Academic literature on the topic 'Makarenko'
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Journal articles on the topic "Makarenko"
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KIRILLOVA, TATIANA V. "International scientific and practical conference «The educational system of Anton Semenovich Makarenko in the modern educational space» dedicated to the 100th anniversary of the foundation of the children's labor colony named after Maxim Gorky." Vedomosti (Knowledge) of the Penal System 228, no. 5 (2021): 15–19. http://dx.doi.org/10.51522/2307-0382-2021-228-5-15-19.
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Abstract. The article gives a brief overview of reports and results of the international conference «The educational system of Anton Semenovich Makarenko in the modern educational space», timed to coincide with the 100th anniversary of the children's labor colony named after Maxim Gorky. The conference was organized by the Russian Makarenko Association and was held jointly with the International Makarenko Association, the Institute for Education Development Strategy of the Russian Academy of Education, the Department of Education and Science of the city of Moscow on the basis of the Museum of Moscow Education of the Moscow City Teacher's House. At the conference, modern theoretical and empirical research, the results of practical work of scientists in the field of popularizing the pedagogical heritage of A. S. Makarenko, as well as various aspects of historical, pedagogical, archival, factual research of his work were presented. During the conference, reports of scientists-penitentiaries, representatives of educational and scientific organizations of law enforcement agencies aroused particular interest. The reports of the participants highlighted modern approaches to realizing the potential of the A. S. Makarenko’s educational system in the formation of positive social activity, civic consciousness and patriotism, the introduction of Makarenko's «pedagogy of life» into modern educational activities. Key words: the pedagogical heritage of Anton Semenovich Makarenko, an international conference, archival documents, historical facts, scientific discussions, practical use, scientific support of the activities of educational colonies.
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KARABUT, Ju. "RESEARCH CENTERS OF DOMESTIC MAKARENKO STUDIES." Pedagogical Sciences, no. 77 (August 28, 2021): 95–99. http://dx.doi.org/10.33989/2524-2474.2021.77.239313.
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The article for the first time in domestic science systematizes the history of formation and development of Ukrainian centers for the study of the creativity heritage of the outstanding teacher and writer A. Makarenko. It is emphasized that Ukraine is an integral and important part of the world Makarenko studies process, it has been at the origins of this area of research and has remained one of its driving forces for many years.The first independent Makarenko center of Ukraine was a research center formed at the Ivan Franko Lviv State University. Its initiator and long-term leader was F. Naumenko, who in the difficult socio-political conditions of the Western Ukrainian community managed to actualize in the first postwar years this promising scientific direction, unite around him young scientists and create a powerful Makarenko school. Authoritative and one of the oldest Ukrainian centers for the study of the heritage of A. Makarenko is the Kharkiv Makarenko School, personified by scientists of the Kharkiv National Hryhoriy Skovoroda Pedagogical University. A characteristic feature of this scientific center is the almost equivalent representation in it of both pedagogical and literary directions of A. Makarenko’s heritage development. The proximity of Poltava V. Korolenko Pedagogical University with the name of an outstanding teacher-reformer inspires bright traditions of research activity of student and teaching staff, including the activities of Makarenko’s student group, Research Laboratory of A. Makarenko and International and All-Ukrainian Makarenko Center, the creation of the State Museum-Reserve A. Makarenko in the village of Kovalivka near Poltava and the Internet resource “Makarenkiana”, holding annual international scientific conferences, unique editions of archival documents and more. Sumy State A. Makarenko Pedagogical University is also a powerful Makarenko center, which has a deep tradition of development of this area of historical and pedagogical science.
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Sáska, Géza. "A pedagógia és a pszichológia a sztálini korban." Iskolakultúra 31, no. 5 (May 2, 2021): 6–26. http://dx.doi.org/10.14232/iskkult.2021.05.6.
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Az utókor Makarenkot hol sztálinistának, hol humanistának tartja. Általános ismertsége Sztálin politikájának a terméke. A szovjet szocialista állam forradalmi oktatáspolitikát a nyugat európai-amerikai reformpedagógiára építették, amelyet Sztálin a gyermektanulmányozás ellen gyűlöletkampány légkörében bontott le, amiben Makarenko is vezető szerepet játszott, egyben az új nemzeti kurzus célkitűzéseihez illeszkedő új ember nevelésének pedagógiáját képviselte. A polgárháború és az ukrajnai éhínség idején bűnbandákba szerveződött árváinak sikeres kényszer-átnevelés képe rajzolódik ki a legismertebb művében. A gyerek az üzemekben termelőmunkát végeztek és tanultak az iskolában annak a Belügyi Népbiztonság munka-telepén, ami a felnőtteknek kényszer, illetve átnevelőmunkatáborokat is szervezte. A termelés hatékonyságával szemben Makarenko a nevelést tekintette elsődlegesnek, innen ered a humanizmusáról alkotott képzet. Makarenko mítoszát halála után építette fel tudatosan a sztálini propaganda, műveit, leveleit célirányosan szerkesztve, átírva adta ki az ötvenes években valamennyi népi demokratikus ország. A mélyen bevésődött hamisított Makarenko kép restaurálását előbb Nyugat Németországban majd, főként a rendszerváltást követően Kelet Európában kezdték el, csekély hatással.
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Tkachenko, A., and O. Zhdanova-Nedilko. "TWO IMAGES OF MAKARENKO'S MAIN OPPONENT: VARIABILITY OF VALENTINA DUCHEN'S LIFE PATH." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 55–67. http://dx.doi.org/10.33989/2226-4051.2020.22.221993.
