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Compre o kit neoliberal para a educa??o infantil e ganhe grátis os dez passos para se tornar um professor reflexivo
ARCE, ALESSANDRA;
Educa??o & Sociedade , 2001, DOI: 10.1590/S0101-73302001000100014
Abstract: the objective of this article is to contribute at the present time for the reflection about the teacher's infant education formation. therefore, it is done a revision of the bibliography that has been alerting for the interfaces of the neo-liberalism and the post-modernism with the educational politics and, especially, the politics of teacher's formation. the documents produced by mec, as guiding for the implementation of the neo-liberal ideal in the field of the teacher's infant education formation, are analyzed, as references as for the teacher's formation as to define knowledge to be worked in the education from 0 to 6. at the end, we conclude that the tendencies of this process are the haste the teacher's formation, the gradual loss of control of the same ones on its professional exercise and the transformation of the classrooms of infant education in labs of implementation of the pedagogic ideals intimated to the neo-liberalism and the post-modernism.
Un realismo de lo irreal: la imaginación material en la obra de Juan José Saer
Arce,Rafael;
Anclajes , 2009,
Abstract: this article proposes to read juan josé saer's narrative from the perspective of gaston bachelard's phenomenology. the analysis focuses on three novels, which are considered to be representative of the argentine author, and inquires into which bachelard calls material imagination in his poetic analyses. this notion allows to hypothesize about saer's realism, which has been conceived in terms of representation and related to the topic of perception, especially in this narrative. this reading does not propose a simple methodological transfer but finds its potential in the realistic approach to a piece of writing carried out from the microscopic phenomenology of bachelard, who studied mainly poetry and fantastic narratives. it is about an inherent problem to saer's narrative, that is to say, the tension between liberation of material imagination in a narrative regulated by formal imagination, which is related to the novel structure and to the prerogatives of realistic verisimilitude.
O MOBRAL e a educa??o de crian?as menores de seis anos durante o regime militar: em defesa do trabalho voluntário!
Arce, Alessandra;
Cadernos CEDES , 2008, DOI: 10.1590/S0101-32622008000300006
Abstract: this article debates early childhood education during the dictatorship in brazil. to do so, it analyzes documents from the mobral (brazilian literacy movement). as a result, it explores the following issues: psychology having a leading role in teacher's education; theoretical versus practical approach; voluntary work instead of professional education for future teachers.
Documenta??o oficial e o mito da educadora nata na educa??o infantil
Arce, Alessandra;
Cadernos de Pesquisa , 2001, DOI: 10.1590/S0100-15742001000200009
Abstract: this work describes the conclusion of the dissertation in education, finished in 1997. the object of the dissertation was the professional who deals with children under six years in brazilian pre-schools. the results of the research presented in this work led to the conclusion that the image continually reinforced of this professional was naturally a born educator, passive, patient, loving, who knows how to act with common sense, is guided by heart, to detriment of professional formation. the undervaluing of this professional in terms of salary, the inferiority in relation to other colleagues, the links of this work with domestic labour and private life, as well as the deficiencies of training appear as the results of this image based on widely divulged gender determinations and mythification of this professional who is unable to free herself from the myths linking mother and child.
O jogo e o desenvolvimento infantil na teoria da atividade e no pensamento educacional de Friedrich Froebel
Arce, Alessandra;
Cadernos CEDES , 2004, DOI: 10.1590/S0101-32622004000100002
Abstract: this article presents a theoretical comparative study of the pedagogy developed by friedrich froebel versus activity theory (leontyev, elkonin and vygotsky) concerning play and child development. while both approaches consider play as a very important activity in a child's development, they differ in their view of the meaning of play within the context of the individual formation process. this divergence is a consequence of opposing conceptions of the relationship between human nature and history.
Lina, uma crian?a exemplar! Friedrich Froebel e a pedagogia dos jardins-de-infancia
Arce, Alessandra;
Revista Brasileira de Educa??o , 2002, DOI: 10.1590/S1413-24782002000200009
Abstract: this work analyses an important text written by friedrich froebel (1782-1852), creator of the kindergartens. the text, entitled "on how lina learnt to read and write: a story for children who like to be busy", explains, in story form, the most important educational principles of froebel. the aim of this paper is to present the ideas of the author with regard to how one ought to think and practice education for early childhood, taking the story as the starting point. the ideas of one of the pioneers of education for early childhood (children of less than six years of age) are re-discussed since it is considered that his educational theory presents the seeds for current discussions in favour of constructing a pedagogy for child education.
