The use of written sources for teaching History. Analysis of textbooks for thethird and fourth years of high schoolCurrently, in addition to the usual contents, history textbooks now cite primary and secondary sources with suggested activities. This research analyzes these proposed activities in history textbooks for third- and fourth-year students. The objective is to evaluate the degree to which the activities proposed in the sourcespromote the development of critical thought in students.Students exercise critical thought when they engage in the activities suggested in the sources cited to compare different versions of the same historical events and then process this new information to develop their own response to a historical problem. This level of complexity is not achieved in most of the suggested activities given that sources tend to serve only to supplement information / Actualmente, observamos que los textos escolares del área de Historia incluyen, además de los contenidos, fuentes escritas primarias y secundarias. Esta investigación analiza las actividades con las fuentes presentadas por los textos escolares para tercero y cuarto de secundaria. El objetivo es evaluar en qué medida las actividades propuestas con las fuentes escritas fomentan el desarrollo del pensamiento críticoen los estudiantes.El pensamiento crítico se ejercita cuando las fuentes se usan para contrastar diversas visiones sobre un mismo tema y la información se emplea para construir una respuesta propia ante un problema histórico. Este nivel de complejidad no se alcanza en la mayoría de las actividades, puesto que las fuentes tienden a usarsecomo complemento de la información

Religion has had an ambiguous role in Ontario public education, having provided both the common language for social cohesion and for resistance by religious groups to what they have perceived to be a dominant, exclusive and coercive ethos. In similar ways, religious freedom and diversity have been highly prized and protected in Ontario while at the same time being sources of anxiety and social disruption. Using critical discourse analysis and critical genealogical analysis I examine the conflicted role of religion in Ontario public education through competing discourses in political rhetoric, selected government documents formulating ways of conceptualizing the role of religion in public education from 1950 to 2003 and case law between 1985 and 1997. More precisely, I examine ways in which educational, social and political goals of education have been intertwined throughout the history of Ontario public education. I show that the public school system has been a state instrument privileged to deliver public education as a way to resolve the tension between social cohesion and social diversity by delivering common civic values. One result is that challenges to the public school system are often interpreted as attacks on public education and on Ontario society, particularly when those challenges are launched by religious groups. This has meant that debates about the role of religion in public education tend to be volatile making serious dialogue about this important social issue difficult to achieve while restricting the space for religious diversity in public education.

Orientador: Valquiria Gertrudes Domingues Leão Rego / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-11T12:51:44Z (GMT). No. of bitstreams: 1 Doria_CarlosAlberto_D.pdf: 2382643 bytes, checksum: a52a5d9d551949816ee8d3cc71c5988d (MD5) Previous issue date: 2007 / Resumo: À constituição de uma nova nação corresponde também a formação da idéia que a expressa, o modo de representá-la como objeto do pensamento que abarca os seus caracteres sociais, culturais, econômicos, geográficos, históricos e políticos. O propósito dessa tese é estudar a formação desse objeto de pensamento primeiro como um requerimento da filosofia da história do século XIX e, depois, como noção trabalhada no bojo das teorias evolucionistas do período até ela se materializar através da ¿arte de governar¿. A orientação do estudo é, portanto, dispor a nação como conceito em formação segundo a diretriz de integração dos seus vários componentes. Os autores em cujos textos se persegue esse rocesso são, com prioridade, Euclides da Cunha, Manoel Bomfim e Silvio Romero e, secundariamente, Oliveira Vianna. A tese está dividida em quatro partes e nove capítulos. Na primeira parte, em três capítulos, são expostas as hipóteses do trabalho, o enquadramento histórico do tema e a diretriz de integração que orienta metodologicamente o estudo. Na segunda parte, composta por um capítulo, trata-se da filosofia da história como gênero literário típico do século XIX e dos problemas da absorção de uma nação nova nesse nível de representação da história, tomada como um processo ascensional marcado por descontinuidades ¿ ¿decadências¿ ¿ que também afetam a sua trajetória. Na terceira parte, composta por quatro capítulos, discorre-se sobre a adoção por autores nacionais dos paradigmas do evolucionismo, em variantes darwinistas e pré-darwinistas, como elementos de crítica do conhecimento no tratamento de temas como a hereditariedade e a adaptação, considerando as particularidades do meio e das ¿raças¿ humanas que integram idealmente a nação. É esse tratamento pelos autores nacionais que lhes permite vislumbrar uma agenda política para o Estado, agora como principal fautor da nação ou agente político da sua integração. Finalmente, na quarta parte são apresentados argumentos conclusivos do estudo a partir das correlações das partes da tese / Abstract: As it is well known, the constitution of a new nation also corresponds to the construction of the very idea of nation and its own way to represent it as the object of thought which embraces social, cultural, economic, geographic, historical and political characters. The aim of this dissertation is to study the formation of this object of thought first of all as a request of the Philosophy of History in the 19th century, and further, as a notion worked in the core of the evolutionist theories of the period up to its incorporation as object that the state shall incorporate in the ¿art of governing¿. Therefore, the guideline of the study is to display the nation as a concept under formation, according to the guidelines of the integration of its many components. The authors whose texts we pursue this processes are, primarily, Euclides da Cunha, Manoel Bomfim and Silvio Romero, and secondarily, Oliveira Vianna. The dissertation is divided into four parts and nine chapters. In the first part, in three chapters, the hypothesis of the work, the historic settlement of the theme, and the guideline of the integration which gives the methodological orientation of the study, are presented. The second part, corresponding to one chapter, deals with the Philosophy of History as a typical 19th century literary genre, and with the problems of absorbing a new nation in such a level of representation of History as a rising process marked by discontinuities, ¿decadency¿, which also affect the integration of new nations. The third part, composed by four chapters, discoursed about the adoption of the evolutionism paradigms by home authors in Darwinist and pre Darwinist variations, as elements for knowledge criticism in treating themes, such as heritage and the adaptation along the historical process, considering the particulars of the environment, and of the human ¿races¿ which integrate ideally into the nation. It is this treatment given by home authors that allows them to forsee a politic agenda for the Estate, now as the main nation factor or the political agent of its integration. Finally, the forth part presents final arguments of the study as of the correlations of the dissertation parts / Doutorado / Doutor em Sociologia

