Educación y ambigüedades de la au tonomización: hacia una pedagogía crítica de la promoción del individuo autónomo

O presente artigo, confrontando a educação com o desiderato da autonomização, pretende analisar as ambiguidades a que esse confronto dá hoje origem e estabelecer, mediante a explicitação de uma conceção contra-hegemónica de autonomização, as bases e as coordenadas de uma pedagogia crítica da promoção do indivíduo autónomo, que seja simultaneamente humanista, emancipadora e transformadora tanto da realidade do sujeito quanto da realidade do contexto. A estrutura narrativa, em consonância com esse amplo propósito, articula as seguintes dimensões: a educação e a normatividade da autonomização; as ambiguidades da autonomização: sentidos divergentes de fazer educação para a autonomia; e, por fim, o empowerment emancipatório e transformador: vetor da educação enquanto autonomização contra-hegemónica. A conclusão aponta as linhas diretoras da construção de uma pedagogia crítica do indivíduo autónomo, assumida nas vertentes de emancipação individual e transformação social.This paper confronts education with the desideratum of autonomization and it intends to analyze the ambiguities that this confrontation leads and establishes, through the explanation of a counter-hegemonic conception of autonomization. The foundations and the coordinates of a critical pedagogy for the promotion of the autonomous individual that is humanistic, emancipator and transformative, both the reality of the subject and the reality of the context. The narrative structure, in line with that broad purpose, articulates the following dimensions: education and the normativeness of autonomization; the ambiguities of autonomization: divergent ways of making education for autonomy; the transformative and emancipatory empowerment; vector of education as counter-hegemonic autonomization. The conclusion points out the principal lines of the construction of a critical pedagogy of the autonomous individual taken in the areas of individual emancipation and social transformation.Este artículo, enfrentando la educación con el desideratumde la autonomización, pretende analizar las ambigüedades que surgen de dicha confrontación y establecer, mediante la explicitación de una concepción contrahegemónica de la autonomización, las bases y las líneas de una pedagogía crítica y al mismo tiempo humanista, emancipadora y transformadora (tanto de la realidad del sujeto como de la realidad del contexto) de la promoción del individuo autónomoLa estructura narrativa, en línea con dicho propósito, articula las siguientes dimensiones: la educación y la normatividad de la autonomización; las ambigüedades de la autonomización: diferentes sentidos de hacer educación para la autonomía y, por fin, el empoderamiento emancipador y transformador, vector de la educación como autonomización contrahegemónica. La conclusión señala las líneas maestras de la construcción de una pedagogía crítica del individuo autónomo en las vertientes de emancipación individual y transformación social.(undefined

Trajectories of middle-class belonging: The dynamics of place attachment and classed identities

This paper examines the processes by which middle-class belonging is generated, through the exploration of social and spatial trajectories in narratives of residential choice and mobility. It is based on an understanding of residential choice as indicative and constitutive of social mobilities. In particular the paper builds on the discussion of the match between habitus and field that lies at the root of the notions of middle-class belonging and place attachments to draw attention not only to the conditions under which ‘fit’ is possible, but also acknowledge that belonging is a dynamic process, generated and maintained through residence that feeds back into understandings of classed identities. This paper argues that residential space is not just appropriated to reflect pre-existing tastes and lifestyles, but may also contribute in the transformation of habitus to fit to particular neighbourhoods and ways of living

L’usage de la poésie haïku en psycho-oncologie

International audienceAbstract Aim: Our study aims to describe the discourseeffects of specific and structured protocol focused on severalhaiku poems about one patient, who have experienced cancer.Procedure: The protocol consists of 4 steps: a preliminaryexploratory interview, fifteen haiku proposed without a partof the poem (a creative writing filled in by the patient), a freeform haiku composed by the patient, and finally, a finalinterview.Clinical case: A man, D., aged 25, had tumor.Result: Using this protocol, we showed discourse variationson the illness before and after the experience of poetrywriting, by Tropes V8.4 software.Conclusion: Haiku poetry can be a useful tool in the contextof supportive interventions or as preparatory work for engagementin psychotherapeutic intervention. We believe thatthe formal structure of haikus can create conditions for aspecific poetic work composed of: poetic evocation, synthesis,and mapping of the most intimate experiences in oncologyenvironment.Résumé Objectif : Cette étude qualitative et exploratoirevise à décrire les effets d’un protocole poétique centré surles haïkus en psycho-oncologie sur l’approche de la maladiechez un patient atteint de cancer.Matériel et méthodes : Il s’agit d’un protocole d’écriturepoétique composé de quatre étapes : un entretien préliminaire,la proposition de 15 haïkus (sans le vers du milieu)tirés de grands auteurs japonais, la réalisation d’un poèmecomposé librement par deux patients atteints de cancer, unentretien final sur l’expérience de l’écriture poétique.Cas clinique : Un homme, M. D., âgé de 25 ans, qui est entraitement pour un cancer.Résultats : Nous montrons les variations discursives utiliséesavant et après l’expérience de l’écriture poétique, à travers lelogiciel Tropes V8.4.Conclusion : Le travail poétique avec le haïku peut être unoutil utile, dans un contexte de support clinique en institutionou comme préparation à un travail de psychothérapie. Nouspensons que la structure formelle des haïkus peut inviter à untravail poétique spécifique : évocation poétique, synthèse etschématisation des vécus plus intimes en milieu oncologique

Photochemistry of bichromophoric systems. Silicon guided intramolecular 9, 10 : 1′, 2′ anthracene photodimerization in bis(9-anthryl) dimethylsilane.

International audienc