Filosofia - Filosofia da Educação - Prova Nacional Docente (PND) 2026

[00:00:00]My name is Daisy, I am Daisy Forte.

[00:00:02]Well, I've been studying for competitive exams since 2016. I was studying with other prep courses, you know?

[00:00:11]I studied that period. Then I took a break, I stopped, I wasn't studying anymore. Back in the last selection process, Jobson offered a free pre-match class, which I hadn't heard of. I go. Then I went to the review session and that was the turning point, I passed the selection process there, I wasn't studying, but the review session opened my mind, and I passed the selection process with flying colors. And that was it, from then on I always had wine with them. So, in the Eusébio contest, I participated in the mentoring program, right? I passed, I went first, I went to the last-minute class at the Eosébo cinema. It was wonderful.

[00:00:49]My score is way up there. I aced the specific section, I got nine out of ten in Portuguese, I passed my exam, then I went to the teaching demonstration, I did the individual mentoring with Bruna, she helped me a lot, gave me a lot of support, looked at my plan, corrected some things that weren't quite right, you know? I took the class for her, she graded it, and I got a 50. The highest grade is more individualized, there's more attention, the teachers are wonderful, they have perfect teaching methods, so in years and years of studying, I didn't achieve as much as I did here. I've managed to get several approvals, and I intend to continue doing so; now I want to take a competitive exam in Fortaleza. I will get it right.

[00:01:31]No, I want to thank everyone for all the support, all the dedication to the students, and that was a turning point in my life, because it gave me direction and allowed me to evolve, you know?

[00:01:43]My name is Ana, and I've been studying for competitive exams since 2022. During this process, I learned about Carreiras through a friend's recommendation for a free class. And it was very good because from the moment I started dedicating myself, having the proper guidance, it was like a turning point right there and I was able to get the instructions I needed, because it wasn't just about having a foundation in content, but also the way you could acquire that content. And I was able to feel safer. I think the emotional aspect was one of the things I needed to face, and thank God and also the entire Careers team, especially Jobson, who is someone who truly cares, you know? That person who looks you in the eye and says, "I'm with you."

[00:02:32]He holds our hand tightly and says, "Let's go together, let's do this, it'll all work out." So that confidence, that security, it was all that made me stay... I can't even express my gratitude in words, but I want to thank myself. And I got this far because throughout the whole process, not only me—and I can't be unfair—besides the career team, especially Professors Jós and Bruno, I had friends, friends who also contributed on difficult days, on days when I had no motivation whatsoever, but they said: "Let's keep going, it will work out." And so today, to the honor and glory of the Lord, I scored very well, right? In the practical test, I scored 46 out of 50. I even surpassed my own expectations in achieving something I never imagined, and I am very grateful for everything I accomplished during those 4 months of unemployment.

[00:03:34]I remember that I often had to take free classes because I couldn't afford to pay, but I was confident that I was on the right track, giving up many things, renouncing invitations, outings, you know, with friends, but I said: "No, I'm going to stay home, I'm going to study."

[00:03:57]And I was studying for Careers 12 classes, because I couldn't afford to buy 13, but I still looked for everything that Jobson made available on YouTube. As soon as he posted, I was one of the first to click the bell icon so I wouldn't forget to be reminded of that class. So, for me, every single bell was worth it. Look, class is about to start.

[00:04:26]So, I enjoyed that class with so much love and gratitude, because I knew that I was being nourished with knowledge from that class, and I am eternally grateful. The teachers are great. Bruno is a whole other story, right? It takes us out of a rut, out of our comfort zone, and lightens our load, because it's really hard to face our studies without that lightness. Therefore, lightness is necessary. And Bruno, I really like the way he leads us. It's necessary for us to understand that we are not alone, that we do have help, first and foremost from God and from the entire Career team, including you wonderful people. And I can only express my gratitude for this wonderful class that's been happening, especially today.

[00:05:21]My name is Ivan, I'm 30 years old, and it hasn't been long, less than a year, since I decided to pursue this career in competitive exams. I've been in non-permanent positions for a long time now, and that's why I'm wanting a change, you know? And I 'm noticing this change in the way I'm altering my study routine. I see that this is the only way I will achieve my goal, which is to pass the civil service exam. It was recommendations from friends who watched and spoke highly of the classes and the Careers program, and I became interested in checking them out on Instagram and YouTube, because I see that the course is always offering free classes, and that helps us, especially when we ca n't afford to buy them. I kept seeing, I kept getting to know. When I share links, I also have WhatsApp support, and whenever there's a class coming up, they make it available on my WhatsApp.

