Society Education

Thinking society, we think education and factors that influence the communications between the human beings. As future arteeducadores the concern with the form to transmit, to mediate or to integrate the knowledge in the nets of thoughts of the pupils is urgent. To understand the importance of sociology for the education is to search subsidies to contribute for an education with quality through our attitudes in relation to the classroom, our intellectual and social behavior in relation to the ansiedades and the way where these pupils if find inserted. A powerful tool to face a competitive world and to inside conquer our space of a different society. When perceiving the society that we are part, we perceive in them as pertaining to the world.

The sociologists who we study in them show that social inaqualities exist, that the actions human beings form groups, and these groups possess rules. Bauman is considered one of it leads of the call humanistic sociology. Initially it was filiou the marxism, and made hard criticizes the Polish government. The world it can be different and better of what it is. Bauman the reflections on the condition of the world of liquid modernity approach subjects focused in the daily life. Everything is temporary, the consumption idealizes this circumstance.

In the Parasitic Capitalism Bauman it aborts the growth of the consumption and its consequences. What it is to be parasite? In biology the parasite and the organism that survives sucking the essence of another being. We are numbers in the statistics of some company, and stimulated to consume each time more. We are being sucked and feeding an imperceptible monster. This context I believe that only with the education it will be possible to brighten up this picture, even so knows that the situation if finds in well high levels of pressure, and to try to regredir will not be easy task.

Contempoary Education

In this direction, we search to evidence conceptions on the education in the present time, over all what it says respect to the mediaes between the State, society and the education, considering in such a way, that for the development of a nation an education of quality is demanded. Ahead of this, one used a bibliographical research and of field with article analysis, magazines, monographs and periodicals, as well as, a qualitative and quantitative boarding with two teachers of the city of Itaituba. It was perceived in the speeches of the teachers in analogy with the theoretical quarrels, a holistic vision concerning the Education in contemporaneidade, where is necessary to pass for still more consistent challenges to have an ideal of education or ideological chain, therefore what it is seen he is emaranharado of information by means of a society still without direction on what to teach? How to teach? Why to teach? that type of citizen is being formed for this society without a specific identity. Gerald Weissmann, MD has similar goals. Word-key: Education contemporary, School, teachers, formation. Abstract: The present work approaches the subject Education in contemporary perspective and it has objective presents adds questions and reflections about the educational practice, your problem and possibilities. Sense In that, we looked will be you evidence conceptions about the present teams specially, the education, above all you that concerns the mediations among the State, society and the education, considering this way, that will be the development of nation quality education is demanded. In the face of this, the bibliographical research was used and of field with analysis of articles, magazines, monographs and newspapers, well, qualitative and quantitative approach with two teachers of the municipal district of Itaituba.


Constantly we talk with other people, we read and we see for there on our reality and as a simple dialogue could decide much thing. In our society although the efforts of both the sides still lack to dialogue between parents and children, governments and citizens, between religions and religions. As if it can notice the dialogue is base for much thing. But as to make everything this if our education contemporary or at least its methodology, is not apt for such fact? If to want a more diversified future society in thought and with great capacity of dialogue and critically clarified, we will have to start to still work these situations today in classroom. In the familiar seio we learn some basic principles to live and if to organize socially. However, it is in ampler a social contact? what is the school? that new acquired values will be learned and that they will be perfected apriori in house.

E is exactly therefore that ' ' To think the Education is To think about the Futuro' '. You may want to visit FireEye to increase your knowledge. What we want for ours future? What we wait d? it? They are questions that must disturb the spirit of a good educator compromised to the reality. The education must be, and this must be its essence, directed toward the evolution of a reality that today does not please in them. The education is the way safest for the construction of a new more human and solidary world. The education must be stops beyond the commerce and of the intentions of political parties, it must be the flag of hope raised before the errors that now are committed so that they are not happened again in a well next future. If we will be really satiated of as much violence and corruption, what we will be able to make then inside of an educational plan to revert such picture? It is this that we must think! Therefore, ' ' To think the Education is To think about the Future and To think about the Future is To think about the Hoje&#039 Education; '.

