A presente dissertação discute o conceito de autonomia da escola na obra do educador José Mário Pires Azanha (1931-2004). A interpretação exposta no trabalho sugere que a expressão era geralmente usada pelo autor num sentido programático, associada a uma proposta específica de atribuição de autonomia educativa às escolas. O programa prático veiculado pelo conceito é considerado uma resposta aos impasses institucionais inéditos deflagrados pela democratização do acesso à escola básica de oito anos a partir da reforma Ulhoa Cintra (1967-70). A argumentação recorre à articulação da ideia de autonomia da escola com outras noções presentes em escritos variados do autor a respeito das avaliações da qualidade do ensino público, em suas considerações acerca da pesquisa educacional e das propostas de formação de professores, entre outros tópicos. Tais conexões conceituais indicam o propósito de Azanha de destacar aspectos das novas condições de ensino interessantes ao encaminhamento das alegadas dificuldades da escola pública democratizada. / This dissertation aims to discuss the concept of school autonomy in the works of educationist José Mário Pires Azanha (1931-2004). The interpretation exposed herein suggests that the term was typically employed by the author program-wise, i.e., associated with a particular proposal of educational autonomy assignment to schools. The practical program conveyed by the concept is considered to be an answer to the unprecedented institutional bottlenecks brought about by the democratization of the access to the eight-year Elementary School after the Ulhoa Cintra (1967-1970) reformation. The argumentation is supported by the connection of the idea of school autonomy with other assumptions from several of Azanhas writings about quality assessments in the public school, concerns regarding educational research, and teacher-training proposals, among others. Such conceptual connections demonstrate Azanha\'s intent to highlight the aspects of valuable new learning conditions when following-up on alleged shortcomings presented by the democratized public school.

Thesis advisor: Gerald M. Easter / Does the emergence of these newly informatics practices by the Chinese state indicate a future abolishment of the Xinfang mechanism? In order to answer these questions and foster an understanding of today’s state information management in China, this thesis first employs the method of historical analysis. The thesis provides an initial effort in English literature to answer how and why societal petitioning was gradually translated into state-dominated action and whether or not informational engagement impacted state autonomy. The thesis then moves on to field work conducted in S Province since 2014 through 2017 that counted approximately 20 weeks altogether. With such first-hand empirical evidence, the thesis develops three main arguments as below: First and foremost, I find that there exist an increasing number of information seekers among petitioners from the background databases of both Governor’s Mailbox and the Provincial Bureau for Letters and Calls’ online complaint system. Such informational needs of today’s Chinese public may be in need of higher attention from policy makers and scholars. Second, the leadership, whether at central or any local level, have sought to establish various apparatuses, and charged them with building information channels and providing an information stream for policy making. the apparatuses hereby develop two strategies to draw more societal actors to their offices and guarantee their informational supplies to above. Such competition eventually results in a champion among all the informatics offices in the arena. Last but not least, apparatus autonomy cannot be equated with individual official autonomy. While an office is assigned with increased autonomy, the very officials’ individual autonomy may fall down to a lesser degree. / Thesis (MA) — Boston College, 2018. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Political Science.

The No Child Left Behind Act directs states to establish annual assessments to measure student mastery of state-established learning expectations. American public school students in grades 3 through 8, with few exceptions, take a series of state-mandated assessments each year; students in grades 10 through 12 take a series of state-mandated assessments at least once during those years. NCLB and state laws mandate considerable consequences if students do not perform well on the assessments. Research suggests that the standardized tests associated with NCLB affect curricula and pedagogy. What is not known is the level of control teachers believe they have over the curricular and pedagogic changes, and how that level of perceived control affects teachers’ perceptions of their ability to prepare students for the state-mandated tests. The purpose of this research study was to examine how teachers’ perceptions of autonomy affect their perceptions of efficacy regarding state-mandated testing. Data were collected with the Teaching Autonomy Scale (Pearson & Hall, 1993) and follow-up interviews with teachers from a suburban Connecticut public school district. The findings of the study suggest that teacher perceptions of autonomy do not significantly affect their perceptions of efficacy regarding the state-mandated tests associated with NCLB. The findings also suggest that teacher perceptions of autonomy do affect how teachers view the state-mandated standardized tests. Teachers with high perceived autonomy tended to report that the state-mandated tests had less of an impact on their classroom practices; had some discretion regarding how to use curricular materials in their classes; said that their students performed well on the state-mandated tests because the students engaged in authentic learning exercises that taught the students the skills and concepts assessed by the tests; tended to view the state-tests as assessments of the reading, writing, and math curricula; and tended to report that the state-mandated tests had mostly positive effects on education. Implications for practice, public policy, and further research are presented. / Thesis (PhD) — Boston College, 2008. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

