La tesi consta de tres grans capítols i unes prospeccions finals. El primer capítol esbrina el moment fundacional de la possibilitat de pensar que podem intervenir sobre l'ésser de l'home. El segon indaga les causes i conseqüències del fet que aquesta possibilitat es materialitzi en un programa polític. El tercer capítol reflexiona sobre les repercussions de la crisi de la modernitat sobre el fet educatiu. I les prospeccions finals reflexionen sobre els perills i les possibilitats que la biotecnologia substitueixi l'educació. / The thesis consists of three main chapters and some final prospectings. The first chapter enquires the foundational moment of the possibility to think that we are able to intervene among the being of the man. The second chapter looks into the causes and consequences of materializing this possibility in a political programme. The third chapter reflects on the repercussions of the modernity crisis among the educative fact. And the final prospectings reflects on the dangers and the possibilities of the biotechnology replacing the education.

This study offers an in-depth exploration of the conditions from which the implementation of a curriculum called the International General Certificate of Secondary Education (IGCSE), later localised into Swaziland General Certificate of Secondary Education (SGCSE), emerged and the constraining and enabling conditions for the implementation of the new I/SGCSE curriculum. It derives its theoretical foundation from Roy Bhaskar’s critical realism and Margaret Archer’s concept of analytical separability. The study therefore offers explanations about the curriculum change and its implementation that are based on how structural, cultural, and agential mechanisms operating at a deeper level of reality (the intransitive layer of reality or the domain of the real) and existing independently of what we see, know or believe of them (the transitive layer of reality or domains of the actual and empirical) interacted to condition the emergence of I/SGCSE and the way it is implemented. I conduct a critical discourse analysis of relevant literature, I/SGCSE documents and interview data in order to identify those mechanisms that were cultural and also those that were structural and agential. Bernstein’s concepts of classification and framing are used to analyse observation data in order to explore the influence of these mechanisms on the teaching practices of the teachers who took part in the study. Analysis of the data suggests that the change from General Certificate of Education Ordinary Level (GCE O-level) to I/SGCSE was conditioned by inconsistencies between the cultural and structural mechanisms of the Swazi context. Many of the cultural elements of the Swazi context such as the discourses of good citizens, of competitive advantage, and of quality education draw from global discourses which view relations between people from a postmodernist position and therefore support weakly classified and framed pedagogic practices. In contrast, the discourse of morality and many of the structural elements of the Swazi context, such as the pre2006 education system and the Tinkhundla government system, all view reality from a modernist position, therefore supporting strong relations of power and control. The cultural system therefore exerted more influence in conditioning the change from the strongly classified and framed GCE O-level curriculum to the weakly classified and framed I/SGCSE curriculum. Furthermore, the analysis of interview and observation data suggests that inconsistencies between the global discourses and the discourses and structures that teachers confront in their day-to-day lives, together with the decisions teachers made in response to structural constraints, created constraining conditions for the change from GCE O-level to I/SGCSE. The study adds to knowledge on curriculum change and implementation through insights into the enabling and constraining effects of mechanisms operating at a deeper level of reality on curriculum-change decisions and on the ability of teachers to implement curriculum changes. The focus on the deeper level of reality may therefore contribute towards emancipatory knowledge which could be used not only by the Ministry of Education and Training and teachers in Swaziland but also elsewhere to inform future planning, decision making, and practice in relation to curriculum change and implementation.

