A presente pesquisa, de natureza teórico-filosófica, argumenta descritivamente a teoria estética do filósofo americano John Dewey, em função do seu chamado \"princípio de continuidade\", próprio do sistema filosófico deweyano como um todo. Nessa empreitada, privilegiou-se o recorte da continuidade entre o estético e o científico, ou entre valor e investigação enquanto característica essencial de tal teoria estética. Na observação dos pressupostos filosóficos gerais do filósofo, verificou-se que sua estética se estabelece, necessariamente, em continuidade ao método experimental das ciências naturais, consolidando proposições características essenciais de sua teoria da arte: Dewey crê na supremacia da contingência do processo que é a própria natureza, contínua, cumulativa, em sentido amplo, o que justifica que o ideal deva deixar de ser contemplativo para se converter num instrumental operativo, ou seja, um método experimental em virtude do meio; assim sendo, a estética deweyana deve ser compreendida, principalmente, em seu caráter investigativo, ou seja, em continuidade à ciência; Dewey rejeita os dualismos filosóficos, a metafísica e a epistemologia tradicionais; logo, sua estética desconsidera igualmente qualquer \"transcendental\" ou \"transcendente\" em termos clássicos; portanto, a arte ou estética, seja ela ato expressivo ou cultura, se daria entre diversos ritmos contínuos, nunca dualistas ou hierárquicos, no sentido da busca de um ideal Absoluto. Segundo a estética de Dewey, o valor reside precisamente no ritmo próprio do processo por exemplo: entre tensão e harmonia, comum e extraordinário, real e ideal etc. Dessa articulação ativa entre os vários aspectos em continuidade é que surgiria o ato expressivo, pela experiência singular imaginativa, e a cultura como um todo, mediante a comunicação. / The present theoretical-philosophical research argues descriptively about the aesthetic theory of the american philosopher John Dewey, in regards to the principle of continuity\" within Dewey\'s philosophical system as a whole. Bearing that in mind, the continuity of the aesthetic and the scientific were focused, as well as value broadly conceived and knowledge viewed as a scientific approach, and as the essential feature of Dewey\'s aesthetic theory. Thus, through the observation of the philosophers general assumptions, it has been verified that his aesthetics is necessarily established in continuity with experimental methods of natural sciences, which consolidates a few of the essential features propositions of his art theory: Dewey\'s supreme belief in the contingent of the process, which is continuous, cumulative, and broadly conceived as nature itself, implies that the ideal must cease to be contemplative and thus become instrumental and operative, which means it should become an experimental method in virtue of the environment. Therefore: Dewey\'s aesthetics must be primarily understood within its investigative character, that is, in its continuity to science; Deweys rejection of traditional metaphysics, epistemology, and philosophical dualisms prevents any classical interpretation of \"transcendental\" or \"transcendent\". Therefore art or aesthetics, as acts of expression or culture, should be continuous to a diversity of rhythms, but never dualistic or hierarchical in the sense of any ideal in pursuit of the Absolute. According to Dewey\'s aesthetics, value resides precisely in the pace of the process itself, such as between tension and harmony, ordinary and extraordinary, real and ideal and so on. From this active articulation between all the aspects of continuity an expressive act would emerge, as the realm of a singular imaginative experience, and of culture as a whole, through communication.

The problem of this study was to effect a comparative study of B. F. Skinner and John Dewey with respect to the development of a technology of teaching. The purposes of this study were to analyze and compare the writings of Dewey and Skinner as they relate to the development of a technology of teaching, to synthesize the findings of this analysis and comparison and direct it to the technology of teaching, and to create and enumerate new insights into the teaching phenomena. The procedures for completing the study were based upon the selection of four basic constructs which allowed a framework on which to hang a comparative study of B. F. Skinner and John Dewey as their writings related to the development of a technology of teaching. These constructs were (1) naturalism and the scientific point of view; (2) knowledge and experience; (3) evolution and control of culture; and (4) the philosophy of education as it relates to the technology of teaching. The methods used to complete the study were the analysis and synthesis of Dewey's and Skinner's writings and their relative positions to the four constructs mentioned were shown. Other authorities were also consulted in hopes that the positions of the two men might be delineated accurately. Certain selected passages of each man's writings were presented and compared hoping to show clearly the relationship between the two men's writings and how they relate to the development of a teaching technology. Any person who is concerned about education, its processes, and its outcome has an opportunity to design and thereby improve the process by the adoption of a technology of teaching as prescribed by the analysis of Dewey and Skinner, or perhaps in consequence of attempting, in light of their writings, seriously to re-think what it is we believe and do.

