A feição pragmática do trabalho em educação : o debate anunciado e o enunciado na constituição de 1988

• Ano de defesa: 2008
• Autor(a) principal: Palhano, Tânia Rodrigues
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Pragmatismo; Dewey; Trabalho em educação; Filosofia da educação; Legislação educacional; Pragmatism; Work in education; Education philosophy; Education law; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/29700

This research aims at to present the contribution of Philosophy as a basic concept of Educational Law. The concept to be analyzed is work itself. It aims at to explain how it was constructed at the moment of Constitutional discussions in 1986 and 1987 and how this concept changed after 1988 Constitution was emitted. The thesis presented here is that work concept in education, legalized in Ileazilian Constitution is followed by Theory of Democratic Experience by John Dewey. We aim at to analyze the pragmatic ideas of this American philosopher and educator and focus on investigations on the relation of his theory with Brazilian educational reality concerning the pragmatic concept of work. The purpose is to analyze the process of creation of this concept at constitutional moment while analyzing the purposes for Constitution for entities related to education, as National Association of Professors (ANDES), the Confederation of Teachers from Brazil (CPB), the Association of Catholic Education (AEC), including the analysis of Goiania letter, written in IV Brazilian Education Conference, besides the "centrilo", group associated with present policy representatives. Still in experimental phase, the thesis demonstration is elaborated while Magna letter presents the pragmatic side of work concept and the relation of work concept in Dewey and Brazilian education. Finally it is brought into perspective our contribution in this conceptual relation, in the moment that throughout our lives it is presented a panorama about work conception associated with our educational practice.