This study originates out of my experience as an environmental educator working within business and industry in Zimbabwe and South Africa. It is motivated by my observation that, despite much environmental rhetoric and training, environmental education in industry rarely leads to significant advances towards environmental protection. I assume that the problem of the mismatch between rhetoric and action involves both semiotic and non-semiotic components and therefore, after a thorough exploration of my methodological options, I adopt a qualitative transdisciplinary textual analysis of relevant documents using Fairclough’s Critical Discourse Analysis and Bhaskar’s Dialectical Critical Realism, with some insights taken from Bhaskar’s more recent concept of Meta-Reality. My main conclusions from the study indicate that causally efficacious philosophical mistakes, relating to theories of structure/agency and theories of epistemology, are an important aspect of the problem being considered. Specifically, I demonstrate that these mistakes function to buttress ideology and its attendant contradictions which in turn function to provide the preconditions that maintain inequalities and poor environmental practice in business and industry. Prior and current events, such as climate change and the trend towards globalisation, the ‘free market economy’ and psychological characteristics of the author, relevant to the problem, are also important. In line with Bhaskar’s emancipatory aim for explanatory critique, I end with tentative recommendations for a re-imagined environmental education for business and industry which require (un)action. Consistent with my methodological choices, my recommendations have a (qualified) universal application, despite my focus on texts from South Africa and Zimbabwe. My recommendations are summarised below: • there should be consistency between theory and practice such that performance contradictions are avoided; • we should not act from a fear of survival based on past, no longer relevant experiences (e.g. from childhood) as this is unlikely to be an adequate base for present actions; • we should avoid voluntarism by acting with the resources at our disposal, based on a true understanding of our strengths and weaknesses and our own specificities; • we should avoid assuming the stance of the ‘victim’ by refusing to blame other agents or circumstances, without distorting or underestimating the causal efficacy of those agents or circumstances (related to avoiding voluntarism, whilst nevertheless not resorting to determinism either); • we should direct our action towards the abolition of inequalities and master-slave relationships (related to the avoidance of performance contradictions); • we should act from the position of epistemological humility, rather than from the position of epistemological privilege; • we should consider action as ‘shedding’ based on an understanding of the Transformational Model of Social Activity (TMSA); and • we should consider learning to be ‘shedding’ based on the necessity of (un)knowledge, or ignorance, as a requirement of arriving at relatively new knowledge. This study is also a contribution to contemporary methodological discussions relevant to Critical Discourse Analysis in that it extends these discussions to include psychoanalytical (as well as the more familiar phenomenological and ideological) depth explanations of lived illusion. Furthermore, this study is an experimental attempt to apply the concept of ‘meta-reflexivity’ in Critical Discourse Analysis.

Text in Afrikaans / 'n Verkennend-beskrywende, interpretatiewe, meta-teoretiese studie is onderneem om die invloed van epistemologiese relativisme op opvoedkundige teorievorming te ondersoek. Die verwagting bestaan, in 'n tydsgees wat die kompleksiteit van die kenterrein van die Opvoedkunde benadruk, dat die opvoedkundige objektiewe en praktykrigtende kennisuitsprake aangaande die kenterrein van die Opvoedkunde sal maak. Om aan laasgenoemde verwagting te kan voldoen, is dit vir die opvoedkundige nodig om die kenterrein van die Opvoedkunde te betree en interpretatiewe, kontekstueel-funksionele kennisuitsprake te maak. Vanuit 'n tradisionele perspektief op wetenskapsbeoefening en rasionaliteit kan aantygings van epistemologiese relativisme ontstaan teen kennisuitsprake wat die kenterrein interpreteer. Dit is egter moontlik om aantygings van epistemologiese relativisme in opvoedkundige teorievorming te weerle, indien 'n verbrede beskouing van rasionaliteit in die Opvoedkunde gehuldig word. Op grond van die verband wat tussen taal, interpretasie en rasionaliteit bestaan, word meta-norme van rasionaliteit wat met taalgebruik en interpretasie verband hou, ge"identifiseer. Die mensbeskouing van die Eksistensiele Fenomenologie en Habermas se Teorie van Kommunikatiewe Rasionaliteit het dit in gemeen dat dit die moontlikheid erken dat mense deur middel van taalgebruik 'n gemeenskaplike realiteit kan identifiseer wat ook as 'n