Uma previa ,e logo mais, o artigo na integra >>>>> SILVA, Alex Sander & CANARIM, Guilherme Orestes STUDIES ABOUT CHILDHOOD AND CULTURAL BUILDING TO DEMOCRACI ABSTRACT : When thinking, us, about childhood mobilizes reflection on the meaning of "educating the child," that are, to reflect on the rationality of childhood in contemporary world of education. The concept of childhood, is an historic building, involves numerous factors of child development, which went through several forms of understanding over time. Thus arises a question here: How to relate childhood with the concept of cultural building, under, in the perspective of the Pedagogy? In these terms, it is intended to apoint the topic of childhood, especially in relations between the cultural and pedagogical practices today. So, we aim, wanted, to analyze some theoretical formulations and practices of teachers of early years education, about the condition of the cultural building in childhood. This article is a sort of work-in-progress, in which we discuss the knowledge gained through research on the project "Studies on childhood, cultural building and pedagogy", in other words, an attempt to achieve a synthesis possible, from our point of view, aspects of childhood, cultural building, and teaching practices, their inter-relationships, and therefore, in our view, this, a space in which: will put the notes that we have observed during this process, we propose or draw, a picture of analysis, in order to clarify the concepts with which we set out to do it, and to try to respond mainly problematic which crossings between childhood and cultural building. Currently, in postmodernity, a problem to be faced when it comes to education, it is the refusal to address certain issues, either for ideological reasons or disability. The challenge that presents itself to the researcher of education is precisely the critic. And this is possible only when the responsability is extended beyond the borders of education and philosophy. This purpose can be understood in the interactive relationships between multiple forms of knowledge. To grip the nature, through the experience of the world, to create culture, to educate and educate yourself, the humans constructs himself and builds his world. The relationship of multiple knowledge should not be seen as mere adaptation / equilibration out the individual to what has been posited as that eternalizing ,in the sense of perennial, obstacles for a critical consciousness. Educational experiences, taken solely as a means and an end in themselves, they become impediments to their building, since it requires the same spontaneity, imagination and creativity. In this sense, education has a fundamental role to play. For Adorno, education should be directed to the "critical self-reflection" (1995, p.121). Therefore, you can not understand how this happens without considering the way in which human beings create their culture. So think about childhood leads us to reflect on the meaning of "educating the child," that is, reflect on its rationality in the context of contemporary society, as this is a way for new experiences and achievements towards emancipatory sense that the propose to overtake. KEYWORDS: childhood; cultural building; pedagogy; experience.
Posted on: Thu, 11 Jul 2013 14:49:19 +0000