La pensée de John Dewey ouvre de nombreuses voies pour repenser la légitimité politique en présentant la démocratie comme une expérimentation, une suite d'enquêtes : bref, sans solution générale préétablie. L'idéal démocratique que Dewey développe ne s'articule pas autour d'un centre commun et unique : un demos unifié qui serait la marque d'une identité collective nationale. Au contraire, le foyer de la légitimité démocratique est décentré, délocalisé et dénominalisé, car ce sont les « publics » qui s'assimilent chez Dewey à des pouvoirs constituants. Cependant, Dewey est incapable de rester fidèle à la conception décentrée de la démocratie qu'il introduit pourtant. Son appel à la reconstruction d'un demos (au singulier) homogène semble l'emporter sur le nécessaire développement de demoï (au pluriel) hétérogènes. En fait, sa conception démocratique sous-tend l'uniformisation des particularités des problèmes qui font naître les publics. Les différentes problématiques sociales sont toutes ramenées sous un problème englobant, premier, général et peut-être même final : la condition des travailleurs. Le peu d'attention qu'il accorde à certaines problématiques, comme celles impliquées par le racisme ou le sexisme, illustre bien cette forme d'avalement de la diversité des publics dans l'unité d'un public commun et central, seul apte à permettre le changement social. Sur la base de cette réinterprétation, il importe de réévaluer l'apport de Dewey aux réflexions entourant la question de la légitimité politique dans le contexte actuel marqué, d'une part, par l'éclatement des formes de participation citoyenne en dehors des canaux traditionnels, et d'autre part, par la multiplication et l'enchevêtrement d'institutions ayant autorité. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Légitimité, public, décentrement démocratique, participation citoyenne, inclusion, pluralisme, diversité sociale, John Dewey, G.W.F. Hegel, James Bohman, Iris Marion Young, Pierre Rosanvallon.

John Dewey’s Art as Experience (1934) declares art to be the “incomparable organ of instruction” on the third to last page of the book. This dissertation analyzes the place of children within the aesthetic philosophy Dewey expresses in the text and what the implications of Art as Experience could mean if applied to the art-making of children as the foundation for developing kindergarten and elementary curriculum. By exploring Dewey’s earlier writings on education and art, the dissertation develops a view of how art-making could be applied in a Deweyan pedagogy. The main influences on Dewey’s aesthetic development are explored including the frequently overlooked influence of F. Matthias Alexander. Particular emphasis is given to Dewey’s relationship with Albert Barnes and Dewey’s place in the Barnes Foundation as the Director of Education. The writings of Barnes and Dewey’s three associate directors of education are considered for their possible influence on Dewey’s aesthetic development as it applies to establishing a Deweyan philosophy of art-based education. A selection of the initial reviews of Art As Experience from 1934 and 1935 are analyzed to establish the reception of the book. The contentious arguments that Dewey and Benedetto Croce exchanged in print from the late 1940s until both men’s deaths are explored for what they reveal about Dewey’s view of intuition in art-making. A selection of contemporary writers’ views on Dewey’s aesthetics are considered as well as the conclusions of the 1989 University of Illinois Symposium on the influence of Art as Experience. The dissertation concludes by isolating twenty concepts from Art as Experience and considering their meaning as the foundation on which kindergarten and elementary curriculum could be formed. The guidelines are built upon 76 passages from Art as Experience and establish John Dewey as a dominant influence in the formation of Art Education. / text

This thesis examines the influence the educational theories of John Dewey have had on the development of modern movement education in American schools. / It does this in three parts. Firstly through an examination of the educational writings of John Dewey within the general context of his philosophical writings and as they are directly related to pedagogical principles. Secondly through an examination of the development of movement education with particular reference to the theories of Rudolf Laban. Thirdly by tracing modern American Movement education historically and developmentally. / The third aspect examines the strong theoretical relationship between Laban and Dewey. It also illustrates the link between them as developed by the current theorists and practitioners of movement education.

