The principle of quality education for all learners is embedded in all policy documentsand legislation and this emphasis on quality education for all suggests that schools have to meet the diverse needs of all learners. However, throughout South African schooling contexts, there are many learners who face barriers to learning and participation in view of the fact that schools are unable to respond to the diversity of needs in the learner population. The issue is not how the learners adjust to the learning environment but whether the learning environment is flexible enough to accommodate the diverse needs of all learners. The responsibility of achieving the goal of a non-discriminatory education system lies heavily on the shoulders of classroom teachers. The purpose of this study is to examine how teachers at a primary school experience diversity within the classroom. The research was undertaken in a historically Indian boys' only state primary school in KwaZulu-Natal, with a learner population of almost 95% African, 4% Indian and the other 1% comprising White/Coloured learners. The focus of the study was the teachers. I sought to investigate how teachers construct and respond to diversity in their classes. Within the context of the post apartheid South Africa, the classroom has become a microcosm of the 'rainbow nation', with teachers having to deal with many differences at varying levels within the classroom. How teachers interpret and respond to differences is likely to be subjective. In light of the fact that teachers' interpretations are subjective, for the purpose of this study, symbolic interactionism was used as a theoretical framework. Qualitative research , methodology, which took the form of a case study was used. Teachers experiences were examined through semi-structured interviews, observations and document analysis. Throughout the study, there emerged the "them" and "us" syndrome in teachers. The study shows that while the teachers did not treat African learners unfairly, there are numerous exclusionary practices at the school. Very little attempt is made by the teachers to change their teaching behaviours in ways that make the curriculum responsive to their learners. In fact, very little was done to change the ethos of the school, and African learners where expected to 'fit in' and become part of the existing culture of the school. There emerges from the study, a definite need to train teachers to think and work within a new frame of reference, that is, a human rights framework which constantly interrogates unequal power relations and inequalities that schools perpetuate. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

In this study I am aiming to improve my practice as a Social Justice Educator of educator-students, basing my methodology primarily on Jean McNiff's (2002) approach to self-reflective action-research. The self-reflective action-research requirements mean that the study is necessarily an iterative process. I construct tools from within my praxis that has informed my work as a social justice educator. I apply these tools to the work of students (that has been informed by my praxis) to evaluate how well this same praxis lives up to its purpose. Through the same process I seek to improve the tools with which to better frame and name the praxis, for its improvement. From my own and collective writing, working, learning and reading experiences I have aimed to do this by constructing a Trajectory Model describing an understanding of social justice education to apply to the Self-Reflective Action-Research (SR-AR) Reports of our Advanced Certificate in Education (ACE) students. I use this process to draw conclusions about the Trajectory Model and indications of social justice educator practice. The Trajectory Model - containing the Critical Elements for indicating social justice education-praxis - is the model I construct for and in this research - for use in our ongoing developmental praxis as social justice educators. The Trajectory Model, for social justice education, is constructed - and hence understood through - a series of layered models of informing concepts and theories. The Trajectory Model is my attempt to describe the standing; yearning-imagining-dreaming; gazing; seeing; thinking-naming and framing; and doing subjective being for social justice - in a way that is communicable and usable to articulate indicators of what I - in this contextual space, time and community of practice - understand to be critical in being a social justice educator 1. The trajectory Model discussion focuses particularly on three Critical Elements: Position and Stance; Indigenous Knowledge Construction; and Agency and Praxis. They are to be 'read' as being embedded within 'imagination and yearning' for a socially just, non-oppressive society - and they all imply self-reflexivity as an integral aspect of their existence. Thus while there are six numbered elements or aspects in the Trajectory Model, it is the three 'intersecting circles' (of the model diagram) that I name to be the central or Critical Elements - the other three being contextualising or 'embedding' 'aspects' rather than 'elements'. Through this process I came to the following primary conclusions: The method of researching the reports was inadequate for the purpose of drawing any but the most tentative conclusions about growth of social justice practice from the work contained in the reports. However, they proved of some value in students' self-reflections on their own social justice praxis. Through the process of engagement and analysis, indications emerged that the constructed tools have value for the purpose of facilitating analysis and articulation of social justice educator praxis through the provision of a conceptual structure to name and frame the work. This has beneficial implications for social justice educator pedagogical development with regard to both praxis and research possibilities for our community of practice as social justice educators at UKZN in the future. The self-reflexivity and collective engagement of the research process in this study has helped to strengthen my practice as an educator of social justice educators, primarily through improving definition and mapping of critical elements in educating for social justice, as I understand it, in relation to current understandings and practiecs in the literature. 1. The discussion in the Introduction to this study, on the reason for using an alternative set of words to the "dreaming, seeing, being" terminology, pertains. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2006.