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The article is devoted to the coverage of the eventful life path of A. Makarenko’s main ideological opponent – an active revolutionary, a well-known figure in national education, author of numerous pedagogical publications Valentina Diushen.The nature of V. Diushen's social origin and education, details of her revolutionary and educational-managerial activity, publishing activity are revealed, little-known biographical information about her family members is presented: the first husband – Borys Diushen, the second husband – Volodymyr Aussem, son – Ihor Diushen. The chronology of all known controversial moments of professional dialogue of V. Diushen and A. Makarenko is presented in detail. For the first time in the Makarenko literature, documentary evidence of A. Makarenko's reports on V. Duchen's affiliation with the Trotskyi opposition is presented.The set of found materials presents Valentina Diushen as a large-scale personality of a highly professional, active, able-bodied, and principled figure in the history of national education. However, it is the ambiguity, the contradiction of this figure that determines its opposed assessments by contemporaries.The conflict between Makarenko and Diushen must be viewed in two planes, the objective and the subjective. On the one hand, the tension of their professional relations as representatives of innovative pedagogy is evidence of the struggle that always accompanies the assertion of any new doctrine. On the other hand, both of these figures were extremely bright, original figures and, at the same time, extremely ambitious personalities. At the same time, the ambition and irresistibility of V. Diushen towards the self-confident but non-partisan head of the provincial institution were dictated by its administrative status, membership in the political elite, and metropolitan education and social background.So far, it is difficult to explain whether Diushen's opposition in any way influenced her pedagogical views, but it should be noted that A. Makarenko in his criticism of her makes a special emphasis on this circumstance.
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KALAHURKA, Kh. "ANTON MAKARENKO’S PEDAGOGICAL SYSTEM IN FEDIR NAUMENKO’S SCIENTIFIC RECEPTION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 21 (March 9, 2018): 86–90. http://dx.doi.org/10.33989/2075-146x.2018.21.206057.
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The main directions of F. Naumenko’s Makarenko studies are analyzed in the article. In particular, the scientist’s researches of the personality of A. Makarenko as an educator-humanist, his views on the organization of the educational process, the creative use of Makarenko’s experience in the practice of educational institutions are highlighted as well as it is paid attention to the content of didactic ideas. It turns out that, advocating a creative approach to the study of Makarenko ideas, F. Naumenko tried to avoid patterns, standard approaches to their use, opposed episodic, inconsistent implementation of these innovations into practice, which testified to the creative nature of the scientist-teacher, his desire for constant scientific search.
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Sokołowska, Jolanta. "System pedagogiczny Makarenki w kontekście założeń współczesnej pedagogiki ulicy." Problemy Wczesnej Edukacji 39, no. 4 (September 28, 2017): 62–68. http://dx.doi.org/10.26881/pwe.2017.39.05.
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The subject of this analysis is an attempt to reflect on the pedagogical system of Antoni Makarenko as a pedagogue of street children. Just as the street peddlers of today worked with children whose negative and afflicted relationships with the world have led to an attitude of distrust and dislike. When analyzing his concept, I referred to the thought he had made in “Pedagogical Poem”. Confronting the idea against the views of modern street pedagogues, I tried to answer the questions: what does Makarenko share with people working today with this category of children? How much of his ideas worked out almost a century ago are the inspiration for modern street pedagogues? Makarenko, like the street pedigreers of today, was focused on building contacts, appreciated the significance of the meeting, tried to answer real problems and needs of homeless youth. What distinguishes modern street pedagogy from the Makarenko pedagogical system is its critical character. Makarenko’s pedagogy, due to ideological dominance (which was not discussed in the pedagogical activity aimed at shaping the planned political consciousness of the charges), lost its emancipatory character.
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КOLOS, Yu, L. PASHKO, and Yu VASYLETS. "METHODOLOGICAL BASES OF A.S. MAKARENKO’S PEDAGOGY AND HUMANISTIC GUIDELINES OF MODERN EDUCATION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 150–54. http://dx.doi.org/10.33989/2075-146x.2021.27.247073.
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The article deals with the methodological sources and humanistic guidelines of modern education. The philosophical bases of A.S. Makarenko’s pedagogy and pedagogical ideas of G.V. Mohnenko are presented. New approaches to eliminating bad habits such as smoking, alcoholism and drug addiction are shown in modern conditions. The purpose of the study is to identify and systematize humanistic guidelines and dimensions, their meaning and prospects in modern education. In his colonies A.S. Makarenko organized a humanistic and democratic micro-society. One of his main pedagogical ideas was the education of the individual in the team and through the team. The young teacher tokk interest in philosophical works, literature, psychology, history and other sciences, in particular, the works by Bergson, Schopenhauer, Nietzsche and others. The idea of pedagogical expediency was successfully implemented in the practice of A.S. Makarenko, and is closely intertwined with the concept of "common sense" by Henri Bergson. The article considers the following principles of Makarenko's pedagogy: parallel action, i.e. influence on the personality through the team, reliance on positive in the pupil’s personality, perspective lines in the development of the team, "tomorrow's joy" and others. Nowadays, new societal challenges have emerged that require new approaches to education in the context of the spread of alcoholism, smoking and drug addiction. An important and interesting experience is the approaches of Gennady Viktorovich Mokhnenko, an innovative teacher, the founder and head of the largest children's rehabilitation center "Republic Pilgrim" and a network of rehabilitation centers for adults.
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Filonov, G. N. "Anton Makarenko." Prospects 24, no. 1-2 (March 1994): 77–91. http://dx.doi.org/10.1007/bf02199008.