[00:06:17]That makes things much easier.

[00:06:19]What brought me here today was precisely to prepare for tomorrow's exam in Fortaleza. I didn't buy any courses because, well, I was in a situation where I couldn't afford it at the time, but I kept up with the uh, the masterclasses, something like that, and I saw the availability of the free masterclass, which I was very interested in, since I had already prepared for Eusébio in the mentorship program. So that already gave me a hook, or I liked it. So I'll continue with the story of Eusébio. I prepared myself at home using study materials I already had, but when I saw my name on the list of those who passed the first phase, I wanted to seek mentoring support, since I have n't been in a classroom for over 4 years and my whole life has been in early childhood education, meaning that some topic related to elementary school could come up, which is exactly what happened. caiu eh relações às letramentos, à práticas de leitura e escrita. So, for me, it was very challenging. So, it was good that I was prepared. It was a short time because we didn't have much time to prepare for Eusebius's practical lesson. But with the mentorship I reached 46 points and I am very satisfied. We really need to value these actions, because nowadays we rarely see someone taking this initiative to try and help us achieve our goals.

[00:07:47]Uh, my name is Rebecca. I found this class to be wonderful, a really complete pre-exam class, with excellent teachers, which will certainly make a difference when it comes to the exam, because there was a lot of content geared towards the exam board, which is Ompar. That's very enlightening, isn't it? All the professionals were excellent, very clear and objective, and the class was wonderful. Have you ever heard of a career?

[00:08:20]It's the first time. [laughs] It's the first time. And now I will indeed be a student in this group of education careers.

[00:08:30]Mariana, I came today for a careers class in education, right? This is an unprecedented event here at the Fortaleza city hall, because no other prep course has ever offered such free classes on the eve of exams, especially not here at the teacher's academy. Everything that Carreiras strives to provide is the best for us, so we can further solidify our understanding of the material. Regarding the teaching methods of the professors, I'm very biased, because I've been following the professors at Carreiras for a long time, and they've also been following me even before Carreiras had that name, back when Jobson taught at a prep course in Parangaba, Jobson and Gabriel, and they were the forerunners in my life as a competitive exam candidate, so to speak. So, you know, I identified with their teaching style, their methodology, and now I wouldn't trade careers for any other prep course, right? I'm still here today, I've already gotten approval, right? I'm still studying, aiming for an approval that I'm even more focused on, and I'm not letting go of my career path. And so, careers, you know, affected my life in that way, not just in terms of courses, being a teacher, or being a student. There was a period, right, when the exam, you, my fellow teacher, who will take the national teaching exam and it's for English, arts, philosophy, chemistry, etc., look at everything that Carreiras da Educação prepared for each of the specific subjects that are included in the national teaching exam in 2026. On June 1st, I'll be here with you to talk a little about literary genres. On the 2nd at 6 PM, Professor Bruno Marques will be speaking with you about the anthropology of education, specifically for pedagogy students. On the 3rd, also at 6 PM, Professor Brígida will present the theory and methodology of teaching history.

[00:10:30]Geography will be covered on the 4th, also at 6 PM, with [clearing throat] Professor Bruna Oliveira, presenting the epistemological foundations of geographical thought. On the 5th, at 6 PM, Professor Larine Paiva will be here for the biological sciences students to talk about molecular biology. Mathematics is included, okay? On the 6th at 11 am, Professor Daniel Colares will be presenting number theory. Also on the 7th, at 11 am, Professor Paulo Maia will be speaking about physical education in the National Common Curriculum Base. Students in the English Language Arts program, specializing in English Language and Literature, will have a discussion on discursive and textual genres presented by Professor Pedro Pereira at 6 PM on June 8th. On the 9th, also at 6 PM, Professor Suderlan Freire will be speaking with the chemistry students about experimentation in chemistry teaching. Visual arts are celebrated on the 10th with art and politics. Social sciences will also be covered on the 11th at 6 PM through a class taught by Professor Igor Mascarenhas, who will discuss classical theories of political science and philosophy. This topic will be covered in Professor Daniel Brisolara's lecture on the philosophy of education on June 12th at 6 PM. If you're not yet subscribed to the Carreiras Educação YouTube channel, click here, subscribe, click the bell to activate notifications, and join us in studying for the 2026 national teacher exam.

[00:12:07]Good morning, good afternoon, good evening, dear future colleagues and public servants.

[00:12:14]Professor Daniel Brzolara for another philosophy lesson. Let's go! I hope you are all well. I hope you're all focused, right? All the material is neatly separated, the questions too, right?