vertrekpunt in wetenskaplike gesprekvoering kan dien en wat objektiewe kennisuitsprake moontlik maak. Die mens se interpretasie van die werklikheid deur middel van taal is 'n ontiese gegewene, daarom word dit gestel dat die navorser se interpretasie van 'n kenobjek deur middel van taal deur. meta-norme van rasionaliteit onderle word. Met die grondliggende aanname dat daar metanorme van rasionaliteit bestaan wat met taal en interpretasie verband hou, word 'n verbrede begrip van rasionaliteit in die Opvoedkunde, wat interpretatiewe kennisuitsprake van die opvoedkundige akkommodeer, voorgestel. Omdat daar meta-norme van rasionaliteit bestaan wat met taalgebruik en interpretasie verband hou, is dit vir opvoedkundiges moontlik om binne hulle eie paradigmatiese kontekste die kenterrein van die Opvoedkunde funksioneel te interpreteer, sonder om in epistemologiese relativisme te verval. Op grond daarvan dat meta-norme van rasionaliteit bestaan, is dit vir opvoedkundiges moontlik om oor die kenterrein van die Opvoedkunde in gesprek te tree en toenemend objektiewe kennisuitsprake, wat die kontekste van individuele paradigmas oorskry, te maak. / An investigative, descriptive, interpretative, meta-theoretical study was undertaken to determine the influence of epistemological relativism on educational theory formation. It is expected that, at a time when the complex nature of Education is being emphasised, educationists will make objective as well as functional, directive knowledge statements about the education epistemic. To fulfil the latter expectations, it is necessary for educationists to enter into the education epistemic and make interpretative, contextually functional knowledge statements about education. From a traditional perspective on the practice of science and rationality, allegations of epi stemological relativism may arise against statements which interpret the education epistemic. However, it is possible to allay allegations of epistemological relativism in educational theory formation, if a broadened view of rationality is upheld in Education. On the basis of the relation between language, interpretation and rationality, meta-norms of rationality are identified that relate to language usage and interpretation. Existential Phenomenology and Habermas's Theory of Communicative Rationality correlate in their acknowledgement of the possibility that people can, through language usage, identify a common reality which can also seNe as point of departure in scientific discourse, while at the same time facilitating objective knowledge statements. A person's interpretation of reality by means of language is an ontic premise and, therefore, it is stated that the researcher's interpretation of an object of study is based on language through meta-norms of rationality. With the basic assumption that there are meta-norms of rationality which are related to language and interpretation, a broadened understanding of rationality in Education, which accommodates interpretative knowledge statements, is suggested. Because meta-norms of rationality exist which are related to language interpretation, it is possible for educationists to make a functional interpretation, within their own paradigmatic context, of the education epistemic, without lapsing into epistemological relativism. On the basis of the existence of meta-norms of rationality, education discourse becomes possible between educationists, and they can make increasingly objective knowledge statements, which extend beyond the context of individual paradigms. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)

The aim of this study is to deal with the theoretical and philosophical aspects of Christian education and to evaluate the realisation thereof in Gazankulu schools. Concepts dealing with the study, such as education, Christian education, learning, teaching, pedagogy, religion and Christianity are firstly discussed. A brief background of the area of study is also given. Secondly a philosophical orientation is given in which an attempt is made to answer the question 'What is philosophy?'. Important aspects of a Christian philosophy is also established and philosophical categories, the nature and aims of Christian education are discussed. Christian schooling are thirdly discussed, especially Christian schooling as it ought to be. Important aspects thereof, such as major learning goals and components of the education situation are dealt with. The position and status of scripture teaching in school, as well as the position of religious education in Gazankulu are outlined. In the fourth place, an empirical study to evaluate the stand of Christian education in Gazankulu schools, are discussed. This study involved principals, parents, pupils and teachers. Finally conclusions are given and certain recommendations regarding Christian education are made. / Die doel van hierdie studie is om die teoretiese en filosofiese aspekte van Christelike onderwys te deurgrond en om die realisering van hierdie aspekte in skole in Gazankulu te evalueer. Begrippe wat met die studie te make het, soos opvoeding, Christelike onderwys, onderrig-leer, pedagogie, geloof, en Christelikheid, word bespreek. 