Esta pesquisa buscou refletir sobre o mal-estar na civilização e a crise na educação como geradores de um possível esvaziamento da autoridade da palavra do professor, permitindo o desdobramento de duas principais perguntas: O esvaziamento da autoridade da palavra poderia afetar o esvaziamento do enigma que permite a aprendizagem? As mudanças na aprendizagem, que às vistas da contemporaneidade parecem ser inevitáveis, podem vir a ser benéficas de alguma forma para os sujeitos contemporâneos? Para responder a essas perguntas, buscamos, na teoria psicanalítica e na área de Psicanálise e Educação, elucidar a crise e o mal-estar ao qual estamos nos referindo e o quanto as mudanças no modo de vida dos sujeitos influencia o discurso que circula na Educação. Para refletir sobre esses pontos, dedicamo-nos a entrevistas semidirecionadas realizadas com oito professores da rede pública municipal de São Paulo com o intuito de analisar em suas falas, possíveis indícios do esvaziamento da autoridade de sua palavra nesse ambiente de crise. Pudemos constatar que o mal-estar na cultura é estrutural e a crise na Educação é somente um dos tentáculos do mal-estar inerente à condição humana moderna. O esvaziamento da autoridade da palavra seria, portanto, um mais-além da crise, que se manifesta como não sendo estrutural para o sujeito, e sim uma consequência da forma com a qual os sujeitos lidam com a influência dos discursos (técnico-científico e da ciência) que, por sua vez, esvaziam o enigma da palavra, tornando-a toda, ou seja, o significado passa a estar colado à palavra e ao objeto que a ela faz referência. Buscou-se compreender o quanto o esvaziamento da palavra afeta os professores na sala de aula e também como podemos pensar o esvaziamento deste sentido todo da palavra para um sentido não-todo. Nas entrevistas, pudemos constatar que os professores apontam para um esvaziamento da autoridade de sua palavra, que seria o esvaziamento do peso da palavra do professor no discurso social. Seu direito de falar estaria esvaziando-se, já que não há nada que o sustente no lugar de professor que professa suas palavras. Concluímos que a palavra do professor não engancha mais no aluno. Concluímos também que esvaziar a palavra de seu enigma torna-se nocivo para o professor e para o aluno, porém, esvaziar-se da intenção de capturar um sentido totalizante da palavra pode vir a ser benéfico para os sujeitos da Educação. / The aim of the present study was to reflect on the malaise in civilization and the crisis in education as generators of a possible emptying of the teacher\'s word of authority. This research allowed to deploy two main questions: is the emptying of the word of authority could affect the emptying of the riddle that allows learning? Do these changes in learning, -that seem to be inevitable to the contemporary view - may turn out to be beneficial in some way to the contemporary subjects? To answer these questions we seek in psychoanalytic theory and in the area of Psychoanalysis and Education in order to elucidate about which crisis and which malaise we are talking about and how the changes in the subjects\' way of life influences the discourse that circulates in Education and the teachers. We also dedicated ouselves on semi-directed interviews with eight teachers from the city of São Paulo in order to analyze evidences on the emptying of the teacher\'s word of authority inside this crisis environment. We observed that the malaise in culture is structural and the crisis in education is only one of the tentacles of the malaise and both are inherent in modern human condition. The emptying of the authority of word would therefore be a \"beyond\" the crisis, which manifests itself as not being structural to the subject, but a consequence of how the subjects deal with the influence of discourses (technical-scientific and science ) that want to empty the riddle of the word, making it \"whole\", that is, the meaning is henceforth glued to the word and the object that it references. We tried to understand how the words emptying process affects the teacher in the classroom and also how we could consider this emptying process of the word from a whole to a not whole way of thinking. In the interviews we found that the teacher points to an deflation of the authority of his word, that would be the emptying of the weight of the teacher\'s word in social discourse. Their right to speak would be getting emptying, since there is nothing to hold or support the professors place. Thus, we conclude that the word of the teacher does not hook over the student. We also conclude that empty the word of his riddle becomes harmful to the teacher, however, emptying the intention to capture a totalizing sense of the word may prove to be beneficial to the subjects of Education.

