Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciências Biológicas, Instituto de Física, Instituto de Química, Faculdade UnB Planaltina, Programa de Pós-Graduação em Ensino de Ciências, 2015. / Submitted by Andrielle Gomes (andriellemacedo@bce.unb.br) on 2015-07-01T14:47:49Z No. of bitstreams: 1 2015_JeffersondaSilvaPereira.pdf: 3784046 bytes, checksum: 2c2c915f810ad1e0b01afa363e0652a3 (MD5) / Approved for entry into archive by Raquel Viana(raquelviana@bce.unb.br) on 2015-07-03T12:16:13Z (GMT) No. of bitstreams: 1 2015_JeffersondaSilvaPereira.pdf: 3784046 bytes, checksum: 2c2c915f810ad1e0b01afa363e0652a3 (MD5) / Made available in DSpace on 2015-07-03T12:16:13Z (GMT). No. of bitstreams: 1 2015_JeffersondaSilvaPereira.pdf: 3784046 bytes, checksum: 2c2c915f810ad1e0b01afa363e0652a3 (MD5) / A motivação para este trabalho se origina na inquietação que passei a sentir em relação ao meu trabalho pedagógico. Tal inquietação parte da percepção de que muitos alunos apresentam relativa dificuldade na aprendizagem de conteúdos relacionados à disciplina que leciono: a Física. Após leituras e discussões pude perceber que tais dificuldades também podem ser encontradas no ensino de outras disciplinas tais como a Química e a Biologia. Surgiu então a necessidade de procurar outros métodos e/ou técnicas que pudessem auxiliar na melhoria de meu trabalho pedagógico e nos níveis de aprendizagem dos alunos. Assim, desenvolveu-se um trabalho baseado na Pedagogia de Projetos em aulas de Física do ensino médio. Os pressupostos teóricos atrelados a este tema foram abordados por diversas vertentes, partindo de um breve histórico sobre a Pedagogia de Projetos e sua utilização no Ensino de Física, relacionando-as ao surgimento de projetos que utilizavam essas atividades no Brasil. Utilizou-se da Teoria Educacional do filósofo estadunidense John Dewey para definir categorias que pudessem ser utilizadas para avaliar as competências e habilidades desenvolvidas pelos alunos ao executarem as atividades investigativas planejadas pelos mesmos. Tal avaliação foi feita a partir dos momentos de orientação feito com as equipes e da análise das assertivas produzidas pelos mesmos após a apresentação de seus relatórios finais. Este trabalho, portanto, dá uma resposta à seguinte pergunta: Como construir uma Sequência Didática sobre o tema “energia e suas transformações”, que produza aprendizagens atitudinais e procedimentais sobre o tema? / The motivation for this work stems from worry that I started to feel about my pedagogical practice. This restlessness of the perception that many students have relative difficulty in learning content related to the subject I teach, Physics. After readings and discussions I realized that such difficulties can also be found in the teaching of other disciplines such as chemistry and biology. Then it comes the need to seek other methods and / or techniques that can improve my pedagogical practice and learning levels of students to whom I have teached. Thus, we intend to develop a work about the use of Project Pedagogy in Physics classes in the high school. The theoretical assumptions linked to this theme will be observed by various aspects, starting with a brief history of the Project Pedagogy and the use of Project Pedagogy applied to the teaching of physics and the emergence of projects that used these activities in Brazil. In this paper, we indicate a possibility of addressing some of the problems related to the implementation of Physical Education Pedagogy Project. During this project it will be tried to answer the following question: how, in the perspective of pedagogy project, build a teaching unit on "energy and its transformations " ? And as such activity can positively influence the learning process in such a theme.