All bodies of critical discourse on any given literary canon seek visibility through self- celebration, subversion of competing critical ideas and identification with supposedly popular, scientific and incisive critical theories. Thus, the literary-critical quest for significance and visibility is, in essence, a quest for „space‟, „voice‟ and „authority‟ in the discussion of aspects of a given literary corpus. This research explores the politics of „space‟, „voice‟ and „authority‟ in „white critical thought‟ on „the black Zimbabwean novel‟. It unfolds in the context of the realisation that as a body of critical discourse on „the black Zimbabwean novel‟, „white critical thought‟ does not only emerge in an intellectual matrix in which it shares and competes for „space‟, „voice‟ and „authority‟ with other bodies of critical thought on the literary episteme in question; it also develops in the ambit of Euro-African cultural politics of hegemony and resistance. Thus, the research sets out to identify the ways in which „white critical thought‟ affirms and perpetuates or questions and negates European critical benchmarks and cultural models in the discussion of selected aspects of „the black Zimbabwean novel‟. The investigation considers the fissures at the heart of „white critical thought‟ as a critical discourse and the myriad of ways in which it interacts with competing critical discourses on the „the black Zimbabwean novel‟. It derives impetus from the fact that while other versions of critical thought on „the black Zimbabwean novel‟ have received extensive metacritical discussion elsewhere, „white critical thought‟ remains largely under-discussed. This phenomenon enables it to solidify into a settled body of critical thought. The metacritical discussion of „white critical thought‟ in this research constitutes part of the repertoire of efforts that will help check the solidification of critical discourses into hegemonic bodies of thought. The research makes use of Afrocentric and Postcolonial critical tenets to advance the contention that while „white critical thought‟ on „the black Zimbabwean novel‟ is fraught with fissures and contradictions that speak directly to its complexity and resistance to neat categorisation, it is largely vulnerable to identification as part of the paraphernalia of European cultural and intellectual hegemony in African literature and its criticism, given its tendency to discuss the literature outside the context of critical theories that emerge from the same culture and history with the literary corpus in question. / African Languages / D. Litt. et Phil. (African Languages)

All bodies of critical discourse on any given literary canon seek visibility through self- celebration, subversion of competing critical ideas and identification with supposedly popular, scientific and incisive critical theories. Thus, the literary-critical quest for significance and visibility is, in essence, a quest for „space‟, „voice‟ and „authority‟ in the discussion of aspects of a given literary corpus. This research explores the politics of „space‟, „voice‟ and „authority‟ in „white critical thought‟ on „the black Zimbabwean novel‟. It unfolds in the context of the realisation that as a body of critical discourse on „the black Zimbabwean novel‟, „white critical thought‟ does not only emerge in an intellectual matrix in which it shares and competes for „space‟, „voice‟ and „authority‟ with other bodies of critical thought on the literary episteme in question; it also develops in the ambit of Euro-African cultural politics of hegemony and resistance. Thus, the research sets out to identify the ways in which „white critical thought‟ affirms and perpetuates or questions and negates European critical benchmarks and cultural models in the discussion of selected aspects of „the black Zimbabwean novel‟. The investigation considers the fissures at the heart of „white critical thought‟ as a critical discourse and the myriad of ways in which it interacts with competing critical discourses on the „the black Zimbabwean novel‟. It derives impetus from the fact that while other versions of critical thought on „the black Zimbabwean novel‟ have received extensive metacritical discussion elsewhere, „white critical thought‟ remains largely under-discussed. This phenomenon enables it to solidify into a settled body of critical thought. The metacritical discussion of „white critical thought‟ in this research constitutes part of the repertoire of efforts that will help check the solidification of critical discourses into hegemonic bodies of thought. The research makes use of Afrocentric and Postcolonial critical tenets to advance the contention that while „white critical thought‟ on „the black Zimbabwean novel‟ is fraught with fissures and contradictions that speak directly to its complexity and resistance to neat categorisation, it is largely vulnerable to identification as part of the paraphernalia of European cultural and intellectual hegemony in African literature and its criticism, given its tendency to discuss the literature outside the context of critical theories that emerge from the same culture and history with the literary corpus in question. / African Languages / D. Litt. et Phil. (African Languages)