The purpose of this research was to explore the subject of integrating philosophy of education and the goals of education in education practice at the high schools in Kenya. It is stated that the impact of education practice is hinged in the statement of philosophy of education and the goals of education which has been neglected by researchers and scholars in Kenya. An intensive literature review which was undertaken revealed that philosophy of education and the goals of education are flouted in education practice. The sources of literature review were books, journals, policy documents, dissertations, theses, newspapers, and websites. In this qualitative research, phenomenology was selected as suitable theoretical framework to situate education practice as a human activity which is shaped by philosophy of education and the goals of education. A qualitative design was used, and purposive sampling was identified to select the schools and the respondents. The respondents in this research included the school principals, teachers, education officers, board of governors, and the parents-teachers’ representatives. The main qualitative research methods involved literature review and interviews. In this study, ideograms were utilized in the process of analysing the responses acquired from the respondents. According to the respondents, the statement of philosophy of education is foreign in the high schools, but the goals of education are printed in the syllabi, and this explains why the study focused on the goals as the familiar items. The views obtained from the respondents emphasized on what is envisioned to occur at the high schools, and this explains that the students are estranged from philosophy of education. It was concluded that high school pedagogy is exposed to conflicts in relation to integrating philosophy of education and the goals of education. In this case, the study recommended the following insights to improve the process of integrating philosophy of education, the goals of education, and education practice in Kenya: The necessity of revising the content and material resources of high school syllabi to comprise the attributes of philosophy of education in pedagogical activities.  Another suggestion emphasized on restructuring evaluation strategies to integrate the attributes of social cohesion, human progress and economic development.  The final recommendation is that the teaching and learning activities are necessary to intensify knowledge transfer which articulates the attributes of philosophy of education and the goals of education. / Teacher Education / D. Ed. (Philosophy of Education))

Submitted by Cristhiane Guerra (cristhiane.guerra@gmail.com) on 2016-08-01T12:28:56Z No. of bitstreams: 1 arquivototal.pdf: 1975778 bytes, checksum: 24b98323d97a7689c158e9b7ad1fdb71 (MD5) / Made available in DSpace on 2016-08-01T12:28:56Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1975778 bytes, checksum: 24b98323d97a7689c158e9b7ad1fdb71 (MD5) Previous issue date: 2015-12-18 / This study aimed at the intertwining of ideas between three central axes of intersection: transgenerationality, the practice of popular education in healthcare in light of Paulo Freire and comprehensive health care in human life. Transgenerationality, also called generational psychic transmission, had its origin in the field of psychoanalysis studies. Further on, transgenerationality was introduced in clinical contexts permeated by studies with families in the area of psychology and psychiatry. It concerns the life history recorded in body and soul of the human being that has been left by his/her ancestors in the form of inheritance and passed on to his/her descendants. The transmission can occur orally, but it mostly happens by the body memory cells, tissues, organs, for decades and decades of generations. Thus, this research had as its methodological foundation of scientific development, a bibliographical documentary research. The objectives proposed in the study were met, among them I mention the construction of a theoretical and methodological proposal titled Systemic Transgenerational Education as a popular educational practice of comprehensive healthcare in light of Paulo Freire; Mercè Traveset Vilaginés; Denise Falcke; Adriana Wagner; Salomon Sellan; Mônica McGoldrick; Bert Hellinger, Antônio Damásio´s perspective, with a focus on the dimension of care and self-knowledge. The idea of Systemic Transgenerational Education corresponds an important strategic device for the fields of practice education and health, especially for those health professionals who work with the perspective of redefinition of health practices in public life, which emphasizes the dimension of care that involves the care of oneself, of others and of the social environment. In time, it was also shown to be capable of being expanded to other fronts such as: 'family educators' (fathers, mothers, uncles, aunts), professionals in the private sector and to the population in general that has an interest in getting to know and deepen the theme in question, since it presents itself in a didactic way and of accessible understanding. The proposal of Systemic Transgenerational Education as an educational practice of comprehensive healthcare is mainly anchored on the systemic understanding of the world and of human life in order to decrease the physical, mental and emotional distress resulting from conditions of stress, anguish, tensions, anxieties, depressions, caused to the accumulation of personal and professionals conflicts in the walk of life, which involves the work environment, home environment, and other social groups. In this sense, it corresponds to a reunion of the person with his multigenerational past. This reunion with the past that is present in the current life, at the moment, can promote the affirmation of lye meaning that generates