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Tkachenko, Andriy. "IN THE ORIGINS OF THE ASSOCIATE MAKARENKO STUDIES." Aesthetics and Ethics of Pedagogical Action, no. 17 (March 9, 2018): 58–69. http://dx.doi.org/10.33989/2226-4051.2018.17.176281.
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The name of THE academician I. Ziaziun is inextricably linked with all major events of the last decades in the field of Makarenko studies, among which the most important is the creation of the International Makarenko Association, an international association of scholars, which brings together individuals and organizations interested in the study, propaganda and creative introduction of the pedagogical heritage of A. S. Makarenko. Having taken up the position of the rector of PoltavaV. G. Korolenko State Pedagogical Institute (1975), I. A. Ziaziun deeply realized the integrity of the world process of Makarenko studies, the urgent need to combine international studies. For the first time, the idea of creating International Makarenko Association was fixed in the celebration of the 100th anniversary of Makarenko, whose training was led by I. Ziaziun. International Makarenko Association project was discussed at the 6th International Makarenko Symposium, supported by researchers from 15 countries. International Makarenko Association was created at a conference in Poltava Pedagogical Institute on September 23-28, 1991 – the charter and governing bodies were approved, Poltava Pedagogical Institute was recognized as the association's scientific and organizational center. Presidents of International Makarenko Association were elected: M. Yarmachenko, I. Ziaziun, G. Khillig, T. Korablova, N. S. de Kumis. The objectives of International Makarenko Association are: studying the life, activities and creative heritage of A. S. Makarenko, mastering and developing his legacy in modern conditions, studying, propagating and disseminating the experience of Makarenko followers. While maintaining the organizational integrity of the Academic Ziaziun, today the activities of International Makarenko Association include the following: coordination and organization of scientific meetings, discussion of research issues, presentation of Makarenko studies publishing projects, exchange of information and literature, support and consultation of the relevant Internet resources, initiation and conduct of public-pedagogical actions and memorial events, etc.
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Mettini, Emiliano. "Educational System of A. S. Makarenko." Scholarly Notes of Transbaikal State University 15, no. 4 (October 2020): 71–83. http://dx.doi.org/10.21209/2658-7114-2020-15-4-71-83.
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In the paper are considered basic elements of A. S. Makarenko’s educational system, using issues of foreign scholars who analyzed this topic. Also are inquired questions concerning ethics, ethics, discipline, punishment and others enquiries. Finally, the author considers ethical attitude of personality to itself (ability of controlling and managing its inner conduct. A. S. Makarenko thought that permanent ethical development of collective and creation of its value orientations ought to manifest itself not only in outer behaviour, but also in colonists’ habits and in traditions of united educational labor collective. Relevance of the research is due to that A. S. Makarenko’s educational system represents an integrated system able to resolve interpersonal conflicts and ensure development of person on psychological and ethical level. In the paper are used retrospective and comparative method by which opinions of some foreign researchers writing in Soviet and post-Soviet time about A. S. Makarenko’s educational system were compared. Conclusions of the study make possible to conclude that on the basis of A. S. Makarenko’s educational system lay humanistic whose application in modern frameworks can enable the solution of main question in fields of pedagogical science and educational practice.
Dissertations / Theses on the topic "Makarenko"
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Floris, Franca Chiara. "La pedagogia familiare nell'opera di Anton Semënovič Makarenko /." Roma : Aracne, 2005. http://catalogue.bnf.fr/ark:/12148/cb409713116.
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Tillmann, Reinaldo Luiz Xavier. "Trabalho e educação: os coletivos pedagógicos de Makarenko." Universidade Federal de Pelotas, 2009. http://repositorio.ufpel.edu.br/handle/ri/1708.
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Reinaldo_Luiz_Xavier_Tillmann_ Dissertacao.pdf: 467454 bytes, checksum: 2cfa1ecb1aff46951799e3d0940b84da (MD5)
Previous issue date: 2009-06-19The present thesis focuses on the subservience bias that the capitalist work relations go through, supported by the teachings of Émile Durkheim upon analyzing the process of social division of work. Confronting Durkheim s complexity, it considers Marx s revelations on the possibility of emancipation grounded on an educational principle which exists in the labor environment that is structured on the understanding of what Karl Marx defines as the emancipation of all mankind towards a new awareness of the social division of work. It points to the pedagogical collectivities which were reported and experienced by Anton MakarenKo as a possible description of Marx s emancipation process and speculates that the university may be the propelling agent for the emergency of an educational principle present in our contemporary world.
A presente dissertação aborda o viés de subordinação que atravessa a relação de trabalho capitalística, utilizando-se para esta afirmação dos ensinamentos de Émile Durkheim ao analisar o processo de divisão social do trabalho. Apresenta como contestação ao emaranhado durkheimiano a denúncia marxiana da possibilidade de emancipação a partir de um princípio educativo presente no próprio mundo do trabalho e que se estrutura justamente a partir do entendimento do que Karl Marx define como a emancipação de toda a humanidade por uma nova consciência do processo de divisão social do trabalho. Aponta os coletivos pedagógicos relatados e vivenciados por Anton Makarenko como uma possível descrição do processo marxiano de emancipação e conjectura que a universidade pode ser um fator propulsor de emergência do princípio educativo que se encontra presente neste mundo.
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TILLMANN, Reinaldo Luiz Xavier. "Trabalho e educação: os coletivos pedagógicos de Makarenko." Universidade Federal de Pelotas, 2009. http://repositorio.ufpel.edu.br/handle/ri/1717.
