https://repositorio.ufba.br/handle/ri/29274 2026-05-04T07:37:04Z https://repositorio.ufba.br/handle/ri/42299 Título: O problema da formação pré-profissional das condições subjetivas dos professores para a prática profissional : contribuições de José Barata-Moura Autor(es): Peixoto, Elza Margarida de Mendonça Abstract: The article explores the radical question underlying the practice of teaching and internship as moments of pre-professional training in the subjective conditions of teachers for professional practice. It is defended that teaching practice and the internship refer to the problem of training with truth, that is, of a training that allows an awareness / subjectivity that adequately reflects what is reality. This is the fundamental issue of the production of knowledge about teacher education. And it is for this reason that thinking about the teaching practice and the internship demand an adequate investigation about the problem of knowledge. Delimiting this investigation to the materialistic and dialectical matrix, we discuss the subjective conditions that teachers in training need to develop in order to achieve the correspondence between consciousness and objective reality.; El artículo explora la cuestión radical que subyace a la práctica de la docencia y el internado como momentos de formación preprofesional en las condiciones subjetivas del profesorado para la práctica profesional. Se argumenta que la práctica docente y el internado se refieren al problema de la formación con la verdad, es decir, de una formación que posibilite una conciencia / subjetividad que refleje adecuadamente lo que es la realidad. Este es el tema fundamental de la producción de conocimiento sobre la formación del profesorado. Y es por ello que pensar en la práctica docente y el internado exigen una adecuada investigación sobre el problema del conocimiento. Delimitando esta investigación a la matriz materialista y dialéctica, se discuten las condiciones subjetivas que los docentes en formación necesitan desarrollar para lograr la correspondencia entre conciencia y realidad objetiva. Editora / Evento / Instituição: Universidade Federal Fluminense Tipo: Artigo de Periódico 2020-01-01T00:00:00Z https://repositorio.ufba.br/handle/ri/42297 Título: Formação de professores para a prática: notas em procura de um materialismo consequente Autor(es): Peixoto, Elza Margarida de Mendonça Abstract: This article aims to problematize the direction of teacher training for and through practice within the limits of empiricism, addressing the problem in a materialist and dialectic perspective. For this purpose, it recovers how the problem of practice has been appearing in the guidelines for teacher training; criticizes the fetish of practice as “accumulated empirical experience” that imputes to teachers the structural limits of capitalism, pointing out that this direction also highlights the concern with the formation of the subjectivity of teachers in correspondence with the reality outside their consciousness. Finally, it signals José Barata-Moura's contributions to redirecting the problem from a materialist and dialectical perspective; Este artículo pretende problematizar la orientación de la formación del profesorado para y por la práctica dentro de los límites del empirismo, abordar el problema desde una perspectiva materialista y dialéctica. Para ello, recupera cómo el problema de la práctica ha ido apareciendo en las directrices para la formación del profesorado; destaca en la crítica el “fetiche” de la práctica como “experiencia empírica acumulada” que imputa a los profesores los limites estructural del capitalismo, señalando que esta dirección también pone de relieve la preocupación por la formación de la subjetividad de los profesores en correspondencia con la realidad a la conciencia. Por fin, señala las contribuciones de José Barata-Moura para reconducir el problemadesde una perspectiva materialista y dialéctica. Editora / Evento / Instituição: Associação Nacional pela Formação do Profissional da Educação Tipo: Artigo de Periódico 2023-01-01T00:00:00Z https://repositorio.ufba.br/handle/ri/40089 Título: Contribuições de um projeto de extensão para a questão da reconstrução da democracia no Brasil hoje Autor(es): Mogilka, Maurício Abstract: This article presents the characteristics, theoretical basis, objectives, methodology and some results of the extension project “Education, critical theories and emancipatory processes”, developed at the Federal University of Bahia between 2018 and 2023, in the city of Salvador. The article shows how the project developed, together with the social agents served, some reflections on urgent political issues in Brazil today, both for democracy and social movements, especially at this time of struggle against fascist hegemony. The article shows how the project was theoretically inspired by critical humanism, defined here as a broad approach and not as a specific theory. Within this general approach, the main theoretical-methodological reference used in this extension project was Latin American liberation theories, especially popular education. Finally, it presents as qualitative results the reflections developed throughout the project with agents of social movements, on four issues: 1. The extreme right in power; 2. The role of the middle class in rebuilding democracy; 3. What is the state; 4. Participatory democracy. Editora / Evento / Instituição: UESB Tipo: Artigo de Periódico 2024-01-01T00:00:00Z https://repositorio.ufba.br/handle/ri/37471 Título: Contribuições da Educação popular para o trabalho de desconstrução do bolsonarismo no Brasil Autor(es): Mogilka, Maurício Abstract: In the second half of 2022, practically the entire progressive field and a significant part of Brazilian society wanted the end of the Bolsonaro government. This is understandable: this is a government that plundered Brazilian citizenship. However, we cannot forget that the end of the Bolsonaro government will probably not be the end of Bolsonarism, this new version of Brazilian fascism. For Bolsonarism is rooted in various sectors of the state and Brazilian society, in addition to the federal government. This article analyzes this context, and based on it, intends to show that the paradigm of social intervention called Popular Education is one of the adequate and powerful approaches to strengthen the collective work of deconstructing fascism and rebuilding our fragile democracy. The methodological option used in the production of the article was a reflective-existential proposal, that is, a rigorous reflection on the author's experience with social intervention. Keywords: fascism; bolsonarism; popular education; democracy Tipo: Artigo de Periódico 2023-01-01T00:00:00Z