personal lightness, responsibility, autonomy and freedom. It is an educational process that generates possibilities which can complement learning in life. / Este estudo teve como finalidade o entrelaçamento de ideias entre três eixos centrais de intersecção: a transgeracionalidade, a prática educativa popular em saúde à luz de Paulo Freire e o cuidado integral em saúde na vida do ser humano. A transgeracionalidade, ou também denominada, transmissão psíquica geracional, teve sua origem de discussão no campo dos estudos da psicanálise. Posteriormente, a transgeracionalidade foi sendo introduzida em contextos clínicos permeados por trabalhos com famílias na área da psicologia e da psiquiatria. Diz respeito à história de vida registrada no corpo e na alma do ser humano que foi deixada por seus ancestrais na forma de herança e transmitida para seus descendentes. Essa transmissão pode ocorrer de forma oral, mas, sobremaneira, acontece pela memória corporal das células, dos tecidos e dos órgãos, por décadas e décadas de gerações. Com isso, esta pesquisa teve como alicerce metodológico de desenvolvimento científico, a pesquisa bibliográfica documental. Os objetivos propostos no trabalho foram atendidos, dentre eles, a construção de uma proposta teórico-metodológica intitulada de Educação Transgeracional Sistêmica como uma prática educativa popular de cuidado integral em saúde, à luz da perspectiva de Paulo Freire, Mercè Traveset Vilaginés; Denise Falcke; Adriana Wagner; Salomon Sellan; Mônica McGoldrick; Bert Hellinger; e Antônio Damásio, com foco para a dimensão do cuidado e do autoconhecimento. A ideia da Educação Transgeracional Sistêmica corresponde a um dispositivo estratégico importante para os campos de atuação da educação e da saúde, em especial, para aqueles profissionais desta área que atuam com a perspectiva de redefinição das práticas de saúde de âmbito público, a qual enfatiza a dimensão do cuidado que envolve o cuidado de si, do outro e do meio social. Ao tempo, a proposta também se mostrou possível de ser ampliado para outras frentes de atuação como os “educadores familiares” – pais, mães, tios, tias etc, para os profissionais liberais de âmbito privado e para a população em geral que tenha interesse em conhecer e aprofundar a temática em questão, uma vez que, ela se apresenta de forma didática e de compreensão acessível. A proposta da Educação Transgeracional Sistêmica como uma prática educativa de cuidado integral em saúde, está ancorada, principalmente, na compreensão sistêmica do mundo e da vida do ser humano, objetivando a diminuição do desgaste físico, mental e emocional decorrentes do quadro de stress, angústias, tensões, ansiedades, depressões etc, provocadas em decorrência do acúmulo de conflitos pessoais e profissionais existentes no caminhar da vida, o que envolve os ambientes de trabalho e doméstico, ou outros grupos sociais. Neste sentido, corresponde a um reencontro da pessoa com o seu passado multigeracional. Esse reencontro que se apresenta na vida atual, no agora, pode promover a afirmação do sentido da vida que gera leveza, responsabilidade, autonomia e liberdade para a pessoa. É um processo educativo gerador de possibilidades que podem complementar a aprendizagem na vida.

The purpose of this research was to explore the subject of integrating philosophy of education and the goals of education in education practice at the high schools in Kenya. It is stated that the impact of education practice is hinged in the statement of philosophy of education and the goals of education which has been neglected by researchers and scholars in Kenya. An intensive literature review which was undertaken revealed that philosophy of education and the goals of education are flouted in education practice. The sources of literature review were books, journals, policy documents, dissertations, theses, newspapers, and websites. In this qualitative research, phenomenology was selected as suitable theoretical framework to situate education practice as a human activity which is shaped by philosophy of education and the goals of education. A qualitative design was used, and purposive sampling was identified to select the schools and the respondents. The respondents in this research included the school principals, teachers, education officers, board of governors, and the parents-teachers’ representatives. The main qualitative research methods involved literature review and interviews. In this study, ideograms were utilized in the process of analysing the responses acquired from the respondents. According to the respondents, the statement of philosophy of education is foreign in the high schools, but the goals of education are printed in the syllabi, and this explains why the study focused on the goals as the familiar items. The views obtained from the respondents emphasized on what is envisioned to occur at the high schools, and this explains that the students are estranged from philosophy of education. It was concluded that high school pedagogy is exposed to conflicts in relation to integrating philosophy of education and the goals of education. In this case, the study recommended the following insights to improve the process of integrating philosophy of education, the goals of education, and education practice in Kenya: The necessity of revising the content and material resources of high school syllabi to comprise the attributes of philosophy of education in pedagogical activities.  Another suggestion emphasized on restructuring evaluation strategies to integrate the attributes of social cohesion, human progress and economic development.  The final recommendation is that the teaching and learning activities are necessary to intensify knowledge transfer which articulates the attributes of philosophy of education and the goals of education. / Teacher Education / D. Ed. (Philosophy of Education))