The aim of this study is to develop new knowledge about the challenges and possibilities of Bildung in the Swedish compulsory school. Based on a qualitative analysis of five elite interviews with five theorists of Bildung, this study is inspired by curriculum theory and, in particular, the key analytical concepts of curriculum models, frame factors and room for freedom The results make visible both challenges and possibilities for Bildung in the Swedish compulsory school.  First, through a thematic analysis, five themes were identified: i) Bildung as an open process; ii) Bildung in relation to coherence and overview; iii) Bildung and meaning making; iv) Bildung in education; and v) Bildung as resistance. This thematic analysis has shown that tensions exist between Bildung and the measurable results that are the focus in the Swedish school. Furthermore, a one-sided alignment to measurability tends to neglect several dimensions of Bildung.  Second, the outcomes from the thematic analysis were considered in light of the curriculum theory framework in the form of an additional analysis based on three theoretical curriculum models. Using the theoretical concepts frame factors and room for freedom, the analysis demonstrates that various curriculum models, in different ways, both restrict Bildung and make it possible. Despite this, the results illustrate how Bildung, to a greater or lesser extent, can be operationalized through different curriculum models.  The third analysis reveals a shift in the understanding of Bildung in the Swedish school, from something differential to something for every pupil. The final results are visualized as three “windows” of Bildung, each of which presents how Bildung can be a natural component of the Swedish compulsory school: i) a democratized and expanded view of Bildung; ii) a fluid dialogue between the subjective and objective dimensions of Bildung; and iii) Bildung as resistance.  This study contributes to a current and forward-looking discussion about the role of Bildung, with a special focus on the Swedish compulsory school; however, it is also of relevance outside the Swedish context.

Zugl.: Tübingen, Univ., Diss.

Made available in DSpace on 2018-06-04T19:14:37Z (GMT). No. of bitstreams: 0 Previous issue date: 2016-08-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A Antroposofia é uma ciência espiritual neorromântica do início do século XX, elaborada pelo austríaco, filósofo e esotérico Rudolf Steiner, na Suíça. A Antroposofia contribui em várias áreas do conhecimento com a sua empiria espiritual imputada da fenomenologia de Goethe, cientista e poeta ícone do Romantismo Alemão. Entre as áreas que atua estão a arquitetura orgânica, a agricultura biodinâmica, a pedagogia Waldorf e a medicina antroposófica, considerada uma racionalidade médica no SUS e ampliadora da biomedicina. No Brasil, a Antroposofia se instalou na década de 1930, mas sua expansão ocorreu na década de 1960, quando inaugurou a primeira clínica médica – a Clínica Tobias, no bairro de Santo Amaro – Capital – e a primeira fazenda biodinâmica no Estado de São Paulo – atual bairro Demétria, na cidade de Botucatu – ambas pioneiras na América Latina e fora do continente europeu. O objetivo da pesquisa era o de compreender a concepção de cura na Antroposofia e sua relação com a palavra-conceito Bildung como mote terapêutico. Para isso a pesquisa adotou uma metodologia qualitativa, realizada por meio de uma etnografia, realizando procedimentos de observação participante, entrevistas em profundidade e acompanhamento da vida cotidiana dos interlocutores, descrita de forma densa. A pesquisa se iniciou em 2012, primeiro nos cursos da Sociedade Antroposófica e depois na participação das terapias do corpo, da alma e do espírito na Clínica Tobias (no Ramo Tobias); em 2013 a etnografia foi realizada no bairro rural da Demétria, acompanhando o cotidiano de seus moradores (no Ramo Jatobá); e em 2014 a pesquisa foi realizada na Suíça, em Lausanne (no Branch Christian Rose Croix). Os resultados da pesquisa apresentam uma estreita relação entre a concepção de cura e os elementos que compõem a medicina romântica alemã: a ciência, a moral e a estética. A cura na Antroposofia está na busca de uma Bildung, assim como a Bildung europeia funciona como mote legitimador para a cura, principalmente na classe média alta paulistana intelectualizada. O caminho a ser percorrido necessariamente precisa apresentar uma estética épica no enfrentamento da adversidade. Para isso, os antropósofos enaltecem uma gramática emocional, onde a coragem, inspirada no arcanjo Micael, e a força de vontade mitológica são a grande inspiração. No entanto, os valores estéticos da Bildung germânica se adaptaram a cultura brasileira, transformando a cura. / Anthroposophy is a neo romantic spiritual science of the early twentieth century, developed by Austrian philosopher and esoteric Rudolf Steiner, Switzerland. Anthroposophy contributes in various areas of knowledge with their spiritual empiricism imputed Goethe's phenomenology, scientist and poet of German Romanticism. Between the areas that acts are organic architecture, biodynamic agriculture, Waldorf pedagogy and anthroposophic medicine, considered a medical rationality in the SUS and amplifying biomedicine. In Brazil, Anthroposophy was installed in the 1930s, but its expansion occurred in the 1960s, when he inaugurated the first medical clinic – Clinic Tobias, in Santo Amaro – Capital – and the first farm biodynamic in São Paulo – the current Demetria district in the city of Botucatu – both pioneers in Latin America and outside Europe. The objective of the research was to comprise the concept of healing in anthroposophy and its relation to the word-concept Bildung as a therapeutic motto. To do this research adopted a qualitative methodology, conducted through an ethnography, conducting participant observation procedures, interviews and accompaniment the daily life of interlocutors described densely. The research began in 2012, first in the Anthroposophical Society courses and then the participation of body, soul and spirit therapies in Clinical Tobias (in Tobias Branch); in 2013 ethnography was performed in the rural district of Demetria, following the daily life of its residents (in Jatoba Branch); and in 2014 the survey was conducted in Switzerland, in Lausanne (in Branch Christian Rose Croix). The search results show a close relationship between the concept of healing and the elements that make the German romantic medicine: science, morality and aesthetics. Healing in anthroposophy is in search for a Bildung, as well as the European Bildung works as legitimizing motto for healing, especially in middle-class intellectualized in São Paulo. The way to go necessarily need to present an epic aesthetics in face of adversity. For this, the Anthroposophists extol an emotional grammar, where courage, inspired by the archangel Michael and the mythological willpower are the great inspiration. However, the aesthetic values of the German Bildung have adapted to Brazilian culture, transforming healing. / BV UNIFESP: Teses e dissertações