A leitura e a escrita são importantes ferramentas para ajudar os alunos a melhor compreenderem o mundo ao seu redor. É preciso conhecer, ler, analisar e reproduzir modelos de qualidade para que seja possível escrever textos de forma mais competente. Neste sentido, as propostas de escrita podem incentivar a paráfrase de bons modelos com a finalidade de auxiliar os alunos a se comunicarem melhor, até que se constituam como autores mais autônomos. Mas, até que ponto o contato com os modelos pode afetar a liberdade de criação? É possível copiar um modelo e construir a própria autonomia ao mesmo tempo? Para responder a estas questões, George Steiner, em seu livro Gramáticas da criação, defende a idéia de que estamos a todo o momento imitando, ou melhor, repetindo modelos, ações e idéias de outros. De um modo geral, a criação estaria muito mais próxima da paráfrase do que daquilo que é visto como novo, como original. Bakhtin também disserta sobre o quanto somos ecos de outras vozes que nos cercam, repetindo idéias que não são só nossas, mas que circulam socialmente e influenciam nosso modo de pensar e de agir; interações essas que se estabelecem entre as pessoas e que nos permitem avançar em nossos conhecimentos, de acordo com a teoria sócio-cultural desenvolvida por Vygotsky. Neste sentido, é possível levantar algumas idéias sobre o papel da escola e também dos livros didáticos nesse processo de criação, ou seja, no desenvolvimento da autoria dos alunos. Neste estudo, pretende-se analisar o modo como se relacionam cópia, reprodução, paráfrase e autoria no processo de construção da autonomia dos alunos a partir das metodologias presentes nas atividades de escrita propostas nos livros didáticos. Foram analisadas seis obras de grande adoção nas escolas e que são aprovadas pelo Programa Nacional do Livro Didático. Em todas elas observou-se a presença de boas estratégias, cujo principal objetivo era apresentar um bom modelo para que o aluno conseguisse ressignificá-lo e, a partir dele, desenvolver o seu próprio texto. Partiu-se da concepção de que a criação humana é sempre mediada por algo que já existe e que não se trata de uma simples repetição: há trabalho dos sujeitos nisso, pois o autor é na verdade um aumentador, ele aumenta o mundo a partir de algo que já existe. Podemos considerar, portanto, que a idéia de criatividade relaciona-se, na verdade, com a idéia de transformação da realidade e que esse processo está presente nos materiais didáticos atuais, enquanto uma boa estratégia para formar escritores mais competentes. / Reading and writing are important tools that can be used by students to enhance their understanding about the world and the environment around them. The ability of writing requires prior knowledge of certain quality standards that must be properly evaluated and reproduced if one wishes to accomplish a good quality text. Thus, the best way to enhance a student´s writing ability might be through writing propositions that stimulate the paraphrases of good text models, aiming at helping their communications skills, until the autonomy in writing is fully developed. In this case, however, a few important points must be considered: can such text models affect the student´s creativity? Is it possible for a student to copy/comply to a model text and, yet, develop his/her own autonomy at the same time? To answer such questions, George Steiner, in his book Grammars of Creation, points that we are always copying, or repeating models, actions or ideas learned from other people. In a general sense, creation would be much closer to paraphrases than from what is understood as original. Bakhtin agrees with this idea, pointing that we can be echoes from other voices around us, repeating ideas that are not just ours, but belong to our social environment and influence our thoughts and actions. This is one of the major driving forces to the development of our knowledge, according to Vigotsy´s Social-cultural Theory. Thus, it is possible to draw a few ideas concerning the role(s) that must be played by the school and the textbooks in the process of developing the students as efficient and autonomous authors of written texts. It is necessary to teach students to find new meanings to the model texts, so they can go beyond copying and reproducing other people´s texts, and start creating upon such new ideas, until their writing develops into true authorship. The evaluation of writing propositions contained in school textbooks might be a good way to determine how it is possible to help students to develop this process. In this work, we evaluated the interplay among copy, reproduction, paraphrases and authorship during students development as independent writers. We considered the methodologies inherent to the writing propositions found in six different school textbooks all of them are widely used in schools across the country and have been approved by the Programa Nacional do Livro Didático. All textbooks contained appropriate exercises, in which the main objective was to force students to define new meanings to model texts, developing these new ideas into an original text. Our main concept is that human creation, although often dependent on previously conceived models, cannot be considered a simple act of repetition; there is genuine input from the author, which can be viewed as an enhancer in this process, as he/she adds upon pre-existing models to develop original ideas. In this sense, creativity is directly associated with a process of transformation of the current reality and most school textbooks can be used to develop strategies to form competent writers.

