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This article aims to examine the themes produced by students in the research paper projects of the Pedagogy course, in Distance Education modality. This research is qualitative, of documentary character. The results of the analysis indicate that students prefer to frequent themes from academic literature (ludic). It was also noticed the insufficiency or absence of the theoretical framework in the projects. The methodology used by the students was, primarily, those of bibliographic and documentary nature. Regarding the sources, it was found difficulties in defining the search websites. During the writing of the project, students used non-scientific websites, such as blogs, portals and / or news reports. The analysis of the writing of the works evidenced difficulties of the students in relation to writing texts. It concludes the importance of the professor advisor, since the very beginning of the elaboration of research projects, once it is up to the professors to instrumentalize the students for the construction of cohesive and consistent theoretical and methodological references. [ABSTRACT FROM AUTHOR]

Siegfried Bernfeld was a psychoanalyst, a disciple of Freud and a pioneer in the articulation between education and psychoanalysis. In addition, he founded Baumgarten Children's Colony, a cutting-edge educational experience in which he welcomed war orphans. In this dossier we recall his work to reflect on the uneasiness of the psychoanalyst and educator towards the child or adolescent that does not correspond to what is expected. Warning us that the malaise of the adult in front of the child and adolescent outside of what is expected can establish authoritarian and pathological defenses, Bernstein advocates another place, ethical and expectant in the adultchild relationship. Rescuing the conceptions of this pioneer aims to increase reflection on the growing movement of pathologization in the contemporary scenario. Nowadays, as the diagnosis becomes primarily conceived by the neurobiological and behavioral, the school also starts to occupy the function of identifying the sum of deviant behaviors, quickly referring the child or adolescent to mental health. In another, less immediate sense, tolerating something about not knowing about the child would require the adult to partially assume his or her own constitutive strangeness. The "not knowing", a mark of every adult, could thus open some gaps in wanting to know about the uneasiness and restlessness that the child and adolescent do not model on us. Both the psychoanalyst and the educator are not sure, nor can they predict the results of their interventions. Bernfeld teaches us that only when the educator recognizes and accepts his own limits will it be possible to create a new pedagogy, a pedagogy of limits against the omnipotence of pedagogues. [ABSTRACT FROM AUTHOR]

In this article we present and discuss the value of the ethical dimension present as articulator in the organization of pedagogical work. Whereas Ethics is disfigured by the events and understandings of today's society, in which teachers hide behind masks as proletarians of unnecessary knowledge and useless to capital, analyze the ethical dimension and its importance for the process and educational practice presents itself as an appreciation of the human being and all its manifestations. Understanding the School as a space for interactions, the curriculum becomes a cultural artifact for the teacher to achieve his goal with a humanizing education that aims at the emancipation of the human being. [ABSTRACT FROM AUTHOR]

This text aims to trace an analysis of the knowledge society that seems to be unable to meet the precepts of its existence since it was hoped that with greater access to knowledge, humanity could reduce inequalities, increase wisdom and virtuosity. But what is observed are a large indices of inequality and a lack of ethics of those who could do more for those who have less - less power, less wealth, less access to knowledge. The text suggests that it is through education that new ethical paths can be traced so that society can develop, improving the quality of life of the disadvantaged and, consequently, seeking to reach the principles of the knowledge society. [ABSTRACT FROM AUTHOR]

In this paper we discuss two research programs - MELARETE (Verona, Italy) and Philosophical Ethics in Early Childhood (PEECh) (State College, Pennsylvania, USA) - and an emerging international research collaboration based on the benefits of practicing philosophy for meaning in early and middle childhood education. We argue for the good of philosophical thinking and its benefits to young students, with a particular focus on ethical development and meaning. We contend that through philosophical pedagogy we can make learning, meaning, vital to students. This is particularly relevant when dealing with questions of ethics and virtue, questions that are close to the lives of children from their earliest years. By discussing these questions and advancing philosophical ethics and virtue programs philosophers can play a central role in the development of responsible and ethical persons in the world. In order to do this, we contend, it is important that philosophy be introduced to children from a young age, in the early stages of schooling. Following a discussion of our respective research and education programs in Italy and USA, we discuss our current and ongoing plans for an international research collaboration on ethics and philosophy with children. [ABSTRACT FROM AUTHOR]

In this text, we present reflections and analyses based on the philosophical and sociological fields about the childhood education, taken from the relation among the concepts of ethics, esthetics, affect and amorousness. Initially, we postulate that education of children should involve, necessarily, the collective conception of an ethical and affective curricular plan, able to welcome and to explore the vital force of childhood as a fundamental educational component. Thus, we evaluated as essential to the achieving of this affective learning mode, the constitution of a differential modality of amorous interactions (either between children and adults, whether among themselves, and from them to the world and the life), capable of engendering the singularity through which the ethical-aesthetic and political movement of an education for the childhood's potency can be conceived. From these referrals, we dedicate to the drawing of the basic principles able to sign a possible conceptual image for an ethical-affective children's education. This education is oriented to take on the children's playing as a pure plan of the uneven experimentation, opened to the come-to-be indetermination's forces - inherent to the sensitive, imaginative and intellectual relations - that articulate social and culturally the act of learning and teaching. Our effort was to put in discussion the imperatives of an education based on precepts and practices that try not to eliminate or minimize, but to establish a positive, attentive and sensitive relationship with the differences that childhood and children forcibly impose on us. [ABSTRACT FROM AUTHOR]

A Research Ethics Committee (CEP, the Portuguese acronym) should encourage the development of research on research ethics. The aim of this article is to describe the potential and obstacles encountered in the study of CEPs at state universities in Bahia (Brazil), based on an experience in graduate school. One of the obstacles was the refusal of some CEP to cooperate with the study, which necessitated creating new criteria for the make-up of the sample. As for the potential, other CEPs and many researchers were receptive to the study in question. It was concluded that some CEPs appear to be unaware of their role and the importance of exercising their duties with transparency. Furthermore, there needs to be greater circulation of information on CEPs. [ABSTRACT FROM AUTHOR]

Nowadays in Latin America, education for peace and human rights towards truth and justice is an ethic commitment, a social need and a non-questionable theme. Hence it is necessary to create links between civil society and the non-governmental organizations building strong bridges of cooperation and work. It is also important to review traditional concepts, to evaluate the education practices and to design projects from our own daily life, social and working sites. This is based on the conviction that the existing efforts for making changes are not antagonistic but complementary. This article intends to demonstrate that education for peace implies a permanent compromise with democratic principles in pedagogy and it is an ethic need to assume them in concrete actions and not only in theory. [ABSTRACT FROM AUTHOR]

This paper is about the theorical methodological links between Community Psychology and Liberating Education, discussing their social ideological and ethical political proposals. It concerns an unfolding of a research conducted by the Núcleo de Psicologia Comunitária (Nucom) of the Universidade Federal do Ceará (UFC), with the intention of contributing to the epistemological development of the theorical methodological milestone of the Community Psychology. In order to reach this aim, we made a theorical revision, exploring, in the trajectory of the constitution of Liberating Education and Community Psychology, the meeting of both theories, specifically in the Ceará state. This review is also based on theorical methodological elements that identify points of convergences and integration between both disciplines, as well as the social ideological foundations which reflect their view of the world. So, we point to a relevant epistemological consistency related to the integration of Liberating Education in the theorical milestone of Community Psychology, giving theorical methodological cohesion and ethical political coherence to this liberating psychological praxis, in the axis of theory, praxis and social compromise. [ABSTRACT FROM AUTHOR]