Made available in DSpace on 2015-05-14T16:53:26Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-06-11Bitstream added on 2015-05-14T16:58:49Z : No. of bitstreams: 1 000822823_20160611.pdf: 113874 bytes, checksum: 21314e20e9467735b9ef20e878f6127c (MD5) Bitstreams deleted on 2016-06-15T18:56:27Z: 000822823_20160611.pdf,. Added 1 bitstream(s) on 2016-06-15T18:57:09Z : No. of bitstreams: 1 000822823.pdf: 1688451 bytes, checksum: 2f999eea6606f787d979d6490c6eb400 (MD5) / O objetivo desta pesquisa é identificar, a partir de um levantamento etnológico em uma escola pública de Araraquara, a manifestação do mito trickster presente nas narrativas de professores, alunos, diretores e demais membros da comunidade escolar. Desta forma, pretendemos realizar o inventário dos variados mitemas tricksterianos que se repetem de forma recorrente nos relatos, revelando a função educativa deste mito e seu papel na emolduração dos comportamentos no cotidiano escolar no que se refere às estratégias dos educadores no trato com a desordem, a manifestação dos alunos, a vivência em sala de aula e o convívio nos ambientes escolares. Buscamos levantar, em primeiro lugar, os vários aspectos da mitologia do trickster através da leitura dos principais trabalhos em antropologia, psicanálise e literatura para identificar as variadas facetas desta figura ancestral contraditória. Em segundo lugar, buscamos no modelo etnológico proposto por Pierre Erny (1982) identificar, através de pesquisa de campo, as manifestações tricksterianas presentes na desordem escolar relatadas por professores, alunos e administradores. Por fim, tendo como base teórica a antropologia do imaginário de Gilbert Durand e seus desdobramentos na pedagogia do imaginário de Alberto Filipe Araújo e Maria Cecília Sanchez Teixeira, buscamos interpretar os dados colhidos com o objetivo de contribuir para o estudo da função criativa do trickster e suas inevitáveis conexões com a educação escolar. Incluímos aqui o suporte da socioantropologia do cotidiano de Michel Maffesoli que nos conduzirá ao estudo das sensibilidades ambivalentes que emergem do cotidiano vivido em toda a sua dramaticidade / The objective of this research is to identify, from an ethnological survey in a public school in Araraquara, the manifestation of the trickster myth in the narratives of teachers, students , principals and other school community members. Thus, we plan to conduct an inventory of mythemes varied tricksterianos that are repeated recursively on reports revealing the educational function of this myth and its role in framing behavior in everyday school life with regard to the strategies of educators in dealing with the disorder, the manifestation of the students, the experience in the classroom and coping in school environments. We seek to raise in the first place, the various aspects of the trickster mythology by reading the major works in anthropology, psychoanalysis and literature to identify the various facets of this contradictory ancestral figure. Secondly, we seek to ethnological model proposed by Pierre Erny (1982) identified through field research, the tricksterianas manifestations present in school disorder reported by teachers, students and administrators. Finally, the theoretical ground of the imaginary anthropology Gilbert Durand and its developments in the pedagogy of the imagination of Alberto Filipe Araujo and Maria Cecília Sanchez Teixeira, we seek to interpret the data collected with the aim of contributing to the study of the creative function of the trickster and its inevitable connections with school education. We include here the support of everyday socioantropologia Maffesoli that will lead us to the study of ambivalent sensitivities that emerge everyday living in all its drama