'n Beknopte oorsig van die studiegebied word ook gegee. Daar word tweedens 'n filosofiese orientering gegee, waarin daar gepoog word om vrae soos 'Wat is filosofie?' te beantwoord. Belangrike aspekte van 'n Christelike filosofie word ook bespreek en filosofiese kategoriee, die aard van en doelstellings met Christelike onderwys, word aangespreek. Christelike onderwys, en veral Christelike onderwys soos dit behoort te wees, word derdens bespreek. Belangrike aspekte daarvan, soos die onderrigleerdoelstellings en die komponente van die opvoedingsituasie word aangeraak. Die plek en status van Bybelonderrig in Gazankulu word ook beskryf. In die vierde plek word 'n empiriese ondersoek om die stand van Christelike onderwys in Gazankulu te evalueer, bespreek. Hierdie ondersoek het hoofde, ouers, leerlinge en onderwysers betrek. Laastens word daar tot sekere gevolgtrekkings gekom, en aanbevelings gemaak ten opsigte van Christelike onderwys. / Educational Studies / M. Ed. (Philosophy of Education)

Made available in DSpace on 2015-05-07T15:09:17Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 655991 bytes, checksum: a6e89ee8df12620a8a993f2618a9d506 (MD5) Previous issue date: 2007-05-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The meta-archeology of Education, suggested in this work, refers to Emmanuel Lévinas and Paulo Freire and wants to orientate a philosophical reflection about the questions raised by the necessity of looking at the Other as a source of learning that enables the human being to be more. The problem concerning this research may be explained as follows: How can Lévinas Philosophy, in a dialog with the educational Theory by Paulo Freire, help defining principles or bases of intersubjective relationships present in education? We consider that the intersubjective relationships, within the educational universe, are built over two great bases or over a basis properly defined and over something that is beyond the basis. A contribution that this research brings and that reveals a possible originality within the educational field refers to the deconstruction of the category that is conveniently referred to as basis or principle. Supported by the philosophy of Emmanuel Lévinas, we present a perspective concerning the Western philosophy that comprised, most of the times, totalitarian bases, concerned about the unit, coherence and synthesis, dismissing, because of that, the singularities, the contradictions and the diversities. We suggest the term meta-archeology to indicate a reality that begins, but that is open to diversity, the difference, resistant to presenting itself as a paradigm. The hypothesis that determined the beginning of our works, already influenced by the philosophy of Emmanuel Lévinas and by the epistemology of the education of Paulo Freire, brings as an answer to our thesis problem the following statement: The relationship between the alterity and the exercise of the dialog enable and emphasize a metaarcheology of the emancipative education, beyond the identity limits. On the other hand, it is the autological rationality that begins and sustains, within the educational processes, the interpersonal relationships excluding and resistant to diversity. In order to build a methodology that would organize the approach of a subject in regards to a phenomenon and, at the same time, offer sufficient elements to [dis]organize and [re]organize the speech in view of future theoretical and practical constructions, we considered it is more convenient to approach the questions raised by the phenomenological hermeneutics of Paul Ricoeur. The thesis was grounded on four main categories: knowledge and autology, on the one hand, and alterity and dialog on the other hand. These are two cuts that tension each other reciprocally. The comprehension of the first group of categories favors the comprehension of the second one and vice-versa. The first group is understood as the basis or principle for the education; the second one, as meta-archeology, something that is beyond the principle (arché). The set of Lévinas categories has alterity as its central category and articulator of the others: ethics and philosophy first, language, subjectivity, autrement (different than being). The set of Freire categories has dialog as its central category and articulates the others: freedom, social and political, justice, culture. With these categories, we tried to build an educational theory that may enable ethical learning processes of reception and commitment with others and even enable learning for the suspicion, refractory to the will of power. / A meta-arqueologia da Educação, proposta neste trabalho, toma como referência Emmanuel Lévinas e Paulo Freire e quer orientar uma reflexão filosófica sobre as questões colocadas pela necessidade