[pt] Esta empreitada filosófica tem sua gênese nas discussões sobre a dualidade corpo-mente e como sua compreensão, e possível superação, poderiam influenciar positivamente o saber-fazer educacional do século XXI. Analisamos o livro Experience and Nature, de John Dewey, na sua versão original e integral a fim de destrinchar as bases para uma filosofia da mente pragmática construída pelo autor. Demonstramos como a mente e o corpo não podem ser dissociados, no que Dewey chamou de corpo-mente e que nós estendemos para corpo-mente-ambiente, devido ao princípio de continuidade que postula um contínuum físico-psicofísico-mental. A organicidade do campo mental que rege a interação indissociável entre organismo e ambiente e que não deixa de lado sentimentos, emoções e hábitos se mostrou um campo rico para os estudos em Educação; o próprio Dewey o fez em sua obra Experience and Education, a qual analisamos e mostramos como essa filosofia da mente pode trazer benefícios para o fazer-pensar educacional do século XXI. Esperamos que esta pesquisa auxilie futuros pesquisadores dos campos da Educação, Filosofia e Filosofia da Educação como uma referência importante para a compreensão das ideias expostas numa obra considerada umas das melhores dentro da tradição pragmática, mas que, até então, tem seu potencial subutilizado pelos pesquisadores brasileiros. / [en] This philosophical enterprise has its origin in the discussions of the body-mind duality and how its comprehension, and possible overcoming, could positively influence educational thinking-doing in the 21st century. We analyze the book Experience and Nature, written by John Dewey, in its original and full version in order to look into the basis for a pragmatic Philosophy of Mind built by the author. We demonstrate how mind and body cannot be dissociated, what Dewey called body-mind and we extend this to a body-mind-environment, due to the continuity principle which postulates a physical-psychophysical-mental contínuum. The organicity of the field of mind, which demands the inextricable interaction between the organism and the environment and does not set aside feelings, emotions and habits is revealed as a rich field for the study of Education; Dewey himself did the same in the book Experience and Education, which we analyze, show how the Philosophy of Mind can benefit educational doing-thinking in the 21st century. We hope this work might help future research in the field of Education, Philosophy and Philosophy of Education as an important reference for the comprehension of the ideas exhibited in a book considered one of the best among the pragmatic tradition, but which has had its potential underappreciated hitherto in Brazil.