[00:12:26]Past exam questions, a thorough analysis of the exam board – that's very important, right? I hope you've already prepared mind maps of those important works by philosophers from different periods, right? Those manuals that are highly recommended to us during the course, right? Okay, cool? So let's move on to another lesson today on the philosophy of education. Let's go.

[00:12:50]So let's get started here, folks. First of all, we always like to ask those questions, right? They 're important for uh... uh... motivating our reflection a bit and getting our minds on track with the subject we're going to cover in today's lesson, okay?

[00:13:15]So here I wanted you to think a little bit about education. Should it be about forming critical citizens or simply transmitting knowledge? If the goal is to educate critical citizens, how exactly do I do that? That would also be criticism, right? Questions, right?

[00:13:34]Should a teacher be an authority figure who teaches or a partner who engages in dialogue? Does knowledge arise from dialogue or must it be transmitted by a teacher?

[00:13:46]Is a child naturally good and free, or does society need to mold them?

[00:13:52]Should school prepare students for practical life or only for college entrance exams? The lessons of life, competitions. Is it possible to learn just by reading, or is experimentation and practice necessary? Who do you think is having this discussion?

[00:14:10]Education can either liberate from the oppressor or reproduce social inequalities. Hmm.

[00:14:15]Who's the first to bring this to our attention, right? The teacher should either provide ready-made answers or help students formulate questions. Well, that's how it is, right? They say that questions arise when the world barely comes into being.

[00:14:31]Should schools transmit moral values, or is that solely a family matter? These issues have nothing to do with school. It will be?

[00:14:41]Should education prioritize discipline or creativity? Does learning mean memorizing or transforming one's own worldview? Wow, questions here. Each of these questions could be a thesis in itself, wouldn't you agree, my friends?

[00:14:56]But let's go. So, let's begin with an introduction to the philosophy of education, shall we?

[00:15:01]The philosophy of education emerges as an applied branch of philosophy, right? A reflection on the aims, values, and methods of education. We usually encounter this subject when we're pursuing our undergraduate degree, right?

[00:15:15]The various other degree programs also require students to take this subject, this course, right? important.

[00:15:22]So, look, this issue of education is very interesting. It's been present since antiquity, with Socrates, Plato, and Aristotle, and it gained a lot of strength in modernity. In the Middle Ages, there's also the issue of the disputes of scholasticism, right?

[00:15:40]How do the forms of education work? The very classroom model that we are familiar with sometimes comes from a medieval period, right?

[00:15:51]Oh, what else? It gained strength in modern times with Rousseau, Comenus, Kant, right? In the 20th century, there were some pedagogical debates involving John Dewy, right?

[00:16:01]Paulo Freire, an American thinker, right? Dorkin, the sociologist Emilio Dorcain, is not exactly a philosopher, but he also deals with the issue of education. Regarding the issue of education, many authors offer their opinions and relevant reflections, right?

[00:16:17]Key issues. What does it mean to educate? What is the purpose of education? And what should the relationship be between teacher, student, and society?

[00:16:26]Back in ancient Greece, this whole discussion took place. Ah, but philosophy isn't Greek. Professor, wait a minute, we have to discuss this assuming that Greek philosophy... Calm down, calm down, breathe. Okay everyone, for now we're going to consider philosophy as having originated in Greece, alright? As a fact, okay? There won't be any moments in our class, in our course, where we'll discuss these possible Greek notions. We'll explore other possibilities there; for example, in China they have an Eastern way of thinking, right? There in Africa, too, there's something that could be called a philosophy. So all of this needs to be discussed. But we're starting from a more traditional perspective here, right? This is frequently covered in competitive exams and textbooks, right? So, uh, always remembering that we have a level here, and perhaps for you philosophy students or philosophy graduates, the classes will never be as in-depth as you might like. Yes, it's normal, it's natural. If you want something more in-depth, pick up a work, pick up a book, right? Nowadays there's so much out there, you can delve as deeply as you want, you can do your master's degree, your doctorate, but right now, what do we want? To pass a competitive examination. So what do we do to achieve that? We study the exam syllabus very carefully, we get past exams from the relevant examining board, we try to solve as many questions as possible, we make mind maps and diagrams, we select manuals and introductory books about the authors, right? And that's how we prepare for these exams, isn't it? Perhaps it 's not the same way we prepare to get a bachelor's or licentiate degree in philosophy, which is something much broader and more complex, right? It's OK?