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Made available in DSpace on 2014-08-20T13:48:19Z (GMT). No. of bitstreams: 1
Reinaldo_Luiz_Xavier_Tillmann_ Dissertacao.pdf: 467454 bytes, checksum: 2cfa1ecb1aff46951799e3d0940b84da (MD5)
Previous issue date: 2009-06-19The present thesis focuses on the subservience bias that the capitalist work relations go through, supported by the teachings of Émile Durkheim upon analyzing the process of social division of work. Confronting Durkheim s complexity, it considers Marx s revelations on the possibility of emancipation grounded on an educational principle which exists in the labor environment that is structured on the understanding of what Karl Marx defines as the emancipation of all mankind towards a new awareness of the social division of work. It points to the pedagogical collectivities which were reported and experienced by Anton MakarenKo as a possible description of Marx s emancipation process and speculates that the university may be the propelling agent for the emergency of an educational principle present in our contemporary world.
A presente dissertação aborda o viés de subordinação que atravessa a relação de trabalho capitalística, utilizando-se para esta afirmação dos ensinamentos de Émile Durkheim ao analisar o processo de divisão social do trabalho. Apresenta como contestação ao emaranhado durkheimiano a denúncia marxiana da possibilidade de emancipação a partir de um princípio educativo presente no próprio mundo do trabalho e que se estrutura justamente a partir do entendimento do que Karl Marx define como a emancipação de toda a humanidade por uma nova consciência do processo de divisão social do trabalho. Aponta os coletivos pedagógicos relatados e vivenciados por Anton Makarenko como uma possível descrição do processo marxiano de emancipação e conjectura que a universidade pode ser um fator propulsor de emergência do princípio educativo que se encontra presente neste mundo.
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Junior, Flávio Boleiz. "Pistrak e Makarenko: pedagogia social e educação do trabalho." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-13062008-142838/.
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Esta pesquisa bibliográfica procura investigar os trabalhos pedagógicos de Moisey Mikhaylovich Pistrak na Escola Lepechinski, em Moscou - Rússia -, e Anton Semiónovitch Makarenko na Colônia Gorki, em Poltava e Khárkov - Ucrânia. Ambas experiências retratam o momento histórico de construção da União Soviética, na primeira década após a Revolução de Outubro. Tanto na educação escolar de Pistrak como na educação não escolar de Makarenko, as relações entre trabalho - como atividade constitutiva da condição humana - e educação se estabeleceram de maneira muito clara, caracterizando os modelos adotados por esses educadores como pedagogias críticas, de um caráter social e ligadas à realidade dos educandos. A formação de sujeitos autônomos, criativos e integrados a uma sociedade que valoriza o trabalho coletivo se constituiu no objetivo principal de cada um desses educadores. O presente trabalho procura destacar esses aspectos da pedagogia socialista de Pistrak e Makarenko, buscando contribuir para uma reflexão acerca dos valores da educação contemporânea e das características democráticas como fundamentos para a gestão educacional.This research was made to study, in books, pedagogical work done by Moisey Mikhaylovich Pistrak in Lepechinski School, Moscow, Russia, and Anton Semiónovitch Makarenko in Gorki Colony, Poltava and Kharkov, Ukraine. Their experiments were held during the historical period of building Soviet Union, in the first decade post October Revolution. Both of their schoolarship educational programs, work relationships , as human constitutive conditon, and education had been stablished, were done in very clear basis, setting theirs as a criticism model of pedagogy, connecting the reality of the studentes in a stated social character. Autonomy, creative and integration among the individuals valued their team work providing autonomy to people. This work intends to highlight the socialist Pistrak and Makarenko aspects, in order to contribute to a valued contemporaty education and the democratic characteristics as educational administration basis.
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Kobelt, Karl. "Anton Makarenko - ein stalinistischer Pädagoge : Interpretationen auf dem Hintergrund der russisch-sowjetischen Bildungspolitik /." Frankfurt am Main : P. Lang, 1996. http://catalogue.bnf.fr/ark:/12148/cb37200818z.
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Rakovitch, Jean. "Makarenko, l’écrivain, le combattant et le pédagogue : fiction(s) et pédagogie." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2102.
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Classé, en 1988, parmi les quatre pédagogues les plus influents du XXe siècle par l’UNESCO, Anton Makarenko demeure paradoxalement un « illustre inconnu » dans la recherche pédagogique francophone. Là où les études russes et allemandes abondent et, depuis plusieurs décennies déjà, contribuent à remettre en question la figure mythifiée de Makarenko diffusée par la propagande soviétique, la recherche francophone semble s’en être arrêtée au portrait « officiel » du pédagogue et, plus étonnamment encore, à l’image fictionnelle qu’en délivre son chef-d’œuvre : le Poème pédagogique. Partant de ce constat, notre recherche se propose d’examiner, en deux temps — « un pédagogue de fiction ? » et « une fiction de pédagogue ? » — les divers usages de la fiction inhérents à la vie et l’œuvre d’Anton Makarenko. Quand la première partie de notre thèse s’attache à comprendre les enjeux de la constitution, de la propagation et de la réception d’une représentation magnifiée du pédagogue soviétique — tâchant, à son terme, d’en reconstruire une biographie critique —, la seconde, elle, s’intéresse à l’œuvre fictionnelle de Makarenko et s’interroge, en particulier, sur les logiques présidant au choix de la fiction pour son Poème. Si elle prétend en éclairer les raisons contextuelles en présentant une traduction inédite de la correspondance entre le pédagogue et son mentor Maxime Gorki, en procédant à une analyse rhétorique du