Orientador: Sueli Aparecida Itman Monteiro / Banca: Ricardo Ribeiro / Banca: Micael Carmo Côrtes Gomes / Banca: Débora Raquel da Costa Milani / Banca: Luci Regina Muzzeti / Resumo: O objetivo desta pesquisa é identificar, a partir de um levantamento etnológico em uma escola pública de Araraquara, a manifestação do mito trickster presente nas narrativas de professores, alunos, diretores e demais membros da comunidade escolar. Desta forma, pretendemos realizar o inventário dos variados mitemas tricksterianos que se repetem de forma recorrente nos relatos, revelando a função educativa deste mito e seu papel na emolduração dos comportamentos no cotidiano escolar no que se refere às estratégias dos educadores no trato com a desordem, a manifestação dos alunos, a vivência em sala de aula e o convívio nos ambientes escolares. Buscamos levantar, em primeiro lugar, os vários aspectos da mitologia do trickster através da leitura dos principais trabalhos em antropologia, psicanálise e literatura para identificar as variadas facetas desta figura ancestral contraditória. Em segundo lugar, buscamos no modelo etnológico proposto por Pierre Erny (1982) identificar, através de pesquisa de campo, as manifestações tricksterianas presentes na desordem escolar relatadas por professores, alunos e administradores. Por fim, tendo como base teórica a antropologia do imaginário de Gilbert Durand e seus desdobramentos na pedagogia do imaginário de Alberto Filipe Araújo e Maria Cecília Sanchez Teixeira, buscamos interpretar os dados colhidos com o objetivo de contribuir para o estudo da função criativa do trickster e suas inevitáveis conexões com a educação escolar. Incluímos aqui o suporte da socioantropologia do cotidiano de Michel Maffesoli que nos conduzirá ao estudo das sensibilidades ambivalentes que emergem do cotidiano vivido em toda a sua dramaticidade / Abstract: The objective of this research is to identify, from an ethnological survey in a public school in Araraquara, the manifestation of the trickster myth in the narratives of teachers, students , principals and other school community members. Thus, we plan to conduct an inventory of mythemes varied tricksterianos that are repeated recursively on reports revealing the educational function of this myth and its role in framing behavior in everyday school life with regard to the strategies of educators in dealing with the disorder, the manifestation of the students, the experience in the classroom and coping in school environments. We seek to raise in the first place, the various aspects of the trickster mythology by reading the major works in anthropology, psychoanalysis and literature to identify the various facets of this contradictory ancestral figure. Secondly, we seek to ethnological model proposed by Pierre Erny (1982) identified through field research, the tricksterianas manifestations present in school disorder reported by teachers, students and administrators. Finally, the theoretical ground of the imaginary anthropology Gilbert Durand and its developments in the pedagogy of the imagination of Alberto Filipe Araujo and Maria Cecília Sanchez Teixeira, we seek to interpret the data collected with the aim of contributing to the study of the creative function of the trickster and its inevitable connections with school education. We include here the support of everyday socioantropologia Maffesoli that will lead us to the study of ambivalent sensitivities that emerge everyday living in all its drama / Doutor

D.Ed. / This study originated from a need for an improved understanding of the legal academic as teacher. It is an ethnographic exploration of the culture of the legal academic as teacher. To this end, the aim was to create an image of the very essence of how legal academics create and live their lives as teachers. In exploring the culture of the legal academic as teacher, I drew on various theoretical concepts in literature. The four primary concepts framing this study theoretically are culture, identity, the teacher and the law domain. I conducted studies of three law teachers at a South African university through observation during class visitation, discussion about teaching in interview sessions and review of teaching related documents. In analysing the data a thematic pattern, constituting the findings emerged. From three categories namely students, self and discipline, and sub-categories, themes emerged. Based on the category of student with sub-category of care and support of students, the theme of supportive relationship with students emerged; the focus being on participants as law teachers’ attitudes and behaviour in as far as relationships with students are concerned. From the category of the self and sub-categories of seeking feedback and recognition, dedication and enjoyment materialised the theme of participants’ primary identity as teacher. From the category of discipline and the sub-categories of being a subject specialist, what participants teach and how they teach as well as the “universal” language of law the theme of social identity as teacher and the law teacher as subject specialist emerged. In line with the ethnographic design type of the study findings were organised according to two topics harmonious to cultural ethnographic writing namely the topic of social organisation of culture and the topic of ideational organisation of culture. Since the topic, social organisation of culture is concerned with social behaviour and the way that individuals organise themselves into interacting social systems, participants’ interaction with students and the way they mediate a sense of self within the social systems within which they function relates to the topic of social organisation. Findings suggest that participants share dimensions of their teaching role with academics in general and even teachers in general. These common dimensions mainly relate to the way that participants experience the self as teacher and the supportive relationships they forge with their students. One could therefore argue that features related to the sense of selfhood and relationship with students form part of a culture of academics at a macro level. Notwithstanding, both these components are integral to the teaching identities of the legal academics that participated in this study. From the perspective of participants’ sense of self, their identities as teachers have at its core a sense of choice. Not only do participants choose to be law teachers but also they demonstrate passion, take pride in teaching and constantly measure their success in order to ensure they live up to their own and their students’ expectations. In contrast to their individual selves, touched on above where identity is driven by self-interest in their relationship with students, participants were found to be sensitive and caring in their dealings with students.

