Ideologia e educação

Chauí, Marilena de Souza

doi:10.1590/s1517-97022016420100400

Cited by 35 publications

(34 citation statements)

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“…According to Moore (2007, p. 2) Pattol (2013) and Chauí (1980) criticize distance education, because they believe that face-to-face learning cannot be surpassed by communicating using technology, because technology requires a lowering of standards in terms of acquired knowledge. To Zuin (2006), the distance education courses that have been successful have promoted face-to-face contact between professors and students.…”

Section: Characteristics Of Distance Education In Brazil and The Worldmentioning

confidence: 99%

The social representation of distance education from a Brazilian perspective

Marchisotti

Oliveira

Lukosevicius

2017

Ensaio: aval.pol.públ.Educ.

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This quali-quantitative, exploratory field study approach is based on analyzing data obtained by applying the word recall test involving 100 respondents in order to build the social representation of distance learning (DL) from a Brazilian viewpoint. The 'four-house board' technique by Pierre Vergès was adopted as the data-treatment technique. Making use of theoretical concepts previously presented to discuss distance learning (DL), the social representation of DL is compared to this theory, in order to validate the knowledge and identify learning gaps. It was found that the main focus of the social representation of DL consists of the following words: Flexibility, Facility, Practicality, Discipline, Time, Low-cost, Cost, Opportunity, Internet and Convenience. The main conclusion is that, despite the positive outlook that Brazilians have of distance learning, some assumptions should be adopted to ensure its effectiveness: 1) the need to mix DL with classroom encounters; 2) the need for DL-based courses to have trained teachers that insist on interaction and 3) the need for material to be suitable for this form of education, as well as for the communication media and technologies used. Keywords: Learning. Education. DL. Social representation. IntroductionWith the advent of the internet and advances in information and communications technology (ICT), distance education, which used to be restricted to a small niche within the educational sector, has grown and taken on greater relevance in academic a Universidade Federal Fluminense -UFF. Niterói, Rio de Janeiro, Brasil. Gustavo Guimarães Marchisotti, Fátima Bayma de Oliveira e Alessandro Prudêncio Lukosevicius discussions. The expansion of this method of teaching has been responsible for a true revolution in the educational field, due to the greater access it provides for those with fewer resources, and thus it has contributed to a reduction in social inequality. Brazilian governments have used distance education as an efficient way to diminish Brazil's problems in terms of access to education (GOMES, 2013).Distance education is based on the student's initiative, using his or her skills to interact and solve problems in groups, and does not permit the simple memorization of content. In other words, learning based on "knowing how to do something" and not just "knowing facts," which only occurs when one breaks from the traditional model of teaching (LITTO; FORMIGA, 2008).Distance education, through the use of computational resources, has appeared as a way to stimulate a new model of learning, facilitating the construction of knowledge and helping students to be active participants and transformers of reality. It is an educational process (TAPERINO, 2006) focused on developing skills, centered on student learning, allowing students to grow as people, professionals and citizens.There is a scarcity of education in the world, with greater growth in the number of students than in the growth of the number of universities (DANIEL, 1996), or in other words, there is a...

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Section: Characteristics Of Distance Education In Brazil and The Worldmentioning

confidence: 99%

The social representation of distance education from a Brazilian perspective

Marchisotti

Oliveira

Lukosevicius

2017

Ensaio: aval.pol.públ.Educ.

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“…• Coerência dupla, Chauí (1980) explica que a impressão de coerência de um sistema ideológico é imprescindível para sua manutenção, justamente, por ser conquistada por dois mecanismos, sendo eles (a) lacuna e (b) eternidade.…”

Section: B Ideologia E Seu Funcionamentounclassified

“…• Manipulação discursiva, segundo Marilena Chauí (1980), citando Claude Lefort (1979, transformar o discurso de em um discurso sobre é uma das operações fundamentais da ideologia, ou seja, "onde não pode haver um discurso da revolução surge outro, sobre revolução; onde não pode haver um discurso da mulher surge um discurso sobre a mulher" (CHAUÍ, 1980, s/p). Nesse sentido, o discurso sobre camuflaria seu caráter ideológico ao se autoproclamar teoria.…”