[00:18:12]So let's go, let's go to the Greek paideia, shall we? Paideia has that gigantic work, right? From Werner Eger, right?

[00:18:20]Speaking about the holistic development of the Greek citizen. A very profound work, indeed, isn't it? Therefore, education was not limited to the school, but was a matter that involved the family, the city, the gymnasium, and public life. So they valued harmony within the body, right? Gymnastics and the mind, philosophy, spirit, ethics, politics—everything was interconnected. The goal was to prepare citizens for life in the polis, to participate in politics, and to cultivate virtue. Remember that time in our ethics class when we talked about how ethics were important for shaping citizens and achieving eudaimonia? And these citizens who sought eudaimonia, when they arrived at the agora, you know, they would meet and make each other better. So it is.

[00:19:04]So, ethics is directly linked to politics, totally different from the current times, where political ethics seem to be rivals, right?

[00:19:16]Main inspirations: Homer, the heroic ideal; Sophists, rhetoric and citizenship; and the philosophers—here the question of reason and ethics, the basis that influenced Plato and Aristotle in their educational projects.

[00:19:32]To begin, we start with Socrates, right? He was a great leader, a pedagogue, right? He had his own method, irony and maieutics, right? Maieutics comes from the Greek, meaning the birthing of ideas, right? Remember that Socrates' mother was a midwife, and she brought babies into the world.

[00:19:51]Socrates, with his questioning, made people think like a psychologist, right? As a psychologist, I help people get to the heart of the issues, the problems that bother them, that generate trauma and suffering, right? Socrates is a little different; he doesn't make people arrive at the fundamental concepts, the fundamental ideas, right? Dialogue as a path to knowledge, valuing self-knowledge, right? The thing that was there at the entrance is always attributed to Socrates, right? Know thyself, right?

[00:20:22]Socrates is the guy who put humanity at the center of philosophical discussion, right? Unlike the pre-Socratics, he had more of a physical bent, right? Understanding the world, the whole, the totality, the arche, the origin, right? A critique of purely transmissive teaching methods, right? So, there was always a dialogue here, right? Sometimes the dialogue felt kind of fake, didn't it?

[00:20:45]Not exactly, but there was always an interesting exchange of ideas here, right?

[00:20:52]Education, then, encompasses moral and philosophical development.

[00:20:56]Plato, in the Republic, has the ideal city. And this ideal city, the just city, because after Socrates dies, after he is condemned, right, for those accusations of not believing in the city's gods, corrupting the youth, he is taken, he is judged, he defends himself, but in the end everyone thinks that he is either being a sophist or trying to deceive them and they end up condemning him to death, they take that poison, he is cured and takes his own life, right? And then after that Plato goes, gets upset, sad, discouraged for a while, then comes back and writes the Republic.

[00:21:33]The republic is the just city, the ideal city. But this project for a just city also includes an educational project on how to train the citizens of this just city. Who should be responsible for education, right? The differences between men and women are very interesting, isn't it? What is religion like in the ideal city, what is art like, what is this like, what is that like.

[00:21:59]He's very detail-oriented, isn't he? That's 500 pages of a book full of details about what the city is like, and the connection between education and justice, okay?

[00:22:10]And this education is divided into parts, for example, gymnastics, music, the formation of body and soul, early influence and youth, dialectical mathematics, the formation of reason, and adulthood. And education should select and prepare the keepers, the guardians of the city, right? It is either those who must, or philosophers become kings, or kings become philosophers. That wasn't the idea that those who should take care of organizing the city were the philosophers' responsibility, in Plato's opinion, to form just citizens and guarantee the harmony of the polis, Platonic pedagogy, which was simultaneously intellectual, moral, and political.

[00:22:49]Rousseau, you know, his educational project is already from later, during the time of the French Revolution, a little before, in the 17th century, right? A French philosopher, actually born in Geneva, a very important guy, very criticized, right?

[00:23:04]You all know those criticisms, right? How can this guy, who abandoned his children and put them up for adoption, want to talk about education? You also have to look at his situation at the time, what it was like and everything else, do a more in-depth analysis so as not to end up with such a merely superficial judgment, right? So Rousseau says that the child is naturally good, but society corrupts him, but society is also not just a collection of people. Where does this corruption come from, right?

[00:23:35]Education should respect the nature and pace of the child. So he writes his book there, right, a huge book, right, called Emile, right, read by people in the field of pedagogy. It's structured in different parts, in five books, right, or rather, in five chapters. The first part discusses childhood from 0 to 5 years old, focusing on physical care and natural freedom.