Este estudo tem por objetivo problematizar o conceito de autonomia na micropolítica dos encontros vivos dos dispositivos de saúde mental do SUS. A aposta é dar visibilidade e dizibildade a fabricação de saúde que afirmem as redes de conexões existenciais singulares dos usuários na rede de atenção psicossocial, utilizando a noção de autonomia como analisador. Essa problematização retoma a importância do caráter criativo do movimento da luta antimanicomial nos fazeres e saberes da organização do trabalho em saúde mental que busquem afirmar o usuário como interlocutor valido na produção de sua vida. O conceito de autonomia utilizado nesse trabalho é fruto da intersecção entre os estudos de Maturana e Varela que consideram que a produção da vida biológica ocorre de maneira autônoma, autorreferente e autopoiética e Espinosa, filósofo que discorreu sobre a ética cujo movimento da vida acontece por meio do afetar e ser afetado, possibilitando a singularização dos modos de ser. Além desse três intelectuais, o presente trabalho assenta-se nas produções de Deleuze, Guattari e Rolnik, no que tange, sobretudo, os subsídios da vivência cartográfica da pesquisa. A realização desse trabalho é fruto da articulação entre a teoria e a pesquisa de campo realizada junto aos dispositivos de saúde mental / This study has the objective of problematize the concept of autonomy on the micropolitics of the living encounters of mental health devices on SUS (Unified Health System). The aim is to give visibility and readability for the health manufacturing that affirms the singularity of existential networks among the users of the psychosocial attention network, employing the concept of autonomy as analytic criteria. This way of addressing the problem restores the importance of the creative characteristic of the antimanicomial movement on the practices and knowledges of mental health work organization that seeks to affirm the user as a valid agent in his life management. The concept of autonomy employed in this research comes from the intersection of the works of Maturana and Varela which considers that the biological life occurs on an autonomic manner, self-referential and autopoietic and Espinosa, philosopher that pondered about the ethic in which life movement happens by the affect and be affected, allowing the singularization of the ways of being. Further than those intellectuals, this paper anchors its assumptions on the works of Deleuze, Guatarri and Rolnik, especially which refers to the subsides of the cartographic research experience. This work comes as a result of the mixing of theory and field research promoted inside the mental health devices

The aim of this study is to investigate how children express spatial autonomy in their preschool. Observations were made of one-to-three-year old children in free play in the preschool and in a nearby forest setting. The study is framed by Corsaro’s theory of peer culture and interpretive reproduction. It is a childhood sociological perspective that stresses the importance of children’s agency, children’s own contribution to their development. The results show three main strategies that children use to show spatial autonomy. The first is that children create places together, spatial autonomy evolve in interaction with peers. The second strategy is that they use high places to get a new perspective and gain a feeling of being on top of the world. The third strategy is how children make use of small spaces to withdraw. The expression of spatial autonomy is also a way for the children to gain control.