Poème, elle cherche à préciser les rouages et les effets escomptés de ce choix. Mais à travers la figure paradigmatique d’Anton Makarenko et son œuvre phare, ce que souhaite interroger plus généralement notre recherche c’est la nature des rapports inextricables qui lient fiction et pédagogie. La fiction n’est-elle d’ailleurs pas nécessaire à la pédagogie ? Tour à tour révélation, exaltation, mobilisation, contestation, anticipation, elle est aussi, comme ce qu’elle relate, une édificationIn 1988, due to UNESCO decision Anton Makarenko was recognized as one of the four most influential pedagogues in the 20th century, however he paradoxically remains as a «man of mystery » in french pedagogical research. If russian and german studies abound and help to question, since decades, the mythical figure of Makarenko disseminated by Soviet propaganda, the french research seems to have stopped at the "official" portrait of the pedagogue and, even more surprisingly, at his fictional picture that delivers his masterpiece: The Pedagogical Poem. Based on this previous observation, our research propose to examine in two parts — « a fictional pedagogue? » and « a pedagogue of fiction ? » — the various uses of fiction in the life and the work of Anton Makarenko.The first part of our thesis attempts to understand the issues of the creation, the propagation and the reception of a mythologized representation of the soviet pedagogue and to rebuild a critical biography of Makarenko. The second part focuses on the fictional work of Makarenko and questions particularly the logic behind the choice of the fiction for his Poem. It claims, on one hand, to explain the contextual reasons for this choice with a new translation of correspondence between the pedagogue and his mentor Maxim Gorky. Secondly, it seeks to clarify the arcana and the expected effects of this choice through a rhetorical analysis of the Poem.But behind the paradigmatic figure of Anton Makarenko and his masterpiece, this research tries to question, more generally, the nature of the inextricable links between fiction and pedagogy. In a way, isn’t the fiction necessary to pedagogy ? Revelation, exaltation, mobilization, protest, anticipation, it is also an edification
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Mouta, Andressa Carreira Luzirão. "Oficinas de comunicação nos centros da juventude de Santos: uma experiência à luz de Anton Makarenko." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-19112014-151837/.
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Em Santos, São Paulo, Brasil, vivem 3.623 jovens de 14 a 18 anos em aglomerados subnormais, segundo o Instituto Brasileiro de Geografia e Estatística - IBGE/Censo 2010. A Secretaria de Assistência Social do Município desenvolve políticas públicas pautadas na emancipação desse público, como forma de garantir sua proteção e seus direitos básicos. Entre elas estão os Centros da Juventude, que por meio de oficinas envolvendo cultura, comunicação e cidadania, visam promover espaços de reflexão, expressão e formação, fazendo do adolescente sujeito na criação de alternativas libertadoras. Nesse contexto, essa pesquisa vem contribuindo com o poder público por meio de práticas na interface Comunicação-Educação desenvolvidas nos Centros da Juventude de duas áreas denominadas Zona Noroeste e Zona Leste. Os sujeitos do estudo são jovens em situação de vulnerabilidade social, que cotidianamente contracenam com fenômenos como violência, criminalidade, tráfico de drogas e pobreza. O trabalho in loco é apoiado na fundamentação teórica dos campos da Comunicação e da Educação, em suas interfaces, tendo a perspectiva pedagógica do ucraniano Anton Makarenko (1888-1939) como principal referência, além de contribuições da Psicologia Social Comunitária. A proposta utiliza como mediação os recursos das tecnologias digitais e da Comunicação, sobretudo do Jornalismo, para o exercício da cidadania, o desenvolvimento de potencialidades e da capacidade de expressão de meninos e meninas nascidos no berço da cibercultura, mas que carecem de uma legítima inclusão digital. No processo, a pesquisa observou enunciados de caráter negativo em relação à vida e averiguou se as práticas de campo modificam essas expressões em ações positivas, de trabalho colaborativo, de solidariedade, de responsabilidade social, amizade e alegria, na busca de uma perspectiva de mudança socialIn Santos, São Paulo, Brazil, there is 3,623 young people with 14-18 years living in subnormal agglomerates, according to the Brazilian Institute of Geography and Statistics (IBGE) - 2010 Census. The Department of Social Services of the City develops public policies guided to the emancipation of this public, in order to ensure their protection and their basic rights. One of these is the Youth Centers, which through workshops involving culture, communication and citizenship, aimed at promoting opportunities for reflection, expression and training, making the adolescent a subject in creating liberating alternatives. In this context, this research has contributed to the government through practical Education-Communication interface developed in Youth Centers in two areas called North West Zone and East Zone. The study subjects are young people in situations of social vulnerability, which routinely living with phenomena such as violence, crime, drug trafficking and poverty. The work-site is supported in theoretical foundations of the fields of Communication and Education, in their interfaces, and the pedagogical perspective of Ukrainian Anton Makarenko (1888-1939) as the main reference, as well as contributions of Community Social Psychology. The proposal uses as mediation the resources digital technologies and communication, especially of Journalism, for the exercise of citizenship, developing of the potential and the capacity for expression of boys and girls that were born in the cradle of cyber culture, but lack a legitimate inclusion digital. In the process, the research observed set of negative character in relation to the life and examined whether the field practices modifies these expressions into positive actions, collaborative work, solidarity, social responsibility, friendship and joy, in the pursuit of a perspective of change social.