Dissertação (mestrado)—Universidade de Brasília, Decanato de Pesquisa e Pós-Graduação, Instituto de Ciências Biológicas, Instituto de Física, Instituto de Química, Faculdade UnB Planaltina, Programa de Pós-Graduação em Ensino de Ciências, Mestrado Profissional em Ensino de Ciências, 2018. / Submitted by Fabiana Santos (fabianacamargo@bce.unb.br) on 2018-09-04T19:44:10Z No. of bitstreams: 1 2018_BernardoOricchioRodrigues.pdf: 7038567 bytes, checksum: 60f463bc17231107b68aec1bdbb1bf2f (MD5) / Approved for entry into archive by Fabiana Santos (fabianacamargo@bce.unb.br) on 2018-09-11T18:15:50Z (GMT) No. of bitstreams: 1 2018_BernardoOricchioRodrigues.pdf: 7038567 bytes, checksum: 60f463bc17231107b68aec1bdbb1bf2f (MD5) / Made available in DSpace on 2018-09-11T18:15:50Z (GMT). No. of bitstreams: 1 2018_BernardoOricchioRodrigues.pdf: 7038567 bytes, checksum: 60f463bc17231107b68aec1bdbb1bf2f (MD5) Previous issue date: 2018-09-04 / Em 2014, o projeto “Ciências, Agora no Laboratório” foi criado para justificar a alocação de professor com o propósito de liderar as atividades laboratoriais em uma escola da SEDF. Com dois anos de execução do projeto, a partir de um sistemático processo de reflexão acerca da atividade docente e da inserção no PPGEC, levantou-se a questão sobre que tipo de experiência da práxis científica os estudantes dessa escola estão tendo a partir das atividades no laboratório de Ciências. Atividades laboratoriais são notórias por combinar dois processos centrais da práxis científica: a manipulação de objetos naturais e a inquirição mental relacionada. Esses processos dizem respeito à uma maneira científica de interpretar o mundo e ao fazerem isso os cientistas observam, registram suas observações, coletam, classificam e categorizam dados; fazem inferências, levantam hipóteses passíveis de serem testadas cientificamente e examinam teorias. Nesse contexto, a seguinte pergunta de pesquisa foi elaborada: quão efetiva é uma sequência didática em Ciências para alunos do 8º ano do ensino fundamental, desenvolvida para ensinar os procedimentos e habilidades da investigação científica de observação e registro da observação? O objetivo geral desta pesquisa foi o de mensurar ganhos na aprendizagem dos procedimentos e os objetivos específicos foram: 1) testar empiricamente uma sequência didática para mensurar os ganhos na aprendizagem dos alunos dos procedimentos arrolados; e 2) coletar dados para saber quais as percepções dos alunos sobre a sequência didática usando a metodologia qualitativa. A sequência didática foi aplicada em uma turma de alunos do 8º ano do ensino fundamental em escola da rede pública distrital de ensino entre o 3º e 4º bimestres do ano de 2017. A coleta de dados e sua análise ocorreram segundo o paradigma da pesquisa qualitativa permitindo uma triangulação com utilização de uma sequência didática aplicada aos estudantes, anotações do caderno de campo feitas pelo pesquisador e entrevista semiestruturada individual com os estudantes do grupo de foco. Foi utilizada uma tabela de critérios para determinar o nível de aprendizagem dos estudantes após a aplicação da sequência didática. Os resultados obtidos e analisados possibilitaram concluir que a sequência didática foi efetiva para ensinar determinadas características da observação e do registro da observação, considerando explorar outros sentidos além da visão. Deduzi que o planejamento de uma sequência didática requer a escolha cuidadosa do objeto a ser observado se o intuito for ensinar os procedimentos em pauta, pois em uma perspectiva pedagógica deweyana deve-se incentivar o interesse do estudante na resolução de determinado problema e promover o seu constante envolvimento no processo de investigação. Sugere-se que o início do ano letivo seja o período mais indicado para utilizar as atividades práticas introdutórias, como a da proposição didática apresentada nesta dissertação, garantindo sua continuidade a partir de um planejamento anual de atividades práticas nas aulas de Ciências que inclua um ensino pautado pelo conteúdo e método do fazer científico como recomendado por John Dewey. / In 2014, "Ciências, Agora no Laboratório" project was created to formally allow a teacher to work as a coordinator of science laboratory at a SEDF school. During the two years that this project was in progress, as a coordinator, I was involved in a regular process of reflective thought about my teaching practice and, with my admission at PPGEC, I wondered about what kind of perceptions about scientific praxis students are elaborating during their activities at school science laboratory. Laboratory activities are notorious for combining two central processes of scientific praxis: the manipulation of natural objects and the related mental inquiry. These processes are associated to a scientific way of interpreting the world, and in doing that scientists observe, record their