Orientador: Sérgio Eduardo Montes Castanho / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T16:36:53Z (GMT). No. of bitstreams: 1 Sbardelotto_DeniseKloeckner_D.pdf: 10961869 bytes, checksum: 12b6e42597dfba467d2601e7ecf3a127 (MD5) Previous issue date: 2014 / Resumo: A presente tese analisa o Projeto Educacional da Itaipu Binacional, viabilizado nas três Vilas Habitacionais e no Canteiro de Obras da margem esquerda brasileira da Usina Hidrelétrica Binacional de Itaipu, entre 1974 e 1985. Fez parte deste projeto toda a estrutura ideológica implementada pela entidade, através da União de Construtoras - UNICON, responsável pelas obras civis de Itaipu. São analisadas as iniciativas de educação formal, efetivadas através do ensino regular do Anglo-Americano, técnico-profissionalizante do SENAI e Centro de Treinamento e Desenvolvimento da UNICON no Canteiro de Obras, e de alfabetização funcional e supletiva pela Escola do Canteiro; e não-formal, através das atividades culturais e desportivas realizadas pelos Centros Comunitários das Vilas Habitacionais e Canteiro de Obras. Resultante de conflitos diplomáticos entre Brasil, Paraguai e Argentina, a Usina Hidrelétrica de Itaipu foi construída em Foz do Iguaçu, região Oeste do Paraná, concretizando um dos grandes projetos dos governos militares no Brasil. O aumento da capacidade energética significava a infraestrutura necessária ao crescimento do parque industrial brasileiro, com o fortalecimento de indústrias nacionais dependentes de tecnologia externa e instalação de multinacionais e associadas. Porém, a construção da hidrelétrica gerou inúmeros impactos econômicos, ambientais, sociais e educacionais para Foz do Iguaçu e região Oeste do Paraná, devido ao alagamento de grandes áreas rurais e urbanas e inchaço populacional da cidade sede. Sob pressupostos do materialismo histórico-dialético, utilizei fontes bibliográficas, documentais e orais. O recorte histórico definido tem por justificativa a data de início e término da construção civil da Usina Hidrelétrica de Itaipu (1974-1985). A pesquisa me permitiu constatar que a educação formal e não-formal ofertada para os trabalhadores e seus dependentes na região do Projeto Itaipu foi diferenciada de acordo com a fração da classe trabalhadora a que eram destinadas, aprofundando a estratificação de classe que já era visível pelas diferenças qualitativas entre as Vilas Habitacionais A, B e C e alojamentos do Canteiro de Obras. Foram utilizadas estratégias para destinar educação de qualidade e voltada à "formação" generalista aos dependentes de trabalhadores dos altos níveis funcionais/fração de classe, enquanto aos trabalhadores e seus dependentes dos baixos níveis funcionais/fração de classe era oferta educação qualitativamente inferior, limitada ao "cuidado" e técnica-profissionalizante. Através da educação formal e não-formal o Projeto Educacional de Itaipu consolidou uma estrutura ideológica eficiente em disseminar valores éticos e morais de racionalidade, produtividade, disciplina, cooperação, respeito à hierarquia, civismo e meritocracia, adequados à manutenção da ordem nas Vilas Habitacionais e Canteiro de Obras e à formação da força de trabalho para as necessidades da obra, prioridade absoluta dos governos militares do Brasil e Paraguai / Abstract: This thesis analyzes the Educational Project of Itaipu , conducted in the three Villages Housing and Construction Works of the Brazilian left bank of the Itaipu Binational hydroelectric plant between 1974 and 1985. He was part of this project all the ideological structure implemented by the entity through the Builders Union - UNICON , responsible for the civil works of Itaipu. Formal education initiatives are analyzed , carried through the regular teaching of Anglo -American, technical and professional SENAI and Training and Development Center of UNICON Jobsite , and functional literacy and supplementary by the School of Construction ; and non- formal, through cultural and sporting activities carried out by Community Centers of VillagesHousing and Construction Site . Resulting diplomatic conflicts between Brazil , Paraguay and Argentina , Itaipu Hydroelectric Power Plant was built in Foz do Iguaçu , western Paraná , fulfilling one of the great projects of the military governments in Brazil. The power capacity meant the infrastructure necessary for growth of Brazilian industry , with the strengthening of national industries dependent on foreign technology and installation of multinational and associates. However, dam construction has generated numerous economic, environmental , social and educational impacts to Foz do Iguaçu and western Paraná , due to flooding of large rural and urban population and swelling of the host city . Under assumptions of historical and dialectical materialism , I used bibliographical, documentary and oral sources . The historical approach is justification set the start date and completion of construction of the Itaipu Hydroelectric Power Plant ( 1974-1985 ) . The research allowed me to see that the formal and non- formal education offered to employees and their dependents in the Itaipu project area was differentiated according to the fraction of the working class to which they were intended , deepening class stratification that was already visible by qualitative differences between the Villages Housing a, B and C and Construction Site lodges . Strategies were used to assign quality education and focused on " training " generalist to dependents of employees of high functional levels / class fraction , while the workers and their dependents of low functional levels / class fraction was offering qualitatively inferior education, limited to "care" and technical - vocational . Through formal and non - formal educational project of the Itaipu consolidated an effective ideological framework in spreading ethical and moral values of rationality , productivity , discipline, cooperation , respect for hierarchy , civility and meritocracy , necessary to maintain the order in the Housing and Villages Construction Works and training of the workforce to the needs of the work , absolute priority of the military governments of Brazil and Paraguay / Doutorado / Filosofia e História da Educação / Doutora em Educação

