TCC - Bacharelado em Ciências Sociais (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/421
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Item Comunidade Quilombola Onze Negras: identidade e reconhecimento em questão(2017) Silva, Jairo Hely; Barros, Marcos André de; http://lattes.cnpq.br/3743403239578149; http://lattes.cnpq.br/2547694049874830The recognition of quilombolas communities is a very important problem for the Social Sciences. In the last periods, studies that analyze the nuances of this problem, address the issues inherent to it, as well as the implications that are present in the long paths taken by the quilombola communities, which aim at their struggle for recognition, in a social process that also materializes in the Legal plan. However, this recognition of quilombola communities can only be achieved, of course, through uninterrupted conflicts. In this sense, we intuit that the dialogical reality that involves the recognition of a certain quilombola community can be understood from the analysis of the contexts of a struggle for recognition, which is undertaken by each community, in a complex relation of historical construction of its Identity, mediated By interaction with the social whole. In order to understand how the factors that imply the construction of the identity of the quilombola communities and that operate from their recognition, the present work seeks, in a case study, to analyze the issues of this important social process. The research presented here was carried out in the community Quilombola Onze Negras, located in the municipality of Cabo de Santo Agostinho, metropolitan region of Recife, capital of the state of Pernambuco. With participant observation sessions and semistructured interviews; Dialoging with the theories of identity and the historical analysis of the quilombola question in Brazil; Using the approaches of the theory of recognition, we intend to contribute to the discussion about the recognition and construction of the quilombola identity, in approximation with the reality of this community, contributing to the debate that involves the themes of recognition and identity of quilombola communities.Item Crítica do otimismo em Walter Benjamin: uma contribuição da Teoria Crítica à Sociologia das Emoções(2024-03-07) Costa, Lucas Peixoto Torres; Barros, Marcos André de; http://lattes.cnpq.br/3743403239578149; http://lattes.cnpq.br/4599627731828528Item O ensino tecnicista no Brasil como reafirmação da semiformação: uma interpretação a partir do pensamento de Theodor W. Adorno(2022-10-13) Melo, Tiago Licarião de; Barros, Marcos André de; http://lattes.cnpq.br/3743403239578149; http://lattes.cnpq.br/8773925233505366This research seeks, supported by Theodor W. Adorno's critical theory, to understand how technicist pedagogy reaffirms the scenario of semi-formation in Brazilian society. In order to broaden the interpretation of technicist teaching, we will have as a contribution the theoretical framework of Theodor Adorno's critical theory, with the help of commentators who helped me in the problematization of the theme (LUCKESI, 1994), (SAVIANI, 1984), (SAVIANI, 2013), (ARANHA, 1990), (ADORNO, 2010), (ADORNO, 2020), (HABERMAS, 2014). Methodologically, bibliographic and qualitative research was used, so that we can interpret and make the necessary approximations. Therefore, we will investigate the theoretical bases and the conceptual history of technicism, until it ends up in the historical context of its emergence in Brazil, during the military dictatorship in the 1960s and 1970s. In order to understand how semi-formation is established, we will seek to resume the concept of formation (Bildung), from the 18th century, through the Germanic tradition to the present day, this concept stands as a great challenge for us to understand education in modern times, in order to fulfill the important task of advancing in the critique of contemporary education. and its semicultural elements. Finally, we will stop to relate technicist education with the Adornian concept of semi-formation aiming to raise approximations and a brief critique of technicist pedagogy in Brazil.