This multi-case ethnographic study examined the gender beliefs of two teachers and 12 parents and the gender identity of thirty 8-10 year old boys in two primary schools in Jamaica. The study was conducted against the background of gross underachievement among Jamaican boys and the research literature pointing to gender socialization as a factor in the declining results and interest in academic studies. Through 10 weeks of observations, interviews and focus group discussions answers were sought for the following questions: 1. What beliefs do teachers hold about gender? 2. What beliefs do parents hold about gender? 3. What are boys' perceptions of their gender identity? From the data collected it was revealed that teachers' expressed beliefs was not always consistent with their classroom practices; teachers traditional methods even though recognising that girls and boys have different learning styles; boys arrived at school far less prepared to work than girls; they were more likely to be off task than were girls; they identified strongly and early with traditional masculinity in the process devaluing anything feminine; parents, particularly mothers felt powerless to change the attitudes of boys towards school work; they allow their boys far more latitude to play at home and in many instances failed to help them develop a sense of responsibility. Parents held traditional gender beliefs guided mostly by religious teachings. In the matter of careers however, they were prepared to allow their sons to work in traditional female careers. The findings suggest the need for a radical redefinition of what it means to be masculinity, one which will allow boys to embrace feminine values and attitudes. The central education authorities in Jamaica need a clear gender policy for schools; schools need to work closer with parents for a greater level of consistency in the socialization of boys. Finally, teacher preparation programmes need to pay more than lip service to gender in the education process. Teachers in training need to understand that their socialization practices are driven by their beliefs and impact the development of boys and girls' identities.

Most adult human activities reflect a moral position. This thesis aims to show that art, as one form of human endeavour, follows suit. Consequently, art education should reflect this connection. In this thesis I make a philosophical investigation of one possible approach to art education. Furthermore, to be reflective of western society's emphasis on personal autonomy and authenticity, I contend that the only appropriate moral stance in education should be intuitive, non-calculating and non-utilitarian. / In order to philosophically illustrate and support my position, I use the aesthetic thoughts of Bergson and Nietzsche and put them in opposition. This is because they exemplify two opposite conceptions of morality that currently permeate society. Bergson's concept of aesthetics depends upon a stance of disinterest. Nietzsche's is utilitarian. The first exemplifies a humanist orientation that supports an altruistic morality and an aesthetics that puts emphasis on perception. This ethical position actually emerges from an active consciousness, a personal mode of being. On the other hand, Nietzsche's stance is a precursor to one strand of postmodern thought that may be described as a pragmatism oriented towards the achievement of power. This attitude excludes any possible form of disinterestedness. Indeed, Nietzscheism espouses a "noble egoism" and an impersonal mode of being that breeds a narcissistic and immature form of artistic creation. This is a creation that becomes a glorification and edification of oneself, albeit an impersonal self. This is a narcissistic attitude that finds an echo in some trends of contemporary art. / In regard to contemporary art, I argue that Nietzsche's influence may be seen in a deviant utilitarian morality that results in a scientistic and anti-aesthetic artistic current. This is a nihilistic trend evident in the work of artists such as Marcel Duchamp. As an alternative, I propose a Bergsonian "ethico-aesthetic" conception of art, inspired and encompassed by disinterestedness as a mature pedagogical value. From this perspective, instead of a neutral attitude, we maintain a more empathic position toward life and art. This altruistic morality produces a responsible and sensible art---concerned with the creation of common grounds. This suggests a need for a form of creation that unfolds from what Bergson could term a "mysterious" sentiment of obligation to bear witness to beauty, in all its forms, as a precisely non-utilitarian and disinterested experience of perception.

