A contribuição do pensamento libertário em Reclus na prática do ensino de geografia

• Ano de defesa: 2018
• Autor(a) principal: Soliz, Victor Hugo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Geografia
• Palavras-chave em Português: Educação; Geografia; Pedagogia Libertária; Geografia - Estudo e ensino; Liberation Pedagogy; Reclus, Élisée, 1830-1905; Education; Geography; CNPQ::CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/25003; http://dx.doi.org/10.14393/ufu.di.2018.935

The present dissertation aims at epistemological and historical analysis of the basic elements of the modern educational process and libertarian pedagogy, the current educational model, supported mainly, not available, not French geographer Élisée Reclus (1830-1905) in order to apply in practice some directions at school. To achieve the main objective of the Member States: 1. Contextualize the emergence of anarchism, of libertarian pedagogy within the historical-political context of Reclus. 2. To contextualize the emergence of the current educational model, verifying the discourse that legitimizes it as practices of the model, analyzing the main elements that serve as a basis and education in order to verify how continuities and ruptures that occur until the present day. 3. Confirm adherence as ideas and criticisms, both of the libertarian pedagogy of Reclus, and of the current primary school in public education. Thinking about this work because of educational problems that are increasingly evident with the neoliberal education project, which is dedicated to the formation of working-consumer-passive people who are in line with market logic and capitalism, which are reflected from LDB (1996) through REUNI (2007), until a “high school reform” (2017) in a political project defined by the World Bank in the 1990 note and followed by left and right governments, indistinctly at Brazil, so that only education aimed at a freedom and a revolt can reverse this political picture of apathy and loss of rights in the name of capital. One basis of our method of analysis was that of practice which not dissociate ideal and concrete. Within a search engine along the arc and the dialogue in different historiographical lines on the anarchism: from a traditional Marxist line with Woodcock and Fleming, passing to specific anarchists like Corrêa and finally that who lived 4 all the historical process like Nettlau, Rocker and Reclus. The modern school was studied from its emergence as readings of Celeti, Thompson, Hobsbawn, Enguita and Stirner. Later they were studied as bases of the educational process to verify as possible continuations and ruptures within the historical educational process, in case we are in Enguita, Albuquerque Júnior, Gallo, Doin, Bakunin, Kropotkin. Thus we were able to evaluate which as educational issues we considered critical. On top of a line inside the school.