Made available in DSpace on 2014-06-11T19:28:18Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-08-06Bitstream added on 2014-06-13T20:57:48Z : No. of bitstreams: 1 cavallarifilho_r_me_mar.pdf: 408781 bytes, checksum: 99224190f5e4dd088326de1ff24ed7e1 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / John Dewey buscou revolucionar a educação escolar por meio de uma reconstrução filosófica e cultural. Ele procurou resolver um problema secular da filosofia: dualidades estabelecidas tanto com o idealismo quanto com o empirismo. E articulou a filosofia da educação em outros termos lógicos, estéticos e morais, priorizando a relação entre filosofia e realidade social. A filosofia de Dewey está amparada no conceito de experiência. Experiência significa mudança, mas teremos uma mudança simplesmente mecânica ou física, avisa Dewey, se não atentarmos aos significados das nossas ações, que emergem do ambiente. Quando estabelecemos uma relação significativa com o ambiente, é sinal de que a experiência se tornou reflexiva. A educação escolar consiste em expandir, enriquecer, fazer crescer os significados da vida. O professor deve se ater ao desenvolvimento individual de cada aluno. Ao professor cabe analisar igualmente o ambiente e as suas direções. Isso implica não apenas a análise e escolha dos melhores métodos de ensino e aprendizagem, mas leva o professor a atentar à sua própria experiência. A sua influência nos hábitos dos alunos suscita problemas de ordem moral e intelectual, impondo o conhecimento moral como uma resposta à separação entre uma formação centrada na aquisição de conhecimentos empíricos e técnicos das ciências exatas, físicas e biológicas e uma formação humanista e racional das ciências humanas, mais voltada para o trabalho conceitual. O método individual deweyano que leva em conta a experiência do professor faz do ensino uma arte. Em face dessa perspectiva pragmatista, concluímos que é possível pensar atualmente a experiência reflexiva deweyana diante do empobrecimento da experiência, contrariando as críticas ao seu pensamento. No presente, é latente a preocupação com o empobrecimento da experiência que transcende... / In our interpretative perspective, John Dewey worked in the field of Philosophy and Education, in the first half of the XX Century, with the term experience, to whom it was the continuity of the relation between an agent and his environment, which both would come out physiologically, emotionally, and intellectually modified. This is what we call unity of experience in Dewey thought. It is a respond to the diagnosis of the impoverishment of experience inside the critical tradition of John Dewey. He highlighted the importance of growing in the relation between giving meaning and communicated them to a community. The meaning of the term experience and the possibility to reflect and communicate our experiences, nowadays, has become a glowing problem to contemporary debate in philosophy and philosophy of education. Such problem mirrors the tension regarding the harms that the Modern project of knowledge imposed to actual life: the experience reduced itself to the empiric and the knowledge that mirrored the experience has reduced itself to the scientific knowledge and technologies. These characteristics represent the criticism from Critical Theory tradition of the Frankfurt School in what became so called impoverishment of experience. The existential emptiness is part of the scenario that Modernity helped to construct. The philosopher Max Horkheimer arose from such tradition of the diagnosis of the impoverishment of experience and imposed to the Deweyan Pragmatism one of the hardest criticism of the XX Century, by approaching positivism and pragmatism. Dewey, sad Horkheimer, contributed to the impoverishment of experience by reflecting in his philosophy a social dualism. We are looking forward to respond to Horkheimer criticism and to bring Dewey s philosophy to help us to think our educational problems in the present. Nowadays, there are at least two researches that continue the Deweyan project... (Complete abstract, click electronic access below)