de olhar o Outro como fonte de uma aprendizagem que possibilita o ser humano ser mais. O problema desta pesquisa pode ser explicitado da seguinte maneira: Como a Filosofia de Lévinas, em diálogo com a Teoria da educação de Paulo Freire ajudam a delinear princípios ou fundamentos de relações intersubjetivas presentes na educação? Consideramos que as relações intersubjetivas, no universo educacional, são construídas sobre dois grandes fundamentos ou sobre um fundamento propriamente dito e sobre algo que está para além do fundamento. Uma contribuição que esta pesquisa traz e que revela uma possível originalidade no campo educacional refere-se à desconstrução da categoria que se convencionou chamar de fundamento ou princípio. Ancorados na filosofia de Emmanuel Lévinas, apresentamos uma perspectiva acerca da filosofia ocidental que constituiu, na maioria das vezes, fundamentos totalitários, preocupados com a unidade, coerência e síntese, destituindo, por conta disso, as singularidades, as contradições e as diversidades. Propomos o termo metaarqueologia para designar uma realidade que principia, mas que permanece aberta à diversidade, à diferença, resistente a se apresentar como paradigma. A hipótese que marcou o início de nossos trabalhos, já influenciados pela filosofia de Emmanuel Lévinas e pela epistemologia da educação de Paulo Freire, traz como resposta ao nosso problema de tese a seguinte afirmação: A relação de alteridade e o exercício do diálogo permitem e marcam uma meta-arqueologia da educação emancipatória, para além dos limites identitários. Por outro lado, é a racionalidade autológica que principia e sustenta, no interior dos processos educativos, as relações interpessoais excludentes e resistentes à diversidade. Para construir uma metodologia que organizasse a abordagem de um sujeito acerca de um fenômeno e, ao mesmo tempo, oferecesse elementos suficientes para [des]arrumar e [re]organizar o discurso em vista de futuras construções teóricas e práticas, julgamos mais conveniente abordar as questões postas pela hermenêutica fenomenológica de Paul Ricoeur. A tese alicerçou-se em quatro categorias centrais: saber e autologia, de um lado, e alteridade e diálogo, de outro. São dois cortes que se tensionam reciprocamente. A compreensão do primeiro grupo de categorias favorece a compreensão do segundo e vice-versa. O primeiro grupo é compreendido como fundamento ou princípio para a educação; o segundo, como uma meta-arqueologia, algo que está para além do princípio (arché). O conjunto de categorias levinasianas tem alteridade como categoria central e articuladora das outras: ética e filosofia primeira, linguagem, subjetividade, autrement (de outro modo que ser). O conjunto das categorias freireanas tem diálogo como categoria central e articula as outras: liberdade, social e político, justiça, cultura. Com essas categorias, buscamos construir uma teoria educacional que possa viabilizar processos de aprendizagens éticos de acolhimento e compromisso com o outrem e ainda propiciadora de uma aprendizagem para a suspeita, refratária à vontade de poder.

Made available in DSpace on 2015-05-07T15:09:27Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1716408 bytes, checksum: ad193c670d09d5a8667ea86676bb4cc4 (MD5) Previous issue date: 2007-05-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The meta-archeology of Education, suggested in this work, refers to Emmanuel Lévinas and Paulo Freire and wants to orientate a philosophical reflection about the questions raised by the necessity of looking at the Other as a source of learning that enables the human being to be more. The problem concerning this research may be explained as follows: How can Lévinas Philosophy, in a dialog with the educational Theory by Paulo Freire, help defining principles or bases of intersubjective relationships present in education? We consider that the intersubjective relationships, within the educational universe, are built over two great bases or over a basis properly defined and over something that is beyond the basis. A contribution that this research brings and that reveals a possible originality within the educational field refers to the deconstruction of the category that is conveniently referred to as basis or principle. Supported by the philosophy of Emmanuel Lévinas, we present a perspective concerning the Western philosophy that comprised, most of the times, totalitarian bases, concerned about the unit, coherence and synthesis, dismissing, because of that, the singularities, the contradictions and the diversities. We suggest the term meta-archeology to indicate a reality that begins, but that is open to diversity, the difference, resistant to presenting itself as a paradigm. The hypothesis that determined the beginning of our works, already influenced by the philosophy of Emmanuel Lévinas and by the epistemology of the education of Paulo Freire, brings as an answer to our thesis problem the following statement: The relationship between