This study aims to undertake a thematic investigation of core issues and concerns around peace, conflict and security for residents of three municipal wards of Richmond, KwaZulu-Natal, South Africa. I provide a contextual analysis of the socio-economic and political circumstances prevailing in 3 municipal wards of Richmond, suggest core contextual issues to consider when designing a sustainable peace education programme for Richmond and finally, reflect on my application of Freirean methodologies in the study. While collecting the data I was project manager of a UKZN peace education programme in Richmond and my research participants were either directly involved in the programme, or peripherally, as NGO workers in complementary peace projects in the area. Data was gathered from minutes of project meetings, structured interviews, and collegial reflections on the project work, but predominantly from informal face-to-face, telephonic and email dialogues with participants during the course of regular project work. Both the theoretical and methodological approaches I adopt for this action research study are centrally framed by a Freirean pedagogy which emphasizes authentic dialogue, praxis, problem-solving education, the importance of social and personal transformation, collaborative inquiry and the production of knowledge that is collectively owned and shared. My findings, which I present in the form of discussions around the generative themes which emerged from the data, largely corroborate my documentary analysis of the context. Historical violence issues such as “unfinished business”, police and military complicity in the political violence, and the proliferation of weapons emerge as powerful generative themes, while displacement of people and families, trauma and fractured families (which also stem from the history of violence), emerge as serious current social challenges to peace and stability. Substance abuse and prostitution, poverty and unemployment, and lack of development also feature strongly as generative themes. One of the key findings of this study is the extent to which political partisanship, power struggles and patronage hamper the implementation of peace and development initiatives. While I suggest some specific contextual issues which need to be considered when designing an holistic peace education programme for Richmond, I recommend that significant stakeholders (including affected communities and their leaders, the university, various NGOs, religious groupings, organs of state, and traditional healers) unify and direct their respective capacities towards a common goal of peace and reconciliation in order to address these issues: creating a culture of healing through jointly organizing cultural events and peace rallies, helping to establish and support Peace Committees, training people in non-violent conflict resolution skills, providing counseling for survivors of political and domestic violence, supporting fractured and vulnerable families, providing better recreational spaces and job opportunities for the youth. Each of these initiatives would furthermore provide a useful opportunity for non-formal peace education. In addition, I suggest the university could partner with the provincial Department of Education to explore ways of integrating peace education throughout existing school curricula, and the establishment of learner peace clubs where learners could form peace committees to provide in-school peer mediation services. I conclude by reflecting on my application of Freirean methodologies. While I lament my failure to apprehend the extent to which my privileged background and my position as a member of the elite class prevented me from experiencing authentic dialogue with my primary participants, and how I consistently missed opportunities to dialogue and employ core Freirean pedagogical techniques such as problem-posing, and how I failed to get to the point of “re-presenting” to participants the generative themes as problems, and coinvestigating solutions to these problems, I manage to end on an optimistic note by recognizing the significance of the personal transformative learning I gained from the experience. / Thesis (M.Com.)-University of KwaZulu-Natal, Westville, 2009.