Compre o kit neoliberal para a educa o infantil e ganhe grátis os dez passos para se tornar um professor reflexivo
ARCE ALESSANDRA
Educa??o & Sociedade , 2001,
Abstract: O objetivo deste artigo é contribuir para a reflex o sobre a forma o do professor de educa o infantil na atualidade. Para tanto parte-se de uma revis o da bibliografia, que tem alertado para as interfaces do neoliberalismo e do pós-modernismo com as políticas educacionais e, em especial, as políticas de forma o de professores. S o analisados, enquanto norteadores da implementa o do ideário neoliberal no campo da forma o de professores da educa o infantil, os documentos produzidos pelo MEC como Referências tanto para a forma o de professores como para delimitar conhecimentos a serem trabalhados na educa o de 0 a 6. Conclui-se que as tendências deste processo s o o aligeiramento da forma o de professores, a gradativa perda de controle dos mesmos sobre seu exercício profissional e a transforma o das salas de educa o infantil em laboratórios de implementa o dos ideários pedagógicos, afinados com o neoliberalismo e o pós-modernismo.
MANUEL LACUNZA Y LA VENIDA DEL MESíAS EN GLORIA Y MAJESTAD: BIBLIOGRAFíA COMENTADA
Osvaldo Arce
Revista Chilena de Literatura , 2008,
Abstract:
Un realismo de lo irreal: la imaginación material en la obra de Juan José Saer Realism of the Unreal: Material Imagination in Juan José Saer's Works
Rafael Arce
Anclajes , 2009,
Abstract: Este trabajo propone una lectura de la narrativa de Juan José Saer desde la fenomenología de Gaston Bachelard. El análisis recae sobre tres novelas que se consideran representativas del autor argentino y consiste en una indagación de lo que Bachelard, en sus análisis poéticos, llama imaginación material. Tal noción permite reinscribir la interrogación sobre el realismo saeriano, pensado en general por la crítica en términos de representación y relacionado con un problema tópico de esta narrativa como es el de la percepción. La lectura no postula una simple traslación metodológica, sino que encuentra su potencial en el problema que implica el abordaje de una narración postulada como realista desde la fenomenología microscópica bachelardiana, elaborada para la poesía o para narraciones fantásticas. No se trata de un problema metodológico, sino interno a la narrativa saeriana: es la tensión entre la liberación de la imaginación material en una narración regulada por una imaginación formal que es la de la estructura novelística y las prerrogativas del verosímil realista. This article proposes to read Juan José Saer's narrative from the perspective of Gaston Bachelard's phenomenology. The analysis focuses on three novels, which are considered to be representative of the Argentine author, and inquires into which Bachelard calls material imagination in his poetic analyses. This notion allows to hypothesize about Saer's realism, which has been conceived in terms of representation and related to the topic of perception, especially in this narrative. This reading does not propose a simple methodological transfer but finds its potential in the realistic approach to a piece of writing carried out from the microscopic phenomenology of Bachelard, who studied mainly poetry and fantastic narratives. It is about an inherent problem to Saer's narrative, that is to say, the tension between liberation of material imagination in a narrative regulated by formal imagination, which is related to the novel structure and to the prerogatives of realistic verisimilitude.
Lina, uma crian a exemplar! Friedrich Froebel e a pedagogia dos jardins-de-infancia
Alessandra Arce
Revista Brasileira de Educa??o , 2002,
Abstract: This work analyses an important text written by Friedrich Froebel (1782- 1852), creator of the Kindergartens. The text, entitled "On how Lina learnt to read and write: a story for children who like to be busy", explains, in story form, the most important educational principles of Froebel. The aim of this paper is to present the ideas of the author with regard to how one ought to think and practice education for early childhood, taking the story as the starting point. The ideas of one of the pioneers of education for early childhood (children of less than six years of age) are re-discussed since it is considered that his educational theory presents the seeds for current discussions in favour of constructing a Pedagogy for Child Education.
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