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Doctoral Thesis
DOI
https://doi.org/10.11606/T.48.2012.tde-23082012-100731
Document
Author
Full name
Tânia Gonçalves
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2012
Supervisor
Committee
Gottschalk, Cristiane Maria Cornelia (President)
Boto, Carlota Josefina Malta Cardozo dos Reis
Goto, Roberto Akira
Lodi, Lucia Helena
Moraes, Amaury Cesar
Title in Portuguese
Autoridade docente: pensamento, responsabilidade e reconhecimento
Keywords in Portuguese
Autoridade docente
Formação de professores
Hannah Arendt
José Mário Pires Azanha
Abstract in Portuguese
Esta tese, com base na obra de Hannah Arendt e de José Mario Pires Azanha, procura refletir e trazer contribuições para o entendimento da condição docente na cultura do mundo contemporâneo. A complexidade e a importância da autoridade no âmbito da docência na educação básica foram compreendidas a partir do recorte da condição do professor no contexto político e social Esse recorte foi realizado a partir do entendimento de que a autoridade do professor não está pautada em disposição ou características psicológicas, mas nas possibilidades sociais e políticas dos professores assumirem a responsabilidade pelo mundo a partir da educação das crianças. Nesse sentido, entendemos que autoridade docente como responsabilidade pelo mundo não é um empreendimento individual, mas um constante exercício no contexto de cada escola. Com essa premissa, buscamos entender as dificuldades e os limites para a autoridade docente na cultura contemporânea e, em especial, no contexto brasileiro. Dessa forma, empreendemos um breve estudo sobre a trajetória do conceito de autoridade desde o seu emprego original entre os romanos até as condições de emprego deste conceito a partir da era moderna. Também, no sentido de subsidiar essa reflexão, apoiados na obra de Hannah Arendt, buscamos apontar algumas características do homem moderno e as suas dificuldades com o mundo comum pela elevação da razão instrumental como forma de organizar e explorar o mundo, ao mesmo tempo em que o mundo é esvaziado da pluralidade humana. No contexto brasileiro, com o apoio do pensamento do Professor José Mário Pires Azanha, buscamos delinear os ritmos das políticas públicas de educação e como elas se enquadram nos encaminhamentos da organização da vida tendo como base os pressupostos herdados da era moderna. Procuramos, ainda, identificar como as políticas públicas de educação têm historicamente afetado o entendimento do oficio docente, da autoridade dos professores e a autonomia da escola.
Title in English
Teacher's authority: reflection, responsibility and recognition
Keywords in English
Hannah Arendt
José Mário Pires Azanha
Teacher education
Teachers' authority
Abstract in English
This thesis, based on the work of Hannah Arendt and José Mário Pires Azanha, seeks to reflect upon and bring contributions to the understanding of the position teachers occupy in contemporary world's culture. The complexity and importance of authority in basic education teaching have been observed from the point of view of the condition of teachers in political and social contexts. This bias was justified by the understanding that the teachers' authority is not based on inclination or psychological characteristics, but on social and political opportunities for teachers to take responsibility for the world starting from children's education. Accordingly, we believe that the exercise of teachers' authority as responsibility for the world is not an individual enterprise, but a constant exercise in the context of each school. With this premise in mind, we have studied the difficulties and limitations in the exercise of teachers' authority in contemporary culture and especially in the Brazilian context. Thus, we have undertaken a brief study of the concept of authority throughout history from the time of its original use among the Romans to the use of this concept as from the beginning of the Modern Era. Also, as an aid to this reflection, with the support of Hannah Arendt's work, we point out some characteristics of modern human beings and their difficulties in the ordinary world because of the rise of instrumental reason as a way to organize, explore and exploit the world while at the same time the world is being emptied of human plurality. In the Brazilian context, based on Professor José Mário Pires Azanha's thought, we outline the rhythms of public education policies and how they influence the way teachers organize their lives based on assumptions inherited from the Modern Era. We have also sought to identify how public policies for education have affected the understanding of the teaching profession, of teachers' authority and school autonomy.
 
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TANIA_GONCALVES.pdf (1.56 Mbytes)
Publishing Date
2012-08-29
 
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