This study utilized a pluralistic approach to examine self-concepts and social comparison processes of students entering the Indiana Academy for Mathematics, Science, and Humanities-a residential program for high school juniors and seniors. Following the Big-Fish-Little-Pond-Effect (BFLPE) theory it was hypothesized that, as students compared themselves to a homogeneous, high-ability group, their academic self-concepts would decrease. Social self-concepts, however, were hypothesized to increase due to being with "equal peers."The Self Description Questionnaire III was used to measure students' academic and social self-concepts prior to arrival at the Indiana Academy, during the first week of the fall semester, and during the first week of the spring semester. Sixty-seven students participated in all three data collections.Repeated measures analysis indicated that academic self-concepts (Mathematics, Verbal, and Problem Solving) decreased dsignificantly from summer to fall to spring. Overall Academic self-concept decreased for all students between summer and fall, but only students with a history of prior rigorous education experienced a significant decrease from fall to spring.Analysis of social self-concept indicate that Opposite Sex Relationship scores did not change significantly over time. Same Sex Relationships, however, decreased significantly from fall to spring for students with a prior history of rigorous education.The second part of the study consisted of interviews with sixteen students. Interviews were conducted during the first two weeks and around the ninth week of the fall semester. Emerging from this data were four themes: No mention of social comparison processes; Recognition that the BFLPE already occurred; Recognition that the BFLPE would occur and mindset/cognition would change; and Recognition that the BFLPE would occur but no anticipation of change in self-concept was noted.Exploratory examination suggests the possibility of sex differences-only females failed to mention social comparisons, more females mentioned change in mindset or cognition, all but one of the students in the "No change anticipated" category were male. While both sexes were similarly affected by the change in social comparison and decrease in self-concepts, the qualitative data suggests that differences in thought processes may exist. / Department of Counseling Psychology and Guidance Services

The following research study analyze and interpret collaborative learning process phenomenon and the influence of the culturalcontext.. For this research, the process of collaborative learning is defined as people who "labor together to construct something that did not exist before the collaboration, something that does not and cannot fully exist in the lives of individual collaborators" (Peters & Armstrong, 1998, p. 75). This study was based on a workshop in which the participants learned about collaborative learning and had the opportunity to experience the process. The qualitative research paradigm used as the framework for this study was a modify Phenomenology. Fifteen Panamanian faculty members who work at different public and private universities were the participants. They were nine females and six males who had diversified academic backgrounds such as architects, lawyers, psychologists, and educators among other professions. In this study, qualitative data was collected through semi-structured phenomenological interviews that were recorded, transcribed, and then translated. The data analysis covered four phases and was thematic.Once the analysis and interpretation were completed, participants were interviewed for a second time in order to cross-check the accuracy of the translation of the interview transcripts, to clarify the interpretation of the interviewee's quotes, ask any questions, and discuss the tentative findings. From the data collected two main themes emerged (the process of collaborative learning and the cultural context) and nine sub-themes (dialogue,reflection, values, interpersonal relationships, conflicts, facilitator's role, learner's role, transformation, and meaningful experiences). The nine sub-themes lay within the two major themes. Finally, the findings and conclusions of this study suggest that the process of collaborative learning was perceived as a dialogic way to work in collective interdependence in which all participants in the group were compelled to engage and be active participants. Also, it was found that even though the collaborative learning process should be considered neither a panacea nor cure all, it has the potential to transform the dynamic of the traditional classroom setting.Indeed, findings in this study indicate that the collaborative learning process demands a change in the perceptions educators and learners have about the teaching and learning process. It also requires a shift in the roles that both should perform.Last but not least, it was found that there was reciprocal influence between the collaborative learning process, the participants' Panamanian cultural context, and the cultural context created by the participants as a learning community. / Department of Educational Studies