observations, collect, classify, and categorize data; make inferences, propose hypotheses that can be scientifically tested, and examine theories. In this context, the following research question was elaborated: how effective is a didactic sequence in science classes for students of the 8th elementary year, developed to teach science process skills as observation and observation records? The general objective of this research was to measure the gains in science process skills learning (observation and observation record) and the specific objectives: 1) to test empirically a didactic sequence to measure gains in students' learning of these science process skills; and 2) to collect data related to students' perceptions about the didactic sequence by using qualitative methodology. The didactic sequence was applied with students of 8th elementary year at a public school between September and November 2017. Data collection and analysis were carried out according to qualitative research paradigm allowing triangulation by a didactic sequence applied to the students, researcher’s field notes and individual semi-structured interviews with the focus group students. A rubric was used to determine the level of student learning after the application of the didactic sequence. The results obtained and analyzed allowed to conclude that the didactic sequence was effective to teach certain characteristics of observation and observation record, considering exploring other senses besides the vision. It was also deduced that planning of a didactic sequence requires a careful selection of the object to be observed if the intention is to teach the skills in question, since in a deweyan pedagogical perspective one must promote student's interest in solving a certain problem and a persistent involvement in investigation process. It is suggested that the beginning of a school year is the most appropriate period to apply practical introductory activities, such as the didactic proposal presented in this dissertation, ensuring continuity from an annual planning of practical activities in science classes guided by John Dewey’s perspective of Science: as subject-matter and as method.

Made available in DSpace on 2014-06-11T19:24:22Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-09-10Bitstream added on 2014-06-13T19:52:00Z : No. of bitstreams: 1 souza_ea_me_arafcl.pdf: 551382 bytes, checksum: d034f042ae0987f2eec7ce4a8f8a7d0a (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O nosso interesse por esse estudo originou-se de indagações acerca da prática docente, desde o inicio da carreira profissional como professora, ainda na condição de formanda. Essa vivência e possibilidade de atuação permitiram-nos compreender a importância da teoria na fundamentação da prática. Daí o nosso interesse pela relação entre a teoria e a prática, compreendidas como uma totalidade e, desta forma, não atribuindo primazia a nenhuma delas. A investigação desses temas faz com que eles predominem nos programas de formação de professores que, desta forma, estão voltados exatamente para a prática reflexiva, em nome da qual pretendemos a melhora da qualidade de ensino, buscando responder ao “eterno” dilema de como se ensinar, o que e para quem? Diante deste quadro, este estudo examina o pensamento de autores como Dewey (1959) Tardif (2002) e Schön (2000) que discutem a formação dos docentes e a sua prática contribuindo com a difusão de idéias que apresentam a teoria e o conhecimento como secundários em relação à prática na formação e na atuação do professor. Esperamos com esse trabalho contribuir para a discussão sobre a epistemologia da prática docente, tema hoje constante de todos os espaços que tratam da formação docente. / This study was motivated by the uncertainties derived from our experience as a teacher, since the beginning of our career as a trainee. This experience allowed us comprehend the importance of theory as a fundament for the teaching practice, provoking the interest by the relation between theory and practice, which must be comprehended as a totality, not attributing, though, primacy to any of them. From the growing investigation of these themes results their predominance in teacher training programs, which has turned to be centered in the reflexive practice. Thus, the reflexive practice has been related to a better quality in the teaching processes, as a try to solve the classic dilemmas: how to teach? Teach what and whom? Therefore, this study examines the ideas of authors such as Dewey (1959), Tardif (2002) and Schön (2000), which contribute to the diffusion of ideas that consider theory and knowledge as second-hand aspects in teacher training process and professional practice. We expect to contribute to the discussion on the teacher professional practice epistemology, a theme present nowadays in all places which debate the teacher training process.

