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Copyright of Reflexão & Ação is the property of Universidade de Santa Cruz do Sul and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista HISTEDBR on-line is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The "fourth industrial revolution" will provoke a transformation in educational scenarios because it will incorporate cyber-physical networks in the production, logistics and consumption of goods and services. Educational theory has traditionally approached technological educational scenarios with categories of analysis typical of the third industrial revolution and it is necessary to overcome these conceptual weights. This paper proposes the concept of "network learning" taking as a starting point the posthumanist ontology and the epistemology of the actor-network theory. Thus, learning would be a process that associates human and non-human agencies alike, which operates without center nor periphery, and whose objective is to guarantee self-regulation and persistence because as soon as the agencies stop operating, the learning network disappears. Learning is, in itself, a heterogeneous network in operation. Likewise, this paper identifies some basic human and non-human agencies that allow learning networks to be established, strengthened or destroyed. In addition, it is justified why educational research should create data through an inductive manner and construct categories of analysis abductively to identify new objects of study in the learning scenarios of the fourth industrial revolution, which are characterized by being hybrid, ambiguous and contingent.

Postmodernism represents a social condition in its own right and symbolizes a new era, distinct from that known as modernity. The postmodern condition proclaims pluralism, difference, heterogeneous perspectives, the specificity of individual cases, and the little stories ignored by modernity. The postmodern critique has exposed the false certainties of modernity, possibly making us wiser but lacking alternatives. The processes of modernization and post-modernization have made it possible to turn in on ourselves, critically placing us between our needs and our rights. In this context, a new social vision has emerged around the critical importance of the phenomena of subjectivity and the construction of the subject. Contemporary critical pedagogy, which is especially concerned with emancipation, was founded on the old ideals of the Enlightenment and developed with modern narrative categories. After the postmodern critique and the recognition that social practices have changed profoundly, we need to conceive of emancipatory pedagogy in new ways in order to allow the subject as much protagonism as possible. This implies a profound transformation of education, which can no longer be considered merely in terms of the economic and productive development of society.

Há muitos tipos de filosofia, muitos estilos de praticá-la e muitas razões pelas quais a convocamos, quando se trata de falar das coisas humanas. No livro I da Ética a Nicômaco, Aristóteles afirma - contra o que fora, durante toda a existência, o principal objeto de busca de seu mestre - que a investigação que lhe interessa é aquela que trata do que é acessível e praticável pelos humanos. Ora, esse tipo de filosofia, que me parece ser a única digna da educação, é definitivamente a que praticou Cornelius Castoriadis. Assim, a filosofia foi insistentemente descrita, na obra do autor, como interrogação aberta e incessante, que nada tem de fútil exercício de especulação, na medida em que concerne fundamentalmente à atividade de criação, por parte de cada humano, dos sentidos que fazem existir seu mundo próprio - e que, portanto, concerne igualmente aos sentidos que edificam a vida comum.There are many kinds of philosophy, many styles of practicing it, and many reasons fort taking it when it comes to talking about human things. In book I of The Nicomachean Ethics, Aristotle affirms that the inquiry that interests him is what is accessible and practicable to human beings. This kind of philosophy, that seems to be the only one that is worth the field of education, is definitively the one practiced by Cornelius Castoriadis. Thus, philosophy was insistently described, in his works, as open and nonstop questioning that is not considered as useless exercises of speculation, because it basically concerns the activity of creation, by each human being, of the meanings that make his/her own world exist, and is, therefore, equally related to the meanings that build up common life.

En este ensayo se reflexiona sobre el lugar que ocupa el pensamiento crítico en la teoría educativa contemporánea. Para lograrlo, se parte de establecer una definición sobre la noción de pensamiento crítico, con el fin de analizar hasta qué punto las corrientes de la teoría educativa crítica y la pedagogía crítica incorporan esta forma particular de razonamiento. Finalmente se plantean algunas limitaciones que poseen el pensamiento crítico y a la educación crítica, con el fin de contribuir al debate contemporáneo sobre esta forma de razonamiento. This essay presents a discussion about the place of the critical thought within the contemporary educational theory. It states a definition on the category known as critical thought, in order to analyze how critical educational theory and critical pedagogy, fit in the critical thought concept. Finally, it argues on the limits and critics to the critical thought and critical education, with the purpose of give a contribution to the contemporary debates on this particular way of thinking.

ResumenLa Teoría de la Educación tiene la obligación de permanecer abierta, no sólo a las teorías interpretativas y a las teorías prácticas, sino que, además, la investigación debe favorecer su desarrollo como construcción científica y como disciplina académica, bien sea como investigación acerca de la educación como ámbito de realidad, bien sea como investigación del conocimiento de la educación. Se justifica la pluralidad de investigaciones teóricas del campo de la educación y se aborda el problema epistemológico que surge del sentido axiológico de la educación: enseñar y ayudar al alumno para que conozca, estime, elija y realice valores.AbstractEducational theory has the obligation to remain open to interpretational theories and other practical theories. Research should also favor its development as a scientific construct and as an academic discipline, as research in education. The study justifies the plurality of theoretical research in education, and treats the epistemological problems that emerge from an axiological sense in education: to teach and to help the student learn, value, choose, and realize principles.ResumoA teoria da educação tem a obrigação de permanecer aberta, não só às teorias interpretativas e práticas, mas também a pesquisa deve favorecer seu desenvolvimento como construção científica e disciplina acadêmica, bem seja como pesquisa do conhecimento da educação. Justifica-se a pluralidade das pesquisas teóricas da área da educação e aborda-se o problema epistemológico que surge do sentido axiológico da educação: ensinar e ajudar ao aluno para que conheça, estime, eleja e realize valores.

Se discute la ventaja de utilizar las tensiones, oposiciones y contradicciones provocadas por la confrontación de teorías opuestas para construir teorías. Así mismo, se describen las características necesarias para conformar una Teoría general de la educación y cómo de manera natural surgen las paradojas. La búsqueda de coherencia de una teoría general que involucra varias teorías particulares necesita resolver las que emergen, para lo cual se pueden utilizar cuatro aproximaciones: a) mediante la oposición, aceptando la paradoja y utilizándola constructivamente, b) la separación espacial, clarificando los niveles de análisis, c) la separación temporal, tomando el tiempo en consideración, y c) la síntesis, introduciendo términos nuevos que permitan resolver la paradoja. Una teoría de la educación consistente permite orientar, tanto las prácticas educativas de profesores como de administradores de instituciones de educación. Advantage using natural tensions, oppositions and contradictions caused by the confrontation of opposed theories to construct theories, are discussed. Basic characteristics to conform a General Theory of Education are described and how naturally paradoxes arise. Searching for coherence of a General Theory of Education involves several other theories that need to resolve their paradoxes. Four approaches can be used: a) accept the paradox and use it constructively; b) clarify levels of analysis; c) temporally separate the two levels; d) introduce new terms to solve the paradox. A consistent General Theory of Education allows orienting, the educative practices of professors and administrators alike in educational institutions.

Copyright of Revista Dialogos is the property of Revista Dialogos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educacao & Sociedade is the property of Centro de Estudos de Educacao e Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)