Prejuízos educacionais: a semiformação intensificada
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Data
2014-08-18
Autores
Duci, Juliana Rossi [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Em face às tendências do espírito desta época high tech, as orientações políticas e econômicas estão a serviço da ordem existente e a semiformação é sua manifestação concreta. Sendo assim, lançamos luz sobre o processo formativo na atualidade. Nosso interesse expressa-se na análise dessa conjuntura sociocultural no campo educacional. Em especial, nos inquieta o entrelaçamento da modalidade de ensino a distância (EaD) e as chamadas Tecnologias da Informação e da Comunicação (TIC) e sua tendência a intensificar os prejuízos formativos. Para a realização do nosso intento investigativo, lançamos mão da proposta de ensino a distância, semipresencial do estado de São Paulo, a UNIVESP – Universidade Virtual do Estado de São Paulo. O estudo realizado a partir dos materiais referentes à disciplina Sociologia da Educação está orientado pela prioridade do objeto, pressuposto primeiro das análises efetuadas aos moldes da Teoria Crítica da Sociedade. Ou seja, o exercício crítico interpretativo diante da realidade em foco ocorre à medida que desvela o sentido contido no que estava apenas aparente. Desenvolvemos nossa análise recuperando alguns fatos históricos, que nos auxiliaram a evidenciar os enlaces entre as políticas econômicas, educacionais e os meios de comunicação enquanto estratégia de formação. Na esteira dessa discussão, apresentamos o conceito alemão de Bildung (formação) a fim de nos auxiliar, de modo paradigmático, a compreender quais foram as bases que nortearam nosso processo formativo e o que ele representa em nossas proposições formativas, principalmente ligadas ao ensino superior, nosso objeto de estudo. Compreendendo os meandros da edificação da fundação UNIVESP, realizamos, de modo sistemático, uma análise da disciplina Sociologia da Educação enquanto objeto que permitiu compreender o processo formativo através do EaD e como ele pode representar uma tendência ...
In the face of the trends of spirit in this high tech era, political and economic orientations are at the service of the existing order, and their semiformation is their concrete manifestation. Thus, we shed light on today’s educational process. Our interest is expressed in the analysis of the socio-cultural environment in the educational field. Particularly, what makes us restless is the intertwining of the distance education (DE) modality and the so-called Information and Communication Technology (ICT) and their tendency to intensify the educational losses. For the realization of our investigative purpose, we employed the proposal of distance, semipresential learning, in the state of São Paulo, called UNIVESP – Virtual University of the State of São Paulo. The study based on contents from the subject Sociology of Education is guided by the priority of the object, the first assumption of analysis made according to the Critical Theory of Society. That is, the critical interpretive exercise before reality in focus occurs whilst it unveils the meaning of what was only apparent. We develop our analysis recovering some historical facts, which assisted us at evidencing the links among economical and educational policies and the media as an educational strategy. Following the discussion, we present the German concept of Bildung (education/formation) in order to paradigmatically help us to comprehend which were the foundations that guided our educational process and what it represents in our formational propositions, especially when linked to higher education – our object of study. We understood the intricacies of the edification of UNIVESP foundation, and made a systematically analysis of the subject Sociology of Education as an object that allowed us to understand the formation process in DE and how it can represent a tendency towards the increasing complexity of educational relations ...
In the face of the trends of spirit in this high tech era, political and economic orientations are at the service of the existing order, and their semiformation is their concrete manifestation. Thus, we shed light on today’s educational process. Our interest is expressed in the analysis of the socio-cultural environment in the educational field. Particularly, what makes us restless is the intertwining of the distance education (DE) modality and the so-called Information and Communication Technology (ICT) and their tendency to intensify the educational losses. For the realization of our investigative purpose, we employed the proposal of distance, semipresential learning, in the state of São Paulo, called UNIVESP – Virtual University of the State of São Paulo. The study based on contents from the subject Sociology of Education is guided by the priority of the object, the first assumption of analysis made according to the Critical Theory of Society. That is, the critical interpretive exercise before reality in focus occurs whilst it unveils the meaning of what was only apparent. We develop our analysis recovering some historical facts, which assisted us at evidencing the links among economical and educational policies and the media as an educational strategy. Following the discussion, we present the German concept of Bildung (education/formation) in order to paradigmatically help us to comprehend which were the foundations that guided our educational process and what it represents in our formational propositions, especially when linked to higher education – our object of study. We understood the intricacies of the edification of UNIVESP foundation, and made a systematically analysis of the subject Sociology of Education as an object that allowed us to understand the formation process in DE and how it can represent a tendency towards the increasing complexity of educational relations ...
Descrição
Palavras-chave
Educação, Ensino a distância, Industria cultural, Education
Como citar
DUCI, Juliana Rossi. Prejuízos educacionais: a semiformação intensificada. 2014. 119 f. Dissertação (mestrado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciencias e Letras (Campus de Araraquara), 2014.