The study investigated how the child centred approach is applied in teaching Natural Science (NS) in Johannesburg East schools. Most attention was paid on which teaching methods were used and how they were used to teach NS. Data was collected from 5 randomly selected schools in Johannesburg East through observations of Natural Science teachers teaching, and focus group discussion with them. Data presentation and analysis revealed that NS teachers who participated in the study used a limited range of child centred teaching methods. They only used experiments, class activities, as well as question and answer method. Literature review revealed that there are numerous child centred teaching methods that NS teachers can use. Some of these methods are brainstorming, discussions, games, group/pair work, field trips, case studies and assignments, using Information and Communication Technology (ICT), debates and facilitation. The majority of teachers still used the out-dated lecture method contrary to the Curriculum Assessment Policy Statement (CAPS) 2012 documents that call for an end in the use of traditional teaching methods such as the lecture method. The study also revealed that there are certain challenges and factors that inhibit the implementation of the child centred approach in NS. These challenges among others include the teacher centred curriculum which dictates the pace and content to the child, lack of adequate NS resources, big volumes of learners in classes, different abilities, talents, interests and skills possessed by learners, learners’ lack of discipline, as well as shortage of qualified NS teachers. All these were seen as inhibiting factors in the implementation of the child centred approach in NS. The study among other recommendations recommended that, in order for the child centred approach to be implemented successfully the Ministry of Basic Education should develop a child centred curriculum that does not dictate the pace to the child. The Ministry as well should come up with a specific or customised child centred approach model that is relevant to NS as a subject, in-service all NS teachers and empower them with the child centred teaching methods, principles and strategies, capacitate all schools with all necessary resources such as qualified NS teachers as well as relevant chemicals, materials, apparatus and information and communication technology infrastructure designated for NS. / Science and Technology Education / M. Ed. (Natural Science Education)

Made available in DSpace on 2014-06-11T19:33:29Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-02-22Bitstream added on 2014-06-13T20:05:30Z : No. of bitstreams: 1 brocanelli_cr_dr_mar.pdf: 487337 bytes, checksum: bcdcc334ea49f79147d4a653282f2c2c (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Nosso objetivo nesta pesquisa é pensar a questão do Ensino da Filosofia e do filosofar, a partir de alguns pensamentos filosóficos que marcaram a reflexão sobre a Educação no século XX e neste início do século XXI, bem como destacar o problema da experiência do homem na atualidade. O decurso desse trabalho e sua elaboração sustentam-se no estudo teórico-filosófico, apresentando os conceitos pesquisados sob a orientação da ontologia hermenêutica de Gadamer, com o intuito de compreender o pensamento dos autores estudados e a realidade em que a sociedade atual vivencia. A percepção de uma sociedade entregue à mentalidade pós-moderna tornou-se subsídio para a Filosofia e a Educação, exigindo e propondo a reflexão urgente sobre a banalização da vida, a subserviência ao consumismo desenfreado e a expropriação da experiência. Resgatando a antiga relação entre a Filosofia e a Pedagogia, nos propomos a pensar a experiência na vida e na Educação, especificamente uma experiência que possibilite também a reflexão dos estudantes frente à realidade em que vivem hoje; ou seja, pensamos na urgência de uma Educação que valorize novamente a reflexão filosófica por meio de uma experiência filosófica, tendo-a também como fim. Assim, nossa pesquisa problematiza o Ensino de Filosofia bem como aprofunda o tema da experiência, apresentando sua importância no momento presente, construindo uma reflexão a partir da seguinte pergunta: como é possível uma experiência filosófica hoje? E, havendo essa experiência, como acontece a sua transmissão? O desenvolvimento do estudo sobre a experiência conduziu-nos a pensar sobre a infância, momento forte e propício da Educação, tornando-se o pano de fundo da pesquisa, pois a infância não se fecha numa idade cronológica, mas... / Our objective in this research is to think the issue of Teaching Philosophy and the philosophizing, though some philosophical thoughts that marked the debate on Education in the twentieth century and in the beginning the twentieth one century, well how to highlight the problems of mankind’s experience in nowadays. The course of this work and the elaboration are underpinned by theoretical-philosophical study, presented by researched concept oriented by hermeneutic ontology of Gadamer, in order to understand the thoughts of the authors studied and the reality in which current society experiences. The perception of one society postmodern mentality became allowance for Philosophy and the Education, proposing and demanding an urgent reflection about the trivialization life, Subservience to the rampant consumerism and the expropriation of experience. Rescuing the historical relationship between Philosophy and Pedagogy, we propose to think the experience in life and Education