A gênese do ensino superior e o sentido da formação

• Ano de defesa: 2013
• Autor(a) principal: Cardoso, Liliane Barros de Almeida
• Orientador(a): Guimarães, Ged
• Banca de defesa: Guimarães, Ged, Coêlho, Ildeu Moreira, Araújo, Alberto Filipe
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RG)
• País: Brasil
• Palavras-chave em Português: Educação; Ensino superior; Conhecimento; Formação
• Palavras-chave em Inglês: Education; Higher education; Knowledge; Training
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/3691

Is discussed in this dissertation the origins of educational thought, the way the human was thought by the Greeks and medievos, hence to think and question the higher education that is today. It is a theoretical research of historical and philosophical study is based on bibliographic publications on the subject. It seeks to demonstrate the historical changes, the social, political and economic context in which higher education and training fall as well as the birth of the university in the Middle Ages as an institution of human formation. From modernity, and especially with the berth and development of science and technology training begins to meet the rules of consumption dictated by the media, by the professionalism, the instrumentation, Reducing the field of education to functional formalities necessary for operating the socially instituted. In this study seeks to highlight the origin and meaning of higher education in the modernization process that prioritizes the bureaucracy, productivity and efficiency at the expense of human doing, and thinking intellectual alive, creative and inquisitive. The training in higher education committed to the intellectual move towards overcoming the established, through culture, of rigor, of thought and action. This training requires the transformation of actions in living thought and thought-provoking, questioning the meaning and understanding of society, education and human existence.