the alterity and the exercise of the dialog enable and emphasize a metaarcheology of the emancipative education, beyond the identity limits. On the other hand, it is the autological rationality that begins and sustains, within the educational processes, the interpersonal relationships excluding and resistant to diversity. In order to build a methodology that would organize the approach of a subject in regards to a phenomenon and, at the same time, offer sufficient elements to [dis]organize and [re]organize the speech in view of future theoretical and practical constructions, we considered it is more convenient to approach the questions raised by the phenomenological hermeneutics of Paul Ricoeur. The thesis was grounded on four main categories: knowledge and autology, on the one hand, and alterity and dialog on the other hand. These are two cuts that tension each other reciprocally. The comprehension of the first group of categories favors the comprehension of the second one and vice-versa. The first group is understood as the basis or principle for the education; the second one, as meta-archeology, something that is beyond the principle (arché). The set of Lévinas categories has alterity as its central category and articulator of the others: ethics and philosophy first, language, subjectivity, autrement (different than being). The set of Freire categories has dialog as its central category and articulates the others: freedom, social and political, justice, culture. With these categories, we tried to build an educational theory that may enable ethical learning processes of reception and commitment with others and even enable learning for the suspicion, refractory to the will of power. / A meta-arqueologia da Educação, proposta neste trabalho, toma como referência Emmanuel Lévinas e Paulo Freire e quer orientar uma reflexão filosófica sobre as questões colocadas pela necessidade de olhar o Outro como fonte de uma aprendizagem que possibilita o ser humano ser mais. O problema desta pesquisa pode ser explicitado da seguinte maneira: Como a Filosofia de Lévinas, em diálogo com a Teoria da educação de Paulo Freire ajudam a delinear princípios ou fundamentos de relações intersubjetivas presentes na educação? Consideramos que as relações intersubjetivas, no universo educacional, são construídas sobre dois grandes fundamentos ou sobre um fundamento propriamente dito e sobre algo que está para além do fundamento. Uma contribuição que esta pesquisa traz e que revela uma possível originalidade no campo educacional refere-se à desconstrução da categoria que se convencionou chamar de fundamento ou princípio. Ancorados na filosofia de Emmanuel Lévinas, apresentamos uma perspectiva acerca da filosofia ocidental que constituiu, na maioria das vezes, fundamentos totalitários, preocupados com a unidade, coerência e síntese, destituindo, por conta disso, as singularidades, as contradições e as diversidades. Propomos o termo meta-arqueologia para designar uma realidade que principia, mas que permanece aberta à diversidade, à diferença, resistente a se apresentar como paradigma. A hipótese que marcou o início de nossos trabalhos, já influenciados pela filosofia de Emmanuel Lévinas e pela epistemologia da educação de Paulo Freire, traz como resposta ao nosso problema de tese a seguinte afirmação: A relação de alteridade e o exercício do diálogo permitem e marcam uma meta-arqueologia da educação emancipatória, para além dos limites identitários. Por outro lado, é a racionalidade autológica que principia e sustenta, no interior dos processos educativos, as relações interpessoais excludentes e resistentes à diversidade. Para construir uma metodologia que organizasse a abordagem de um sujeito acerca de um fenômeno e, ao mesmo tempo, oferecesse elementos suficientes para [des]arrumar e [re]organizar o discurso em vista de futuras construções teóricas e práticas, julgamos mais conveniente abordar as questões postas pela hermenêutica fenomenológica de Paul Ricoeur. A tese alicerçou-se em quatro categorias centrais: saber e autologia, de um lado, e alteridade e diálogo, de outro. São dois cortes que se tensionam reciprocamente. A compreensão do primeiro grupo de categorias favorece a compreensão do segundo e vice-versa. O primeiro grupo é compreendido como fundamento ou princípio para a educação; o segundo, como uma meta-arqueologia, algo que está para além do princípio (arché). O conjunto de categorias levinasianas tem alteridade como categoria central e articuladora das outras: ética e filosofia primeira, linguagem, subjetividade, autrement (de outro modo que ser). O conjunto das categorias freireanas tem diálogo como categoria central e articula as outras: liberdade, social e político, justiça, cultura. Com essas categorias, buscamos construir uma teoria educacional que possa viabilizar processos de aprendizagens éticos de acolhimento e compromisso com o outrem e ainda propiciadora de uma aprendizagem para a suspeita, refratária à vontade de poder.

