Orientador: Pedro Ângelo Pagni / Banca: Carlos da Fonseca Brandão / Banca: Divino José da Silva / Banca: Luiz Hermenegildo Fabiano / Banca: Sinèsio Ferraz Bueno / Resumo: Infância, Experiência e Trabalho Docente é uma pesquisa que resultou do interesse em pensar a experiência da infância como possibilidade para a educação. Um dos motivos da iniciativa para essa busca foi a necessidade de entender, de elucidar, de esclarecer os desafios das interfaces entre infância, experiência e educação na modernidade e assim, perseguir uma outra possibilidade de (re)pensar a infância: o da reinterpretação desse conceito pela via do pensamento filosófico contemporâneo e pelas implicações que demarcam suas inflexões mais importantes e suas implicações para a educação. Para esse percurso, contamos com a contribuição das reflexões dos filósofos contemporâneos que se debruçaram em refletir sobre a modernidade. Entre eles, Walter Benjamin, Theodor Adorno, Michel Foucault, Jean François Lyotard e Giorgio Agamben, dentre outros, principalmente naquilo que se refere ao tema infância e na idéia de que a modernidade possibilita um déficit de experiências da in-fância. São reflexões que nos mostram que, à medida que o processo emancipatório da sociedade moderna avança, cresce a constatação da expropriação da experiência e percebe-se que a infância não é a preocupação central do pensamento, mas a experiência que a constitui e pode desviá-la do caminho da racionalidade exigida pela Aufklärung. Nossa principal preocupação é pensar a noção de infância pela notoriedade que ela vai ganhando na modernidade, posicionando-a como centro das atenções, não pela sua influência na vida do homem, mas na sua vinculação com o desenvolvimento da sociedade, atrelada à idéia de menoridade e de incapacidade. É a possibilidade de buscarmos através da experiência da infância (trans)formar a experiência de ensinar, ou mesmo confrontar a própria infância dos professores , à medida que pensar o educar pautado na experiência... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Infancy, experience and teaching work is a research that is resulted from the interest in thinking the experience of infancy as possibility to the education. One of the reasons from the initiative for this search was the need to understand, inform, clarify the challenges of the connections between infancy, experience and education in the modern world, and like that seek another possibility of re (think) the infancy: reinterpreting this concept using the contemporary philosophic thought and by the implications that delimit their deviation more important and their implications to the education. To that rout, we count on the contribution of the thought of contemporaries philosopher which devoted themselves in think about the modernity. Between them, Walter Benjamin, Theodor Adorno, Michel Foucault, Jean François Lyotard and Giorgio Agamben, and other, mainly in what refer to the infancy subject and in the idea that the modernity cans be enabling to make a deficit of experiences of infancy. They are thoughts which show us that, as the emancipation process of the modernity society goes up, grows the verification to forbid the experience and realize that infancy is not the central worry of thought, but the experience which constitute it, and can divert it of the way of the rationality demanded by Aufklärung. Our main worry is to think the notion of infancy by notoriety that keeps gaining in the modernity, being situated as the centre of attention; it is not because of influence in men lives, but in their connections with the development of society, tied in the idea of being under age and disability. It is the possibility of taking through the infancy (trans)forming the experience of teaching, or even confronting the own teacher's infancy think the educate regularized the infancy experience is think the infancy as interrupted, hiatus that exists between sense and reason, in the possibility... (Complete abstract click electronic access below) / Doutor

This thesis seeks to define liberation theology, its evolution and its relevance in economically advanced and poor or emerging societies The focus is on Paulo Freire, the lay theologian, whose Pedagogy of the Oppressed, outlines the quest for conscienticao or critical consciousness through transformational education Freire, once considered a radical, developed a rapid method of teaching both literary and critical thinking skills to the poor and oppressed people of his native Brazil. His dialogical method, called co-intentional education, provides the skills needed for participation in destiny and in the democratic process unlike banking education that indoctrinates to continue the 'culture of silence' thus avoiding change, power sharing or threats to the prevailing cultural elite Also discussed are the anti-dialogic actions Freire warns about that prevent conscientization or transformation and are prevalent in developed and modern societies as well as poor and emerging ones / acase@tulane.edu