Esta tese aborda alguns problemas da Educação Moderna apontados nas reflexões de Hannah Arendt em seu artigo A Crise da Educação, um texto relativamente sucinto, mas que remete a praticamente toda a sua produção teórica no campo da Filosofia e da Política. O objetivo é esclarecer as principais críticas que a autora dirige à educação moderna, a partir de seu próprio referencial teórico. Para Arendt, a crise da educação é uma manifestação particular da crise política que aflige a civilização ocidental desde o início da modernidade. Apesar da relação entre a crise política e a crise na educação, ela defende a separação entre ambas, de modo que a política não determine (em absoluto) a educação e a educação não seja utilizada como instrumento da política, algo que se tornou bastante corriqueiro nas sociedades modernas. A pedagogia, imbuída do espírito científico característico da Era Moderna, apesar dos grandes avanços que trouxe para o campo da educação, não é poupada pela autora, na medida em que colaborou para a ruptura com a tradição, um fenômeno que marcou a perda do senso comum que orientava a vida humana na Terra. A falta de um sentido comum em relação ao mundo é apontada como um dos fundamentos da alienação moderna, que se relaciona diretamente com o problema da falta de responsabilidade dos adultos em relação às crianças, os recém-chegados ao mundo pelo nascimento. Analisamos o artigo de Arendt, buscando subsidiar a sua leitura a partir, também, dos demais autores e teorias com quem ela se defronta em A Crise da Educação. / This thesis approaches the problem of the modern education from the reflections of Hannah Arendt in her article The crisis of the Education, a text relatively summarized, but in which involves practically all of her theoretical production in the fields of Philosophy and Politics. The goal is to clarify the main critics that the author directs to the modern education, from her own theoretical references. For Arendt the crisis of the education is a particular manifestation of the political crisis that affects the western civilization since the beginning of the modern times. Despite the relationship between the political crisis and the educational crisis, Arendt defends the separation between the two, in a way that the political matter would not determine the educational, and that the education would not be utilized as a tool of the political, something that have turned very common in the modern societies. The pedagogy has the goal of the scientifical spirit, a characteristic of the modern era, despite the great evolution that this brought for the educational field, this is not spared by the author, in that it collaborated to break with tradition, a phenomenon that marked the lost of common sense that used to orient the human life on Earth. The lack of a common sense in relation to the world is appointed as one of the fundaments of the modern alienation, that relates directly with the problem of the lack of responsibility of adults in relation to children, the newborns. We have analyzed the article of Arendt searching to subsidize her readings and also the others authors and theories in which Arendt faces in The crisis of the Education.

An increasing number of students entering college lack the academic skills necessary to perform well at the college level, forcing professors and academic institutions to lower standards. Students approach higher education as a commodity, and as consumers they assert their desire for easier course work by giving poor evaluations to instructors whose courses they find too demanding or difficult. Eliminating student evaluations is one necessary change that will help reverse declining standards in higher education and increase performance; providing effective venues for supplemental instruction is another. Teaching basic writing skills in freshman composition courses would waste valuable instruction time that must be spent on higher-order concerns, such as critical thinking, abstract reasoning, essay development, and research skills. Online writing labs offer lower-order instruction in grammar, punctuation, syntax, and style for students at any level, as do the learning programs that accompany composition textbooks and handbooks, yet these resources are under-utilized by students who need the most help. Usability studies would reveal site-specific reasons students avoid or abandon them. This paper includes an initial view of two online writing resources from the perspective of usability: what works about the design and functionality, and what most likely does not.

Esta pesquisa buscou refletir sobre o mal-estar na civilização e a crise na educação como geradores de um possível esvaziamento da autoridade da palavra do professor, permitindo o desdobramento de duas principais perguntas: O esvaziamento da autoridade da palavra poderia afetar o esvaziamento do enigma que permite a aprendizagem? As mudanças na aprendizagem, que às vistas da contemporaneidade parecem ser inevitáveis, podem vir a ser benéficas de alguma forma para os sujeitos contemporâneos? Para responder a essas perguntas, buscamos, na teoria psicanalítica e na área de Psicanálise e Educação, elucidar a crise e o mal-estar ao qual estamos nos referindo e o quanto as mudanças no modo de vida dos sujeitos influencia o discurso que circula na Educação. Para refletir sobre esses pontos, dedicamo-nos a entrevistas semidirecionadas realizadas com oito professores da rede pública municipal de São Paulo com o intuito de analisar em suas falas, possíveis indícios do esvaziamento da autoridade de sua palavra nesse ambiente de