Na história da institucionalização da Educação Superior, em especial no Brasil, as universidades ocupam centralidade na produção de conhecimento pela pesquisa e também na formação de pesquisadores e profissionais para atuar nos mais diferentes segmentos. Assim, esta dissertação buscou compreender a expansão da Educação Superior no contexto da Pós-Graduação (Stricto Sensu) na região Sudoeste do Paraná, a partir de análises das dinâmicas e movimentos vinculadas aos contextos das políticas públicas da Educação Superior. Para tanto, o percurso teórico teve inicialmente a busca pela compreensão do contexto da Educação Superior, racionalidades e hegemonias dominantes e emergentes, ancorados principalmente nos estudos de Edgar Morin, Ricardo Rossato, Boaventura de Sousa Santos, Hélgio Trindade, Enrique Leff e Antony Giddens. O estudo teve como subsídio metodológico a pesquisa documental e princípios da análise de conteúdo. As análises ocorreram a partir de documentos oficiais, como os Documentos de Áreas da CAPES (Base 2013) e das Propostas dos Programas (Base 2012) de Pós-Graduação (Stricto Sensu) junto às instituições públicas (estaduais e federais) de Educação Superior da região em estudo. De tal maneira, buscou-se compreender o conceitos dos documentos estabelecendo categorias analíticas a partir dos conteúdos mais evocados. Nesse processo, foram identificadas cinco categorias: Finalidade, Diálogos Disciplinares, Internacionalização, Formação de Recursos Humanos e Inserção Regional. A partir dos estudos realizados foi possível observar que a Pós-Graduação Stricto Sensu na região Sudoeste do Paraná ocorreu na última década nas universidades públicas. Nesse movimento, as universidades ressignificam políticas de âmbito internacional e nacional que impulsionam as ações da Educação Superior para a interiorização e expansão, contribuindo para a verticalização da Pós-Graduação. A região possui hoje 34 IES públicas e privadas que contribuem no processo de desenvolvimento tanto nos aspectos educacionais, como sociais, econômicos e tecnológicos. Destaca-se a partir da pesquisa documental, que os Programas de Pós-Graduação em Engenharias, Zootecnia, Agronomia e de Desenvolvimento Regional firmam parcerias e convênios com instituições internacionais visando desenvolver produtos e otimizar processos. Os intercâmbios ocorrem com objetivo de buscar a capacitação de recursos humanos, praticados a partir dos diálogos de saberes e ampliação das pesquisas como instrumento de desenvolvimento dessa região. Observou-se nos Programas de Pós-Graduação de Educação, de Matemática e de Geografia, verticalização do ensino com ampliação das pesquisas junto aos processos pedagógicos de forma interdisciplinar. A Proposta do Programa do Mestrado de Engenharia de Produção e Sistema defende uma formação com perfil moderno e espírito empreendedor para a prestação de serviços na resolução dos problemas locais. / In the history of institutionalization of higher education, the university, especially in Brazil, universities occupy centrality in the production of knowledge through research and also in the training of researchers and professionals to work in different segments. Thus, this dissertation sought to understand the expansion of higher education in the context of Postgraduate (Sensu Stricto) in the Southwestern region of Paraná, from analysis of the dynamics and movements related to public policy contexts of higher education. Thus, the theoretical course was mainly based on the understanding of the history of Superio Education, rationalities and dominant hegemonies and emergent anchored mainly in studies of Edgar Morin, Ricardo Rossato, Boaventura de Sousa Santos, Hélgio Trinity, Enrique Leff and Antony Giddens. The study was methodological allowance documentary research and principles of content analysis. The analyzes were based on official documents, such as documents Areas of CAPES (Base 2013) and Proposed Programs (Base 2012) Postgraduate (stricto sensu) with public institutions (state and federal) of higher education the study area. So, we tried to understand the concepts of the documents establishing analytical categories from more evoked content. In this process, five categories were identified: Purposes, Disciplinary Dialogue, Internationalisation, Human Resources Training and Regional Integration. From the studies it was observed that the Graduate Stricto Sensu in southwestern Paraná region occurred in the last decade in public universities. In this movement universities resignify international policies and national actions that drive the top to the internalization and expanding education, contributing to the verticalization of graduate school. In the year of completion of this study, the region now has 34 public and private institutions that contribute in the development process both in educational aspects, such as social, economic and technological. Stands out from the desk research, the Graduate in Engineering, Animal Science, Agronomy and Regional Development have signed partnerships and agreements with international institutions to develop products and optimize processes. Exchanges occur in order to seek the training of human resources, practiced from the dialogues of knowledge and expansion of research as a tool for development of this region. It was observed in the Programs of the Graduate Education in Mathematics and Geography, teaching with vertical expansion of research with the educational process in an interdisciplinary way. The Proposal Production and System Engineering Master's Program supports training with modern profile and entrepreneurial spirit to the provision of services in solving local problems.