M.Ed. / Please refer to full text to view abstract

This text is a venture in honoring principles manifest within conversations for being related. It focuses upon the relationship between culture and curriculum, combining academic discourse relating to the construction of identity, policy and curriculum with conversations undertaken with 42 members of a school community in Aotearoa New Zealand; the intention being to inform the project of teaching culture. This study contributes to curriculum theory by describing a 'language' for the processes and purposes of culture in education, and by modeling the principles of that 'language.' The 'language' describes the tone for conversations for being related, the assumption being that the speakers will contribute their own vocabulary. Principles of the suggested language include the following 'tonal' qualities: • adopting a global perspective of culture that honors particularities of the local context; • incorporating many ways of knowing culture and expressing that knowing; • developing non-oppositional interpretations of cultural difference; • perceiving the teaching of culture as a collaborative, long-term, holistic project; • affirming the coexistence of change and constancy in understandings of culture; • making explicit the teacher's curricular contribution to understandings of culture; • respecting the voices of community, voices that may amend and stand alongside the academic canon. In conclusion, this study suggests that while an initial premise of fluidity and complexity in understandings of culture is present in academic and community sources, so too are principles of constancy which emphasize relatedness. In order that these principles may inform understandings of culture in the teaching of culture, a revisionary perspective is needed towards the canon (particularly the sources of knowledge to be regarded as authoritative), and towards the research, interpretation and representation of understandings of culture. The development of a 'language for being related' is suggested as one way in which teacher and researcher understandings of culture might embrace diversity and equity issues in curriculum. This project contributes to the much needed discussion on ways in which 'culture' might work to promote a philosophy of education that combines many ways of knowing in conversations for being related. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Schooling is a social project of making futures. Youth and families navigate aspirations framed by perceptions of what is possible within starkly unequal conditions of possibility. In Cape Town, persistent colonial and apartheid geography that continues to normalize racialized inequality is made visible and reproduced in large part through schooling patterns and outcomes. The convergence of post-apartheid reforms and global neoliberal trends have accelerated processes of education marketization, including a growing sector of “affordable” private schools that claim to level uneven terrain and interrupt poverty by shaping upwardly mobile youth from township communities. Critics argue they fuel an educational crisis, causing further differentiation in an already inequitable system. Proponents point to failing state schools and assert families’ right to quality education. My research foregrounds perspectives and experiences of those confronted with this double bind between “choice” and “crisis.” Based on 21 months of ethnographic research including participant observation, 35 semi-structured interviews, six unfocused groups, and a 110-respondent educational autobiography survey, A Ticket to Life explores how students, alumni, families, and staff of a low-fee independent high school in Cape Town’s oldest township, navigate the racial and spatial politics of aspiration in an anti-Black city as well as how the school is embedded in the broader racialized politics of transnational education reform. Engaging anthropology, Black studies, and comparative education, I argue that the spatial and affective valences of aspiration are both violent and life-saving in the context of uneven geography, that deep investments in liberal individualist notions of aspiration compromise commitments to liberatory pedagogies, and that, in the context of global racial capitalism, aspiration is deployed as a portable logic to support the transnational spread of market-based education reforms. Nevertheless, youth, families, and educators (in schools and beyond) harness education as both a site and a strategy of struggle, in the process forging a capacity to conspire toward the inextricable goals of racial and spatial justice.

This dissertation is about how people are disciplined within the charter school sector of Washington DC. Here, discipline is used to mean both management and control as well as punishment. I trace how the logics of discipline found in a third grade classroom translate beyond the walls of the school. Those same logics can be found recursively throughout the sector from the Board room to the Mayor's office. Understanding how logics move throughout a system can ultimately lead to insight around how institutions can perpetuate, even as the people involved in said institutions change.

Analysis of NORC and DAS data from 1956 to 1980 shows continuous increases in support for equal treatment or equal status for minority group members. This change is found to result largely from a shift in the overall cultural environment in America. Education is found to have a constant effect in reducing prejudice even in periods of time and in subcultures generally hostile toward egalitarianism. Evidence shows the more educated have more access to sources of correct information. It is asserted that on the question of basic equality among men, women, and various racial or ethnic minorities the answer supported by facts is that all groups are quite equal in all innate abilities and potentials. Education is seen to give one greater access to this truth. Regional differences between the non-South and South, while large forty years ago, have continuously decreased. By 1980 there remain only small differences with the South still less egalitarian on most measures. It is predicted that egalitarian attitudes toward all groups will continue to increase in America because all factors associated with more egalitarianism, interdependence, organization and power of minority groups, and sharing of a common culture are increasing.