Section: B Ideologia E Seu Funcionamentounclassified

Estereótipos em sessões de mediação de aprendizagem em Teletandem

Funo

2018

Estudos Linguisticos

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ResumoEste artigo apresenta o estudo de dois casos vinculados ao contexto Teletandem de aprendizagem de línguas (um contexto virtual, multimodal, autônomo e telecolaborativo de aprendizagem de idiomas). Segundo uma perspectiva interpretativista, apresenta-se a análise de trechos de sessões de mediação da aprendizagem nos quais os participantes de pesquisa fizeram referências explícitas a estereótipos, relacionando-os à cultura e à identidade. O objetivo da análise aqui proposta é compreender e problematizar as práticas sociais performatizadas através da perpetuação de estereótipos culturais. Palavras-chave: estereótipos; identidades culturais; Teletandem. Stereotypes in Teletandem learning mediation sessions AbstractThis article presents two case studies concerned to Teletandem language learning context (a virtual, multimodal, autonomous and telecollaborative language-learning context). According to an interpretative perspective, this article presents the analysis of excerpts from learning mediation sessions in which research participants made explicit references to stereotypes, relating them to culture and identity. The aim of the present analysis is to understand and to problematize social practices performatized through the perpetuation of cultural stereotypes.

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“…Para a vertente hermenêutica da fenomenologia, em especial para Ricoeur (1977), a ideologia possui a função de integração e de dominação. Assim, numa função de integração, a ideologia serviria para perpetuar o mito fundacional de um grupo social; para demonstrar que esse grupo tem razão de ser o que é. É ela que serve de matriz, de lente, para se olhar tanto para o grupo quanto para a histó-ria; serve como um código interpretativo; e tem a característica de inércia, de não mutabilidade (CHAUÍ, 1980;SEVERINO, 1986). …”

Section: Buscando Apreender/compreender Ideologiaunclassified

“…Para Chauí (1980), ideologia é um corpus de representações e de normas de como se deve agir, pensar e sentir. Esse corpus é criado com a intenção de produzir uma universalidade imaginária já que generaliza para toda a sociedade o ponto de vista da classe dominante.…”

Section: Buscando Apreender/compreender Ideologiaunclassified

Ideologia De Gênero Na Educação: A Desqualificação De Saberes Sujeitados

Maia¹,

Rocha²

2017

RCE

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ResumoDebate a ideologia de gênero no cenário contemporâneo brasileiro. O processo de construção da política pública de educação no Brasil se caracterizou por disputas. Tanto no Plano Nacional de Educação (2014Educação ( -2024, quanto nos planos estaduais e municipais, alguns temas foram rechaçados intencionalmente denominados de "ideologia de gênero". Objetiva compreender os diversos significados da expressão "ideologia de gênero" no contexto da produção de conhecimentos. Utilizou a metodologia da pesquisa bibliográfica, percorrendo a literatura científica em diversos países e demonstra que há uma polifonia em seus sentidos. Pode significar a manutenção do sistema de dominação patriarcal, como crítica a esse fenômeno social. No cenário brasileiro, se relaciona com a crítica de um movimento conservador e um posicionamento político partidário.Palavras-chave: Ideologia; Plano de educação; Conhecimento científico. GENDER IDEOLOGY: TENSIONS AND RAMIFICATIONS IN EDUCATION AbstractIt discusses the gender ideology in Brazilian contemporary scenarium. The construction process of education public policy in Brazil was characterized by disputes. The National Education Plan (2014)(2015)(2016)(2017)(2018)(2019)(2020)(2021)(2022)(2023)(2024), as the state and municipal plans, had some themes intentionally rebuffed called "gender ideology". Aims to understand the various meanings of the term "gender ideology" in the context of scientific knowledge construction. We used the methodology of bibliographic research covering scientific literature in various countries and shows that there is a polyphony in his senses. It can mean the maintenance of patriarchal domination system, as critical to this social phenomenon. In the Brazilian scenario it relates to the criticism of a conservative movement and a partisan political position.

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Ideologia e educação

Cited by 35 publications

References 0 publications

The social representation of distance education from a Brazilian perspective

The social representation of distance education from a Brazilian perspective

Estereótipos em sessões de mediação de aprendizagem em Teletandem

Ideologia De Gênero Na Educação: A Desqualificação De Saberes Sujeitados

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