Thesis (M.S.P.H.)--University of Michigan, 1941.

Thesis (Ph. D.)--University of California, San Diego, 2008. / Title from first page of PDF file (viewed April 28, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 198-209).

Thesis (M.S.P.H.)--University of Michigan, 1948.

Thesis (M.S.P.H.)--University of Michigan, 1948.

Made available in DSpace on 2014-12-17T14:36:48Z (GMT). No. of bitstreams: 1 KarolineLSC_DISSERT_Capa_ate_pag51.pdf: 10660385 bytes, checksum: 7aa95365c173bcdf19eb39ee7d846f62 (MD5) Previous issue date: 2013-08-01 / This research aims to analyze the intellectual practice of Luiz Ant?nio Ferreira Souto dos Santos Lima. This is done considering the author?s legacy related to the History of Education in Rio Grande do Norte/Brazil in the time span of 1910 to 1961. Thus, the research is grounded on assumptions that rely on the Cultural History field. The research also dealt with dialogues between the author and Chartier (1990), Elias (1994), Morais (2003; 2006), as well as Gondra (2003). For the bibliographical research the work dealt with a vast array of documents such as newspapers called A Rep?blica and Di?rio do Natal, Pedagogium, Revista do ensino, as well as state laws and decrees These documents were obtained at the Historical and Geographical Institute in Rio Grande do Norte. The research also dealt with School Bylaws and a medical doctoral thesis called Mental Hygiene and Education that was written by Luiz Ant?nio dos Santos Lima. Other documents were obtained at the State?s Public Archive, such as the Book of Honor, Work Records, Reports and Minutes of the General Directorate of Public Instruction Meetings. It was possible to infer that professor Luiz Ant?nio dos Santos Lima was teacher at Grupo Escolar Augusto Severo, the Atheneu as well as some local grade schools. The professor had a broad role in society, in administrative positions such as the Presidency of the Association of Teachers of Rio Grande do Norte, as Grade School Director in the School of Pharmacy and the State Education Department. He was also a member of the Academy of Arts and a partner at Historical and Geographical Institute in Rio Grande do Norte. The professor has also concerned with issues related to teaching good habits such as feeding, grooming, discipline, game morals, temperance, smoking, sex education; all of which necessary for the formation of healthy children. He was an enthusiast of an intuitive method and teaching lessons through practice, that he considered key elements in education. It is seen that professor Luiz Ant?nio dos Santos Lima had presence in the State?s health education and that his ideals were line with the ideal of modernity of the early twentieth century / A pesquisa analisa a pr?tica do intelectual Luiz Ant?nio Ferreira Souto dos Santos Lima e o seu legado ? hist?ria da educa??o no Rio Grande do Norte, durante o per?odo de 1910 a 1961. Fundamenta-se nos pressupostos da Hist?ria Cultural, por meio do di?logo promovido por autores a exemplo de Chartier (1990), Elias (1994), Morais (2003; 2006), e Gondra (2003). Utilizamos os Jornais A Rep?blica e Di?rio do Natal, as Revistas Pedagogium, do ensino e do Instituto Hist?rico e Geogr?fico do Rio Grande do Norte e, as leis e decretos do Governo do RN, o Regimento Interno dos Grupos Escolares, al?m da Tese de doutoramento em Medicina intitulada Higiene Mental e Educa??o, escrita por Luiz Ant?nio dos Santos Lima. Documentos estes procedentes do acervo do Instituto Hist?rico e Geogr?fico do Rio Grande do Norte (IHGRN). No Arquivo P?blico do Estado (APE/RN) encontramos o Livro de Honra, Livros de Of?cios, Relat?rios e Atas das Reuni?es da Diretoria Geral da Instru??o P?blica. Observamos que o professor Luiz Ant?nio dos Santos Lima exerceu o magist?rio no Grupo Escolar Augusto Severo, no Atheneu Norte-Rio-Grandense e na Escola Normal de Natal. Desenvolveu uma ampla atua??o na sociedade, frente a cargos administrativos como o da Presid?ncia da Associa??o de Professores do Rio Grande do Norte (APRN), Dire??o da Escola Normal de Natal, da Escola de Farm?cia e do Departamento de Educa??o do Estado. Pertenceu a Academia Norte-Rio-Grandense de Letras e ao Instituto Hist?rico e Geogr?fico do Rio Grande do Norte, como s?cio efetivo. Destacou-se pela preocupa??o com a arte de ensinar e cultivar bons h?bitos, como: metodiza??o da alimenta??o, do asseio, da disciplina, da moral contra o jogo, do antialcoolismo, do antitabagismo, da educa??o sexual, dentre outros cuidados para a forma??o sadia das crian?as. Defendia o m?todo intuitivo e a realiza??o da pr?tica de ensino concreto realizada pelas li??es de coisas, consideradas a chave para desencadear a pretendida renova??o educacional. Evidenciamos que Luiz Ant?nio dos Santos Lima atuou na educa??o e na ?rea m?dica do Estado em conson?ncia com o ideal de modernidade do in?cio do s?culo XX

No description available.

