Thesis (MEd. (Education management and policy studies))--University of Pretoria, 2001. / Includes bibliographical references.

Made available in DSpace on 2016-07-27T13:48:12Z (GMT). No. of bitstreams: 1 LUZIA IRENY E SILVA.pdf: 20060187 bytes, checksum: d676fbdfa3d701d5fee39046eb940bee (MD5) Previous issue date: 2013-09-25 / This study aimed to observe the religious representations of teachers and visitors to the exhibition Lavras e Louvores Praises the Anthropological Museum of the Federal University of Goiás-UFG was the intention of bringing the collective imagination and memory of the group in order to subsidize daily work of educational activities in the institution. To this was done the analyzing/interpretation the perplexities group subget by selecting fragments of such topography. Understanding that, the daily experiences will always be the culmination of the motivations, and the perplexity presented and their variations in the course of conversations along the way, with teachers facing space "Passage" is just a snip of human incompleteness. / Esse estudo visou observar as representações religiosas de professores visitantes da exposição Lavras e Louvores no Museu Antropológico da Universidade Federal de Goiás UFG. O intuito foi de aproximar do imaginário e memória coletivos do grupo no sentido de subsidiar trabalhos cotidianos de ação educativa na instituição museal. Para isso, foi realizada análise/interpretação das perplexidades do grupo interlocutor, selecionando os fragmentos dessa topografia interativa. Entendendo que as vivências cotidianas serão sempre o ponto culminante das motivações, e que a perplexidade apresentada e suas variações no decorrer do diálogo, durante o percurso, com professores frente o espaço Passagem são apenas um recorte da incompletude humana.

The purpose of this study is to investigate a few primary school teachers approach to their education work in sustainable development. The teachers work in Green Flag schools, which is a network that offers teachers teaching material for the education in sustainable development. Research has shown that teachers lack of knowledge in how the education in sustainable development should be designed.   This study proceeds from these following questions: How does the interviwed teachers motivate their goals and didactic choices in the education of sustainable development? The investigation is based on a method triangulation. With qualitative interviews of six primary schools teachers and a text analysis of the teaching material the teachers use I am going to answer the questions of this study. Previous research has shown that there is three teaching traditions teachers can approach and in this study the aim of the teachers will be analyzed by the three traditions. The research shows that a normative teaching tradition is the most occurring teaching tradition with the education for sustainable development. The research also shows that teachers prefer to work  practical so that the students can experience the contents of sustainable development.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-04-26T12:33:29Z No. of bitstreams: 1 Shirlene de Araujo Prezoto.pdf: 1381524 bytes, checksum: 3edd89f036f971dc277f528754403078 (MD5) / Made available in DSpace on 2018-04-26T12:33:29Z (GMT). No. of bitstreams: 1 Shirlene de Araujo Prezoto.pdf: 1381524 bytes, checksum: 3edd89f036f971dc277f528754403078 (MD5) Previous issue date: 2007-08-01 / This work presents a reflection about the ethnic-cultural/racial relations in the primary school environment, and has as its objective to highlight the importance and the necessity of a social deconstruction of prejudices and racial discrimination, which are attributed to the black population. It shows through Brazilian history, from its colonization to current times, the ideologies on which the relationship between blacks and whites was constructed, with great disadvantages for the first, especially, in their quest for education and social ascension. It is concluded that prejudice and racial discrimination in schools are presented in a subtle and disguised way, for in Brazilian minds, the racial relationship is cordial. The existence of prejudice and discrimination is denied, even though studies show significant malicious rates for the Brazilian black population, verifying the so called “Brazilian knack” of discrimination, also known as “racism Brazilian style”. Finally, it seeks to evoke the debate about the negative social representations imposed on the black population through stigmas and stereotypes, approaching particularly the issue of ethic-racial education in schools, under Federal Law number 10.639/2003, which establishes imperativeness in teaching Afro- Brazilian History and Culture from elementary to high school level within government and private establishments. / Este trabalho apresenta uma reflexão sobre as relações étnico-cultural/racial no ambiente escolar de educação básica, e tem por objetivo trazer à tona a importância e a necessidade da desconstrução social do preconceito e da discriminação racial que são atribuídos à população negra. Mostra através da história brasileira, desde a colonização aos dias atuais, as ideologias sob as quais foram construídas as relações entre negros e brancos, com grandes desvantagens para os primeiros, especialmente, em sua trajetória em busca da escolarização e ascensão social. Conclui que o preconceito e a discriminação racial nas escolas se apresentam de forma sutil e disfarçada, pois no imaginário brasileiro, as relações raciais são cordiais. Nega-se a existência do preconceito e da discriminação, apesar de estudos mostrarem índices significativamente perversos para a população negra brasileira, fincando constatado o chamado “jeitinho brasileiro” de discriminar, também considerado como o “racismo à brasileira”. Por fim, procura suscitar o debate sobre as representações sociais negativas colocadas à população negra por meio de estigmas e estereótipos, abordando particularmente a questão da educação étnico-racial no espaço escolar, a partir da Lei Federal nº. 10.639/2003, que estabelece a obrigatoriedade do ensino sobre História e Cultura Afro- Brasileira nos estabelecimentos de ensino fundamental e médio, oficiais e particulares.

This thesis examines the implementation of an actor-training programme in the context of Spanish drama schools during 2004-2005. Reflecting through the student's practice as well as my own practice as a teacher, actor and director, I investigate how a bodymind training based on martial arts disciplines and designed by Phillip Zarrilli may contribute to understand the theory and the practice of an actor's use of the imagination as Michael Chekhov proposes it. Core questions arise from the evaluation of what is the professional knowledge that the integration of both systems of training brings to the students. The action of research is placed in how the process of learning such competencies take place and become informative of both the research and the acting practice. The concept of acting is being analysed by looking at the significance of the actor's imagination from a phenomenological rather than a psychological perspective. The discussion includes the challenge that developing a new pedagogy in a drama school brings up to a better understanding of contemporary paradigms of theatre practice and education.'Interpretación Gestual' is since 1992 an established branch in the Real Escuela Superior de Arte Dramático de Madrid (RESAD). Acting in physical (gestural) theatre conveys some problematic issues concerning its theory and practice within both professional and pedagogical contexts. Implementing a new and specific teaching programme for the preparation of professional actors in the context of the RESAD urges me to clarify inpractice certain issues about these two different approaches to actor training, as well as their presence in today's education within the curriculum of official drama schools in Spain.