This study examines ideas of purpose in undergraduate engineering education by drawing on John Dewey’s conception of “Vocation of Life” and the more recent conception of “Twenty-First Century Skills.” Through a single-site case study and utilizing the constant comparative method, this study produced a set of student learning outcomes the faculty at “Oxbow College” describe for their disciplinary teaching that includes technical, professional, and personal skills. The faculty also described a set of department, school, and national level (i.e. ABET accreditation) contexts that impacted their conceptions. This study is set within a broader landscape of attainment issues in STEM education, and engineering specifically, including: 1) student interest in an engineering education; 2) persistence in engineering education for all students; 3) attainment of engineering degrees by a diverse set of students representing the broader national population. Addressing these challenges is imperative because engineering remains of great importance to the United States’ position of technical authority in the world though the United States confers a significantly lower proportion of bachelors degrees in science and engineering compared with other industrialized nations. Compounding this challenge is the need to broaden engineering education to include non-technical skills without sacrificing technical rigor. Most noteworthy in the findings of this study, these faculty speak directly to a set of student learning outcomes including technical and non-technical (professional and personal) skills in their disciplinary engineering courses. In doing so, they are expanding the idea of what an engineering education does and what it intends to do. The purpose of an undergraduate engineering education at Oxbow College, as described by faculty, is to prepare students for all aspects of their lives after graduation. This study provides insight into what these engineering faculty perceive as important in their courses, demonstrating a shift away from the historical divide between professional and liberal education as well as providing an example of the broadening of student learning outcomes – which has implications for calculating the return on investment of a college education. By emphasizing more than just their disciplinary content, these faculty are reflecting a larger societal change regarding the purpose of higher education.

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The problem involved in this research was a comparative study of the educational philosophy of the 1943 Child Development Workshop at the North Texas State Teachers College, as expressed by consultants and participants, and John Dewey's principles of education.

"Thèse en cotutelle. Université Laval, Québec, Canada, Philosophiæ doctor (Ph. D.) et Université de Lorraine, Nancy, France" / Le travail de thèse présenté ici relève d’une démarche transdisciplinaire pragmatiste où se croisent la philosophie de l’éducation, l’épistémologie, l’éthique et la philosophie politique pour tenter de répondre à la question suivante : qu’est-ce que le pragmatisme de John Dewey peut nous apporter comme outils théoriques pour penser l’avenir des institutions universitaires actuelles ? Pour répondre à ce problème, nous émettons l’hypothèse que la conception complexe et étendue de la démocratie par la philosophie pragmatiste fournit un cadre théorique rigoureux et pertinent sur le plan épistémologique, éthique et pédagogique pour reconstruire un nouveau projet politico-éducatif d’université démocratique. C’est donc ce projet bien particulier d’université que nous reconstruisons de trois façons ici. Tout d’abord, sur un plan théorique, nous cherchons à rendre compte de ce qu’a été ce projet à l’époque de John Dewey. Puis, historiquement, nous étudions les expérimentations universitaires menées à cette époque, en différents lieux des Etats-Unis, à partir de ce projet. Enfin, de manière prospective, nous cherchons à formuler, à partir de ces deux premières enquêtes théoriques et historiques, de nouveaux éléments pour actualiser ce projet pour notre époque. L’ambition de ce travail est donc de proposer des pistes de réflexion nouvelles pour l’avenir de l’université à partir d’une philosophie de l’éducation, démocratique et pragmatiste, de l’enseignement supérieur. / The PhD work submitted here is inspired by a transdisciplinary pragmatist approach in which philosophy of education, epistemology, ethics and political philosophy converge in an attempt to answer the following question: What can John Dewey's pragmatism bring us as theoretical tools for thinking about the future of today's academic institutions? To answer this question, we hypothesize that the complex and extensive conception of democracy by the pragmatist philosophy provides a rigorous theoretical framework and a relevant epistemological, ethical and pedagogical perspective for reconstructing a new political-educational project of a democratic university. So it's this particular university project that we're reconstructing in three ways here. First of all, on a theoretical point of view, we're trying to account for what that project was in the time of John Dewey. Then, historically, we examine the academic experiments carried out at that time, in different places in the United States, based on this project. Finally, in a prospective way, we seek to formulate, from these first two theoretical and historical investigations, new elements to update this project for our days. The ambition of this work is to propose new ways of thinking about the future of the university based on a democratic and pragmatic philosophy of education in higher education.