[00:23:57]Then comes early childhood, from 5 to 12 years old, the senses, the practical experiences. Between the ages of 12 and 15, the development of reason and autonomy.

[00:24:06]Then comes the moral question and natural religion and the education of women, Sophia.

[00:24:13]Complementary role. It's a view that 's criticized nowadays, obviously, the emphasis on freedom and spontaneity, right? It includes a critique of traditional education, because, in that case, I also have to consider what education was like in Rousseau's time. It was very much that Jesuit education, based on rote learning and punishments, right? And Russo, no, he already has a bit of the affection aspect, he also has the aspect of bringing the student into contact with nature, right? So it's more of an empirical approach, right?

[00:24:46]empirical knowledge.

[00:24:48]And Jean-Jacob Russ also wrote another work called Nova Eloía in 1761, which is an epistolary novel, some letters between Julia and Santi, discussing passion, morality, virtue, and social values.

[00:25:03]Emotional and moral education appears in private life, prepares for public life, and shows how affection and morality are linked to character formation. Beauty? And what about John Dewi? John D. And there he is, the American thinker, right, who influenced the pioneers of education in Brazil as well.

[00:25:22]I am a collection of several authors, and there have been dialogues and debates, including with Paulo Freire, a great thinker, on the issue of educational pragmatism. School, being a social laboratory, is about learning by doing.

[00:25:35]Education is geared towards democracy, to prepare individuals for the practice of democracy. Knowledge as a tool for solving real-world problems.

[00:25:45]I mean, Paulo Freire, in his great work, Pedagogy of the Oppressed.

[00:25:51]Oh, that's not all. Paulo Freira is more profound. I know, I know. Without a doubt, Paulo Freire is much more profound than any summary we could give. It's obvious, right? A critique of the banking model of education, right? That kind of education that the teacher simply imparts, right? The teacher deposits information, and the student simply receives the proposal of a liberating education, right? The teacher is in dialogue with the student; they educate each other, right?

[00:26:19]One educates the other, right? Education as a practice of freedom and critical awareness, right? The formation of the student as a subject and transformer of society. Beauty?

[00:26:31]Other important thinkers, you must have heard of the great Comenius, right? 17th century, Defender of Universal Education, everyone should learn, a gradual, progressive and systematic method, Pestalos, integral education, heart, mind and hands, valuing affection in the teacher-student relationship, Emily Dorcain, French sociologist, education as socialization, but the transmission of collective values. The school as an instrument of social cohesion. Ducá is also a conservative thinker, in the vein of Auguste Comte, the father of sociology, right?

[00:27:13]Let's address some issues, which is what matters most to us, because by addressing these issues we'll also be reinforcing certain things, okay? In ancient Greece, let 's say, in ancient Greece, education was conceived not only as technical instruction, but as a comprehensive preparation for life in the city. It lay perfectly straight on my line. The theme for the idea represented this ideal of citizen formation. So, just for the idea, right? Just an idea. In this sense, the father's idea was to exclusively value the content. Oh my goodness.

[00:27:53]religious and mystical people. To develop military discipline. No. Uniting body, mind, and ethics to prepare the individual for public life. Legal. Excellent.

[00:28:06]To transmit technical knowledge and insights into the job market. How pathetic, right? To reinforce individualism at the expense of community. If we're talking about the old worldview there, they didn't really have that idea of ​​the individual, something merely subjective, right? But it's something that's connected to everything, to the community, and it only makes sense that way, right? It's OK? So, the answer is C.

[00:28:31]In Plato's work, or rather, in the work *Republic*, Plato proposes a model of an ideal city that depends on a solid educational project. For him, education should be gradual, divided into stages that would shape both the body and reason, preparing philosopher rulers, the philosopher king, right?

[00:28:54]This educational model was based on gymnastics and music for initial training, followed by mathematics and dialectics. higher education. That's it, right? Remember?

[00:29:04]Exclusive study of techniques and productions of non-artistic works. Absolute freedom for the child without any intervention from society.

[00:29:11]Never. Religious and dogmatic education.

[00:29:17]Vertical transmission.

[00:29:19]Contents in the passive position. And that.

[00:29:23]Sorry, everyone. Forgiveness. Letter A. Let's move on to the next one. In Emile, or On Education, Rousseau presents an innovative pedagogical project for the 16th century. The work, divided into five books, follows the development of a child from infancy to adulthood.

[00:29:40]What is the central idea guiding this project? A child is born as a blank slate, needing to be filled in. Who was talking about a blank slate, folks? It wasn't the lock.