The study examined and described Gardner's theory of training and development and its application. The theory brings to the public sector new ideas which challenge the traditional training and development approaches. Gardner believed in the use of training and development as an important public management resource and strategy for improving and upgrading managerial capabilities and workers' productivity. / Gardner theorized that it was possible to create an organizational setting which produced continuous training and learning. The establishment of this setting required three ingredients: a climate allowing what was learned to be utilized; a small, effective and professional training staff to establish and maintain the appropriate training system; and a managerial philosophy accepting training as part of the management process. / The process of creating these ingredients required the acceptance within an organization of the notion that everyone in the organization is a trainer and that every transaction is a training event, the acceptance of the action training and research methodology for solving organizational problems, and the recognition that the real trainers in an organization are its managers. For integrating and teaching managers and training professionals in the application of these concepts, Gardner adopted the "Training of Trainers" strategy. This strategy involved first training key organizational personnel who then would impart their learned skills to the remainder of the organization. / There is evidence that Gardner's theory offers a successful strategy for organizational change. His theory provides an alternative to the traditional management approach which seems to be ineffective in the contemporary environment. / Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0946. / Major Professor: Frank P. Sherwood. / Thesis (Ph.D.)--The Florida State University, 1992.

Social relations are commonly seen as exchanges between entities, a view implicitly indebted to Hegel?s account of the development of independent subjectivity. It is an analysis that explains many social interactions but that cannot explain key moments in social life. These moments occur in the non-Euclidean space and time of the in-between. This concept will be elucidated in this thesis through analysis of fieldwork examples and in relation to the work of Martin Buber and Donald Winnicott. The in-between arises when adults and children play together in the way described by Winnicott as playing in the third zone. A phenomenological, interpretive analysis of forms of relations between parents and their two year old children revealed playing in the in-between during everyday family life. While the fieldwork focuses on families at home, the arguments are not restricted to this arena. It has implications for those working with young children, challenging the current emphasis on a task-oriented focus on teaching and learning. A focus on social exchange creates early childhood programs that lack opportunities for being in the present moment in an unforced, un-knowing way. Such programs achieve set goals but may lack moments of infinite mutuality and tenderness such as those observed in the research. Relations cannot form when there is a continual focus on what is understood and known, on past accomplishments and future objectives. The in-between has three aspects; being fully present, un-knowing and mutuality through love. This analysis provides new views that will encourage opportunities for children and staff to be with one another in simple but profound moments of the in-between.

This essay uses existential ideas of Jean-Paul Sartre to provide a philosophy of college piano performance teaching which includes awareness of freedom, abandonment and responsibility as a prerequisite for student-teacher interaction. To set the stage for the interaction the study uses Sartre's philosophy, illustrated with concrete examples from the world of piano teaching and performing, to describe what it means to be human. The author applies Sartre's writings about literature to support the idea of an engaged performance, relating it to existential psychoanalysis, making the performer and audience member realize freedom through choice, while addressing ideas of abandonment and performance anxiety. Sartre's philosophy is used to identify the roles both teachers and students play in the college environment as people and as performers. The study with the help of existentialism, describes the interaction between the different elements: teacher, student, performer, and human being, and provides a better understanding of the complexity of the pupil/professor relationship in the college piano performance program.

