Esta tese de doutorado é uma discussão sobre a precariedade na articulação poíesis/práxis/ theoria na formação musical no Brasil. A educação brasileira encontra-se, atualmente, numa estrutura de semiformação (Halbbildung1), com tendência tecnicizante, na qual está inserido o ensino de música (da escolaridade regular e das escolas especializadas na formação musical). Essa articulação precária da poíesis/práxis/theoria no ensino musical talvez seja decorrente, entre outras possíveis razões, da hegemonia da indústria da cultura (enquanto sistema ideológico) que promove padrões pré-estabelecidos para o consumo, aprisionando a aísthesis num gosto nivelador e mediano. Nesta perspectiva, buscamos investigar as possibilidades de rearticulação dialética das atividades musicais (poíesis/práxis/theoria) para uma formação musical alicerçada na apreciação musical e na compreensão da obra de arte, alternativa à indústria da cultura. Para tanto, partimos da fundamentação teórica dos conceitos adotados (educação, arte, cultura, indústria da cultura, formação/Bildung, as atividades da poíesis, práxis e theoria) e abordamos as considerações de Adorno sobre a educação em música, com ênfase no pensamento dialético e discutimos formas para que ocorra esta articulação poíesis/práxis/theoria, uma vez que em diversos contextos do ensino musical essas atividades se encontram totalmente dissociadas, dificultando uma compreensão global do objeto de estudo. Por meio das várias propostas pedagógicas sobre a educação e a formação musical surgidas no século XX no mundo e seus desdobramentos no Brasil, traçamos uma retrospectiva da gradativa exclusão da música da escolaridade regular e a crescente interferência da indústria da cultura nos âmbitos do ensino, da poética e da práxis musicais, influenciando os hábitos de audição e a aísthesis (percepção), o gosto e o juízo estético, bem como o uso indiscriminado de métodos de ensino de música tendenciosos e restritos à canção popular. A nossa discussão sobre a formação e o ensino de música busca a religação das atividades musicais da poíesis, da práxis e da theoria, de forma dialética, interativa e complementar, plena e não tecnicizante, onde a poética (compositores e obras) venha a ser o eixo sincronizador dessas atividades, das disciplinas e do conteúdo, desenvolvendo um pensamento crítico, hermenêutico e emancipado dos padrões do consumo musical, seja o músico compositor, intérprete ou musicólogo. Por fim, analisamos o projeto de educação musical Tocando a Vida da Instituição Aparecido Savegnago que contempla essa rearticulação das atividades musicais desde suas diretrizes ao cotidiano pedagógico, a fim de verificarmos a pertinência, a viabilidade e a exequibilidade das ideias por nós discutidas. / This doctoral thesis is a discussion of the precariousness of the articulation poiesis/praxis/ theoria in music education in Brazil. Currently, the structure of Brazilian education finds itself in a half education (Halbbildung2) structure, with technicalizing tendencies, into which the teaching of music (in regular schooling and special schools in musical training) is inserted. This precarious articulation of poíesis/praxis/theoria in music education may be due, among other possible reasons, to the hegemony of the culture industry (as an ideological system) that promotes pre-established standards for consumption, and in the process traps aisthesis within a leveling and average taste. In this perspective, we seek to investigate the possibilities for the dialectical re-articulation of musical activities (poíesis/praxis/theoria) for a musical education grounded in music appreciation and comprehension of the work of art, an alternative to the culture industry. In this light, we start from the theoretical framework based on the adopted concepts (education, culture, culture industry, training / Bildung, the activities of poiesis, praxis and theoria), and we discuss the considerations of Adorno regarding music education, with emphasis on dialectical thinking. We examine ways for the articulation poiesis/praxis/theoria to occur, since in many contexts of musical teaching these activities are fully decoupled, making difficult a comprehensive understanding of the object of study. Through the various pedagogical proposals on education and musical training that emerged throughout the world in the twentieth and their evolution in Brazil, we retrospectively trace the gradual exclusion of music from regular schooling and the growing interference of the culture industry in the fields of education, of musical poetics and praxis, influencing listening habits and aisthesis (perception), taste and aesthetic judgment, as well as the indiscriminate use of methods of music education both biased and restricted to popular song. Our discussion of the training and teaching of music seeks the recoupling of the musical activities of poiesis, praxis and theoria in a dialectical, interactive and complementary, full and not technicalizing form, where poetics (composers and works) will be the synchronizing axis of these activities, disciplines and content, developing a critical, hermeneutic thought that is emancipated from the standards of musical consumption, be the musician songwriter, performer or musicologist. Finally, in order to verify the relevance, feasibility and practicability of the ideas discussed, we analyze the design of the musical education project Playing the Life (Tocando a Vida) of the Aparecido Savegnago Institution (Instituição Aparecido Savegnago), which takes into account this rearticulation of musical activities, from their pedagogical guidelines to their everyday pedagogy