[00:29:53]Society is capable of perfecting human nature from an early age. Children are naturally good and should be raised in contact with nature, respecting their developmental stages. Very good. Look, that's a very advanced idea, right, for that period, considering that physical punishments were very frequent, and rote learning wasn't very prevalent either. There wasn't much of a concept of childhood, of valuing it, was there? To think about how in the past children were seen as mini-adults, with their own tastes and preferences. There weren't any toys for kids these days, were there? It's the children's party, it's the children's outfit, right? Nowadays, we understand that children need to play, that play is fundamental to a child's development. We have a completely different perspective, right?

[00:30:45]That we shouldn't be aggressive, that we have to be careful, right? In dealing with the child. So, nowadays we have a much more advanced view, right? So, like, [clearing throat] and to think that the Russian already had this vision is really very impressive, isn't it?

[00:31:00]Oh, the educational process should prioritize strict discipline and obedience. Oh dear, the teacher's role is to transmit knowledge.

[00:31:10]Let's go. John Deere, a pragmatist philosopher, proposed a conception of school that differed from the traditional model. For him, the school should be seen as a community in miniature, preparing individuals for a social and political life. I also remember a very interesting author, Matthew Lipman, who also followed in Dw's footsteps, who saw the classroom as a community of inquiry where they were placed, he even talks about a philosophy for children, he poses problems based on philosophical novels, those situations are presented to the children and the children already debate, you know, discuss philosophy from a young age, they are encouraged to do so, it's fundamental, and they try to solve problems, you know? and respecting each person's speaking time. Fantastic, fantastic. The proposal was very much inspired by John Dewi, of whom Mat Lipma was a follower and scholar.

[00:32:10]The main characteristic of this proposal is teaching centered on discipline, memorization, and learning through practice in solving real-world problems, thus promoting democracy. Perfect. Let's look at C.

[00:32:24]The exclusive emphasis on religious moral instruction. No. The school is becoming detached from the students' daily lives. The transmission of eternal truths. Oh my goodness, that 's too easy, professor. Ah, but we can also make it a little easier to reinforce certain notions and concepts, ideas, and make sure they stick in your minds, right? Paulo Freire criticized the so-called banking education, in which the teacher deposits content into the students, who are seen as passive recipients. In contrast, he proposed a liberating education, the goal of which is to maintain the political neutrality of teaching, without raising questions. For Paulo Freire, this neutrality does not exist.

[00:33:05]Neutral, only detergent is neutral. Isn't that what people said? Replacing dialogue with the accumulation of technical information. No way. Dialogue is fundamental to fostering critical awareness among students through dialogue and questioning reality, but also bringing life into the classroom, right? Education has to be connected to life; it has to make sense in the students' world, right? Otherwise, it's an empty education, it's merely an abstract education, right? From a distance, it doesn't make sense, right? That's why many students end up not being interested in school or not seeing the point in what they learn, right?

[00:33:47]Preserving a purely informative character is absolutely out of the question. Value only. Oh dear, just that. Here we can already see some keywords that help us eliminate a lot of things, right? Let's go.

[00:34:04]This text is about Plato, right? Marta Nosba. The fragility of goodness, fortune, and ethics in Greek tragedy and philosophy. Let's go. In the Republic, Plato argues that the best life for a human being is the life of a philosopher, a life devoted to learning and contemplating the truth.

[00:34:23]But I also argue that the best life is a life governed by reason, um, in which reason evaluates, classifies, and orders alternative pursuits. Based on the text, it is correct to state that Plato believes that passion and reason should govern human life. It warns of the risk of reason becoming an impediment to experiencing passions. He understands that seeking one's own reasons is the path to happiness. Understand reason as life, as the path to a happy life and to justice. Ah, great. It's the letter D, right?

[00:34:58]But why can't the letter C represent the reasons themselves? This is all a bit too subjective, isn't it?

[00:35:06]This reminds me a little of the Sophists, doesn't it?

[00:35:10]Seventh. This is from Isocrates. We 'll see who this little fellow is in a moment.

[00:35:17]Nature did not create man to live in isolation. From birth, she throws him, as if into the middle of the city. The education we receive in our family is only the beginning; it is in the community, through participation, in public life, that human beings are truly formed as citizens. So, look around the community, are you seeing this idea?

[00:35:41]Participation in public life, truly as a citizen. Look how cool! The ideal of human development described in the text corresponds to the Greek concept of father, and isn't entirely accurate, right? And its objective was to exclusively develop technical skills for the job.