Made available in DSpace on 2016-06-02T19:39:24Z (GMT). No. of bitstreams: 1 4159.pdf: 5863267 bytes, checksum: 2c1a0b26ffc43b5420af4df5c4883f6e (MD5) Previous issue date: 2012-02-27 / Universidade Federal de Minas Gerais / The aim of this research is to analyze how the ideas of John Dewey influenced and became theoretical-methodological guides for teacher s education in a Teacher`s College in São Paulo State, Brazil. In order to do that the methodology used was based in Dermeval Saviani s categories. Indeed to understand how Dewey s educational ideas were presented in Brazil is a very important investigation to be carried out. As result in this research through the reading and analyzes of a journal published between 1916- 1923 an effort was made to capture and comprehend the presence of Dewey`s ideas. The results point out that John Dewey`s educational thoughts were present in this teachers college and psychology teachers were responsible for teaching it. Dewey`s ideas were appropriate by this teachers before its formal entrance in Brazil in 1932. This is an important data for researches who works to understand how and when Dewey`s ideas were incorporated to our pedagogical knowledge. / A presente pesquisa buscou apreender e analisar como as ideias de John Dewey influenciaram ou até mesmo se tornaram guias teórico-metodológicos na formação de professores no interior de uma instituição educacional paulista. Apresenta-se, desta forma, como problemática, a necessidade de compreensão de como as concepções educacionais de John Dewey foram apropriadas na formação de professores da Antiga Escola Normal Secundária de São Carlos SP, procurando compreender a forma de apreensão pelos docentes e normalistas dessa instituição e as aproximações ou não que houveram neste movimento. A pesquisa corresponde a uma investigação de caráter teórico-bibliográfico tendo como princípios norteadores da metodologia e categorias de análise das ideias pedagógicas elucidadas por Saviani (2007), dentre as quais se destacam: caráter concreto do conhecimento histórico-educacional; perspectiva de longa duração ; olhar analítico sintético no trato com as fontes; articulação do singular e do universal; atualidade da pesquisa histórica. Para compreender esses preceitos buscou-se estudar e analisar os artigos publicados na Revista da Escola Normal de São Carlos (feita sob a responsabilidade dos docentes da instituição, entre 1916-1923), na qual se destacaram pela apropriação e discussão direta das concepções educacionais iniciais de John Dewey, as quais se encontram organizadas nas coleções: The Early Works (1882-1898) e The Middle Works (1899-1924) ; e cujos nomes que se destacaram por essa veiculação foram os professores: Carlos da Silveira e João Augusto de Toledo; responsáveis pela 11ª e 12ª cadeiras respectivamente, cuja denominação é a mesma: Psicologia Experimental, Pedagogia e Educação Cívica . Os resultados obtidos por esse estudo demonstram a presença e apropriação de John Dewey no interior da Escola Normal Secundária de São Carlos, e pela descrição de cada artigo que trabalha com os conceitos educacionais do autor permite a compreensão do movimento das ideias pedagógicas de John Dewey no contexto Brasil, antes, porém, do Manifesto dos Pioneiros da Educação Nova de 1932.