specifically an experience that will also led reflection of students face the reality in which they live today that is, we think of urgency of Education that values back to philosophical reflection through a philosophical experience, and it also as an end. Our research questions the Teaching of Philosophy and deepens the theme of experience, showing its importance in present moment, building a reflection from the following question: how can it be possible a philosophical experience today? And when it happens this experience, and how it happens as its transmission? Development the study on the experience led us to think about childhood currently strong and conducive to Education, becoming the backdrop of research, as the childhood does not close in chronological age, but prevalent in human life as a condition, turns into Education and learning... (Complete abstract, click electronic address below)

abstract: In an attempt to gain a greater understanding of the interpretations and attitudes of higher education faculty in education programs teaching critical pedagogy, social justice, student empowerment and related concepts I conducted interviews with twenty faculty members in education programs in the New York City area. It is a study looking at the philosophies and conceptions of faculty and the relationship between those philosophies and their actions in the classroom. The interviews were transcribed and analyzed for trends and patterns. The nature of the questions focused on various aspects of critical pedagogy and allowed for an easy transition to preliminary categories based on the interview questions. The data was reviewed again for similarities and trends, and then again for comparison between the three identified perspectives: Professionalization Perspective, Democratic Student Development Perspective, and Critical Action Perspective. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2015

Orientador: Carlos da Fonseca Brandão / Banca: Pedro Angelo Pagni / Banca: Alonso Bezerra de Carvalho / Banca: José Camilo dos Santos Filho / Banca: Marcos Antônio Lorieri / Resumo: Nosso objetivo nesta pesquisa é pensar a questão do Ensino da Filosofia e do filosofar, a partir de alguns pensamentos filosóficos que marcaram a reflexão sobre a Educação no século XX e neste início do século XXI, bem como destacar o problema da experiência do homem na atualidade. O decurso desse trabalho e sua elaboração sustentam-se no estudo teórico-filosófico, apresentando os conceitos pesquisados sob a orientação da ontologia hermenêutica de Gadamer, com o intuito de compreender o pensamento dos autores estudados e a realidade em que a sociedade atual vivencia. A percepção de uma sociedade entregue à mentalidade pós-moderna tornou-se subsídio para a Filosofia e a Educação, exigindo e propondo a reflexão urgente sobre a banalização da vida, a subserviência ao consumismo desenfreado e a expropriação da experiência. Resgatando a antiga relação entre a Filosofia e a Pedagogia, nos propomos a pensar a experiência na vida e na Educação, especificamente uma experiência que possibilite também a reflexão dos estudantes frente à realidade em que vivem hoje; ou seja, pensamos na urgência de uma Educação que valorize novamente a reflexão filosófica por meio de uma experiência filosófica, tendo-a também como fim. Assim, nossa pesquisa problematiza o Ensino de Filosofia bem como aprofunda o tema da experiência, apresentando sua importância no momento presente, construindo uma reflexão a partir da seguinte pergunta: como é possível uma experiência filosófica hoje? E, havendo essa experiência, como acontece a sua transmissão? O desenvolvimento do estudo sobre a experiência conduziu-nos a pensar sobre a infância, momento forte e propício da Educação, tornando-se o pano de fundo da pesquisa, pois a infância não se fecha numa idade cronológica, mas... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Our objective in this research is to think the issue of Teaching Philosophy and the philosophizing, though some philosophical thoughts that marked the debate on Education in the twentieth century and in the beginning the twentieth one century, well how to highlight the problems of mankind's experience in nowadays. The course of this work and the elaboration are underpinned by theoretical-philosophical study, presented by researched concept oriented by hermeneutic ontology of Gadamer, in order to understand the thoughts of the authors studied and the reality in which current society experiences. The perception of one society postmodern mentality became allowance for Philosophy and the Education, proposing and demanding an urgent reflection about the trivialization life, Subservience to the rampant consumerism and the expropriation of experience. Rescuing the historical relationship between Philosophy and Pedagogy, we propose to think the experience in life and Education specifically an experience that will also led reflection of students face the reality in which they live today that is, we think of urgency of Education that values back to philosophical reflection through a philosophical experience, and it also as an end. Our research questions the Teaching of Philosophy and deepens the theme of experience, showing its importance in present moment, building a reflection from the following question: how can it be possible a philosophical experience today? And when it happens this experience, and how it happens as its transmission? Development the study on the experience led us to think about childhood currently strong and conducive to Education, becoming the backdrop of research, as the childhood does not close in chronological age, but prevalent in human life as a condition, turns into Education and learning... (Complete abstract, click electronic address below) / Doutor