The question of how to design educational programs which are relevant to Native American Indians, has plagued both Indian and non-Indian educators for more than a century. How does an educational system provide instruction which is vital for survival in mainstream society and at the same time, maintain a Native student's rights to think and exist in the world as an indigenous person? The devastating shortage of Native American Indian teachers, and administrators, as well as the urgent need for bilingual education and culturally appropriate curriculum, continue as unresolved obstacles. Perhaps in order to constructively alleviate the dilemmas of contemporary Indian education, one must look to the past and determine where failings and successes occurred. Historically, a major contributor to the American Indian education of the twentieth century, has been the off-reservation boarding school system. Both the school system and the educational training programs have had a direct effect on Native American Indian cultures. The model for the off-reservation boarding school was established in 1878 at Hampton Agricultural and Normal School, in Hampton, Virginia. The Hampton Indian educational plan had two major components, the instruction of English and the development of vocational skills. In 1879, Hampton Institute established a summer outing system program. The study presents a historical record of the significant events which lead to the development of the Hampton Institute's outing program in western Massachusetts, its influences on Indian education and its historical connection to the Americanization policies for Native American Indians during the late nineteenth century. The time period examined by this research is from 1878 to 1912, the years during which Hampton's Indian educational program received funding from the United States government. The process of using education as a means of Americanizing Indian students continues to exist in contemporary times. The research conducted for this study further reveals and confirms this and provides some broad generalizations and recommendations which may lead to the development of Native and non-Native educators guiding principals for modification of current and future Indian educational programs.

The Black Panther Party existed for a very short period of time, but within this period they established themselves as a central force in the Afrikan American human rights/civil rights movements. Over the past twenty years the history of the Black Panther Party has been conspicuously missing from material on the 1960's. Particularly, there is an absence of material concerning the rank-and-file grassroots activities. In documenting the grassroots efforts of the Black Panther Party, this study emphasizes the community organizing of the Party in a manner which encourages the student/reader to analyze the effectiveness and relevance of grassroots organizing as a means for developing social change and acquiring Afrikan American self-determination.