John Dewey (1859-1952) responde por reflexões pedagógicas de grande disseminação, encontradas em meio a uma vasta produção que trata de múltiplas questões prementes de seu tempo, em particular aquelas relacionadas à democracia. Partindo da premissa de que sua filosofia da educação é melhor compreendida quando associada a suas reflexões mais abrangentes, elegeu-se como objetivo desta pesquisa a análise da ressonância da ética de John Dewey em seus ideais pedagógicos, diante de sua concepção de sociedade democrática. O autor se opõe à compreensão da moral como reduto exclusivo da subjetividade sua ética é social e cultural, nascendo o exercício moral de um contexto que serve de base para a busca de alternativas diante de conflitos. Impulso, dever, desejo, interesse, hábito e consequência são componentes da deliberação moral, que ocasionalmente entram em disputa e contam com o apoio da razão e da sensibilidade para descobrirem formas de se harmonizar esse ajuste é a ética, que se efetiva ao considerar as possibilidades de crescimento pessoal e comum que uma decisão traz. Importa a Dewey devolver a ética ao homem comum, nas sua ações cotidianas, para que cada um possa tomar parte das responsabilidades sobre si mesmo e sobre a vida comunitária. Somos constituídos por nossos atos e, portanto, a conduta expressa o caráter. Por isso, o autor confere importância aos hábitos, enquanto resposta rápida às demandas da vida prática, mas assegura à inteligência o papel de conduzi-los, interrompendoos sempre que não respondem adequadamente. Porque não estamos sozinhos no mundo, a ética se faz necessária e é condição para a convivência. Todavia, esse contato não é apenas restritivo; é também chave para uma expansão de sentidos da experiência e para a descoberta de dimensões mais profundas de existência. Essa relação complexa com o outro desafia a inteligência a prospectar alternativas mais integrativas quando escolhemos a democracia. Com isso, a imaginação moral é imprescindível para que o homem desvende novos caminhos em situações de crise. Ela permite ao sujeito um deslocamento para variadas posições, viabilizando a empatia efetiva por interesses alheios. Logo, a imaginação moral é vista por Dewey como um ensaio dramático, em que antecipamos mentalmente resultados esperados em diversos cursos de ação. Essa variedade de opções é criada pela imaginação, cuja liberdade em desenhar mundos possíveis deriva de sua capacidade de articular razão e sensibilidade. Para Dewey, a educação fomenta hábitos e valores, ou seja, promove um certo tipo de cultura. Assim, para que se volte a uma ética democrática, precisa cotidianamente trabalhar com práticas e princípios condizentes. Deve formar hábitos flexíveis e alargar a imaginação, para que esta possa se expressar viva e criativamente. Educação, democracia e ética têm como sujeito o homem comum, que pode forjar um caráter para si e, ao mesmo tempo, participar da condução do mundo que habita. Apenas pelo uso de meios democráticos, em que o interesse pessoal e o comum se articulam, pode uma sociedade se tornar democrática: a filosofia da educação de Dewey ressoa em suas muitas proposições a busca ética por essa harmonia. / John Deweys (1859-1952) pedagogical ideas are largely propagated, as part of a vast body of intellectual work dealing with several pressing issues of his time, especially those related to democracy. Assuming that his philosophy of education is best understood when associated to his broadest reflections, the main objective of this research is the analysis of the resonance of John Deweys ethics on his pedagogical ideals, in face of the authors conception of democratic society. Dewey opposes the idea of morality confined in subjectivity; his ethics is social and cultural, since moral exercise emerges in a context that serves as basis for the search of alternatives before conflicts. Impulse, duty, desire, interest, habit and consequence are components of moral deliberation, occasionally confronting each other; it is through the aid of reason and sensibility that they find ways of harmonizing this adjustment is ethics, which becomes effective through the consideration of possibilities for personal and collective growth implied in its decisions. Dewey is concerned in returning ethics to the common man, throughout his daily actions, so that every person can be responsible for himself and for the community. We are made from our actions and, therefore, conduct expresses our character. Hence, the author attributes great importance to habits, understood as fast responses to the demands of practical life; however, intelligence also has its role, interrupting habits when they do not function properly. Because we are not alone ethics is necessary, it is prerequisite to cohabitation. Nonetheless, this social contact cannot be seen as solely restrictive; it is also key to an expansion in the meaning of experience and to the discovery of a deeper understanding of existence. This complex relationship with others challenges intelligence to search for more unifying alternatives, whenever we live in democracy. Thus, moral imagination is necessary for man to find new paths in a crisis situation. It allows us to shift to other perspectives, effectively enabling sympathetic feelings. Accordingly, moral imagination is seen as a dramatic rehearsal, through which we mentally anticipate expected results of multiple courses of action. This variety of options is created by imagination, whose freedom to design possible worlds derives from its ability to articulate sense and sensibility. For Dewey, education fosters habits and values, i.e., it promotes a certain kind of culture. Therefore, in order to be in agreement with democratic ethics, education must work daily with appropriate practices and principles. It must form flexible habits and broaden imagination, in order for it to express itself lively and creatively. The common man is the subject of education, democracy, and ethics. It is he who can forge his own character and, simultaneously, take part in the making of the world in which he lives. Only through the use of democratic means, where personal and common interests are articulated, can society become democratic: Deweys philosophy of education states in many of its propositions this ethical search for harmony.