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work argues the relation unit-plurality from the formative proposal of the education. The education preserves - when aiming at an individual former of the world a vigorous relation with the transcendental thinking. So that, the school, place for excellence of the cultural formation (Bildung), is lost in the diagnosis of crisis of its function. Considering the new contours of the reason, acquired with the linguistic turn, this research is guided for the following question: it is possible still to keep the speech of the formation (Bildung) in the context of plurality of the perspective contemporaries who pass by the education? In the attempt to reintegrate the dimensions practical-moral and aesthetic-expressive with the reason, Habermas waves with the concept of a reason incorporated in communicative act. At the same time where he doesn t deny the conquests and the modern normative content, he delineates a situated reason, where the unit is the perspective of approach and not a condition given beforehand. With the pragmatic of the language, the pedagogical ends to link with the form to comprehend the knowledge and the subject in the education. The Habermas idea - of that it has a unit in the plurality - allows to understand the own project of the Bildung as plural. Thus, the totalitarian universality of the Bildung is retired to understand it as thought exercise. Therefore, this research concluded that it s not necessary to abandon the proposal of the Bildung to understand the different perspectives contemporaries who cross the education. These perspectives, sheltered in the different narratives of the quotidian, contribute in the understanding of the world, binding the circumscribed elements in the formative process / O trabalho discute a relação unidade-pluralidade a partir da proposta formativa da educação. Ao visar um sujeito formador do mundo, a educação preserva em sua prática discursiva forte ligação com o pensamento transcendental. Neste sentido, a escola, lugar por excelência da formação cultural (Bildung), perde-se no diagnóstico de crise de sua função. Considerando os novos contornos da razão, adquiridos com a virada lingüística, a pesquisa norteia-se pela seguinte questão: é possível ainda manter o discurso da formação (Bildung) no contexto de pluralidade das perspectivas contemporâneas que perpassam a educação? Na tentativa de reintegrar as dimensões prático-moral e estético-expressiva à razão, Habermas acena com o conceito de uma razão incorporada no agir comunicativo. Ao mesmo tempo em que ele não nega as conquistas e o conteúdo normativo moderno, delineia uma razão situada, em que a unidade é a perspectiva de chegada e não uma condição dada de antemão. Com a pragmática da linguagem, os fins pedagógicos relacionam-se diretamente à forma de compreender o conhecimento e o sujeito na educação. A idéia de Habermas de que há uma unidade na pluralidade permite entender o próprio projeto da Bildung como plural. Desta forma, retira-se da Bildung sua universalidade totalitária para compreendê-la como exercício de pensamento. Por isso, a pesquisa concluiu que não é preciso abandonar a proposta da Bildung para compreender as diferentes perspectivas contemporâneas que atravessam a educação. Estas, abrigadas nas diferentes narrativas do cotidiano, contribuem na compreensão do mundo, ligando os elementos circunscritos no processo formativo