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Machado, Valdirene Soares. "Construção da coletividade no processo educativo: turma Especial de Medicina Veterinária PRONERA/UFPel." Universidade Federal de Pelotas, 2013. http://repositorio.ufpel.edu.br/handle/ri/2804.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Esta pesquisa teve como objetivo geral evidenciar as contradições existentes na construção da coletividade, com foco na Turma Especial de Medicina Veterinária – UFPEL/PRONERA, bem como suas potencialidades práticas, no sentido da afirmação de uma educação voltada para a emancipação dos sujeitos. Além do objetivo geral, estabeleceram-se alguns objetivos específicos, sendo eles: situar historicamente a coletividade e sua formulação em Makarenko; observar quais são e como se efetivam os espaços coletivos da turma, no cotidiano do processo pedagógico; analisar como se apresenta a categoria da coletividade na proposta pedagógica da Turma Especial de Medicina Veterinária – UFPEL; identificar, sistematizar e analisar os elementos que se apresentam como obstáculos, ou que potencializam a construção da coletividade no processo educativo da Turma Especial de Medicina Veterinária – UFPEL. Orientada pela perspectiva dialética (KOSIK, 1976; TRIVIÑOS,2010), a pesquisa realizada teve enfoque qualitativo (MINAYO, 1994), sendo denominada, no que se refere ao tipo, um estudo de caso (TRIVIÑOS, 2010). A análise foi feita a partir do contexto histórico do MST e sua proposta educativa. A categoria da coletividade, no processo educativo, é trabalhada na perspectiva de Makarenko. As conclusões buscam retomar a totalidade do trabalho, bem como destaca os achados da pesquisa, principalmente no que se refere aos conhecimentos construídos no processo da investigação.
This research aimed to highlight the contradictions in the construction of the community, focusing on Special Class of Veterinary Medicine - UFPEL / PRONERA as well as its potential practices, towards the affirmation of an education aimed at the emancipation of the subject. In addition to the overall objective, set up some specific goals: to situate historically the community and its Makarenko formulation; observe what and how to actualize the collective spaces of the class, in the daily educational process; analyze how the category is presented in pedagogical collective of Veterinary Medicine Class Special - UFPEL; identify, classify and analyze the elements that stand as obstacles, or that enhance the construction of the community in the educational process of the Special Class of Veterinary Medicine - UFPEL. Guided by dialectical perspective (Kosik, 1976; TRIVIÑOS, 2010), the survey was qualitative approach (MINAYO, 1994), being named in relation to type, a case study (TRIVIÑOS, 2010). The analysis was made from the historical context of the MST and its educational proposal. The category of the community in the educational process is crafted from the perspective of Makarenko. The conclusions aim to take over all the work, as well as emphasize research findings, particularly in relation to knowledge constructed in the process of research.
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Gutarra, Baldeón Carito Lily, and López Claudio Américo Ramírez. "Análisis, diseño, desarrollo e implementación del sistema de gestión académica integral “SISGACI” para los colegios y academias pre-universitarias del “Consorcio Educativo Makarenko”." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2007. https://hdl.handle.net/20.500.12672/14801.
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El Consorcio Educativo Makarenko se dedica a la enseñanza en los niveles de
inicial, primaria, secundaria escolar y preparación preuniversitaria. Los
problemas que tiene son las deficiencias en el control y administración de la
información en los procesos de matrícula, pagos, asistencia, notas y puntajes
de los alumnos de colegio y academia, así como el control y administración de
los datos del personal docente y trabajadores en general incluyendo su control
de asistencia. Para ello se plantea implementar un sistema de gestión académica integral
para Makarenko de las Flores, que es una institución del Consorcio Makarenko,
la cual funciona como colegio y academia, que abarque los procesos antes
mencionados para su automatización y optimización, la cual estará acorde con
las políticas del Consorcio. Este servirá como prototipo para que se puedan implementar en los demás
locales del Consorcio Educativo Makarenko. Los beneficios que tendrá el Consorcio Makarenko serán la optimización y eficiencia en la administración y control de la información correspondiente a
los procesos antes mencionados. Otros de los beneficios será el de tener la información en tiempo oportuno para los administradores y empleados autorizados (que utilizan la información
para la toma de decisiones) y también permitirá mostrar información en tiempo oportuno a sus alumnos y interesados. Con esta solución, Makarenko tendrá una ventaja competitiva con respecto a
sus competidores y estará preparado para crecer de forma organizada y
controlada en los próximos años. La solución propuesta, y su tecnología estará basado en la plataforma
cliente/servidor y entorno Web, incluyendo fotocheck con fotografía digital y código de barra impresa para que esta sea leída por el sistema por medio de un lector de código de barra, para el control de asistencia y detección de deudores.Trabajo de suficiencia profesional
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Thibonnier, Laure. "Idéal et réalité dans la civilisation russe à travers les oeuvres pédagogiques de N. I. Novikov (1744-1818) et A. S. Makarenko (1888-1939)." Lyon 3, 2005. http://www.theses.fr/2005LYO31018.
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La civilisation russe des XVIIIe et XXe siècles est ici analysée à travers les œuvres pédagogiques de N. I. Novikov (1744 – 1818) et A. S. Makarenko (1888 – 1939) avec, en problématique de fond, la question de l'idéal et de la réalité. Pour le XVIIIe, l'influence des pensées de Locke, de Rousseau et de la franc-maçonnerie russe sur la pédagogie de Novikov est étudiée, de même que, pour le XXe, les thèmes essentiels pour la civilisation soviétique du travail, du collectif, de la famille et de l'autorité à travers leur reflet dans la pédagogie de Makarenko. Au-delà est envisagé le modèle idéal auquel chaque époque tente de conformer l'homme nouveau qu'elle crée : derrière cette rupture, ne peut-on pas dégager une certaine continuité historique ? Cette continuité se révèlera dans la permanence de l'idéal proposé à la société russe, celui de l'union du peuple autour d'un pouvoir sanctifié par la foiThe Russian civilisation of the 18th and 20th centuries is hereby analysed through pedagogical works of N. I. Novikov (1744 – 1818) and of A. S. Makarenko (1888 – 1939), with the fundamental query concerning the issue of the ideal and the reality. For the 18th century, the influence of the thought of Locke, Rousseau and the Russian freemasonry on Novikov's pedagogy is studied, as are studied for the 20th century, the themes essential for the Soviet civilisation of work, of collective, of family and of authority through their reflection in Makarenko's pedagogy. Beyond this, the ideal model to which each society streams to match the “new man” which it creates is considered, and more generally, in this historical breakdown may we not perceive a certain historical permanence? This permanence will be revealed in the continuity of the ideal proposed to Russian society : the union of the people with a power sanctified by faith
Books on the topic "Makarenko"
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Katalin, Korenné Horváth. Makarenko-bibliográfia. Budapest: Országos Pedagógiai Könyvtár és Múzeum, 1988.