A presente tese tem como tema as contribuições de Edward Lee Thorndike e de John Dewey no campo da educação matemática. Especificamente, a pesquisa teve como objetivo investigar os processos de circulação das ideias desses educadores na formação matemática de professores do ensino primário no Brasil e as apropriações decorrentes desses processos, centrando a discussão entre as décadas de 1920 e 1960. Os conceitos de circulação, apropriação e histórica conectada, dentre outros, foram operados com base em autores tais como Roger Chartier, Serge Gruzinski, Pierre Bourdieu e Michel de Certeau. Constituíram-se enquanto fontes de pesquisa programas de ensino, manuais pedagógicos, relatórios de viagem, correspondência, jornais e revistas pedagógicas. A análise desenvolveu-se privilegiando os viajantes pedagógicos e os impressos. Quanto a este último, o foco recaiu nos programas de ensino, bibliotecas pedagógicas e manuais pedagógicos. Dentre as conclusões, observa-se o papel importante que os viajantes pedagógicos desempenharam na circulação das ideias de Dewey e de Thorndike, seja na forma de publicações que faziam referência aos educadores estadunidenses, ou por meio da atuação docente na formação de professores. Outros meios de promover essa circulação foram os programas de ensino e bibliotecas pedagógicas, nos quais constam títulos de Dewey e Thorndike e manuais que a eles fazem referência. Em termos de apropriação, percebe-se a presença de Dewey para tratar de assuntos de escopo mais geral da educação, enquanto que Thorndike é mobilizado para discutir questões mais específicas de aritmética, tais como a importância de recorrer a situações e valores reais. / The following thesis focus on the contributions of Edward Lee Thorndike and John Dewey to mathematics education field. Specifically, the research had as aim to investigate the processes of circulation of these authors ideas in mathematics teachers education in Brazil and the correspondent appropriations, focusing the discussion in the period between 1920s and 1960s. The concepts of circulation, appropriation and connected history, and others, were operated based in such authors as Roger Chartier, Serge Gruzinski, Pierre Bourdieu and Michel de Certeau. Some of the sources were course programs, handbooks, travel reports, correspondence, papers and pedagogical journals. The analysis privileged the pedagogical travelers and the impressions. In relation to the impressions, the focus was the course programs, pedagogical libraries and handbooks. The conclusions point to the important part played by the pedagogical travelers in the circulation of Deweys and Thorndikes ideas, through publications referring to these American educators or based on practice in teachers education. Other ways that promoted the circulation were the course programs and the pedagogical libraries, where there are Deweys and Thorndikes works included or handbooks that mention them. Related to appropriation, Dewey is mentioned referring to general aspects of education, and Thorndike to more specific discussions related to arithmetic.

Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-09T16:38:00Z No. of bitstreams: 2 Adriele Cristina de Souza Meurer.pdf: 1156728 bytes, checksum: ed7363e3daa24f86d3603dddadbf28fa (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-09T16:38:00Z (GMT). No. of bitstreams: 2 Adriele Cristina de Souza Meurer.pdf: 1156728 bytes, checksum: ed7363e3daa24f86d3603dddadbf28fa (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2012-08-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study investigated the educational thought of Anísio Teixeira Spinola (1900-1970), a leading Brazilian educators and disciple of John Dewey (1859-1952). It is presented initially in the first chapter the process of consolidation of the capitalist mode of production and liberalism as its founding ideology. It was, therefore, the path of liberalism, its principles and its expression in the educational thought of John Dewey and, consequently, the educational thought of Teixeira, in the 1930s in Brazil. To understand the thinking of John Dewey, studied the works of Liberalism, Freedom and Culture (1970), Experience and Education (1979b / 1980), Democracy and Education (1979), fundamental for the understanding of the relationship between liberal principles and their educational proposal, since it is considered the greatest exponent of the escolanovismo and expression of liberal ideology in education. To investigate the expression of liberal thought in the work of Teixeira, we studied the works Small Introduction to Philosophy of Education (1975); In march for Democracy (1934) and Education for Democracy (1997), written in the mid , 1930. It found the expression of liberal principles of equality, freedom, individuality, ownership and democracy in educational proposal for Teixeira, Brazil in the 1930s, as regards the conception of science, intelligence and experience. / Este trabalho investigou o pensamento educacional de Anísio Spínola Teixeira (1900-1970), um dos maiores educadores brasileiros e discípulo de John Dewey (1859-1952). Apresenta-se, inicialmente, no primeiro capítulo o processo de consolidação do modo de produção capitalista e do liberalismo como sua ideologia fundante. Considerou-se, portanto, o percurso do liberalismo, seus princípios fundamentais e sua expressão no pensamento educacional de John Dewey e, consequentemente, no pensamento educacional de Anísio Teixeira, na década de 1930, no Brasil. Para a compreensão do pensamento de John Dewey, estudamos as obras Liberalismo, Liberdade e Cultura (1970); Experiência e Educação (1979b/ 1980); e Democracia e Educação (1979), fundamentais para a apreensão da relação entre os princípios liberais e a sua proposta educacional, já que o mesmo é considerado o grande expoente do escolanovismo e da expressão da ideologia liberal no campo educacional. Para investigação da expressão do pensamento liberal nas obras de Anísio Teixeira, estudou-se as obras Pequena Introdução a Filosofia da Educação (1975) ; Em marcha para a Democracia (1934) e Educação para a Democracia (1997), escritas em meados da década de 1930. Constatou-se a expressão dos princípios liberais de igualdade, liberdade, individualidade, propriedade e democracia na proposta educacional de Anísio Teixeira, no Brasil na década de 1930, no que diz respeito a concepção de ciência, de inteligência e de experiência .

