Revista Ibero-Americana da Estudos em Educação

11

Authors: Adriana Regina de Jesus Santos, Daniella Caroline Rodrigues Ribeiro Ferreira, Diene Eire de Mello

The present work has as guiding objective to develop a critical and reflexive study about semi-formation in cyberculture times. The study is based on critical theory, from a theoretical-methodological approach based mainly on the studies by Adorno and Horkheimer, which discusses the process of semi-formation in contemporary society. Education is broadly understood as a necessary time for reflection and awareness to educate generations about “how to be” in the world in cyberculture society.

15

Authors: Sandra Regina Mantovani Leite, Alonso Bezerra de Carvalho

In this article we present and discuss the value of the ethical dimension present as an articulator in the organization of pedagogical work. Considering that Ethics is disfigured by the events and understandings of today's society, in which teachers hide behind masks as proletarians of an unnecessary and useless knowledge for the capital, to analyze the ethical dimension and its importance for the educational process and practice, presenting it as an appreciation of the human being and all its manifestations. Understanding the School as a space of interactions, the curriculum becomes a cultural artifact for the teacher to reach his goal with a humanizing education that aims at the emancipation of the human being.

15

Authors: Anilde Tombolato Tavares da Silva, Cândida Alayde de Carvalho Bittencourt, Marta Regina Furlan de Oliveira

This text seeks to reflect the dilemmas of modern education, the experience of childhood and the impoverishment of teacher work in the light of Theodor Adorno, Walter Benjamin, Jean-François Lyotard; Giorgio Agamben, Fernando Barcena and Michel Foucault, among others. The text is justified since the modern world has turned into mere repeating activity, unable to translate into tellable experiences. The challenge is to restore the possibility of reflective experience between knowledge and educational practices, in order to contribute to a thinking action that comes from childhood experience and provokes a critical attitude to discuss the consequences of the process of impoverishment of teacher work in the current context.

16

Authors: José Mateus Bido, Maria Terezinha Bellanda Galuch, Analice Czyzewski

Initial and continuing teacher training was instituted as an educational policy under Law No. 11,502 of July 2007; The creation of the Federal Education Network is part of the actions proposed for offering this training. This article aims to reflect on the initial teacher education proposed by the Federal Institute of Paraná (IFPR). Pedagogical Projects of Degree Courses (PPCs) in Chemistry and Physics of IFPR are analyzed through concepts of the Critical Theory of Society. These projects present ambiguities that permeate the perspective of human formation in the context of the developed industrial society, referring to the understanding of the limits of training for autonomy in a heteronomous context.

17

Authors: Rubiana Brasilio Santa Bárbara, Maria Terezinha Bellanda Galuch, Rui Bragado Sousa

Through the Critical Theory of Society, especially the concept of cultural industry, the objective is to analyze the reading competence assessed by the National High School Evaluation (Enem), taking as an example a question of the Languages, Codes and their Technologies (LCT) evaluation; the text, the statements and the alternatives of the question are objects of this analysis. Reading needs to involve critical reflection, however, Enem emphasizes a world reading more focused on identifying explicit information in the text and solving problem situations. In this sense, language and communication skills are subjugated to competences that eventually reduce the act of reading to aspects of formation that contribute to reiterate the existing world.

17

Authors: Michele Salles El Kadri, Andressa Cristina Molinari, Samantha Mancini Ramos

Understanding language as a means to domination and social force which legitimates power relations, that are institutionally established, we aim at presenting the deliberative pedagogy as a possibility to educate for emancipation. In this sense, we are oppose to the semi-formation imposed by the cultural industry in the educational context. We rely on the critical theory (ADORNO, 1995; MAAR, 2003), in the deliberative pedagogy and the critical discourse analysis (FAIRCLOUGH, 2003). We also emphasize that this formation can only be reached by means of a dialectical process where dialogic mediation is the main medium to overcome practices that subject the individuals to a semi-formation process.

18

Authors: Solange Franci Raimundo Yaegashi, Lucilia Vernaschi de Oliveira, Isaias Batista de Oliveira Júnior

This study is part of the discussion about the current context of teacher education influenced by the dictates of the cultural industry. The approach proposed for this work seeks to problematize the aforementioned theme supported by the theoretical references of the Frankfurt School represented by Theodor W. Adorno, among other thinkers. Thus, we aim to analyze the use of the Critical Theory of Society used in the foundation of stricto sensu research on teacher education in Brazil, from 2014 to 2018. The results point to the importance of the Adornian theory in the critical foundation of studies on the formation of teachers in our country, understood in the process of capitalist production and consumption, that uses art as a maneuver of alienation and massification of the great mass.

19

Authors: Aliandra Cristina Mesomo Lira, Solange Franci Raimundo Yaegashi, Eliane Dominico

This article aims to problematize the role and impact of the cultural industry in the training of children, taking the children youtubers as the focus of analysis. In order to do so, it seeks to understand how the cultural industry is configured and operated, as well as to recognize the characteristics of the digital culture, the forms of communication instituted by the youtubers that stimulate consumption and provide reflections on how it impacts on the (semi) formation of children. It is a theoretical reflection, based on authors based on critical theory and discussing childhood and it’s (re) configuration in contemporary times. We have come to the conclusion that the new ways of living childhood in the present day have been guided by the technological apparatuses, configuring fertile ground for advertising publicity disguised in the voice of children who speak to other children, thus shaping their ways of being, thinking and consuming.