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The question about the possibility of the spread of philosophical activity in school - a typical institution of our society that bears the responsibility to convey the ways of thought that exist in our culture - constitutes an important aspect in the recent history of (re) inclusion of the discipline of philosophy in high school in Brazil. It is under such a paradigm that has emerged this research proposal, belonging to the Research Line 2: School Practice and Public Policy, of the Postgraduate Program in Education of the Federal University of Santa Maria. His goal was to investigate the discourses that permeate the school, the philosophy class and subjectteachers of philosophy, and that, somehow, produce an apparent separation between the teaching of philosophy and philosophizing. The materiality of this research are documents of public policies on education and the discipline of philosophy, the documents of the schools and / or institutions of higher education, philosophical and academic texts (who hold forth on education, teaching philosophy, activity of philosophizing), but fundamentally, the words of teachers of philosophy. It is assumed therefore that the subject represented by the teacher is likely of the intersection of various discourses constitute the knowledge on philosophy and education, contemporaneously. The reading of both documents as the speeches - from semistructured interviews - was in the exercise of an archaeogenealogic discourse analysis, as the postulates developed by Michel Foucault. In this sense, the project introduces and develops concepts such as speech, utterance, archeology, genealogy, and subject of discourse. Therefore, as a result of this investigation, we highlight certain conceptions of philosophy, philosophizing and teaching of philosophy crossed by referring, as: teaching / research, history of philosophy, classic text, critique, dialogue, think / thought,practice, and so. The pedagogical practices indicated by these units of discourse present tensions. These concepts are created by philosophy itself, and therefore denote paradoxes related to the philosophy and teaching of philosophy. They refer to the Kantian sentence Philosophy is not taught. It is taught to philosophize. Finally, the study turns to an analysis of strategies of power and governmentality made in school in order to understand the relationship between teacher discourse and its institutional and political constraints. There is consonance between teaching practices and certain disciplinary and control concepts. / A questão sobre a possibilidade da atividade filosófica na escola uma instituição típica de nossa sociedade que carrega a responsabilidade de transmitir as formas de pensamento existentes em nossa cultura constitui importante aspecto na recente história da (re) inclusão da disciplina de filosofia no ensino médio brasileiro. É sob tal paradigma que foi desenvolvida essa pesquisa, pertencente à Linha de Pesquisa 2: Políticas Públicas e Práticas Escolares, do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria. Seu objetivo foi investigar os discursos que perpassam a escola, a aula de filosofia e os sujeitos-professores de filosofia e que, de alguma forma, produzem uma aparente separação entre o ensino da filosofia e o filosofar. As materialidades utilizadas na investigação foram os documentos das políticas públicas sobre educação e sobre a disciplina de filosofia, os documentos das escolas e/ou das instituições de formação superior, os textos filosóficos e acadêmicos (que dissertam sobre educação, ensino de filosofia, atividade do filosofar), mas prioritariamente, as falas de professores de filosofia. Supõe-se, pois, que o sujeito representado pelo professor é passível do entrecruzamento dos mais diversos discursos a constituírem os saberes sobre filosofia e ensino, contemporaneamente. A leitura tanto dos documentos como das falas provenientes de entrevistas individuais semi-estruturadas consistiu no exercício de uma análise discursiva arquegenealógica, conforme os postulados desenvolvidos por Michel Foucault. Neste sentido, a presente dissertação apresenta e desenvolve conceitos tais como discurso, enunciado, arqueologia, genealogia, sujeito do discurso. Por conseguinte, como resultados desta investigação, destacam-se determinadas concepções de filosofia, filosofar e de ensino de filosofia atravessadas por referentes, como: ensinar X pesquisar, história da filosofia, texto clássico, crítica, diálogo, pensar/pensamento, prática, etc. Estes referentes apresentam, por si mesmos, tensões no que confere às práticas pedagógicas a que remetem. Não obstante, são conceitos produzidos no seio da própria filosofia e carregam, por isso, tensões também relativas à constituição deste saber. Eles denotam alguns paradoxos da filosofia e do ensino de filosofia e remetem à máxima kantiana Não se ensina filosofia. Ensina-se a filosofar . Por fim, a pesquisa volta-se a uma análise das estratégias de poder e governamentalidade efetuadas na escola a fim de compreender as relações entre o discurso docente e suas condicionantes institucionais e políticas. Neste sentido, encontram-se consonâncias entre as práticas docentes e determinados conceitos disciplinares e de controle.