O presente estudo tem como objetivo identificar as concepções de língua, de linguagem e de ensino de língua, subjacentes às questões de prova aplicadas aos alunos das terceiras séries do Ensino Médio das escolas públicas e privadas dos municípios de Caxias do Sul e Flores da Cunha localizadas no estado do Rio Grande do Sul. Para esta pesquisa, os estudos de Saussure (1974,2006), Vygotsky (2002, 2008), Bakhtin (1998, 2003, 2010) nos apoiam na análise referente à concepção de linguagem, ensino e aprendizagem de língua. Consoante a isto, buscamos, por meio das respostas obtidas no questionário-professor e das questões de prova presentes nos instrumentos de avaliação dos professores, depreender as concepções de linguagem, ensino e aprendizagem de língua que os professores de ELE possuem. Para tanto, apoiamo-nos nos trabalhos e estudos de Prati (2007) e Bloom (2001) para a análise dos tipos de questão de prova. Os estudos de Marcuschi (2008) fundamentaram a análise dos tipos de pergunta nas provas. Estudiosos, como Di Tullio (2005), Ortega Olivares (1990), Matte Bon (1995), Franchi (2001) e Travaglia (2009), constituíram o referencial teórico para a análise dos aspectos gramaticais presentes nas questões de prova. Observando, analisando e relacionando as questões de prova presentes nos instrumentos de avaliação com os dados obtidos no questionário-professor, é possível dizer que os resultados desta investigação assinalam para a presença de um ensino de ELE fortemente pautado no ensino de língua enquanto sistema, ou seja, como um fim em si mesma. Esses dados são indicativos de que se faz necessária uma nova postura do professor em relação às concepções de língua e de linguagem e à abordagem de ensino a ser adotada no ensino de ELE. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-06-22T16:58:41Z No. of bitstreams: 1 Dissertacao Simone Viapiana.pdf: 45758897 bytes, checksum: 0698f5c36a1aeb5b200a2a184116814c (MD5) / Made available in DSpace on 2015-06-22T16:58:41Z (GMT). No. of bitstreams: 1 Dissertacao Simone Viapiana.pdf: 45758897 bytes, checksum: 0698f5c36a1aeb5b200a2a184116814c (MD5) / Este estudio tiene el propósito de identificar las concepciones de lenguaje, enseñanza y aprendizaje de español como lengua extranjera (ELE) subyacentes a las cuestiones de prueba aplicadas a los alumnos del tercer año de Enseñanza Media de las escuelas estatales y privadas de las municipalidades de Caxias do Sul y Flores da Cunha, ubicadas en el estado de Rio Grande do Sul. Para esta investigación, los estudios de Saussure (1974,200), Vygotsky (2002,2008), Bakhtin (1998, 2010) nos apoyan en el análisis de lo que concierne a la concepción de lenguaje, enseñanza y aprendizaje de lengua. Además de esto, buscamos, a través de las respuestas obtenidas en el cuestionario-profesor y de las cuestiones de prueba, desvelar la forma como los profesores conciben la enseñanza y el aprendizaje de lengua extranjera. La fundamentación teórica para el análisis de los tipos de cuestiones de prueba y nivel de conocimiento cognitivo están basados en la Taxonomía de Bloom revisada (2001, 2010) y en los estudios de Prati (2007. Para el análisis de los tipos de preguntas de comprensión lectora, Marcuschi (2008) fundamenta este estudio. Expertos como Di Tullio (2005), Ortega Olivares (1990), Matte Bon (1995), Franchi (2001) y Travaglia (2009) forman parte del referencial teórico para el análisis de los aspectos gramaticales de las cuestiones de prueba. Observando, analizando y relacionando las cuestiones de prueba de los instrumentos de evaluación con los datos obtenidos en el cuestionario-profesor, se puede decir que los resultados de esta investigación indican la presencia de una enseñanza de ELE fuertemente apoyada en la enseñanza de lengua como sistema, o sea, como un fin en sí misma. Estos datos son señales o indicativos de que se necesita una nueva postura del profesor frente a las concepciones de lenguaje, de enseñanza y aprendizaje de lengua extranjera para que los aprendices desarrollen la competencia comunicativa. Se espera que ese estudio ofrezca aportes teóricos para una enseñanza basada en el uso real de la lengua y que pueda suscitar nuevos estudios.