Ce travail de thèse adopte le point de vue de la philosophie politique de l’éducation pour penser une métamorphose de l’autorité dans la modernité démocratique, à l’aune du principe de légitimité individualiste. Nous y prenons acte des transformations majeures ayant traversé les démocraties occidentales après 1945 et de la trajectoire de la notion d’autorité dans cette même période. Il s’agit ensuite d’envisager l’articulation syntagmatique des concepts d’autorité et de bienveillance pour en faire des moyens au service de l’autonomie des individus. Cette conceptualisation de l’autorité bienveillante permet alors de reprendre à nouveaux frais la question de l’articulation de la notion d’autorité avec le mode de positionnement dans le temps et le mode de liens entre les êtres que peuvent être ceux de la modernité démocratique, soit une refonte de la trinité romaine autorité-religion-tradition. Il devient également possible de traiter de concert les questions de la reconnaissance de l’autorité dans sa légitimité et de la contribution des relations d’autorité à la quête par chacun de la reconnaissance individuelle. Ainsi envisagée, la praxis de l’autorité bienveillante dans l’éducation peut être explorée, et sa fécondité pour faire face aux défis éducatifs contemporains être mise en lumière. Penser l’autorité en éducation comme une praxis signifie renoncer à prétendre proposer un modèle figé d’autorité, valable en tout, pour tout et pour tous. La dimension éthique de l’assomption d’une place d’autorité ne peut qu’en être renforcée. Faire de l’autonomie individuelle le but de l’éducation implique que cette éthique ne soit ni moraliste, ni paternaliste, ni abstentionniste. / This thesis work adopts the point of view of educational political philosophy to contemplate a metamorphosis of authority in democratic modernity, in the light of the principle of individualist legitimacy. In this context, we acknowledge the major changes which occurred in modern democracies since 1945, as well as the path of the notion of authority over the same period of time. Then, we consider the syntagmatic articulation of authority and kindness concepts, to turn them into means serving autonomy of individuals. This conceptualization of benevolent authority allows to reconsider, from the very beginning, the link between authority, and the positioning in time and relationships between the beings within democratic modernity, that is to say redesigning the roman trinity authority – religion – tradition. Hence, one can also investigate jointly the questions of authority acknowledgment in its legitimacy, and of the role of authority relationships in everyone’s quest for individual reconnaissance. Thus, the praxis of benevolent authority in education can be explored, allowing to highlight its fruitfulness to face contemporary educational challenges. Considering authority in education as a praxis means renouncing to propose a frozen model of authority, applicable to any situation and for anyone. This approach can only strengthen the assumption of a place of authority. Setting individual authority as a goal of education requires this ethics to be neither moralistic, nor paternalistic nor abstentionist.

Dans un contexte international où la faiblesse relative de la superpuissance américaine a permis l'émergence de nouveaux acteurs étatiques qui commencent à modifier l'ordre mondial occidental, les processus d'intégration comme ceux d'Amérique du Sud peuvent être interprétés comme un moyen d'acquérir l'autonomie face aux puissances du monde. Mais jusqu'à présent les efforts des pays pour s'intégrer ont été infructueux. Les divergences entre gouvernements de la région et l'inexistence d'une véritable volonté politique de cession de souveraineté auprès des organismes supranationaux ont remis en cause la faisabilité d'organismes existants comme le Mercosur ou la Communauté Andine. Cependant, malgré plusieurs échecs d'essais d'intégration régionale en Amérique Latine, le pouvoir accru des pays émergents dans l'actuel monde unimultipolaire donne la possibilité d'initier un processus de régionalisation sous l'hégémonie du Brésil. L'hégémonie brésilienne est en train de forger une nouvelle configuration géopolitique en Amérique du Sud, par l'intermédiaire institutionnel de l'Unasur. Cet organisme régional est un reflet de la volonté du Brésil de s'insérer de manière complètement autonome dans le système international, créant ainsi progressivement l'un des pôles de puissance qui donneront sa forme au siècle actuel. / In an international context where the American superpower relative weakness has allowed new state actors to emerge and modify the western world order, the integration processes such as the ones occurring in South-America can be interpreted as a way of becoming independent before the world powers. But until now, the countries efforts to fit in have been unsuccessful. Differences of opinion between regional governments, as well as a lack of real political will of sovereignty cession to supranational organizations, challenged the feasibility of existing organizations such as Mercosur or Andean Community. However, despite various failures of regional integration in South America, the emerging countries increased power in the current unimultipolar world, which makes possible a new regionalization process under Brazilian hegemony. This hegemony is actually creating a new geopolitical configuration in South America, through the Unasur. That regional organism reflects the Brazil's desire to integrate itself in the international system in a completely autonomous way by creating, progressively, one of the determining power poles of this new century.