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Lewin, Aleksander. Tryptyk pedagogiczny: Korczak, Makarenko, Freinet. Warszawa: Nasza Księgarnia, 1986.
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Grankin, Aleksandr. Teorii︠a︡ semeĭnogo vospitanii︠a︡ A.S. Makarenko. Pi︠a︡tigorsk: Pi︠a︡tigorskiĭ gos. lingvisticheskiĭ universitet, 2002.
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Gyöngyi, Bakó. A Makarenko-hatás magyarországi történetéhez. Budapest: Művelődési Minisztérium, 1988.
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Hernández, Margarita. Makarenko y la educación colectivista. México, D.F: SEP Cultura, 1985.
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Kubrakov, G. M. Po zavetam Makarenko: Kniga dlya uchitelya. Moskva: Prosveshchenie, 1987.
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Grankin, Aleksandr I︠u︡rʹevich. Teorii︠a︡ semeĭnogo vospitanii︠a︡ A. S. Makarenko. Pi︠a︡tigorsk: Pi︠a︡tigorskiĭ gos. lingvisticheskiĭ un-t, 2002.
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Kozlov, I. F. Pedagogicheskii opyt A.S. Makarenko: Kniga dlya uchitelya. Moskva: Prosveshchenie, 1987.
Find full textBook chapters on the topic "Makarenko"
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Schikowski, Ljudmila. "Makarenko, Anton Semënovič." In Kindlers Literatur Lexikon (KLL), 1. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_13834-1.
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Schubert, Volker. "Männliche Erziehung bei Makarenko?" In Erziehung, Bildung und Geschlecht, 61–74. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-19112-6_3.
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Günther-Hielscher, Karla, and Ljudmila Schikowski. "Makarenko, Anton Semënovič: Pedagogičeskaja poėma." In Kindlers Literatur Lexikon (KLL), 1–2. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_13835-1.
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Kamp, Johannes-Martin. "Makarenko u. a. in Rußland und der Ukraine." In Kinderrepubliken, 467–544. Wiesbaden: VS Verlag für Sozialwissenschaften, 1995. http://dx.doi.org/10.1007/978-3-663-10478-0_20.
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Miguel, Marlon. "The Product of Circumstances." In Materialism and Politics, 145–62. Berlin: ICI Berlin Press, 2021. http://dx.doi.org/10.37050/ci-20_08.
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This chapter analyses the meaning of a materialist education. After a brief presentation of the Marxist principles behind such an education, I focus on the figure of the Soviet educator Anton Makarenko, and the way he mobilized the notions of ‘milieu’ and ‘circumstances’ to rethink his pedagogical practice. Instead of a directive education based on the relation between master and student, he conceived of education as being constructed through a collective milieu.
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Schwarte, Norbert. "Makarenko und die Frauen." In Weibliche und männliche Entwürfe des Sozialen, 307–20. Verlag Barbara Budrich, 2007. http://dx.doi.org/10.2307/j.ctvdf08bq.30.
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"Anton Semjonowič Makarenko: Pedagogičeskaja poema." In Hauptwerke der Pädagogik, 274–77. Verlag Ferdinand Schöningh, 2009. http://dx.doi.org/10.30965/9783657768387_107.
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Donert, Celia. "“Since Makarenko the Time for Experiments has Passed”:." In Making Sense of Dictatorship, 153–76. Central European University Press, 2022. http://dx.doi.org/10.7829/j.ctv280b7p5.15.
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Schmidtke, Carsten. "Improving Workforce Education Learning Outcomes." In Business Education and Ethics, 1368–90. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch070.
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Despite numerous attempts over the past few decades to prepare the U.S. workforce for the increasing challenges of a global economy, educators hear the same complaints from industry about how difficult it is to find highly skilled workers. The growing need to have a higher level of education and different knowledge, skills, and attitudes than in the past brought on by globalization makes the task of preparing workers for tomorrow's workplace even more daunting. Whatever the reason for dropping out, many young people have clearly not responded to the attempt to educate them through full-time schooling, no matter how innovative the program. This chapter argues that more adolescents can be educated in a school system that no longer emphasizes full-time schooling but instead combines part-time school with part-time real-world work experience. To carry out such an approach, it may be time to expand our horizons in the search for solutions, and we can find some guidance in a rather unexpected place, the work of Soviet educator Anton Semyonovich Makarenko. Makarenko's success in training young people to become productive workers includes several concepts and methods that may be useful in improving today's workforce education system.
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Stroganova, Evgeniya N. "From the estate to the commune: history of noble estates in 1920–1930-s (based on the material of the “Pedagogical poem” of A.S. Makarenko)." In Russian Estate in the World Context, 273–82. A.M. Gorky Institute of World literature of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.22455/978-5-9208-0627-7-273-282.