The thesis examines physical activities in a primary school both inside and outside of the classroom. In several randomly selected schools, I watched how many hours a day the pupils spend time moving while learning and taking breaks. Research has shown that pupils keep the activity at a minimum in school, mostly only to scheduled moves. My endeavour was to propose ways to enrich the school day by physical activity. Based on this finding, in a selected school, I conducted an experiment that was supposed to bring more physical activity into classes and during school breaks. Whether the active time spent in the school environment managed to increase through the new proposition, shows the results of the experiment. Part of this work are practical ideas for implementation of physical activities into the classroom, and tips for classrooms and school corridors equipment.

Made available in DSpace on 2016-04-27T16:33:10Z (GMT). No. of bitstreams: 1 Tese Francisco Alencar de Sousa.pdf: 1117035 bytes, checksum: 06aefc8fbdcd3553443bb34bfdea352d (MD5) Previous issue date: 2006-05-02 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Abstract The purpose of this work is to analyze the Brazilian Reforma do Ensino Livre (Free Teaching Law Reform) established by the Bill number 7247 of April 19th, 1879. In order to do that, the study was focused on a time limitation involving the last decades of the Empire period until the Republic Proclamation, that is, from 1870 to 1889. This time limit was necessary to include the educational debate that came before and after the implementation of the Bill. We tried to understand the Reforma do Ensino Livre as a revealing interpretation of the Brazilian society´s transformation process and also the historic period in constant change, looking for the relations between the teaching reform and the set of the reforms in various fields, such as, political, economical and cultural ones. The methodology used in this work comprised the selection of central themes in the Bill that established the Reforma do Ensino Livre , in 1879, which is the main object to be analyzed here. The main document body in this research is composed by two main sources: the first one is the Bill of 1879 and the second one comprises the Empire´s ministry reports that were presented to the General Legislative Assembly and also the reports of the president of Rio de Janeiro province. The results of the research comprehended that the political game and the social purposes were mediated by the negotiations or reforms, once the projects were the modernization of the institutions, without provoking great changes in the politics paths of those who define the steps in the process of the making of the nation. Each institution, created or reorganized, should make a person capable of following rules, and the maximum of freedom would be the competition among their peers. In this way, it was expected that the school was be the place where the first moral lessons should be taken. In order to do that the State administrators kept the control of the morality that the elite defended as the principle of the students´ background education. / Este trabalho tem como objetivo analisar a Reforma do Ensino Livre estabelecida pelo Decreto nº 7247, de 19 de abril de 1879. Para tanto, a delimitação temporal abrange das últimas décadas do Império à proclamação da República, ou seja, de 1870 a 1889, com o intuito de também incluir o debate educacional antes e depois da implementação do Decreto. Procurou-se entender a Reforma do Ensino Livre como reveladora do processo de transformação da sociedade brasileira e, ainda, o período histórico em constante transformação, procurando as relações entre a reforma de ensino e o conjunto de reformas tanto no campo político, como econômico e cultural. Para realizar tal intento, foram selecionados temas centrais do Decreto que estabeleceu a Reforma do Ensino Livre em 1879, o qual se configura como objeto principal de análise da presente pesquisa. O principal corpo documental desta pesquisa compõe-se de duas fontes principais: a primeira é o Decreto de 1879; a segunda constitui-se nos relatórios do Ministro do Império, apresentados à Assembléia Geral Legislativa e os relatórios do presidente da Província do Rio de Janeiro. O resultado da pesquisa apontou que o jogo político e as tensões sociais eram mediados pelas negociações e reformas, uma vez que os projetos pretendiam modernizar as instituições sem provocar grandes alterações nos rumos políticos daqueles que definiam os passos no processo de construção da nação. Cada instituição criada ou reordenada deveria formar um sujeito capaz de seguir regras, sendo que a concorrência entre seus pares configurava-se no máximo de liberdade existente. Dessa forma era na escola que se depositava a expectativa de um local onde se iniciariam as primeiras lições morais. Para tanto, os administradores do Estado não abriam mão do controle da moralidade que as elites defendiam como princípio na formação dos alunos.