A presente pesquisa, de natureza teórico-filosófica, argumenta descritivamente a teoria estética do filósofo americano John Dewey, em função do seu chamado \"princípio de continuidade\", próprio do sistema filosófico deweyano como um todo. Nessa empreitada, privilegiou-se o recorte da continuidade entre o estético e o científico, ou entre valor e investigação enquanto característica essencial de tal teoria estética. Na observação dos pressupostos filosóficos gerais do filósofo, verificou-se que sua estética se estabelece, necessariamente, em continuidade ao método experimental das ciências naturais, consolidando proposições características essenciais de sua teoria da arte: Dewey crê na supremacia da contingência do processo que é a própria natureza, contínua, cumulativa, em sentido amplo, o que justifica que o ideal deva deixar de ser contemplativo para se converter num instrumental operativo, ou seja, um método experimental em virtude do meio; assim sendo, a estética deweyana deve ser compreendida, principalmente, em seu caráter investigativo, ou seja, em continuidade à ciência; Dewey rejeita os dualismos filosóficos, a metafísica e a epistemologia tradicionais; logo, sua estética desconsidera igualmente qualquer \"transcendental\" ou \"transcendente\" em termos clássicos; portanto, a arte ou estética, seja ela ato expressivo ou cultura, se daria entre diversos ritmos contínuos, nunca dualistas ou hierárquicos, no sentido da busca de um ideal Absoluto. Segundo a estética de Dewey, o valor reside precisamente no ritmo próprio do processo por exemplo: entre tensão e harmonia, comum e extraordinário, real e ideal etc. Dessa articulação ativa entre os vários aspectos em continuidade é que surgiria o ato expressivo, pela experiência singular imaginativa, e a cultura como um todo, mediante a comunicação. / The present theoretical-philosophical research argues descriptively about the aesthetic theory of the american philosopher John Dewey, in regards to the principle of continuity\" within Dewey\'s philosophical system as a whole. Bearing that in mind, the continuity of the aesthetic and the scientific were focused, as well as value broadly conceived and knowledge viewed as a scientific approach, and as the essential feature of Dewey\'s aesthetic theory. Thus, through the observation of the philosophers general assumptions, it has been verified that his aesthetics is necessarily established in continuity with experimental methods of natural sciences, which consolidates a few of the essential features propositions of his art theory: Dewey\'s supreme belief in the contingent of the process, which is continuous, cumulative, and broadly conceived as nature itself, implies that the ideal must cease to be contemplative and thus become instrumental and operative, which means it should become an experimental method in virtue of the environment. Therefore: Dewey\'s aesthetics must be primarily understood within its investigative character, that is, in its continuity to science; Deweys rejection of traditional metaphysics, epistemology, and philosophical dualisms prevents any classical interpretation of \"transcendental\" or \"transcendent\". Therefore art or aesthetics, as acts of expression or culture, should be continuous to a diversity of rhythms, but never dualistic or hierarchical in the sense of any ideal in pursuit of the Absolute. According to Dewey\'s aesthetics, value resides precisely in the pace of the process itself, such as between tension and harmony, ordinary and extraordinary, real and ideal and so on. From this active articulation between all the aspects of continuity an expressive act would emerge, as the realm of a singular imaginative experience, and of culture as a whole, through communication.

En la historia de la filosofía, se pueden reconocer épocas indeleblemente marcadas por la necesidad de comprender un complejo proceso de cambios, con alcances sociales y políticos. Allí están las disquisiciones filosóficas del siglo II D.C., tratando de hacer comprensibles las relaciones entre la filosofía y el cristianismo naciente. También encajan en dicha descripción los escritos filosóficos del siglo XII que procuraban hacer viable una relación entre el aristotelismo, recién llegado de oriente, y la filosofía cristiana asentada en occidente. En mi opinión, son casos emblemáticos de tal historiografía: el conjunto de escritos filosóficos del siglo XVI encaminados a comprender la modernidad y la ciencia, así como los escritos del siglo XVIII esclareciendo el siglo de las luces.