Tableau d'honneur de la Faculté des études supérieures et postdoctorales, 2018-2019 / Ce mémoire a pour ambition de présenter le rôle joué par la notion de sens (meaning) dans la philosophie de l’éducation de John Dewey. Pour y parvenir, nous exposerons, d’une part, la conception de l’expérience de cet auteur dans laquelle le sens joue un rôle premier en tant que relation perçue entre les éléments de l’expérience. En effet, l’expérience pour Dewey se comprend comme étant la perception d’un sens, soit d’une relation de continuité entre ce que nous faisons aux choses et ce que nous subissons en retour. Ainsi, ce qui possède un sens est ce que nous sommes capables de lier, de voir dans ses connexions logiques. Cette conception permet, en autres choses, de surpasser les dualismes de la philosophie classique qui ont eu comme lourdes conséquences une fragmentation de l’expérience. Nous montrerons la nature de cette fragmentation et comment est-ce que, lorsqu’elle se voit cristallisée dans le programme scolaire, elle entraîne une insignifiance dans le vécu de l’enfant. D’autre part, nous expliquerons comment Dewey propose de repenser l’éducation pour en faire une éducation de, par et pour l’expérience, visant à la formation de la pensée, et ce, en suivant les grandes lignes de la méthode scientifique. Nous montrerons par le fait même comment l’éducation, plutôt qu’une transmission de savoirs, doit plutôt se comprendre comme étant une reconstruction du sens de l’expérience. Enfin, nous relèverons les conséquences pratiques de cette théorie et exposerons conséquemment les changements proposés par Dewey pour transformer la salle de classe de manière à faire de l’école un lieu où les enfants peuvent trouver et créer du sens. / This master’s thesis aims to present the function played by the concept of meaning in the philosophy of education from John Dewey. To do so, firstly, we will explain the philosopher’s conception of experience in which the notion of meaning plays a decisive part as the perceived relation between the elements of experience. As a matter of fact, experience for Dewey can be defined by the perception of meaning, that is a relationship of continuity between what we are doing to things and what we undergo in return. Thus, that which has a meaning - or makes sense - is what we are able to link, to perceive in its logical connections. This theory enables Dewey to surpass classical philosophy’s dualisms which caused, as a heavy consequence, the fragmentation of experience. We will present the nature of this fragmentation and how, when it is crystallized in the school curriculum, it leads to a loss of meaning in the child's experience. Secondly, we will explain how Dewey proposes to rethink education to make it an education of, by and for experience, aiming at the training of the students’ thinking, and this, by following the broad lines of the scientific method. We will show how education, rather than a transmission of knowledge, should be understood as a reconstruction of the meanings of experience. Finally, we will review the practical implications of this theory, and then outline Dewey's proposed changes to transform the classroom to make the school a place where children can find and create meaning.

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El pragmatismo es, desde su génesis, una reacción. Nace como reacción al racionalismo, a la actitud teorética, a la filosofía entendida como contemplación de la verdad, al carácter objetivante e imparcial del investigador. También es posible decir que el pragmatismo nace como reacción al cúmulo de dualismos que conlleva la tradición filosófica y en ese sentido, el pragmatismo nace como una filosofía que busca restaurar la continuidad propia de la vida humana. / Tesis

En la historia de la filosofía, se pueden reconocer épocas indeleblemente marcadas por la necesidad de comprender un complejo proceso de cambios, con alcances sociales y políticos. Allí están las disquisiciones filosóficas del siglo II D.C., tratando de hacer comprensibles las relaciones entre la filosofía y el cristianismo naciente. También encajan en dicha descripción los escritos filosóficos del siglo XII que procuraban hacer viable una relación entre el aristotelismo, recién llegado de oriente, y la filosofía cristiana asentada en occidente. En mi opinión, son casos emblemáticos de tal historiografía: el conjunto de escritos filosóficos del siglo XVI encaminados a comprender la modernidad y la ciencia, así como los escritos del siglo XVIII esclareciendo el siglo de las luces. / Tesis