O FUTURO PODE TER MUITOS NOMES: SIGNIFICANDO O FOREGROUND

Mônica Tessaro; Lucí Teresinha Marchiori dos Santos Bernardi

doi:10.22481/praxisedu.v15i36.5898

Authors

Mônica Tessaro Universidade do Oeste de Santa Catarina - Brasil http://orcid.org/0000-0003-4784-3606
Lucí Teresinha Marchiori dos Santos Bernardi Universidade Regional Integrada do Alto Uruguai e das Missões - Brasil http://orcid.org/0000-0001-6744-9142

DOI:

https://doi.org/10.22481/praxisedu.v15i36.5898

Abstract

The present article seeks to promote a reflection about the construction of the concept of foreground, the appropriation of the same by the Brazilian researchers in their works and the contributions of this concept to understand contemporary issues that emerge from the school everyday of our institutions. A qualitative study was developed as a bibliographical study, cutting out a master's thesis. We then show that the concept of foreground is not closed, finalized. It involves a complex web, configured from the experiences that generate emotion and involve the imagination, is in movement. In the Brazilian researches, it emerges in a timid manner in terms of number of works, but it stands as an innovator and can be an instrument for different fields of knowledge, with researches concerned with the individual and their insertion in the social web, dealing with the intentions, expectations, aspirations and hopes of this individual, as well as of the social, political and economic opportunities that society offers him.

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Author Biographies

Mônica Tessaro, Universidade do Oeste de Santa Catarina - Brasil

Doutoranda em Educação pelo Programa de Pós-Graduação da Universidade do Oeste de Santa Catarina (UNOESC). Mestre em Educação pelo Programa de Pós-Graduação da Universidade Comunitária da Região de Chapecó (UNOCHAPECO). Graduada em Psicologia pela UNOCHAPECO. Membro Linha de pesquisa Processos Educativos da UNOESC. Bolsista de da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Código de Financiamento 001.

Lucí Teresinha Marchiori dos Santos Bernardi, Universidade Regional Integrada do Alto Uruguai e das Missões - Brasil

Doutora em Educação Científica e Tecnológica e Mestre em Educação pela Universidade Federal de Santa Catarina (UFSC). Graduada em Matemática pela Universidade de Passo Fundo (UPF). Professora pesquisadora do Programa de Pós-graduação em Educação da Universidade Regional Integrada do Alto Uruguai e das Missões (URI/FW).