceptions of concept of authority in the interface with the potential formation of teaching. To this end, consider themselves the historical, social, political, cultural and economic aspects on the basis, contributions that support the ideals of training from the ancient Greek people to modern education. The bibliographic search was accomplished highlighting on the Frankfurt School Critical Theory, considering, above all, texts of Adorno, Horkheimer, Marcuse and other authors such as Ariès, Aristóteles, Cambi, Coêlho, Duarte, Hobsbawm, Jaeger, Manacorda, Marx, Morgado, Ponce, Reale and Antiseri and Zanolla. It‟s starts with the premise of that the foundations of knowledge were bases to understand the cultural significance of the historical course of the consolidation of concept of authority and training. Since this course is characterized by the new resizing technology aimed at social development in all its nuances, cultural production became the theme for education and teacher training corresponds to the processes of symbolic production in order to implement the logic consumerism. This allowed an idealistic reason while positivize in the contemporary society, which has led to a fierce ideological potential of social praxis and its relation to the training processes in the teacher work. Recognize the authority as domination positivized the theory and practice means not only to consider the social contradictions as to demystify the idea of an idealized praxis, a fact that prevents it from truly constitute. Theoretical and practical teaching supported by a social identity abstract of means committed to freedom and autonomy, hence the importance of realize a discussion that withdraws from the philosophical experience of poverty and lack of recognition of contradictions of their education from bases epistemological no reconciled to universal ideas, apparently harmonics. In the idealized conciliation between theory and practice, the knowledge adapt on the objectives of social administered reality and risks strengthen a sense of authority governed by the rule of domination, thereby, distancing the education of critical thinking. In this context, this research report that the relationship between authority and training is permeated by the denial of its historical contradictions, leading to a thoughtless education, which tends to favor an instrumented training, technological justification for the implementation of a cultural industry sectors targeted for training, above all, to the school, its curriculum and theories. The objective to raise this discussion does not exhaust the possibilities of extending the reflection, but rather, tackle the contradictions inherent to the object as an aid to a truly emancipated and humane education.