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The paper is dedicated to the issue of establishment of colonies and communes for homeless children on the site of former estates. The focus is on A.S. Makarenko’s colony n.a. M. Gorky, which had been located on a farm, in Triba, Poltava province, since 1920, and which moved to rural area of Kovaliovka in 1923 (previously owned by brothers V.E. and E.E. Trepke). According to the “Pedagogicheskaya poema” (“The Pedagogical Poem”), letters of Makarenko and historical references, it can be understood what history the landscaped estate with a rationally established economy had had. Though it had being plundered and finally had become “dead kingdom”. Colonists not only renewed the buildings but also landscaped the surrounding area: they built the greenhouse, put in order the yards and the riverbank, cleared the garden and laid out flowerbeds. Beside this, they regulated agricultural production: they cultivated and planted fields, started farming. The Trepke estate has changed, but the cultural layer has been preserved, since the new householders have not destroyed it but adapted to their needs. The history of the colony n.a. Gorky presents how the new owners of ruined country estates have given to estate the new life.
Conference papers on the topic "Makarenko"
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Салихова, Карина Римовна. "POSSIBILITIES OF DEVELOPMENT OF CREATIVE ABILITIES OF MODERN STUDENTS OF SECONDARY VOCATIONAL EDUCATION THROUGH THE IMPLEMENTATION OF PEDAGOGICAL IDEAS A.S. MAKARENKO." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2021). Crossref, 2021. http://dx.doi.org/10.37539/srp296.2021.78.42.015.
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Автор статьи рассматривает возможности применения идей А.С. Макаренко в развитии творческих способностей у современных студентов СПО. Описывается опыт работы преподавателей иностранного языка в колледже, успешно реализующих на занятиях эстетическое воспитание через организацию игр, работу с музыкальным материалом, создание эстетически привлекательной среды. The author of the article examines the possibilities of applying the ideas of A.S. Makarenko in the development of creative abilities among modern students of secondary vocational education. The article describes the experience of foreign language teachers in college, who successfully implement aesthetic education in the classroom through the organization of games, work with musical material, and the creation of an aesthetically attractive environment.
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Zaytsev, Pavel. "Modernism, Publicness, Zombification: Gestalt of "Worker" by E. Junger, And Phenomena of Contemporary Exploitative Culture." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-17.
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The need for researching into ideological sources of contemporary exploitative culture is necessitated by both the outer edge of its interaction with other triggers of modernity, and the inner edge consisting in the answer to the following question: ‘what is an exploitative culture?’. The modernism era gave rise not only to global mass culture, but diverse oppositions of ‘privacy’ and ‘publicity’ categories in their key anthropological images. It seems to us to be no coincidence that exploitative culture is presented by researchers primarily in the anthropological dimension of race and sex. While considering the heroic characters proposed to be scaled for the era of modernism, it is necessary to account for the invariative content, which was reflected in gestalt of the ‘worker’ by E. Junger, and its particular historical variations. We pay our attention to the pedagogical system suggested by A. Makarenko, and the system of fostering actors of the future by V. Meyerhold as projects of the taylorisation of school and theater. The contemporary culture which, as a result of racial protests in the USA, has tended to be attributed with the predicate ‘exploitative’ reveals the exploitative meanings of the worker’s gestalt in the image of the zombie and the phenomenon of zombification associated with it. As a result of this study, conclusions were drawn regarding the continuity of the anonymous image of the ‘worker’ E. Junger and the film image of the zombie as one of modern culture’s most demanded anonymous generalised characters of the masses. Their affinity is as follows: the ‘worker’ of E. Junger is not a social, much less an economic category, it is the most common anthropological metaphore of ‘generic attributes’ to characterise the modernism era, like a zombie character in contemporary mass culture. However, if gestalt of ‘worker’ by E. Junger means the totality of creation of a new world, then the zombie character in contemporary mass culture is associated with the totality of devastation.
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Rachmaria, Laksmi. "Practice of Convergence in the Makarena Segment on Radio Delta FM Jakarta." In Proceedings of the First International Conference on Administration Science (ICAS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icas-19.2019.36.
Full textReports on the topic "Makarenko"
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Shamonia, Volodymyr H., Olena V. Semenikhina, Volodymyr V. Proshkin, Olha V. Lebid, Serhii Ya Kharchenko, and Oksana S. Lytvyn. Using the Proteus virtual environment to train future IT professionals. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3760.
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Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article.
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Hlushak, Oksana M., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Using the e-learning course “Analytic Geometry” in the process of training students majoring in Computer Science and Information Technology. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3268.
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As a result of literature analysis the expediency of free access of bachelors majoring in Computer Sciences and Information Technologies to modern information educational resources, in particular, e-learning courses in the process of studying mathematical disciplines is substantiated. It was established that the e-learning course is a complex of teaching materials and educational services created for the organization of individual and group training using information and communication technologies. Based on the outlined possibilities of applying the e-learning course, as well as its didactic functions, the structure of the certified e-learning course “Analytic Geometry” based on the Moodle platform was developed and described. Features of application of cloud-oriented resources are considered: Desmos, Geogebra, Wolfram|Alpha, Sage in the study of the discipline “Analytic Geometry”. The results of the pedagogical experiment on the basis of Borys Grinchenko Kyiv University and A. S. Makarenko Sumy State Pedagogical University are presented. The experiment was conducted to verify the effectiveness of the implementation of the e-learning course “Analytic Geometry”. Using the Pearson criterion it is proved that there are significant differences in the level of mathematical preparation of experimental and control group of students. The prospect of further scientific research is outlined through the effectiveness of the use of e-learning courses for the improvement of additional professional competences of students majoring in Computer Sciences and Information Technologies (specialization “Programming”, “Internet of Things”).