[00:35:58]No. To completely prepare body, mind, and character for life in the police force? Yes.

[00:36:04]To preserve the individual's natural freedom, separate from society. Oh, man.

[00:36:10]To ensure military discipline. What an obsession, right? With military. To transmit religious content as a foundation.

[00:36:16]No, no, no. It's definitely letter B. Let's go to eight. Eight. What do we have? Eight.

[00:36:22]Paulo Freire, pedagogy of the oppressed.

[00:36:25]Knowledge is formed through the relationship between humankind and the world, a relationship of transformation. This is refined through the critical problematization of these relationships. Perfect. In the critical problematization of these relationships.

[00:36:39]Education that does not question reality is alienating education.

[00:36:46]Therefore, it's not about depositing knowledge—a banking education—but about creating opportunities for the collaborative construction of knowledge. Perfect. Paulo Freira is a genius. According to Paulo Freire, the role of education, as described in the text, is to transmit pre-organized content. Hmm, to promote the student's adaptation to the prevailing social order. This would be good, it would be good with Dorcin, right?

[00:37:11]To enable the critical development of the individual through dialogue. Perfect.

[00:37:16]Look how wonderful. To reduce the function of the school to technical and practical training.

[00:37:20]Yeah, that would be a real shame, wouldn't it? And many schools sometimes boil down to that, unfortunately. To separate the educational process from social and political reality. Many schools do this, and that's why they lose all reason for existing, right?

[00:37:37]Let's go to nine. Rousseff, the Emile of education. The natural man is everything to himself. [clearing throat] It is the numerical unit, the absolute whole that is only related to itself as similar.

[00:37:50]Civilized man is merely a fractional unit that connects to the denominator and whose value lies in his relationship to the whole, which is the social body. Russo doesn't have that... remember him, right? He talks about the general will, which is different from the will of the majority, because the general will is the whole, right? Thinking about the whole.

[00:38:10]Roussea, despite being from the 17th or 18th century, is thinking back to the ancient Greeks, right? So, that's a thought that makes a good connection, right? He has this notion of the whole, of the totality of the community, right, of political participation, right? According to Russo, the role of social institutions is to denature man, transforming his absolute existence into a relative one, linked to the social body.

[00:38:35]Possible, right? To preserve the goodness of man without altering it. There's no way to do that. To make man dependent on the community. No way, right? Man is in the community. To develop the practical rationale for adapting the individual to the market. To bring man closer to his absolute, immutable knowledge. It's not the letter A, is it? Letter A, the relative absolute existence linked to the social body. Beauty?

[00:39:05]And at 10, let's go to 10. John Deocracy, education. If we conceive of school as a preparation for future life, we will lose sight of the fact that it is life itself. Oh no!

[00:39:20]Mass. School should reflect present-day life, as real and vital to the student as what they do at home, in the fields, in the factory, or on the street. According to DI, the function of the school is to preserve cultural tradition, distancing students from immediate social practices. on the contrary. To prepare individuals exclusively for the job market.

[00:39:40]No. Build a real-life space where you learn by doing and participating. Look how cool! To transmit neutral knowledge, detached from experience, and to replace practical life with an ideal model of discipline and order. That wouldn't be school, would it?

[00:39:55]Plato, Teto, Teteto was a young mathematician, not a dialogue by Plato.

[00:40:00]Just as the art of midwives does not bring children into the world, but only assists nature, so too I do not bring forth knowledge, but I help others to give birth. That's what Socrates used to say, right?

[00:40:14]Ah, it was maieutics, right? Socratic maieutics expresses the knowledge transmitted by the master as a repository of wisdom. No.

[00:40:25]It arises from the student themselves, stimulated by dialogue. Look how cool! It results from memorization. It should not be imposed by the teacher to mold character. No. And it is an independent divine revelation. Uh.

[00:40:35]No.

[00:40:37]Let's move on to our last question.

[00:40:41]The school needs to take a stand against social injustices, promoting not only the transmission of content, but also the critical thinking development of the student. Very good. So that he can intervene in his reality. Perfect. What is the concept expressed in the text in line with? A technocratic view of education centered on training, a liberating pedagogy that links teaching to social transformation. Perfect.

[00:41:06]Durkheim's conception: education as neutral social integration. No.

[00:41:11]Platonic defense of strict discipline based on justice. It is an ideal, and only right, way to remove the child from social life.

[00:41:17]Russoné used to say that, folks. So that's it. Thank you very much. It's a great pleasure to be here with you again.