O presente estudo tem como objetivo identificar as concepções de língua, de linguagem e de ensino de língua, subjacentes às questões de prova aplicadas aos alunos das terceiras séries do Ensino Médio das escolas públicas e privadas dos municípios de Caxias do Sul e Flores da Cunha localizadas no estado do Rio Grande do Sul. Para esta pesquisa, os estudos de Saussure (1974,2006), Vygotsky (2002, 2008), Bakhtin (1998, 2003, 2010) nos apoiam na análise referente à concepção de linguagem, ensino e aprendizagem de língua. Consoante a isto, buscamos, por meio das respostas obtidas no questionário-professor e das questões de prova presentes nos instrumentos de avaliação dos professores, depreender as concepções de linguagem, ensino e aprendizagem de língua que os professores de ELE possuem. Para tanto, apoiamo-nos nos trabalhos e estudos de Prati (2007) e Bloom (2001) para a análise dos tipos de questão de prova. Os estudos de Marcuschi (2008) fundamentaram a análise dos tipos de pergunta nas provas. Estudiosos, como Di Tullio (2005), Ortega Olivares (1990), Matte Bon (1995), Franchi (2001) e Travaglia (2009), constituíram o referencial teórico para a análise dos aspectos gramaticais presentes nas questões de prova. Observando, analisando e relacionando as questões de prova presentes nos instrumentos de avaliação com os dados obtidos no questionário-professor, é possível dizer que os resultados desta investigação assinalam para a presença de um ensino de ELE fortemente pautado no ensino de língua enquanto sistema, ou seja, como um fim em si mesma. Esses dados são indicativos de que se faz necessária uma nova postura do professor em relação às concepções de língua e de linguagem e à abordagem de ensino a ser adotada no ensino de ELE. / Este estudio tiene el propósito de identificar las concepciones de lenguaje, enseñanza y aprendizaje de español como lengua extranjera (ELE) subyacentes a las cuestiones de prueba aplicadas a los alumnos del tercer año de Enseñanza Media de las escuelas estatales y privadas de las municipalidades de Caxias do Sul y Flores da Cunha, ubicadas en el estado de Rio Grande do Sul. Para esta investigación, los estudios de Saussure (1974,200), Vygotsky (2002,2008), Bakhtin (1998, 2010) nos apoyan en el análisis de lo que concierne a la concepción de lenguaje, enseñanza y aprendizaje de lengua. Además de esto, buscamos, a través de las respuestas obtenidas en el cuestionario-profesor y de las cuestiones de prueba, desvelar la forma como los profesores conciben la enseñanza y el aprendizaje de lengua extranjera. La fundamentación teórica para el análisis de los tipos de cuestiones de prueba y nivel de conocimiento cognitivo están basados en la Taxonomía de Bloom revisada (2001, 2010) y en los estudios de Prati (2007. Para el análisis de los tipos de preguntas de comprensión lectora, Marcuschi (2008) fundamenta este estudio. Expertos como Di Tullio (2005), Ortega Olivares (1990), Matte Bon (1995), Franchi (2001) y Travaglia (2009) forman parte del referencial teórico para el análisis de los aspectos gramaticales de las cuestiones de prueba. Observando, analizando y relacionando las cuestiones de prueba de los instrumentos de evaluación con los datos obtenidos en el cuestionario-profesor, se puede decir que los resultados de esta investigación indican la presencia de una enseñanza de ELE fuertemente apoyada en la enseñanza de lengua como sistema, o sea, como un fin en sí misma. Estos datos son señales o indicativos de que se necesita una nueva postura del profesor frente a las concepciones de lenguaje, de enseñanza y aprendizaje de lengua extranjera para que los aprendices desarrollen la competencia comunicativa. Se espera que ese estudio ofrezca aportes teóricos para una enseñanza basada en el uso real de la lengua y que pueda suscitar nuevos estudios.

Orientador: Pedro Laudinor Goergen / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-06T08:52:16Z (GMT). No. of bitstreams: 1 Arce_EnriqueViana_D.pdf: 18108410 bytes, checksum: f61dc54fc845ab36ea69737a2bcb8193 (MD5) Previous issue date: 2006 / Resumo: Neste trabalho procuramos expor e comparar os modelos de Ética de Henrique Cláudio de Lima Vaz, Josep Maria Puig e a sugestão de ensino de ética, como tema transversal, contida nos Parâmetros Curriculares Nacionais, PCNs. Em seguida analisamos o surgimento da moral como conflito e o conflito moral no interior desses modelos e da ética como tema transversal / Abstract: In this study we strived to demonstrate the models of Ethics by Henrique Cláudio de Lima Vaz, Josep Maria Puig and compare them to the suggestion of teaching of Ethics, as a transversal theme, within the National Curricular Parameters (PCNs). Next, we analyzed the emerging of the of morals as a conflict and the moral conflict within these models and in Ethics as a transversal theme / Doutorado / Historia, Filosofia e Educação / Doutor em Educação