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-10-03T13:44:07Z No. of bitstreams: 2 Dissertação - Odair José Gonçalves - 2017.pdf: 1969923 bytes, checksum: 87df7b2edb397e870aba97fab4dcb2e4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-10-03T13:44:49Z (GMT) No. of bitstreams: 2 Dissertação - Odair José Gonçalves - 2017.pdf: 1969923 bytes, checksum: 87df7b2edb397e870aba97fab4dcb2e4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-10-03T13:44:49Z (GMT). No. of bitstreams: 2 Dissertação - Odair José Gonçalves - 2017.pdf: 1969923 bytes, checksum: 87df7b2edb397e870aba97fab4dcb2e4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-24 / The present text aims to critically analyze the processes of formation and their relations and interrelations with education, culture, science and knowledge in the dialectical, critical and emancipatory perspective present in the society dominated by the capitalist method of production from the view of modernity introduced by the Polish sociologist Zygmunt Bauman, included in the educational writings of the German philosopher Immanuel Kant and the Frankfurters Theodor Adorno and Max Horkheimer. In this research we are reviving the concept of Paideia, used by the Greek philosophers as an ideal model of education which was understood by the German philosophers from the concept of Bildung (formation) after the eighteenth century. In the light of Kantian thought, the Frankfurtians Adorno and Horkheimer point to education with the sole purpose of escaping the possibility of a return to barbarism. These theorists are valuable references for the development of this research, since they present important elements for the critical reflection that, dialectically, may or may not lead the individuals to emancipation. / O presente texto tem como objetivo analisar criticamente os processos de formação e suas relações e inter-relações com a educação, a cultura, a ciência e o conhecimento na perspectiva dialética, crítica e emancipadora presentes na sociedade dominada pelo modo de produção capitalista a partir da visão de modernidade apresentada pelo sociólogo polonês Zygmunt Bauman, presentes nos escritos educacionais do filósofo alemão Immanuel Kant e dos frankfurtianos Theodor Adorno e Max Horkheimer. Nessa pesquisa retornamos ao conceito de Paideia, usado pelos filósofos gregos como modelo ideal de educação e que, a partir do século XVIII foi compreendido pelos filósofos alemães a partir do conceito de Bildung (formação). À luz do pensamento kantiano, os frankfurtianos Adorno e Horkheimer apontam a educação com o fim único de escapar da possibilidade de retorno à barbárie. Esses teóricos são referenciais valiosos para o desenvolvimento desta pesquisa, visto que apresentam elementos importantes para a reflexão crítica que, dialeticamente, podem ou não conduzir os indivíduos à emancipação.

Érigée, à la fin du XVIIIe siècle, en objet de prédilection de la nouvelle science de l'Antiquité (Altertumswissenschaft), la Grèce ancienne devint aussi, dans l'Allemagne savante et littéraire d'alors, objet d'un mythe tout à fait singulier, le « mythe grec » allemand.Les Allemands – telle est l'idée qui préside à la formation du Griechenmythos – sont les Grecs de l'époque moderne, ils sont reliés à eux par une « affinité élective », une parenté spirituelle idéale. Ce discours, qui perdure jusqu'au lendemain de la Seconde Guerre mondiale, établit un dialogue, sans cesse renouvelé, entre le passé hellénique que l'on ambitionne de reconstituer et le présent de l'Allemagne, cette nouvelle Hellade que l'on aspire à édifier. Il revêt, dans le même temps, une place et une signification essentielles dans l'imaginaire et les pratiques discursives de la science de l'Antiquité. Laboratoire où se forme et se réinvente, durant toute la période concernée, la croyance en l'affinité gréco-allemande, l'Altertumswissenschaft fait de celle-ci le miroir de son originalité et le support de ses ambitions.Menée dans la perspective d'une histoire de la réception de l'Antiquité à l'époque moderne, la présente étude vise à retracer l'histoire des relations entre le Griechenmythos et l'Altertumswissenschaft, de Wilhelm von Humboldt à Werner Jaeger, dans une démarche attentive à l'entrelacement de la production des savoirs sur le passé grec et la fabrique du mythe. / Set up as a chosen field of study by the newly founded “science of Antiquity” (Altertumswissenschaft), Ancient Greece also became, in late 19th century Germany, the object of a quite peculiar myth, the German “Greek myth”.Germans – that is the basic assumption of the Griechenmythos – are the modern Greeks, they are related to them by an “elective affinity”, by an ideal spiritual relationship. This discourse, which endures until the end of the Second World War, establishes an ever-renewed dialogue between the Hellenic past, which one aims at reconstructing, and the present of Germany, this new Hellas ever to be built. It takes on, at the same time, a key role in the imaginative world and the discursive practices of Altertumswissenschaft. The latter, during this period, is the laboratory where the hellenists shape and reinvent the Greek-German belief, mirror of the originality of their project and medium of their ambitions.Undertaken from the perspective of reception studies, the present inquiry goes back over the relations between the Griechenmythos and Altertumswissenschaft, from Wilhelm von Humboldt to Werner Jaeger, paying attention to the interlacing of the production of knowledge on Ancient Greece and myth-making.