Submitted by SILMARA CRISTIANE PINTO null (silmaraffc@live.com) on 2016-11-11T02:00:47Z No. of bitstreams: 1 DISSERTAÇÃO doc.pdf: 845170 bytes, checksum: 8d10bc9bda34cedcaa3e3452cc0b7065 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO null (luizaromanetto@hotmail.com) on 2016-11-11T17:16:28Z (GMT) No. of bitstreams: 1 pinto_sc_me_mar.pdf: 807551 bytes, checksum: cc6a919b40da5e31adde3ba460ff44aa (MD5) / Made available in DSpace on 2016-11-11T17:16:28Z (GMT). No. of bitstreams: 1 pinto_sc_me_mar.pdf: 807551 bytes, checksum: cc6a919b40da5e31adde3ba460ff44aa (MD5) Previous issue date: 2016-02-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Pensar a possibilidade de uma experiência filosófica no aprendizado da filosofia envolve, de início, perguntar pelas características dessa experiência, ou seja, no que consiste a aprendizagem filosófica. Diante dessa questão, é preciso considerar também a conjuntura para a qual a filosofia e seu ensino convergem. Nesse sentido, observamos que o pressuposto da transmissão de conhecimentos no ensino, se apresenta como fator determinante à experiência de formação escolar, cujo aprendizado se confunde com a assimilação e a reprodução de conceitos, e o ensino com a explicação de conteúdos articulados segundo um conjunto de saberes pré-estabelecidos. Conforme a tese defendida por Gilles Deleuze em Diferença e Repetição (2006) verifica-se que as imagens do pensamento enquanto representações pré-filosóficas constituem os problemas fundamentais relacionados à debilidade da criação conceitual nos planos de imanência da filosofia. Assim, entendemos que explicação mecânica de conteúdos no ensino, também denota um modo de transmitir representações, gerando implicações adversas para o devir filosófico da aprendizagem. Tendo em vista esse tênue encadeamento entre ensino e aprendizado, buscamos problematizar nesta pesquisa, em que medida o ensino pode ou não constituir um campo potente para o aprender face uma experimentação filosófica do pensamento. Para tanto, Jacques Rancière (2002) foi um autor que nos permitiu enunciar essa problemática, à medida que apresenta um limite significativo entre aquilo que o mestre ensina e aquilo que o aluno é capaz aprender sem as suas mediações. O primeiro enfoque deste trabalho consistiu, portanto, em introduzir um campo problemático sobre o ensino, com base na aventura intelectual de Jacotot, personagem simbólico d’O mestre Ignorante. Na sequência, procuramos perguntar o que caracteriza uma experiência de aprendizagem filosófica, e quais as possibilidades de sua efetuação, apesar da proeminência da recognição e da representação no ensino de Filosofia. Tratar tais questões nos colocou em correspondência com o pensamento deleuziano, especialmente com a obra Proust e os Signos (2003), no que diz respeito ao afecto e aos signos como matéria do aprendizado. De forma concomitante, o encontro com Clarice Lispector foi o passe final que nos permitiu estabelecer, no diálogo entre literatura e filosofia, intercessores para pensar o aprendizado na direção dos encontros, ou melhor, sob disparações do desconhecido e sobre as entrelinhas da invenção artística e filosófica. A aprendizagem enquanto desdobramento da potência transformadora do signo foi, portanto, o ponto de vista através do qual pudemos indicar as respostas ou os caminhos decisivos deste trabalho. / To think the possibility of a philosophical experience in the learning of philosophy involves, firstly, to question the characteristics of this experience, in other words, in what could be conceived as philosophical learning? From this question, is needed to consider as well the conjecture to which the philosophy and it’s philosophical learning converge. In this sense, we observed that the assumption of knowledge transmission is presented as a determining factor in the experience of scholarly formation, which the learning is conflated with the assimilation and the reproduction of concepts, and the teaching with the a explanation of the contentes articulateds according to a set of pre-established knowledge. In accordance to the thesis defended by Gilles Deleuze in Difference and Repetition (2006), turn out that the images of thought as pre-philosophical representations constitute the fundamental problems related to the debility of the conceptual creation in plans of immanence of the philosophy. Thus, we understand that mechanical explanation of the contents in education, also denotes a way of transmitting representations, generanting adverse implications for the philosophical learning moviment. Having in sight this tenuous enchainment between teaching and learning, we seek to discuss in this research, in which extent the teaching may or may not constitute a potent field to the learning face to a philosophical experimentation of thought. For this purpose, Jacques Rancière (2002), was an author who allowed us to formulate this problem, as it shows a significant boundary between what the teacher teaches and what the student is able to learn without their mediations. First focus of this work, consisted, therefore, in the introdution a problematic field of education, based on the intellectual adventure of Jacotot, a symbolic persona of The Ignorant schoolmaster. In the sequence, we seek to investigated what could possibly characterize a philosophical learning experience, and what are the possibilities of its effectuation, despite the prominence of recognition and representation in the teaching of philosophy. Treating these issues connected us with Deleuzian's thought, especially with the book named Proust and Signs (2003), regarding to affection and the signs as matter of the learning. In the same way, the encounteurs of Clarice Lispector was the final step which allowed us to establish, in the dialogue between literature and philosophy, intercessors to think the learning in the direction of the encounteurs or better, under disparations to the unknown and on the interlines of artistic invention and philosophical. The learning as unfolding of the transforming pontential of the sign was, therefore, the point of view through which we could indicate the answers or the critical paths of this work.