98 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-06T16:52:38Z No. of bitstreams: 1 Disser. Roberta Santos.pdf: 316263 bytes, checksum: f1bcde603303bee4c2495dbdf76a3d7f (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-11T17:59:47Z (GMT) No. of bitstreams: 1 Disser. Roberta Santos.pdf: 316263 bytes, checksum: f1bcde603303bee4c2495dbdf76a3d7f (MD5) / Made available in DSpace on 2013-06-11T17:59:47Z (GMT). No. of bitstreams: 1 Disser. Roberta Santos.pdf: 316263 bytes, checksum: f1bcde603303bee4c2495dbdf76a3d7f (MD5) Previous issue date: 2009 / A presente dissertação é uma pesquisa teórica e filosófica. Tem como objetivo principal compreender os diagnósticos realizados pelos pensadores contemporâneos Michel Foucault e Hannah Arendt para a crise na educação, no sentido de contribuir para a reflexão das possíveis causas da crise. No desenvolvimento do estudo são identificados os principais conceitos pertinentes a educação sob o referencial teórico de cada autor. Foucault apresenta a constituição do sujeito dócil resultado do advento da disciplina que trouxe transformou a escola moderna em uma instituição disciplinar. Arendt analisa a relação entre a crise na educação e a crise da autoridade, assim como os pressupostos democráticos presentes nas novas teorias educacionais do século XX. Como ponto de partida desse estudo é analisado o conceito de democracia, a influência dos ideais democráticos no âmbito político, assim como sua disseminação para diversas instituições sociais, em especial a escola. Nesse sentido, considera-se que a conceituação de democracia é múltipla de acordo com a concepção de educação, de estado e de sociedade vigente. Sendo assim, realizou-se uma abordagem das concepções de democracia relacionadas à educação e ao processo de democratização da escola. A partir de princípios legais estabelecidos na Constituição Federal de 1988, na Lei 9.394/96, Lei de Diretrizes e Bases da Educação Nacional (LDB), entre outros, são asseguradas a igualdade de condições para o acesso e permanência na escola e a gestão emocrática do ensino público. / Salvador

Made available in DSpace on 2015-12-10T14:22:12Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-08-21. Added 1 bitstream(s) on 2015-12-10T14:28:17Z : No. of bitstreams: 1 000853888.pdf: 5099523 bytes, checksum: 37b8c6a63d4cab2843e5aa8b0f83a164 (MD5) / Na última década, fez-se um grande esforço, no âmbito das graduações de profissões da saúde, para reorientar a formação de modo a melhor atender às necessidades do Sistema Único de Saúde. Influenciaram este processo as novas Diretrizes Curriculares Nacionais das profissões da saúde e o relevante papel indutivo realizado pelos Ministérios da Saúde e Educação para se alcançar uma formação mais humanizada e desenvolvida mediante processo de ensino-aprendizagem em diferentes cenários e com práticas de interprofissionalidade. A educação interprofissional tem sido apontada como uma ferramenta capaz de promover mudanças nos cenários de ensino, buscando práticas eficientes para o enfrentamento dos problemas sociais e de saúde. E vem sendo, cada vez mais, valorizada dado o seu potencial na formação de profissionais de saúde mais preparados para o trabalho em equipe, característica essencial para se alcançar um cuidado integral de indivíduos, famílias e comunidades. Nesta perspectiva, o objetivo deste estudo foi compreender a percepção e a vivência de educação interprofissional, nas disciplinas de Interação Universidade, Serviços e Comunidade I e II, entre discentes dos cursos de Medicina e Enfermagem da Faculdade de Medicina de Botucatu. Para tanto, realizou-se pesquisa de natureza qualitativa, que teve a entrevista semiestruturada como instrumento de coleta de dados. A organização e análise dos dados empregada foi orientada segundo o Método de Análise de Conteúdo proposto por Bardin. Como resultados, emergiram três categorias temáticas: A experiência de Educação interprofissional permite que o aluno compreenda melhor o colega do outro curso; Aprender sobre o outro traz benefícios para a formação profissional; O papel do professor-tutor como mediador no processo de formação profissional. Os alunos consideram o colega como uma fonte de aprendizado, o que pode facilitar o compartilhamento de... / In the last decade a great effort has been taken, within the undergraduate courses of Professional Health Care, in order to redefine the formation for a better assistance in the Public Health System in Brazil. This process had some multiple influences, such as the National Guidelines for Education and the Health and Education Ministry so that a most humanized and developed formation could be reached, focusing in teaching-learning in different sceneries with inter professional scope. The interprofessional education has been pointed out as a valuable tool, able to promote changes in the teaching scenery, focusing in efficient practices to deal with social and health problems. It has become even more valuable given its potential in the formation of professionals of health strengthening their understanding to work in teams, crucial to reach an integral care for the individuals, families and communities. In this perspective, the aim of this study was to understand the perception and experiences in inter professional education during the subject Interaction among University, Services and Community I and II among students of the Medical and Nursing undergraduate courses at the Medicine College in Botucatu. To reach this purpose, a survey with qualitative scope was performed, in which the students of the medical and nursing courses were interviewed using a semi structured instrument. The organization and data analysis were guided according to the method of Thematic Content Analyses of Bardin. As a result three categories were raised: The experience in inter professional education allowing the student to better understand his colleagues from the other courses; Learning about the Other brings benefits to his professional formation; The role of professor-tutor as a mediator in the professional formation. The students consider the colleague as a source of learning, which can make it easier to share knowledge and to have an approach with the ...