Martin Buber was an internationally known scholar, teacher, and author whose works covered education, communication, politics, theology, philosophy, counseling, and related fields. The purpose of this study was to discover the implications of Buber's philosophy of education for the student services profession. Previous attempts to relate Martin Buber's philosophy to student services were reviewed and a "Buber Primer" of useful terms for the student services professional was presented. The implications of education of character, dialogue, and educator-student relationship for four central questions for the student services profession were addressed: (1) Who are we as professionals?; (2) What are we supposed to do; (3) How?; and (4) Why? Buber proposes that education is essentially the education of character. Student services professionals should define themselves as educators; persons concerned with the development of the whole student. Buber defines dialogue as a seven step process: a turning of the being, confirmation, a sense of empathy, authenticity, common fruitfulness, silence, and commitment. Professional educators are encouraged to engage students in dialogue. Dialogue is defined as the delivery mechanism for developmentally based student services and for the education of character. Buber's concepts were related to the various activities of student services. Martin Buber's philosophy of dialogue and his 'education of character' should enhance the ability of professionals in student services to serve all students more intelligently and effectively. This study concluded that Martin Buber's philosophy belongs both in the vocabulary and the practice of student services. / Graduation date: 1990

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Antonia Darder. Includes supplementary digital materials. Includes bibliographical references (leaves 243-256) Available on microfilm from Pro Quest Information and Learning.

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As the 20th century comes to a close, humanity faces an unprecedented global ecological crisis. The postmodern tapestry which constitutes this dissertation is an educator's response to the crisis. My theory of Ecofeminist Literacy, a critical ecofeminist postmodern epistemology, constitutes the central design of this tapestry. The genesis of Ecofeminist Literacy represents the interweaving and synergism of diverse theoretical threads: Ecological Literacy, Ecofeminism, Critical Postmodern Hermeneutics, The Sociological Imagination, Gandhian Non-Violence, and Curriculum as a Process of Inquiry. Ecofeminist Literacy and its accompanying pedagogical theory, the Ecofeminist Inquiry Process, provide the basis for a politicized form of intentional culture change at all levels of schooling. Examples of the pedagogical implications of Ecofeminist Literacy and the Ecofeminist Inquiry Process for teacher education, professional development and education in the schools serve to further emphasize the significance of this critical ecofeminist postmodern epistemology. Ecofeminist Literacy provides a viable pathway towards a just and ecologically sustainable future for all living and non-living entities on Mother Earth.

Most adult human activities reflect a moral position. This thesis aims to show that art, as one form of human endeavour, follows suit. Consequently, art education should reflect this connection. In this thesis I make a philosophical investigation of one possible approach to art education. Furthermore, to be reflective of western society's emphasis on personal autonomy and authenticity, I contend that the only appropriate moral stance in education should be intuitive, non-calculating and non-utilitarian. / In order to philosophically illustrate and support my position, I use the aesthetic thoughts of Bergson and Nietzsche and put them in opposition. This is because they exemplify two opposite conceptions of morality that currently permeate society. Bergson's concept of aesthetics depends upon a stance of disinterest. Nietzsche's is utilitarian. The first exemplifies a humanist orientation that supports an altruistic morality and an aesthetics that puts emphasis on perception. This ethical position actually emerges from an active consciousness, a personal mode of being. On the other hand, Nietzsche's stance is a precursor to one strand of postmodern thought that may be described as a pragmatism oriented towards the achievement of power. This attitude excludes any possible form of disinterestedness. Indeed, Nietzscheism espouses a "noble egoism" and an impersonal mode of being that breeds a narcissistic and immature form of artistic creation. This is a creation that becomes a glorification and edification of oneself, albeit an impersonal self. This is a narcissistic attitude that finds an echo in some trends of contemporary art. / In regard to contemporary art, I argue that Nietzsche's influence may be seen in a deviant utilitarian morality that results in a scientistic and anti-aesthetic artistic current. This is a nihilistic trend evident in the work of artists such as Marcel Duchamp. As an alternative, I propose a Bergsonian "ethico-aesthetic" conception of art, inspired and encompassed by disinterestedness as a mature pedagogical value. From this perspective, instead of a neutral attitude, we maintain a more empathic position toward life and art. This altruistic morality produces a responsible and sensible art---concerned with the creation of common grounds. This suggests a need for a form of creation that unfolds from what Bergson could term a "mysterious" sentiment of obligation to bear witness to beauty, in all its forms, as a precisely non-utilitarian and disinterested experience of perception.