crise. Pudemos constatar que o mal-estar na cultura é estrutural e a crise na Educação é somente um dos tentáculos do mal-estar inerente à condição humana moderna. O esvaziamento da autoridade da palavra seria, portanto, um mais-além da crise, que se manifesta como não sendo estrutural para o sujeito, e sim uma consequência da forma com a qual os sujeitos lidam com a influência dos discursos (técnico-científico e da ciência) que, por sua vez, esvaziam o enigma da palavra, tornando-a toda, ou seja, o significado passa a estar colado à palavra e ao objeto que a ela faz referência. Buscou-se compreender o quanto o esvaziamento da palavra afeta os professores na sala de aula e também como podemos pensar o esvaziamento deste sentido todo da palavra para um sentido não-todo. Nas entrevistas, pudemos constatar que os professores apontam para um esvaziamento da autoridade de sua palavra, que seria o esvaziamento do peso da palavra do professor no discurso social. Seu direito de falar estaria esvaziando-se, já que não há nada que o sustente no lugar de professor que professa suas palavras. Concluímos que a palavra do professor não engancha mais no aluno. Concluímos também que esvaziar a palavra de seu enigma torna-se nocivo para o professor e para o aluno, porém, esvaziar-se da intenção de capturar um sentido totalizante da palavra pode vir a ser benéfico para os sujeitos da Educação. / The aim of the present study was to reflect on the malaise in civilization and the crisis in education as generators of a possible emptying of the teacher\'s word of authority. This research allowed to deploy two main questions: is the emptying of the word of authority could affect the emptying of the riddle that allows learning? Do these changes in learning, -that seem to be inevitable to the contemporary view - may turn out to be beneficial in some way to the contemporary subjects? To answer these questions we seek in psychoanalytic theory and in the area of Psychoanalysis and Education in order to elucidate about which crisis and which malaise we are talking about and how the changes in the subjects\' way of life influences the discourse that circulates in Education and the teachers. We also dedicated ouselves on semi-directed interviews with eight teachers from the city of São Paulo in order to analyze evidences on the emptying of the teacher\'s word of authority inside this crisis environment. We observed that the malaise in culture is structural and the crisis in education is only one of the tentacles of the malaise and both are inherent in modern human condition. The emptying of the authority of word would therefore be a \"beyond\" the crisis, which manifests itself as not being structural to the subject, but a consequence of how the subjects deal with the influence of discourses (technical-scientific and science ) that want to empty the riddle of the word, making it \"whole\", that is, the meaning is henceforth glued to the word and the object that it references. We tried to understand how the words emptying process affects the teacher in the classroom and also how we could consider this emptying process of the word from a whole to a not whole way of thinking. In the interviews we found that the teacher points to an deflation of the authority of his word, that would be the emptying of the weight of the teacher\'s word in social discourse. Their right to speak would be getting emptying, since there is nothing to hold or support the professors place. Thus, we conclude that the word of the teacher does not hook over the student. We also conclude that empty the word of his riddle becomes harmful to the teacher, however, emptying the intention to capture a totalizing sense of the word may prove to be beneficial to the subjects of Education.

Esta tese aborda alguns problemas da Educação Moderna apontados nas reflexões de Hannah Arendt em seu artigo A Crise da Educação, um texto relativamente sucinto, mas que remete a praticamente toda a sua produção teórica no campo da Filosofia e da Política. O objetivo é esclarecer as principais críticas que a autora dirige à educação moderna, a partir de seu próprio referencial teórico. Para Arendt, a crise da educação é uma manifestação particular da crise política que aflige a civilização ocidental desde o início da modernidade. Apesar da relação entre a crise política e a crise na educação, ela defende a separação entre ambas, de modo que a política não determine (em absoluto) a educação e a educação não seja utilizada como instrumento da política, algo que se tornou bastante corriqueiro nas sociedades modernas. A pedagogia, imbuída do espírito científico característico da Era Moderna, apesar dos grandes avanços que trouxe para o campo da educação, não é poupada pela autora, na medida em que colaborou para a ruptura com a tradição, um fenômeno que marcou a perda do senso comum que orientava a vida humana na Terra. A falta de um sentido comum em relação ao mundo é apontada como um dos fundamentos da alienação moderna, que se relaciona diretamente com o problema da falta de responsabilidade dos adultos em relação às crianças, os recém-chegados ao mundo pelo nascimento. Analisamos o artigo de Arendt, buscando subsidiar a sua leitura a partir, também, dos demais autores e teorias com quem ela se defronta em A Crise da Educação. / This thesis approaches the problem of the modern education from the reflections of Hannah Arendt in her article The crisis of the Education, a text relatively summarized, but in which involves practically all of her theoretical production in the fields of Philosophy and Politics. The goal