Made available in DSpace on 2015-05-14T16:53:26Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-08-27Bitstream added on 2015-05-14T16:58:49Z : No. of bitstreams: 1 000823627.pdf: 371589 bytes, checksum: 23a3dbd04e74fb78ba952937ca55984a (MD5) / O presente trabalho apresenta os resultados de uma pesquisa descritiva baseada no método praxiológico de Pierre Bourdieu, cuja investigação analisou questões de gênero nas trajetórias de escolarização de quatro egressos (dois homens e duas mulheres) do Curso Técnico em Economia Doméstica, todos oriundos e habilitados no mesmo estabelecimento público de ensino. O objeto de estudo constituiu-se de relações das disposições primárias, no âmbito de gênero, assimiladas no interior de suas famílias progenitoras e a consolidação das mesmas enquanto formulação e reestruturação do habitus dos egressos nos respectivos itinerários escolares; nas estratégias matrimoniais; nas trajetórias profissionais; no capital cultural e social; e nas estratégias de educação sexual e sexualidade. A coleta de dados realizada entre o período de 2011 a 2012, foi conduzida por meio da aplicação de questionários e da realização de entrevistas com os egressos selecionados. A análise de dados utilizou das categorias de método e análise de Pierre Bourdieu para classificação e apreciação das disposições primárias que se manifestaram de forma distribuída em diferentes contextos das trajetórias dos agentes. Disposições gendradas que necessariamente passaram a integrar e relacionar-se com o habitus dos agentes. Após a análise da categorização dos relatos das histórias de vida, observou-se que o habitus de gênero reestruturado pelas trajetórias de escolarização continuou orientando e permeando o percurso social e as estratégias matrimoniais e profissionais dos agentes. Notou-se, ainda, que o habitus gendrado foi compartilhado pelo estatuto social das famílias constituídas pelos agentes e que passaram a reproduzir, na prole, o mesmo padrão de estratégia de educação sexual narrado no período da infância e juventude dos mesmos, ou seja, conservou-se a regularidade histórica do silêncio paterno e a divisão do trato ... / This paper presents the results of a research that examined gender issues in schooling trajectories of four graduates (two men and two women) Technical course in Home Economics, derived from the same public education establishment. The object of study analyzed consisted of the primary provisions of the relationships within gender, assimilated within their families and progenitor consolidating and restructuring the same formulation as the habitus of graduates in their school routes; in matrimonial strategies; in professional careers; cultural and social capital; and strategies for sex education and sexuality. Data collection took place between the period 2011 to 2012, was conducted through questionnaires and interviews with the selected graduates. The analysis used data from categories of method and analysis of Pierre Bourdieu to classification and assessment of the primary provisions that have manifested in a distributed manner in different contexts of the trajectories of the agents. Gendered provisions which necessarily became part and interact with the habitus of agents. After analyzing the categorization of accounts of life histories, it was observed that the habitus of gender restructured the trajectories of schooling continued directing and permeating the professional agents of social background and matrimonial strategies; it was noted also that the gendered habitus was shared by the social status of families constituted by agents and will now play in the offspring the same pattern of sex education strategy narrated in the period of childhood and youth of the same, ie, they stood historical regularities paternal silence and the division of the tract of sexuality as an educational action of the children between the mother figure and school agencies