Este trabalho propõe uma análise cirscuntanciada de uma prática de ensino de filosofia ao longo de dez anos e meio como docente de ensino de filosofia no Ensino Médio na Escola de Aplicação da Faculdade de Educação da Universidade de São Paulo (EAFEUSP). O que se pretende aqui é, a partir de alguns pressupostos teóricos, produzir a análise de uma experiência com filosofia no Ensino Médio, de modo a oferecer contribuições à sua prática. Procurou-se expor os obstáculos geralmente enfrentados pelo professor iniciante, recém saído do bacharelado, quando se depara com demandas programáticas nem sempre condizentes com o conteúdo específico da Filosofia, e com alunos que, muitas vezes, não apresentam os pré-requisitos mínimos para que um trabalho filosófico possa ser iniciado. Tentou-se buscar respostas quanto ao caráter da disciplina, seus limites e as possibilidades de ações pedagógicas que atendam objetivos mínimos de formação do aluno. Com esse objetivo, realizou-se levantamento do tema na literatura, para, então, confrontar as propostas e diagnósticos encontrados na prática docente. São apresentados alguns percursos de elaboração do programa de ensino de filosofia praticados na Escola de Aplicação (EA) entre os anos de 2001 e 2011. Nesse trajeto, procurou-se explicitar as estratégias didáticas adotadas, quais foram bem sucedidas e quais apresentaram falhas e acabaram por ser abandonadas. Além disso, analisamos produções textuais dos alunos, bem como depoimentos de ex-alunos sobre sua experiência com filosofia no ensino médio. / This work offers a circumstanced analysis of the practice of teaching of Philosophy in the High School at Escola de Aplicação of University of Sao Paulo Education College (EAFE-USP), along ten years and a half. Here, the goal is, considering some theoretical presuppositions, to produce an analysis of this teaching experience, and also to offer some contribution to the practice of teaching Philosophy in High School. We intended to expose the obstacles that are usually faced by beginner teachers (recent bachelors), when they have to deal with the demands of the syllabus, which not always befit the specific content of Philosophy or students, that often do not have minimal necessary prerequisites to start a philosophical work. We aimed to search answers concerning the nature of the discipline, its limits and the possible pedagogical actions that satisfy minimally the students formation. Focusing on this, we researched this theme in the literature in order to confront propositions and diagnosis in teaching practice. We also presented some of the philosophy teaching syllabus adopted at Escola da Aplicação between 2001 and 2011. In this trajectory, we sought to fully expose the adopted didactic strategies: the ones which had well succeeded and the others that showed failures, thus being abandoned. Furthermore, we analyzed the writing production as well as the testimony of previous students concerning philosophy in high school.

D.Ed. / The aim of this study was to investigate: the causes, problems and justification of the increase in part-perspectives in faculties of education; the reasons for the apparent disappearance of borders between part-perspectives in Education; and possible criteria for the justification of existing and new part-perspectives and modules. The study showed that the increase in part-perspectives led to various problems in Education, such as: considering the own part-perspective to be more important than other partperspectives; overlapping between part-perspectives; and overemphasising the subdivisions of Education in stead of emphasising the educational phenomenon as the object of investigation. There were not only historical reasons for the diversifying of Education. The difficulties experienced in the structuring of Education were the result of the complex reality of education in a rapid changing society. Contemporary and future trends were therefore taken into account by the researcher because the effectiveness of faculties of education is determined by the manner in which they respond to changes in society. The present stance of the part-perspectives in Education was evaluated in this study in order to find criteria for the justification of existing and new part-perspectives. These criteria can be used as a basis for the possible restructuring of Education. The following criteria were amongst others identified: an educational perspective; demarcation; a clear problem; theoretical accountability; scientific justification; expertise; and a sound curriculum. This study demonstrated the necessity of knowledge of the nature of an educational perspective to enable educationists to evaluate the focus of their part-perspectives from an authentic educational point of view.