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- ItemAcesso aberto (Open Access)Entre o Tejo e o Reno – linguagem, poesia e pensamento em Martin Heidegger e Alberto Caeiro(Universidade Federal de São Paulo (UNIFESP), 2020-06-17) Teixeira, Lucas Carvalho Lima [UNIFESP]; Burnett Junior, Henry Martin [UNIFESP]; Universidade Federal de São PauloThe aim of the present work is to reconstruct and analyze, in the way of a parallel study, three pre-selected fundamental axes that, for us, would make possible an articulation between the thinking of Martin Heidegger and the poetry of Alberto Caeiro, the head figure among the so called hereronyms attributed to Fernando Pessoa. These three axes consist in three major themes that Heidegger and Caeiro dealt with, namely: the question concerning the human position in the world, the question concerning the nature of language and the question concerning the place and meaning of the sacred. The parallelism that is adopted hier as a method will make the Heideggerian and Caeirian projects confront each other around the same issues, so that, in the end, in the part entitled (in)conclusive Interludes, we seek to outline possible confluences and divergences between them.
- ItemAcesso aberto (Open Access)Professor homem na educação infantil: a construção de uma identidade(Universidade Federal de São Paulo (UNIFESP), 2012-09-03) Pereira, Maria Artete Bastos [UNIFESP]; Vitalle, Maria Sylvia de Souza [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)In this study, the central debate is to understand the construction of the identity of a male teacher in children education, in this women universe; from the perspective of gender as an analytical category, in the exercise of their profession teaching in municipal nurseries, pre-schools and schools of the city of Guarulhos. When analyzing the context of teaching in the early years of schooling of boys and girls, the number of women are significantly higher than men, and that is no different in the school system in the city of Guarulhos, including nurseries and pre-school, whereas in the early grades of elementary school (first cycle), there is a higher prevalence of teacher man in. The Early Childhood Education, although it has more than a century of history as an extra care and education, only recently has been recognized as the children rights, families, and the duty of the Government and as the first stage of basic education, then we can infer the smaller number of men at this level of education, since its conception be more focused on care - having the body of boys and girls in the center of the debate, than to educate, as if it were possible to separate from each other, since they are inseparable actions. However, when choosing a Primary school as a way of working with children, men were excluded from this rule? To attempt to answer this question, taken as theoretical studies of gender relations, understanding it as a social behavior that affects the construction of identities present in the specific institutional space to be studied: the school. Was sought through the experience of five men teachers to know their careers as teachers in this lifetime. On the analysis of the interviews it was found that the identity of the male teacher is under construction, considering the complexity of the changes in Childhood Education that affect everyone and all the professionals who work with this level of education and therefore the male teachers. Considering gender relations, as social constructions for the sexual differences between men and women, the results show that although there are changes in the subjectivities of male teachers in this study, because of the relationships with children and professional women, where "masculine" and "feminine" intersect, on the other hand, on these same interactions, it is clear that it was not possible to break completely with the hegemonic masculinity that remains and is reflected mainly in binarisms - masculine and feminine - present and entrenched "in themselves" as many of them made explicit during the interviews, and which are reflected in daily practices, since they are cultural and historical.