is to clarify the main critics that the author directs to the modern education, from her own theoretical references. For Arendt the crisis of the education is a particular manifestation of the political crisis that affects the western civilization since the beginning of the modern times. Despite the relationship between the political crisis and the educational crisis, Arendt defends the separation between the two, in a way that the political matter would not determine the educational, and that the education would not be utilized as a tool of the political, something that have turned very common in the modern societies. The pedagogy has the goal of the scientifical spirit, a characteristic of the modern era, despite the great evolution that this brought for the educational field, this is not spared by the author, in that it collaborated to break with tradition, a phenomenon that marked the lost of common sense that used to orient the human life on Earth. The lack of a common sense in relation to the world is appointed as one of the fundaments of the modern alienation, that relates directly with the problem of the lack of responsibility of adults in relation to children, the newborns. We have analyzed the article of Arendt searching to subsidize her readings and also the others authors and theories in which Arendt faces in The crisis of the Education.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2016-08-23T19:26:13Z No. of bitstreams: 1 VicenteMoraisJunior.pdf: 2274577 bytes, checksum: eb8d215b49c91c10e09e3ba79570b697 (MD5) / Made available in DSpace on 2016-08-23T19:26:13Z (GMT). No. of bitstreams: 1 VicenteMoraisJunior.pdf: 2274577 bytes, checksum: eb8d215b49c91c10e09e3ba79570b697 (MD5) Previous issue date: 2015-09-29 / This paper investigates the implementation of the regime of continued progression in the public schools of São Paulo in 1998, so has the research axis and reflections public policy of continued progression and the process of deployment and implementations. There was the use of two lines of research: bibliographical research and research and analysis of official deploys the regime cited, but also the gradation of the laws and their characteristics. The central research support relies on two established works, “The Structure of Scientific Revolutions” and “The Origin of Species” by Thomas Kuhn and Charles Darwin, respectively. The works cited are entitled to the title of this work, which uses the discussions proposed by Kuhn on ‘crisis’, having this as one of guidelines to analyze pre and post implementation of the combined regimen of Darwinim, which here is called teaching Darwinism. To establish a connection between the central object of research and the works mentioned above to research and discuss topics directly related, such as ‘a river and its tributaries’. The ‘affluent’ researched and discussed were: pedagogy and science, grading system, Darwinism, metaphor, public policy, gradation of the laws, identify, resistance and withdrawal. The ‘affluent’ were not restricted to literature, it was necessary to also in official discourse perform this methodological approach. The survey revealed that, as of Kuhn’s contributions of the regime of continued progression in the public schools of São Paulo only made educations in the state get out of a crisis, and to enter into another. In addition, also showed thar the teaching Darwinism that prevailed in the ranking system, chances face the regime of continued progression, but still active, now directly affecting teachers, who actively resisted or opposed, or give up, either announced or covertly. / O presente trabalho investiga a implantação do regime de progressão continuada nas escolas públicas do estado de São Paulo em 1998, de modo que tem como eixo de pesquisa e reflexões a política pública progressão continuada e seu processo de implantação e implementação. Houve o uso de duas linhas de pesquisa: pesquisa bibliográfica e pesquisa e análise do discurso oficial, não somente aquele que implanta o regime citado, mas também a gradação das leis e suas características. O suporte central de pesquisa apoia-se em duas consagradas obras: “A estrutura das revoluções científicas” e “A origem das espécies”, de Thomas Kuhn e Charles Darwin, respectivamente. As obras citadas farão jus ao título desse trabalho, a qual utiliza das discussões propostas por Kuhn sobre ‘crise’, tendo esta como uma das linhas mestras para analisar os períodos pré e pós implantação do regime combinado ao darwinismo, que aqui se denomina darwinismo pedagógico. Para estabelecer uma conexão entre o objeto central de pesquisa e as obras acima citadas, houve a necessidade de pesquisar e discutir temáticas diretamente relacionadas, como ‘um rio e seus afluentes’. Os ‘afluentes’ pesquisados e discutidos foram: pedagogia e ciência, regime de seriação, darwinismo, metáfora, políticas públicas, gradação das leis, identidade, resistência e desistência. Os ‘afluentes’ não ficaram restritos a pesquisa bibliográfica, houve a necessidade de também no discurso oficial realizar esta linha metodológica. A pesquisa revelou que a partir das contribuições de Kuhn, a implantação do regime de progressão continuada nas escolas públicas do estado de São Paulo apenas fez com que a educação no estado saísse de uma crise e entrasse em outra. Além disso, revelou também que o darwinismo pedagógico que imperava no regime de seriação, muda de face no regime de progressão continuada, porém continua ativo, agora afetando diretamente os docentes, que resistem ativamente ou em oposição, ou desistem, seja de forma anunciada ou velada.

