The purpose of this research was to create understanding about Freire's critical pedagogy with its compelling emphasis on student-centered learning and social justice. The researcher maintained that Freire's work either has been distorted or has the potential to be distorted because of limited philosophical inquiry. To address this concern, then. This study explores two key elements of Freire's work. First, it identifies various philosophical assumptions shaping Freire's critical pedagogy. Second, it examines how Freire synthesized these philosophical ideas. Ultimately, the researcher discusses how these ideas might find application in adult education.An historical and philosophical approach was used in this study. The philosophies of Aristotle, Karl Marx, and Jean-Paul Sartre are important historical and philosophical components in Freire's narratives. In the Nichomachean Ethics, Aristotle argued that the characteristics distinguishing humans from all other entities or their "excellence", is their ability to reason. Freire adopted and expanded this idea by arguing that denying humans the opportunity to reason is a prima facie violation of their basic humanity. The dialectical social conflict that Freire identifies between the oppressors and the oppressed is directly indebted to Marx's theory of dialectical materialism. Lastly. Jean-Paul Sartre's existentialism is a philosophy concerned with `being' and 'existence' which are recurring concepts in Freire's philosophical synthesis. Furthermore, this work is informed by my personal experiences in Latin America.The research concludes that Freire was particularly concerned about ideological influences on human consciousness and actions. Freire continually addressed ideological influence through a Marxist analysis. He recognized that humans are shaped by social ideas. Freire's observations provide many opportunities for progressive educators to critique their adult education curriculum and practice. The researcher concluded that; 1) Educators should be aware that Freire is not a method. In other words, educators should create their own methods; 2) Critical reflection on practice has the potential to influence one's ontology; 3) Dialogue is a central element to critical reflection on practice; 4) Teaching and learning are enhanced by contextualization and politicizing of experiences and; 5) Problem-posing education engages students through dialogue and experiential learning. / Department of Educational Studies

This thesis deals with the political role of the Shi`te ulama in Iraq between the British invasion of 1914 and the expulsion of leading Shi`ite mujtahids from Iraq by King Fayṣal I in 1924. The thesis argues that the conception of identity propagated by the Shi`te mujtahids underwent a transformation during this period. Whereas the mujtahids stressed the need for Islamic unity and encouraged an Iraqi national identity in the early years of this period, in later years some of them formulated a sect-based Iraqi Shi`ite identity in response to discrimination in favour of Sunnis by the monarchy.

It is the aim of Part I of this thesis, the Introduction, to introduce David Zvi Hoffmann (1843-1921) in his capacity of a Bible scholar and a critic of 19th century German biblical criticism. Ample attention will be devoted to Hoffmann's own background, his German environment as well as that of Wellhausen. This will cover Sections I and III of the Introduction respectively. In order to be able to place Hoffmann's work within the proper context, Section II of the Introduction will explore the history of the general critical reception of the Hebrew Bible in the various cultures and eras where it played a role as well as its interaction with intellectual developments. Part II contains an annotated translation of Hoffmann's attack on Wellhausen's "documentary hypothesis."

Zugl.: Kiel, Univ., Diss., 2001

Univ., Diss.--Mainz, 2000.

This diploma thesis focuses on Marie Kudeříková (1921-1943), an almost forgotten figure of the Czech resistance to Nazi occupation, but previously a significant heroine of the Czech state socialist era. It observes her representations in various stages since 1946 to the present and scrutinizes the vitality of her myth and her personal life experience. The thesis tries to show how her life experience was connected to the officially constructed socialist myth, while this fact had determined her following representations and reading of the figure. Hence it shows how the myth of Marie Kudeříková was given by the changes of the official discourse, cultural policy and contemporary ideologies. The mythical constructions of the state socialism are then compared with post-communist representations of her person.

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Submitted by Elizabete Silva (elizabete.silva@ufes.br) on 2015-04-01T20:19:47Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) FABIO ROSCAGLIA PINTO.pdf: 935131 bytes, checksum: 2dcb38fdd83b4e0045cf901638f7c949 (MD5) / Approved for entry into archive by Elizabete Silva (elizabete.silva@ufes.br) on 2015-04-09T19:25:02Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) FABIO ROSCAGLIA PINTO.pdf: 935131 bytes, checksum: 2dcb38fdd83b4e0045cf901638f7c949 (MD5) / Made available in DSpace on 2015-04-09T19:25:03Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) FABIO ROSCAGLIA PINTO.pdf: 935131 bytes, checksum: 2dcb38fdd83b4e0045cf901638f7c949 (MD5) Previous issue date: 2014-07 / Esta dissertação tem como objetivo abordar a relação entre justiça e educação, mais especificadamente, entre a teoria da justiça como equidade que foi desenvolvida por John Rawls, na obra Uma Teoria da Justiça, e a Constituição Federal de 1988 e a Lei de Diretrizes e Bases da Educação Nacional – LDBEN que regem o direito à educação no Brasil. O trabalho foi desenvolvido por meio de pesquisa bibliográfica e documental, em que analisamos as duas principais legislações que dirigem a educação nacional e os escritos da teoria rawlsiana. Com este processo analítico percebemos que a teoria da justiça de Rawls foi fundamentada pela teoria do contrato social e, buscava estabelecer-se como alternativa à doutrina utilitarista. E, por ser uma teoria de grande amplitude, que buscava intervir nas sociedades democráticas, foi possível encontrar ideais educacionais nos escritos de John Rawls. Além disso, conseguimos estabelecer a relação entre os estágios de aplicação dos princípios da justiça e a importância das leis para os Estados democráticos. Por fim, percebemos que há relação direta entre diversas partes das duas legislações estudadas e os ideais de John Rawls, o que demonstra a influência que o liberalismo político anglo-saxão exerce sobre nossas normativas educacionais. / This thesis aims to address the relationship between justice and education, more specifically, between the theory of justice as fairness that was developed by John Rawls in A Theory of Justice work, and the Federal Constitution of 1988 and the Law of Guidelines and Bases of National education - LDBEN governing the right to education in Brazil. The work was developed through literature and documents, we analyze the two main laws that direct the national education and the writings of the Rawlsian theory. With this analytical process we realized that the theory of justice Rawls was founded by the social contract theory, and sought to establish themselves as an alternative to the utilitarian doctrine. And, being a theory of large amplitude, which sought to intervene in democratic societies, educational ideals were found in the writings of John Rawls. Furthermore, we established the relationship between the stages of implementation of the principles of justice and the importance of laws for democratic states. Finally, realize that there is a direct relationship between various parts of the two studied laws and ideals of John Rawls, which demonstrates the influence that political liberalism Anglo-Saxon has on our educational standards.

