<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev.Comunic]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2014000200173</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v21n2p173-182</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Implicações sociais do subjetivismo na educação contemporânea]]></article-title>
<article-title xml:lang="en"><![CDATA[Social implications of subjectivism in contemporary education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dorneles]]></surname>
<given-names><![CDATA[Lucienne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>173</fpage>
<lpage>182</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2014000200173&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2014000200173&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2014000200173&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  As pedagogias ativistas t&#234;m sido duramente criticadas em muitos meios acad&#234;micos. O objetivo deste artigo &#233; analisar as raz&#245;es desta cr&#237;tica. Elas t&#234;m se concentrado em torno do fato de que a base epistemol&#243;gica das pedagogias construtivistas, incluindo a atual pedagogia das compet&#234;ncias e habilidades, tem servido para adequar psicologicamente os futuros trabalhadores aos padr&#245;es de produ&#231;&#227;o pautados pela compet&#234;ncia individual; que a educa&#231;&#227;o tem estado mais para a promo&#231;&#227;o da adapta&#231;&#227;o do sujeito &#224;s instabilidades do sistema capitalista do que para uma forma&#231;&#227;o cr&#237;tica; e que o enfoque subjetivista na educa&#231;&#227;o pode tornar-se uma armadilha, pois a &#234;nfase no individualismo subjetivista pode, n&#227;o s&#243; ampliar a crise na forma&#231;&#227;o do indiv&#237;duo, como acentuar o conformismo unificado, al&#233;m de enfraquecer mais ainda a for&#231;a da coletividade. O artigo est&#225; fundamentado na teoria cr&#237;tica, sobretudo nas leituras de Educa&#231;&#227;o e emancipa&#231;&#227;o (1995), de Adorno, e Dial&#233;tica do esclarecimento (1985), de Adorno e Horkheimer.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Activist pedagogies have been harshly criticized in many academic circles. The objective of this paper is to analyze the reasons for such criticism. They have focused on the fact that the epistemological basis of constructivist pedagogies, including the current competence and ability-based education, has served to psychologically adjust prospective employees to production standards guided by individual competence; that education has been doing more to promote the individual&#8217;s adaptation to the instabilities of the capitalist system than to develop a critical training; and that the subjectivist approach in education can become a trap, because the emphasis on subjectivist individualism can not only extend the crisis in the individual&#8217;s education, but accentuate unified conformism, besides weakening the strength of collectivity. This paper is based on critical theory, especially on the works by Adorno (Education and Emancipation, 1995) and by Adorno and Horkheimer (Dialectic of Enlightenment, 1985).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Las pedagog&#237;as activistas han sido duramente criticadas en muchos c&#237;rculos acad&#233;micos. El objetivo de este trabajo es analizar las razones de esta cr&#237;tica. Ellas se han centrado en el hecho de que la base epistemol&#243;gica de las pedagog&#237;as constructivistas, incluida la actual pedagog&#237;a de destrezas y habilidades, ha servido para ajustarse psicologicamente a los futuros trabajadores a los est&#225;ndares de producci&#243;n guiados por la competencia individual; que la educaci&#243;n ha sido m&#225;s para promover la adaptaci&#243;n del sujeto a la inestabilidad del sistema capitalista que para una formaci&#243;n cr&#237;tica; y que el enfoque subjetivista en la educaci&#243;n puede convertirse en una trampa, porque el &#233;nfasis en el individualismo subjetivista no s&#243;lo se puede extender la crisis en la educaci&#243;n de la persona, como acentuar el conformismo unificado, y debilitar a&#250;n m&#225;s la fuerza de lo colectivo. El art&#237;culo se basa en la teor&#237;a cr&#237;tica, especialmente en las lecturas de Educaci&#243;n y Emancipaci&#243;n (1995), de Adorno, y Dial&#233;ctica de la Ilustraci&#243;n y (1985), de Adorno y Horkheimer.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogias Ativistas]]></kwd>
<kwd lng="pt"><![CDATA[Adaptação]]></kwd>
<kwd lng="pt"><![CDATA[Racionalização]]></kwd>
<kwd lng="pt"><![CDATA[Emancipação]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Activist Pedagogies]]></kwd>
<kwd lng="en"><![CDATA[Adaptation]]></kwd>
<kwd lng="en"><![CDATA[Rationalization]]></kwd>
<kwd lng="en"><![CDATA[Emancipation]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Pedagogías Activistas]]></kwd>
<kwd lng="es"><![CDATA[Adaptación]]></kwd>
<kwd lng="es"><![CDATA[Racionalización]]></kwd>
<kwd lng="es"><![CDATA[Emancipación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GOMIDE]]></surname>
<given-names><![CDATA[A. P. de A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Psicanálise e teoria social à luz da teoria crítica de Theodor W. Adorno.]]></article-title>
<source><![CDATA[Psicologia: Ciência e Profissão]]></source>
<year></year>
<volume>31</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>120-33</page-range><publisher-loc><![CDATA[Brasília ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WOOD JR.]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Fordismo, toyotismo e volvismo: os caminhos da indústria em busca do tempo perdido.]]></article-title>
<source><![CDATA[Revista de Administração de Empresas]]></source>
<year></year>
<volume>32</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>6-18</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