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.

Eingebettet in die Theorie der Weiterbildung nimmt die Dissertation die Forderung der bildungstheoretisch orientierten Biographieforschung auf, den transformatorischen Bildungsbegriff zu präzisieren. Aus der Diagnose einer Stagnation in diesem Bereich wird der Wechsel vom interpretativen zum relationalen Paradigma vorgeschlagen und eine relationale Entwicklungslogik als methodologische Basis relationalen Denkens eingeführt. Mit der Übertragung der Ergebnisse der informellen Axiomatisierung von Robert Kegans strukturaler Entwicklungstheorie auf den Bildungsbegriff wird unter Verwendung weiterer Referenztheorien aus dem Bereich der relationalen Kommunikationstheorien die Präzisierung des Begriffs möglich. Bildung wird als Prozess der Transformation der Regel der Bedeutungsbildung einer Person unter Konfrontation mit der Regel der Bedeutungsbildung nächsthöherer Ordnung definiert und als eine Struktur der Übergänge zwischen Kontext-Regeln beschrieben, die ein Beobachter der Person im Interaktionsprozess zuschreibt. Mit dem hier entwickelten Kontext-Ebenen-Modell der Bedeutungsbildung lassen sich zum einen Zeichen-Arten ZA definieren, die eine empirische Beschreibung des Bildungsprozesses einer Person zulassen, und zum anderen drei Typen von Kontext-Regeln XR bestimmen, die aus der relationalen Entwicklungslogik abgeleitet, die Prinzipien der Bedeutungsbildung als Regeln der Zeichenrelationierung darstellen. Das Kontext-Ebenen-Modell der Bedeutungsbildung steht als Ergebnis einerseits für eine erfolgreiche Präzisierung des transformatorischen Bildungsbegriffs, andererseits für die Leistungsfähigkeit der strukturalistischen Methode im Rahmen des Programms der relationalen Weiterbildungsforschung. / Embedded in the theory of adult education (andragogy) this PhD-thesis takes up the challenge proclaimed by the biography research based on the concept of Bildung and seeks to define the concept of transformational Bildung more precisely. To overcome the identified stagnation in this research field, this thesis proposes a change from qualitative research paradigm to relational paradigm and introduces the relational logic of development as methodology of relational thinking. The application of the results of the informal axiomatization of Robert Kegan’s theory of human development to the concept of transformational Bildung as well as the use of various approaches based on relational communication theories allowed to provide a more precise definition of the concept of transformational Bildung. In this thesis Bildung is defined as a process of transformation of individual’s rules of meaning making caused by a person’s confrontation with the rules of meaning making of a higher order. From the observer’s perspective the structure of the Bildung process can be described as a transition from one context rule to another. The developed model of context levels of meaning making allows defining types of signs (ZA) that enable to measure the levels in the process of Bildung. Furthermore, this model allows determining three types of context rules (XR), which – according to the relational logic of development – represent principles of meaning making seen as rules for relating signs. Thus, on the one hand, the model of context levels of meaning making has succeeded to specify the concept of transformational Bildung and, on the other hand, has proven the effectiveness of the structuralist method for the relational adult education research.

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.