abstract: This dissertation historicizes the contemporary notions of student misbehavior through a critical study of 19th-century teacher manuals. Instead of reading the texts of the manuals as a window into the experiences of the past, I consider the manuals as discursive operations that enacted practices and ideals. In drawing upon historiographical and analytical methods inspired by Michel Foucault and Sara Ahmed, I explore how the intersection of student misbehavior with teacher pedagogy and disciplinary procedures enact “modes of subjection” (Foucault, 1995) and “affective orientations” (Ahmed, 2006) in the modernization of teacher pedagogy and schooling. I argue that the archive of manuals demonstrates the entanglement of student subjectivity and affect with modernizing regimes of governmentality and the marketplace. I equally argue that the modes of student misbehavior present in the archive provide avenues and strategies for thinking outside contemporary developmental and clinical framing of misbehavior. It is in rethinking misbehavior outside of contemporary frameworks that this dissertation provides an opportunity to reconsider how the boundaries of schooling and school participation might radically open up toward more diversity, inclusivity, and equity. / Dissertation/Thesis / Doctoral Dissertation Learning, Literacies and Technologies 2020

This study is a historical and philosophical analysis of significant educational concepts John Wesley espoused during his lifetime from 1703-1791. Specifically this document examines Wesley's use of pedagogical and andragogical principles through the educational undertakings of the early Methodist movement.

The problem of this study was to determine to what extent contemporary adult education theory has similarities to and origins in ancient Athenian ideas about education. The methodology used in the study combined hermeneutics and the critical theory of Jurgen Habermas. Primary sources incuded Aristotle, Plato, Aristophanes, and Diogenes Laertius; secondary sources included Jaeger, Marrou, Dover, and Kennedy. In the analysis of Athenian adult education, three groups of adult educators were identified—the poets the sophists, and the philosophers. The poets were the traditional educators of the Greek people; their shared interest or way of perceiving the world emphasized the importance of community cohesion and health. In Athens in the mid-fifth century B.C., a new group of educators, the sophists, arose to fill a demand of adults for higher and adult education in the skills necessary to participate in the assembly and courts. The sophists emphasized a pragmatic human interest and taught the skill of rhetoric. Socrates and Plato created a new school of educators, the philosophers, who became vigorous ideological opponents of both the poets and the sophists. The philosophers exhibited a transcendental interest or approach to knowledge; the purpose of life was to improve the soul, and the preferred way of life was contemplative rather than active. The philosophers taught the skill of dialectic. Paideia was a Greek word that originally referred to childhood education but which came to mean education throughout the lifespan and the civic culture that supported education. Athenian citizens perceived their paideia to be among their greatest virtues, an attainment which could not be lost to the fortunes of time as could wealth or position. Modern adult education lacks the concern for the communal and transcendental human interests that were important to many ancient Greeks. Modern cultures tend to promote strong individuation of personality and to idealize pragmatic and individualistic concerns. Researchers in the field of adult education often assign to human nature the pragmatic and individualistic qualities of adult learners, but fail to recognize how these features reflect ideologies peculiar to modern American society.

No description available.

Purpose. Brigham Young is best remembered for his role in the colonization of the American West and as a religious leader. He was also involved with the creation of schools and the development of an educational system in Utah. The purpose of this study was to examine Brigham Young as an educational administrator and to explore Young's administrative style. The study was also to investigate the school system established during Young's administration and evaluate him as a school leader. Procedure. A working hypothesis and questions to consider were developed through preliminary research. Information, including much primary material, was then collected and examined with the hypothesis in mind. Sources were scrutinized for biases and analyzed to determine probable causes and effects of Young's decisions and of the events that occurred. After the materials were gathered and critically evaluated, questions weighed, and hypotheses established, the findings were interpreted and reported. Findings. Brigham Young cannot, by common standards, be considered an educational administrator. What Young attempted to do for education he did through his influence as Mormon Church President and as the first Territorial Governor of Utah. Young's administrative style was that of a servant-leader, with education as part of his stewardship. Although Young opposed public education, much was done in Utah during his era to build schools and create a program for education. Conclusions and recommendations. Young championed the building of schools and stressed the importance of education in the lives of young and old. Despite his opposition to a public school system, the people of Utah received more opportunity for education and the state was better prepared to receive public schooling because of Young's influence in the Utah Territory. A study might be done to determine how many of the Mormon schools became state-owned public schools. Other related topics that could prove interesting or valuable are examinations of the curriculum and values taught in Mormon schools and a study of how many Mormons were enrolled in non-Mormon schools and vice versa.

No description available.

No description available.