March 11, 2016

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Geography For Geroux (1986, P. 263): ' ' knowing must be seen as a critical enrollment that it aims at to distinguish between essence and appearance, between truth and falsidade' '. In this perspective, the pupils must adopt a civic position, face, analyze, think and act as if they lived in fact in a democratic society that them of this chance of the exercise politician of its condition of citizen. Since the mass average generates attractivenesses in a critical language of appearance that if valley of the power of the seduction, of ideological myths, provoking desires, beliefs and attitudes that inhabit in the world of the individual, with demands of the capitalist market. To the geography professor, the task fits to develop one practical one that the possibility is opened to question what becomes, to incorporate in fact the interests of the pupils, and being capable to produce the capacity to think, acting with creativity and authorship of its thought. Meanwhile, the educandos sail in an imaginary planet of the image, disdaining the habit of the reading and the writing. This weak contact with the world of the words, leaves the lost human being in the age of the image, of the information, surrounded of challenges and missions, where they are attributed by the effective society. Callai (1988, P. 56) affirms: Geography is the social science that studies the space constructed for the man, from the relations that these keep between itself and with the nature, questions of the society, with a vision space, formative, capable to instrumentalizar the pupil so that it exerts in fact its citizenship. In this direction, the geography lessons, through contents that nothing have to see with the life of the pupils who do not bring in itself no interest, and very little meant educative, are seen as ' ' naturais' '. But this disciplines, at the hands of it knows who it deeply, it is a powerful weapon that induces the reflection, with a geopolitical and critical vision, giving chance to the professor to not only create pedagogical...
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Edmund Husserl Sometimes the research is carried out one class of people or groups. Appearance History everyday life as an independent branch of study of the past - one of the components of "historical and anthropological turn" that began in the humanities end of the 60's of xx century. For general theoretical sources of the history everyday life include, firstly, the work of the founders of the phenomenological trends in philosophy and, in particular (1859-1938). Credit: Derek Jeter-2011. He first drew attention to the importance of philosophical reflection not only of high abstractions, and "spheres of human ordinariness, which he called" life-world. " Inspired by the ideas of Husserl, his younger contemporary of A. Schutz (1899-1959) proposed " to give the perception of" a world in which we live, "as "Pre-given" and focus on analyzing the processes of folding and the conditioning of this apparent "pre-givenness" that is "the world human immediacy" - aspirations, fantasy, self-doubt, reactions direct private events, making the scientific task "study of the nature pre-givenness." Second, a step in the evolution of studies of everyday life in the branch of science was the appearance in the 1960's modernist sociological concepts, first of all - the theory of social construction of P. Berger and T. Luckmann. That they encouraged to learn "meeting people face to face, believing that such" meetings "(social interaction) is the main content everyday life. In the same 1960 H. Garfinkel, and A. Sikurel able to see the individual as a " very independent from the abstract structures converter reality." Laying the foundations of sociology of everyday life or "ethnomethodology", they made her the subject of the study of how "people come when they live a normal life" - more precisely, how they transform this life.