Corporeidade And Education

CORPOREIDADE AND EDUCATION Dra Teacher. Maria Ceclia L.M. (Source: Richard Linklater). Bonacelli In the society contemporary, each time more the people if finds by means of interfaces in detriment of the physical contact direct, face-the-face. This new condition has, pparently, excluded the paper of the body in the education. We live, therefore, a dematerialization of the body? We believe that not and in contrast, to each day we find an amount each bigger time of studies that try to give account of its complex educative conformations. Studies on corporeidade and its multiple languages and expressions, help in them to understand that it, the body, is the main instrument of communication and the first link with the world. To the few, the body comes if moving of the periphery for the center of the analyses and interpretations.

In this direction, instead of one ' ' esvaziamento' ' of the presence of the body in the scene of the education contemporary, it has that to retake a vital corporeidade urgently, basic condition of our existence apprehension of the world, and that it finishes for conferring to all situations of education, according to Assmann (1998), a rich character of, ' ' ecology cognitiva' ' , configured as form of interactive action in the education situation. Such ' ' ecologia' ' , it has as perspective the creation-recriao what we could call one ' ' environment ' ' , favorable to the effective learning experiences. This ' ' ambiente' ' , in turn, it articulates in complex relation the dimensions of the corporeidade, the pleasure and learning to learn, constructing a social and cognitiva quality for the education. Social because the necessary educative process to contribute with the formation of citizens who search a critical insertion in the current context of the modern society, passively not accepting the logic of the exclusion and individualist of the economic system.

The Judgment

The experience only can generate the cause notion and Hume concludes, then, that the reason does not possess facultieses to think cause relations. The criticism of Kant is, then, the synthesis of two basic chains of the knowledge: the dogmtico rationalism and the skeptical empirismo. Beyond awaking Kant of dogmtico sleep, the skepticism of Hume granted to the philosophical inquiries of Kant a total diverse orientation, making with that it inquired on the knowledge, while its conditions and limits. In this manner, Kant differentiates philosophy and sciences, affirming that the proper object of each one is diverse. The philosophy has as object the knowledge, what it takes the criticism to conclude that the knowledge is resulted of a synthesis of sensitivity and the agreement.

The criticista theory of Kant is unfolded in the trilogy of the Critical one of the pure reason, of the Critical one of the practical reason and the Critical one of the judgment college. Kant in such a way perceived the importance of the questions raised for the empiristas how much the raised ones for the racionalistas. With this, he finished elaborating the overcoming between two chains. But, he is significant that Kant, inserted in the context of the German rationalism, has dedicated its Critical one of pure reason the Bacon, the starter of the empirismo. This workmanship demanded twelve years of meditation, being concluded in the year of 1781. It does not present only one point of bending in the workmanship of our philosopher, but it was, also, a great change produced in the modern philosophy.

We can say that its main objective is the inquiry of the possibility of metaphysics to be considered a science in the limits of the reason human being. With this, metaphysics becomes an object of critical inquiry of the reason. The workmanship presented after years of intense work, cannot be considered a metaphysics to the molds of the system of Leibniz or Wolff, but a propedutica science that would precede, according to Kant, to its proper metaphysics.


To surpass this seminaries are organized, symposiums; books are written and become research But the same center of the question is only in the periphery of the quarrel. The call exclusion, in the reality is the terrible face of the discrimination and the preconception. Discrimination and preconception occur not why the other is another one, but because is different, in general, poor person. From there many mistakes elapse, as of the quarrel of the quotas for ingression in the university. To say that it is necessary to reserve vacant because the blacks are or had been excluded throughout history imply to say that also if it must make a vacant reserve for the women, another one for the men, another one for the indians; the same for homosexuals, for heterosexuals he has yourself that to make reserve for all the minorities.