The dissertation explores the potential psychological risks in accessing pedagogy of experience, during adolescence. The beginning of the thesis characterizes the basic pedagogical concepts related to the pedagogy of experience. It briefly describes the experiential pedagogy as an approach, its objectives, principles. An important part of this thesis is the theme of psychological security, focusing on adolescence. Furthermore, the dissertation focuses on crisis intervention, ie helping the experiential course participants in a risk situation, which they cannot handle alone. The last part is devoted to the summary, and compares the views of selected experts on the issue of psychological safety and potential risks in experiential education. The first half serves as an introductory part. The second half is more specific. It includes the most important part, which is a comparison of views of experts, and a list of psychological possibilities and risks of experiential education.

Krize přirozeného světa The crisis of the Life-world PhDr. Klára Holá This doctoral thesis called The crisis of the Life-world is an interdisciplinary theoretical treatise on a problem of the crisis in connection with the Life-world, the main phenomenological issue. The crisis is related to the Life-world itself. The thesis tries to explain the problem of the crisis as a timeless concept ontologically related to a human being, as well as an ethical issue accompanying the development of the modern society. The aim of the thesis is to define the crisis of the Life-world, to describe its symptoms in the various areas, and to outline some possible solutions. To achieve the aim I have divided the conception of the crisis into two meanings which are related to each other: the ontological crisis and the ethical crisis. My hypothesis has proved the ontological crisis unavoidable, as it springs from the ambivalent position of the human being whereas we can balance the ethical aspects in various ways. I have used the comparative and phenomenological method as well as the phenomenological-hermeneutic methods of the text-interpretation. I also used the specific phenomenological method of transcendental epoché. Therefore, I have preferred the interdisciplinary access to this problem. The access can reveal in the...

No description available.

Summaries in Afrikaans and English / In hierdie proefskrif word die verband wat daar tussen politiek en onderwys bestaan vanuit 'n histories-pedagogiese oogpunt belig sodat daar tot grondige gevolgtrekkings gekom kan word ten opsigte van die onderwysbedeling in Suid-Afrika. Daar word aangedui dat politiek en onderwys vanaf die vroegste tye 'n vervlegting toon. Onderwys en politiek is mede-afhanklik van mekaar en het ook sekere verwagtings van mekaar. Onderwys en politiek is menslike skeppinge en as sodanig moet dit mekaar beYnvloed. In Suid-Afrika bet die onderwys vir n geruime tyd 'n krisis beleef. Sekere bevolkingsgroepe was nie tevrede met die onderwys wat bulle ontvang bet nie, terwyl ~n ander groep die onderwys doelbewus gemanipuleer bet tot voordeel van homself. Die gevolg hiervan was dat die onderwys in Suid-Afrika ernstig verpolitiseerd geraak bet en sodoende die onderwys nadelig beYnvloed bet. Om die Heropbou- en ontwikkelingsprogram van die suidAfrikaanse regering te laat slaag, is dit noodsaaklik dat daar 'n gesonde wisselwerking tussen die politiek en onderwys moet wees. Alle groepe behoort inspraak in die onderwysbelange te he en waar moontlik moet die kultuur van die betrokke groep in die onderwys eerbiedig word. Dit is egter noodsaaklik om te besef dat alle groepe deel vorm van 'n verenigde Suid-Afrika en dat die kinders onderrig moet word om tot hulle volle potensiaal te ontwikkel en tot voordeel van die staat. Die staat moet ook toesien dat onderwys ongehinderd aan al sy burgers verskaf word sonder dat party politieke belange op die voorgrond tree. / In this study the relationship that exists between education and politics is highlighted from a historical-pedagogical point of view, so that conclusions can be made regarding a future educational system for South Africa. It has been shown that politics and education are closely linked. Education and politics are dependant on one another and have certain expectations of one another. Education and politics are created by man and as such must influence each other. Education in South Africa has for some time been in a crisis. Some population groups were not satisfied with the education they received, while another group manipulated education to its own advantage. The consequence of this was that education in South Africa became politicised. This has had a negative effect on education. For the Redevelopment Program to succeed it is necessary that there is a balance between politics and education in South Africa. Each population group must have a say in its own affairs and, where possible, each group's culture must be respected. It is, however, necessary to realize that all the population groups are part of a united South Africa and that all the children must be educated to the best of their abilities and to the advantage of the state. The state, however, must ensure that education can take place without hindrance to all its people and that no political party may use education to its own benefit. / Educational Studies / D.Ed. (History of Education)