Syftet med den här studien är att undersöka hur lärare i årkurs 1–3 skapar motivation och ett intresse hos eleverna i ämnet matematik. Undersökningen har genomförts med hjälp av en kvalitativ metod i form av semistrukturerade intervjuer med fyra åk 1–3 lärare. Resultatet indikerar på att motivation och intresse skapas med hjälp av en varierad matematikundervisning som bemöter alla elevers behov och intressen. Lärarens pedagogiska egenskaper samt val av arbetsmetoder i form av elevinkludering, vardagsanknytning samt konkret material har visat sig skapa intresse och motivation för matematikämnet. Resultatet visar även att läraren och dennes inställning till ämnet är av vikt i matematikundervisningen. Slutsatsen är att en engagerad lärare med positiv inställning till ämnet skapar motivation och intresse hos sina elever i matematikämnet. / The purpose of this study is to examine how grade 1-3 teachers create motivation and interest for the students in mathematics. The survey was conducted using a qualitative method in the form of semi-structured interviews with four teachers in grade 1-3. The result indicates that motivation and interest are created with the help of a varied mathematics teaching that meets the needs and interests of all students. The teacher's pedagogical characteristics and choice of working methods such as student inclusion, connection to everyday life of the pupil and concrete material has been shown to create interest and motivation for the subject of mathematics. The results also show that the teacher and his/her attitude to the subject is of great importance in mathematics teaching. The conclusion is that a committed teacher with a positive attitude to the subject creates motivation and interest in the subject of mathematics.

Based on the American philosopher John Dewey's (1859–1952) theoretical framework linked to the role of democracy in education, the purpose of this qualitative study is to explore the role of democracy in the contemporary leisure center, which, according to the current curriculum, should be based on students' experiences, interests and needs. Through interviews and observations, the study describes the educators 'perspectives and work with democracy, as well as how the students' experiences, interests and needs are mapped and manifested in the activities.   The study shows, in accordance with Dewey's idea of ​​the collaborative experience, that the educators value the students' democratic rights, but that in the end it is up to the educators how it is put into practice. This action may be partly due to the content of the curriculum, and partly due to students needing guidance and direction in discovering new phenomena. Opportunity for democratic participation exists for the students, even if it is associated with challenges, such as them themselves denying the opportunities. Furthermore, the study shows that students' needs, interests and experiences are mapped through observation and conversations with the students, but that there is a lack of systematic work on this and that the result is thus uncertain. Furthermore, the study shows that students' interests, needs and interests need to be clear and easy to discover to be noticed by the educators. Students who do not express or show signs of what their interests, needs and experiences risk being either exposed to pressure or being completely missed on the grounds that the educators do not have the opportunity to make them visible. / Med utgångspunkt i den amerikanske filosofen John Deweys (1859–1952) teoretiska ramverk kopplat till demokratins roll inom utbildning är syftet med denna kvalitativa studie att utforska demokratins roll i det samtida fritidshemmet, vilken, enligt rådande läroplan, ska utgå från elevers erfarenheter, intressen och behov. Genom intervjuer och observationer redogör studien för pedagogernas perspektiv och arbete med demokrati samt hur elevernas erfarenheter, intressen och behov kartläggs och manifesterar sig i verksamheten.     Studien visar, i enlighet med Deweys idé om den samverkande erfarenheten, att pedagogerna värdesätter elevernas demokratiska rättigheter men att det i slutändan är upp till pedagogerna hur det omsätts i praktiken. Detta agerande kan dels bero på läroplansinnehållet, dels utifrån att eleverna kan behöva styrning och riktning i att upptäcka nya företeelser. Möjlighet till demokratiskt deltagande finns för eleverna även om det är förknippat med flertalet utmaningar, så som att de själva avböjer möjligheterna. Vidare visar studien att elevers behov, intressen och erfarenheter kartläggs genom observation och samtal med eleverna, men att det saknas ett systematiskt arbete kring detta och att resultatet därmed är osäkert. Studien synliggör vidare att elevers intressen, behov och intressen erfarenheter behöver vara tydliga och lätta att upptäcka för att uppmärksammas av pedagogerna. Elever som inte uttrycker eller visar tecken på vad deras intressen, behov och erfarenheter består av riskerar att antingen bli utsatta för påtryckningar eller att missas helt utifrån att pedagogerna inte har möjlighet att synliggöra dem.