Die vorliegende Arbeit bezieht sich auf die gewerkschaftliche Jugendbildungsarbeit (JBA) als Ausdruck der politischen Bildung von jungen Erwachsenen bzw. ihre Aus- und Weiterbildung zu gewerkschaftlichen Funktionären. Als Gegenstand der Untersuchung ist ihre Verbindung zum gesamtgesellschaftlichen Zusammenhang von Interesse, da die JBA auf Grundlage einer kritischen Theorie der Gesellschaft, beeinflusst durch die Frankfurter Schule, die Kritik der politischen Ökonomie von Karl Marx sowie durch diverse marxistische Theoretiker analysiert wird. Ziel dieser Analyse ist die Verwirklichung von drei grundsätzlichen Ansprüchen. Zum einen die Vermittlung von Informationen über den historischen Entwicklungsverlauf der JBA, um ihren Diskurs unter Berücksichtigung der vereinzelten historischen Epochen und Situationen dazustellen. Diese Darstellung bietet die Grundlage, von der aus anhand des erkenntnisleitenden Interesses – der Emanzipation von Herrschaft – das zweite, das zentrale Anliegen der vorliegenden Arbeit, die Falsifikation bzw. die Verifikation ihrer Hypothese – die JBA als „ungelebte Emanzipation“ – verfolgt wird. Die Untersuchung geht zu diesem Zweck der Frage der Politisierung bzw. Entpolitisierung der JBA nach, um anhand dieser Fragestellung den historischen Entwicklungsverlauf der JBA sowie der in ihr kommunizierten politischen Ansprüche zu untersuchen. Ziel ist es, die gewerkschaftlichen Positionen qualitativ zu bestimmen bzw. eine Aussage über ihre politisierende bzw. entpolitisierende Wirkung auf die JBA zu treffen. / The work here refers primarily to the “Jugendbildungsarbeit”, JBA (Youth Education Work) as an expression of the political education of young adults in terms of their education and training as trade union officials. The subject of the investigation is its connection with an overall social coherence of interest, which in turn is analyzed on the basis of a critical theory of society, influenced by the “Frankfurter School”, the criticism of the political economy of Karl Marx and other Marxist theoreticians. This analysis strives to realize three basic goals. The first two are: Providing information concerning the course of JBA development in order to represent that information with regard to each of the historic epochs and situations. That representation is the starting point, from which follows, based on the cognition-inducing interest, the emancipation from rule, the second central concern of the work, namely the falsification and in fact verification of its hypothesis of the JBA as „unfulfilled emancipation“. To do that the question of the politicization or depoliticizing of the JBA is examined, in order, based on this line of questioning, to investigate the historical course of development of the JBA as well as the political demands it communicates. The goal is to qualitatively determine the trade union positions and to formulate a statement about the politicization or depoliticizing effect of the JBA.

鉴于当前学校政策对经济与社会学思维的依赖，本文拟将教育经济学的讨论进行一次角度置换，即让从社会经济学角度进行的讨论回归至教学法角度，但这个教学法的角度不同于传统的纯教学法意义上的教育理论，它将利用经济学的一些方法，关注教育的整体效用，尤其重视个体能力的增强及其与投入的关系。

Univ., Diss--Luzern, 2004.

Habil.-Schr. Univ. Paderborn, 2008. / Literaturverz.