[00:41:25]Good luck with your studies and let's go for it! A big hug.

[00:41:28]For the National Teacher Exam, we at Carreiras Educação can help you, right?

[00:41:37]Last year was incredible, the amount of positive feedback we received across all courses in all areas. I was very happy because last year I was responsible for the Portuguese language part of the specific training for Portuguese language teachers, and I was also involved in the general teacher training and some topics related to pedagogy, okay? And the same thing will happen this year. I'll focus on the history of education, the philosophy of education, public policies, organization, financing, and evaluation of Brazilian education. I'll stick with pedagogical theories and a few other topics from general teacher training, okay?

[00:42:32]Specifically in pedagogy, I'd probably stick with didactics, early childhood education policies, pedagogy as a science of educational practice, and anthropology of education.

[00:42:48]If I'm not mistaken, these are the areas I focus on here within the field of pedagogy, specifically within the field of pedagogy. And I also get a whole lot of stuff from the Portuguese language. But I'm happy, everyone, to be able to offer this to you again; the link to enroll is even in the video description.

[00:43:08]I'm happy to be able to offer this to you again, because if you check out the PND classes we offered last year, we received a lot of great feedback. And then I thought, no, so now in 2026 we're going to do this same process again, okay?

[00:43:27]When you enroll in the PND courses that we offer here at Carreiras Educação, you can access video lessons with content tailored to what's in the MC (Ministry of Communications) regulations, okay? So you don't have to worry about whether there will only be content X or Y, no. All the content that is posted on the MC's website will be available there for you.

[00:43:49]Beauty? You will receive PDF materials related to each lesson.

[00:43:55]So, each lesson has a nice little PDF there. You have 100% online access, okay? Whenever you want to access the classes, they will be available for you.

[00:44:07]You have practice tests, right? These mock exams will be linked to the curriculum content outlined in the general teacher training regulations, as well as the regulations for specific teacher training. And you have a question bank with over 10,000 questions, all geared towards teaching exams with content that is stipulated in the MEC (Ministry of Education) regulations. Beauty? And then you might ask: "Ah, but which specific ones are there?"

[00:44:37]Visual arts, biological sciences, social sciences, physical education, philosophy, geography, history, English, Portuguese, mathematics, pedagogy, chemistry. And if you don't want to enroll, including your specific course, if you only want the general teacher training part, we will also be able to enroll you. Beauty?

[00:45:08]This won't be a problem. All good? We'll be able to complete the registration smoothly, and you'll have access to everything related to general teacher training. Beauty? All good?

[00:45:27]Understood, my people. Jobson, all that stuff you said, at least R$500, R$ 497, R$697, R$797, as I've already seen in the market now in 2026, institutions charging more than R$790 for general teacher training. That 's not what's going to happen here, okay?

[00:45:54]In this initial phase, while you're still at the beginning of the year and still have time, and before we've even seen the official announcement, it's uncertain whether there will be any additions to the content, because removing content seems very unlikely, since the PND matrix is ​​the same as the ENADE matrix for undergraduate programs.

[00:46:15]So, initially, for just 10 installments of R$ 20.98, you secure the basic part, you guarantee the general teacher training for only R$ 20.98.

[00:46:30]If you want general teacher training plus your specific training, for just 10 installments of 37.58 or 375.80, you get all the general teacher training plus your specific training, okay? If you only want that specific item for just 10 installments of R$ 27.58, or R$275.80 in cash, you can have access to just your specific item, okay? And these funds will become available, folks, right at the beginning of the year, okay? They become available now at the beginning of the year, but in May or June, when the PND (National Privatization Program) applications start being processed, the price will be adjusted. So, now is the time for you to ensure a preparation that will eventually allow you—and I say eventually, but this was almost unanimous, thank God— to guarantee you, will allow you to eventually get a good grade, to have a satisfactory performance on the national teacher exam.

[00:47:52]Beauty? To secure your spot on the course and enroll, just click the link that's appearing in the background of this video, okay?

[00:48:03]We'll have some bonuses, just like we did last year, but these bonuses will only be available and announced to those who are enrolled. Last year, for example, we had live classes. Who guarantees that I won't have live classes again this year? When you're just a finger away from passing the test, you know? Who can guarantee me that there won't be a Q&A session over the weekend? Nobody can guarantee me anything, right? I guarantee you classes tailored to the curriculum content outlined in the MEC (Ministry of Education) regulations. I guarantee that within your chosen option you will find general training, specific training, or both. All good? To guarantee your spot, just click on the link that's appearing in the description of this video, okay?