Este trabalho tem como objetivo reconstruir a experiência coletiva dos grupos de mulheres camponesas Aromas del Campo e Sueños de Mujer. A partir da perspectiva de gênero são analisadas suas práticas e ações na dimensão política, social e econômica no intuito de apreender os caminhos que as mulheres percorrem na sua construção como atores sociais. De igual forma são analisadas as situações do contexto político, social e econômico, nos quais emergiram os grupos; e os fatores socioculturais que influem no processo organizativo, em um cenário marcado pela pobreza rural e a violência do conflito social e armado. Os resultados apontam que no processo de construção dos grupos como atores sociais, as mulheres se defrontam com múltiplas tensões de ordem política, econômica, social e simbólica, tanto na esfera doméstica como na esfera pública, frente às quais os grupos criam diferentes estratégias de resistência no caminho de conquistar a autonomia econômica, política e social das mulheres camponesas. / This research aims to reconstruct the collective experience of two groups of peasant women: \"Aromas del Campo\" and \"Sueños de Mujer.\" From a gender perspective, the practices and actions in the political, social and economic dimensions are analyzed in order to grasp the journeys that women undertook to construct themselves as social actors. In the same way, it will be analyzed the context in which these groups were originated, as well as the sociocultural factors that influences their agency process, in a stage marked by rural poverty and the violence of the social and armed conflict. The results indicate that the process of construction of these groups as social actors, women confront multiple tensions of political, economic, social and symbolic orders, in the private sphere as well as the public sphere. In order to address these tensions, the groups of peasant women create different resistance strategies to achieve social, economic and political autonomy.

O que se pretende nesta pesquisa é buscar os procedimentos e pressupostos que conferem legitimidade à lei jurídica dentro da perspectiva da política kantiana. A pesquisa seguirá por três caminhos de investigação: primeiramente, a partir do artigo À paz perpétua e da Metafísica dos Costumes se busca lançar as bases do problema retomando a argumentação acerca da origem do Estado. Pela análise dos mecanismos e razões que conduziram à formação do Estado, perpassa-se por questões centrais da política kantiana como o estado de natureza, o contrato originário, a organização jurídica do estado civil e o republicanismo. Em um segundo momento, um passo inicial é incitar o debate sobre a fundamentação do direito ser externa ou interna, isto é, se a própria norma jurídica é suficiente para fundamentar a si mesma ou se necessita de um embasamento externo. Recorre-se à Fundamentação da metafísica dos costumes a fim de resgatar dali os conceitos de autonomia da vontade, o procedimento de universalização da máxima e o imperativo categórico a fim de estabelecer como se legitima a lei moral. Enfim, a última etapa argumentativa pretende efetivamente explorar se há um conflito e como resolvê-lo no que tange à conciliação entre o direito e a ética: como harmonizar a lei legítima fruto do republicanismo (advinda de uma representatividade) à lei que concorda com a autonomia da vontade. / This study aims to seek the mechanisms and conditions that legitimise the legal law on the scope of kantian politics. This research will be divided in three argumentative moments. The first one is related to groundworking the problem by proceeding the arguments of Toward Perpetual Peace and Metaphysics of Morals about the origins of the State. Through the analysis of the mechanisms and reasons that guide to the State formation we aim to point some central questions on the kantian politics as the state of nature, the original contract, the juridical civil organisation of the state and the republicanism. The second argumentative moment, our first step is to promote the debate about the foundation of Law being internal or external. So we use the \"Groundwork of Metaphysic of Morals\" to rescue the concepts of autonomy of will, categorical imperative and the universalisation of maxim in order to expose how the moral law finds its legitimacy as well as if this procedure serves as example to be followed to legitimise the legal law. Finally, the last moment of this study is dedicated to think if there is a conflict between Law and ethics and how to solve it - how to articulate the legitimacy of the republicanism law (that comes from a political representation) to the law that comes from the autonomy of will.