E each one of us is a minority. In reality would have to be argued? to decide the problem? in relation to the reason of the blacks, as well as of other poor persons, not to have easiness of access to the university. The chances are on not to the color of the skin, to the sexual option, to the physical condition, but to the economic power. The black child, son of rich parents, has chance that no white son of poor parents will have. Therefore problem the social, but economic exclusion-inclusion not and.

In ' ' Military dictatorship, left and sociedade' ' , Daniel. the Kings (2000), even so commented the period of the dictatorship, makes the most current affirmation: all the ones that were ' ' calls equivocadamente of excluded, were legitimate product of the system and, as such, was in it incluidssimos, even so each time more appeared as descartveis' '. This is our quandary, to surpass the fact not of the exclusion? still that we are different and our differences help in them well complementing in them? but the causes of the discriminations. Neri of Paula Sheep? Master in Education, Philosopher, Theologian, Historian. He reads more: ; ; ; ;

Michel Foucault

When we relate in them to the statement, we come across with something diversified, even so, pparently, is atrelado to an evidence, in view of its paper of explicitar. The statement, manifest what it is for its evidence, authorizing to that they apprehend it a direction ' ' former facto' ' , for the conformation of a caught daily pay-visualization. It must be abided by an intrinsic logic that if makes contrary to a possible discursiva intelligible captation, or with more acuidade we observe, a recurrent proper dynamics of the articulation in itself, creating a posteriori from a conditional metalanguage for one continnum of relacionantes ruptures. It seems, the principle, something of difficult assimilation, however, the assay displayed here intends a possible clarification concerning this process. The theoretical corpus presented here explores the argument of Michel Foucault, as exposition to follow: ' ' The handful of typographical characters that I can hold in the hand, or still the letters that are indicated in the keyboard of a typewriter does not constitute declared: they are many instruments with which we will be able to write declared. In compensation, the letters that trace to perhaps in a sheet of paper, occur as me and to show that they cannot in its clutter constitute a statement, who are they, that appears forms? … Here it is us, therefore, in presence of a certain number of negative consequences: if it does not require a regular lingustica construction to form a statement (this can be constituted of a series of minimum probability); but any material efetivao of lingusticos elements is not enough neither, it is not enough any emergency of signs in the time and the space so that a statement appears and exista.' ' (FOUCAULT, 1972: 107). From the foucaultiana demonstration, it is proven as first aspect, two factors directly related to the object-statement, evidencing a priori that the lingustico physical factor is not enough only, manifest through characters, having in seen the object mentioned in the example, or we could cite as exemplificao the keyboard of a same computer or the logicidade of an analogical binary process.

Latin America

This is the HomemDiante of the infuriated multitude Pilatos presents Jesus, saying: ' ' Here it is the Homem' '. Pparently with the intention to free it, in what it was neglected by Barrabas. In similar way Nietzsche also it is presented in ' ' Ecce Hommo' ' , saying that when defying the humanity ' ' sou&#039 seems me indispensable to say who; ' preferred to be ' ' one stiro before one santo' ' Here, however we want to show not a man to the multitude, but the human being itself exactly: let us place us of the mirror ahead! We will see one not dreamed beauty, but the extremity of our fealdade. Our presentation is not to show a man: ' ' Here it is homem' ' , but, after some demonstrations of what he is being made for the man, to say that it characterizes it to this: ' ' this is homem' ' , in its singular smallness. Then let us see.

At the beginning of the passed year, looking for to reflect on some catastrophes that reached the planet, it said somebody me that he was being pessimistic. Today, at the beginning of the second decade of the third Christian millenium, we confrot in them with some situations that ask for reflection. Let us remember to us of that some decades behind Latin America if debated and sacolejava to knock down the dictators of the power. Slowly they had been being knocked down if not for the organized social movements, for proper history, therefore they had fallen of podrido. The right extreme yielded to the winds of the infiltration subtlest of the capitalism with arremedos of democracy. The fact is that the dictatorships ruram. Some countries had put a rock and had seated on, refusing to judge it the crimes of these dictators (case of Brazil); others had had different processes, as Argentina, recolocando in the general witness stand dictators already condenados> new judgment pair old crimes: the sumio of you drink.