Dissertação (mestrado)—Universidade de Brasília, Programa de Pós-Graduação em Ensino de Ciências, Mestrado Profissional em Ensino de Ciências, 2015. / Submitted by Guimaraes Jacqueline (jacqueline.guimaraes@bce.unb.br) on 2015-06-09T15:30:27Z No. of bitstreams: 1 2015_NayaradePaulaMartins.pdf: 1109123 bytes, checksum: 54ec754d8a3c54f8593cec0c7c4c266f (MD5) / Approved for entry into archive by Guimaraes Jacqueline(jacqueline.guimaraes@bce.unb.br) on 2015-06-09T15:31:36Z (GMT) No. of bitstreams: 1 2015_NayaradePaulaMartins.pdf: 1109123 bytes, checksum: 54ec754d8a3c54f8593cec0c7c4c266f (MD5) / Made available in DSpace on 2015-06-09T15:31:36Z (GMT). No. of bitstreams: 1 2015_NayaradePaulaMartins.pdf: 1109123 bytes, checksum: 54ec754d8a3c54f8593cec0c7c4c266f (MD5) / Nossa proposição baseia-se na construção curricular a partir dos temas geradores, numa perspectiva freireana, para a promoção da Educação Ambiental (EA) na escola. Especificamente, buscou-se vivenciar e analisar o processo de desenvolvimento do currículo nas suas principais etapas: levantamento preliminar; identificação da temática de interesse da comunidade (temas geradores); envolvimento dos professores e elaboração do programa interdisciplinar, avaliação da aplicação do programa e da receptividade dos estudantes e professores participantes.A proposta do tema gerador é uma alternativa metodológica para o ensino não só em EA.Elaemerge da realidade social e histórica dos indivíduos envolvidos trazendo maior significado dos conteúdos para os educandos, visando sua transformação e construção de visões críticas do mundo. A pesquisa baseou-se na metodologia qualitativa, especificamente nos princípios da pesquisa-ação. Os dados foram construídos a partir do diálogo com a comunidade e com os educandos, das anotações feitas em diário de campo, das entrevistas semiestruturadas realizadas com os estudantes e questionário aplicado ao final do processo para os mesmos. Os principais temas geradores foram: violência, drogas, mídia e consumismo. Conclui-sequehouve grande aceitação dos educandos para esta proposta. Muitos deles afirmaram ter gostado do ambiente dialógico, porque a aprendizagem se tornou mais fácil devido a dinâmica proposta. Outro aspecto destacado pelos educandos foi a relação do conhecimento com o dia-a-dia, ou seja, os temas foram significativos para eles. O resultado mais marcante foi o envolvimento dos estudantes, que inicialmente encontravam-se passivos e durante o processo se tornaram sujeitos de sua própria história.Os temas geradores se apresentaram como importante metodologia para a promoção da Educação Ambiental na escola. / Our proposition is based on the curriculum construction from generating themes, in Freire's perspective, for the promotion of environmental education (EE) in school. Specifically, we sought to experience and analyze the curriculum development process in its main stages: preliminary survey; issue of identification of community interest (main themes); involvement of teachers and elaboration of the interdisciplinary program, evaluation of program implementation and receptivity of students and teachers participating. The proposal generator theme is a methodological alternative for teaching not only in EA. It emerges from the social and historical reality of the individuals involved bringing greater significance of the contents to the students, who act as participatory process subject. The research was based on qualitative methodology, specifically the principles of action research. Data were built from the dialogue with the community and the students, the notes made in a field diary, the semi-structured interviews with students and questionnaire at the end of the process for the same. The main themes emerged were: violence, drugs, media and consumerism. It was concluded that there was wide acceptance of students for this proposal. Many of them said they liked the dialogic environment, because learning has become easier due to dynamic proposal. Another aspect highlighted by students was the relationship of knowledge to the day-to-day, that is, the subjects were significant for them. The most striking result was the involvement of students, who initially found themselves liabilities and in the process have become subjects of their own history. The main themes presented as an important methodology for the promotion of environmental education at school.

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