A presente dissertação, intitulada Educação e Paz em Kant, fruto de uma pesquisa de mestrado, do Programa de Pós - Graduação em Educação, da Universidade de Caxias do Sul, tem por objetivo abordar o tema educação e paz a partir do pensamento pedagógico do filósofo Immanuel Kant. O trabalho parte de uma abordagem metodológica analítica e interpretativa, priorizando a revisão conceitual e a argumentação reflexiva e crítica. Inserido nas pesquisas da filosofia da educação, este trabalho busca esclarecer conceitos, refletir sobre as contribuições presentes nos escritos pedagógicos de Kant a respeito de educação e de paz. As obras do filósofo especialmente consideradas para esta pesquisa foram: Sobre a pedagogia, Fundamentação da Metafísica dos Costumes, À paz perpétua e Resposta à pergunta: que é o iluminismo? Da mesma forma, pretende-se atualizar as contribuições do filósofo no sentido de averiguar sua aplicabilidade no contexto educacional contemporâneo através de seus comentadores. No decorrer da pesquisa, buscando por argumentos que justificassem e auxiliassem o entendimento do trajeto percorrido e por ideias que embasassem a pedagogia kantiana, evidenciou-se o destaque de suas contribuições enquanto teórico da filosofia sendo, ainda, pouco estudado como teórico da educação. Kant entende educação como processo a ser desenvolvido ao longo da vida, tendo como meta a construção do sujeito autônomo e moral, portanto, livre. O sujeito da paz, da mesma forma, deve constituir-se a partir de tais preceitos, garantidos a partir de sua essência por meio de uma educação primorosa que lhe tire do estado menoridade e lhe conduza à maioridade, em busca de um Estado igualmente livre, que lhe garanta a Paz permanentemente. Segundo Kant, a sociedade não poderia ter outra constituição que não fosse republicana - por estar fundada sobre princípios de liberdade, de dependência de uma legislação comum e de igualdade dos cidadãos entre si. Quando sujeito e Estado estiverem em plena harmonia, onde não haja injustiças nem privilégios, estará, da mesma forma, se descortinando o caminho para a implantação do que Kant nominou Estado das Nações. E, a partir deste, quiçá para a construção do Estado Mundial Cosmoético. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-04-13T19:29:45Z No. of bitstreams: 1 Dissertacao Maricelia Pereira Gehlen.pdf: 1071741 bytes, checksum: 15d2a78ab884f4e14c57b3cf16bb014b (MD5) / Made available in DSpace on 2015-04-13T19:29:45Z (GMT). No. of bitstreams: 1 Dissertacao Maricelia Pereira Gehlen.pdf: 1071741 bytes, checksum: 15d2a78ab884f4e14c57b3cf16bb014b (MD5) / This present dissertation entitled "Kant on Education and Peace", the result of a master's research of the Graduate Program in Education from Universidade de Caxias do Sul, aims to address the subject education and peace from the pedagogical thinking of philosopher Immanuel Kant. The work part of an analytical and interpretive methodological approach, emphasizing conceptual review, and reflexive and critical reasoning. Inserted in the line of research of philosophy of education, this paper attempts to clarify concepts, and reflect on the contributions present in the pedagogical writings of Kant about education and peace. The works of the philosopher especially considered for the research were: On Pedagogy, Groundwork of the Metaphysics of Morals, To Perpetual Peace and Answer the question: what is enlightenment? Similarly, we intend to update the contributions of the philosopher in order to ascertain their applicability in contemporary educational context through his commentators. Throughout the search, as we looked for arguments to justify and assist the understanding of the traveled path and ideas that based Kantian pedagogy, it was revealed the prominence of his contributions as a theoretical philosopher, and that he is still scarcely studied as theoretical educator. Kant understands education as a process to be developed throughout life, with the goal of forming an autonomous moral subject and, therefore, free. The subject of peace, likewise, should be constituted from such principles, granted from its essence through an elaborate education, that takes it from the minority status and lead it into adulthood, searching for a State equally free, that guarantees it permanent peace. According to Kant the society could not have another constitution but the Republic - for being founded on principles of freedom, dependence on a common law and equality of citizens among themselves. When subject and State are in harmony, where there are no injustices or privileges, it will be likewise unfolding the way for the implementation of what Kant named the United State, and from this, perhaps, to the construction of the Cosmoethical World State.