The Aesthetic Dimension of playing Videogames Abstract The Thesis is divided into two main parts. The first part follows the beginning of the discussion which considers computer games as Art. Selected theories are analyzed and critically reviewed. Specifically, these are theories considering the emotional potential of games, their narativity, or their cluster definition. In the second part are computer games seen as aesthetic experiences. In a short diversion the similarities between computer games and sport are shown. Also the role of winning and rules is contemplated. Subsequently, John Dewey's theory is used to interpret the phenomenon. The text is interwoven with examples of old and current computer games. Key words: Videogames, Aesthetics of Everyday life, New Media Art, an Experience, Pragmatism, John Dewey

Le pragmatisme et la pensée de John Dewey intéressent actuellement un nombre grandissant de chercheurs en philosophie et en sciences humaines. Cet intérêt se manifeste depuis quelques années en éthique appliquée au Québec. Cette recherche vise à cerner la pertinence de la pensée de Dewey pour ce mouvement philosophique. Bien que Dewey soit plus souvent connu pour ses idées progressistes en éducation, plusieurs autres facettes de sa pensée suscitent maintenant l’intérêt. Parmi celles-ci se trouvent l’éthique et les valeurs. Si la notion de valeur recèle une importance majeure en éthique appliquée, elle fait partie des grandes questions sous-jacentes à l’ensemble des écrits de Dewey. Malgré plus d'une soixantaine d’années séparant les derniers développements de Dewey sur les valeurs et la conception de l’éthique appliquée aujourd’hui, nous retrouvons plusieurs perspectives communes. Parmi celles-ci se trouve le rôle de la raison pratique dans la résolution de situations indéterminées; la localisation des valeurs dans la conduite humaine et l’attribution de valeurs; l’actualisation des valeurs et la construction de valeurs partagée; une démarche éducative, réflexive et transdisciplinaire ancrée dans l’action; l’emphase mise sur l’autonomie de jugement de l’individu ainsi que l’espace socioculturel propice au déploiement et la valorisation de cette autonomie. Nous terminons en soulignant la pertinence particulière de Dewey au niveau de sa conception transactionnelle de l’expérience humaine, sa tentative de surpasser la dichotomie entre faits/valeurs, sa distinction entre valeur et idéal, le rôle de la créativité en éthique, la possibilité de jugements responsables sur les valeurs ainsi que son cadre général d’enquête sur les valeurs.

The purpose of this dissertation is to develop explanatory theory for the learning processes facilitated by art-based methods in management education (ABMs). Such theory is important because managerial educators increasingly use ABMs, and without a well-developed theory it may be difficult to realise these methods’ full potential. Current research on ABMs uses theories from other fields but generally sees ABMs as methods for making important information available for reflection, e.g. information about unconscious assumptions, aesthetic experience, or non-propositional or tacit knowledge. This shows that the field is grounded in a representationalist view of cognition. This view of cognition makes it difficult to explain certain themes in the research field, such as, the importance of staying with the senses without reflecting, aesthetic agency, and the process of making. I therefore asked: What insights can be gained from exploring ABMs, using theories grounded in the embodied view of cognition, in particular Conceptual Metaphor Theory (CMT) (Lakoff & Johnson, 1999) and simulation theories (Barsalou, 2008). For the empirical work, I used an experimental design with 60 managers from Danish companies. All participants selected problems from their work they perceived as important, yet unsolvable. They were randomly divided into three groups: Two groups using different ABMs to address problems and a comparison group where no ABM was used. The experiment indicated that 1) creating new metaphors for a problem based on different sensory metaphors enabled the participants to import behaviour from contexts unrelated to the problematic situation, and 2) focusing on sensory experience enabled participants to remove judgments about self or others. Furthermore, the experiment indicated that learning outcomes reflected participants’ experience of the concrete learning intervention. These findings contribute to CMT by suggesting that it is possible to formulate relationships between changes in metaphors and specific learning outcomes. They contribute to ABM by suggesting that experiences that participants have during ABMs are later used as tools for structuring other experiences – not merely as data for reflection.

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