Esse trabalho tem como objetivo central investigar como o contexto sociocultural em que o aluno está inserido influencia sua maneira de se relacionar com o conhecimento científico. Para isso foram escolhidos 3 contextos distintos: uma escola particular da Zona Oeste de São Paulo (Escola Vera Cruz) e dois projetos de uma Organização não Governamental (ONG) chamada Instituto Acaia, que trabalha com estudantes de escolas públicas com perfis muito diferentes na Capital Paulista. Delimitados os contextos foram realizadas entrevistas, questionários e um conjunto de oficinas e/ou atividades educacionais visando observar como tais estudantes construíam modelos e por onde passavam seus respectivos pensamentos heurísticos. Em cada contexto foram escolhidos um conjunto diferente de atividades, visando estabelecer as propostas pedagógicas que mostravam de maneira mais clara como os estudantes pensavam e construíam modelos teóricos. Assim, optou-se por realizar 6 entrevistas semiestruturadas, um questionário virtual com cerca de 150 participantes, um questionário prévio com os alunos entrevistados e um conjunto de oficinas que colaboraram amplamente com as observações realizadas. Dentre as oficinas realizadas foram observados 3 trabalhos de campo (no Pantanal, no interior de São Paulo e no Vale do Ribeira), um projeto de ciência sobre a construção de instrumentos musicais, cursos eletivos de Astronomia e Física de Partículas, entre outros. A conclusão da pesquisa realizada abordou diversos âmbitos diretamente ligados ao processo educativo: a organização e estrutura do trabalho pedagógico, a influência do contexto sociocultural dos estudantes em seus processos de modelagem, a influência que esse contexto tem e deveria ter na construção curricular e, por fim, como isso impacta nas políticas públicas de larga escala. Possivelmente a principal ideia defendida nessa tese seja a necessidade da construção de um currículo e um curso de física menos propedêutico e mais epistemológico, visando contemplar questões relevantes nos contextos socioculturais dos estudantes. Neste sentido, a presente tese apoia-se nos conceitos de aprendizagem significativa de Ausubell e Zaballa, bem como na construção conceitual do socioconstrutivismo interativo amparado nas teorias de Lev Vygotsky e Charles Hadji. Dentre as muitas conclusões do trabalho destacam-se o papel da nota nas atividades propostas, a ruptura de preconceitos, o papel da linguagem como elemento estruturante do pensamento científico e a importância da construção de sentidos externos ao curso na mobilização dos estudantes de ensino médio. / The main aim of this work is to investigate the socio-cultural context in which the students are inserted and its influences in their way of relating to scientific knowledge. For that, three different contexts were chosen: a private school in West Zone of São Paulo (School Vera Cruz) and two projects of a non-governmental organization (NGO) called Acaia Institute, which works with students from public schools with very different profiles in São Paulo. With the context established, interviews, questionnaires and a set of workshops (and / or educational activities) were conducted in order to observe how students of these contexts built models and the pathway of their respective heuristic thoughts. In each context were chosen different set of activities in order to establish the educational proposals that could show more clearly how students thought and built theoretical models. Thus, it was decided to hold 6 semi-structured interviews, a virtual questionnaire with about 150 participants, a previous questionnaire with interviewed students and a set of workshops, cooperating extensively with the observations. Among the workshops, it were observed 3 external activities (at Pantanal, in the country side of São Paulo and in the \"Vale do Ribeira\"), a science project about the construction of musical instruments, elective courses of Astronomy and Particle Physics, among others. The conclusion of the survey covered many areas directly related to the educational process: the organization and structure of pedagogical work, the influence of socio-cultural context of the students in their modeling process, the influence that the context has and should have in the curriculum construction, and, finally, how it impacts public policy in a large scale. Probably the main idea defended in this thesis is the need to build a resume and a physics course less propaedeutic and more epistemological, seeking to include relevant issues in socio-cultural contexts of students. In this sense, this thesis relies on the concepts of meaningful learning from Ausubell and Zaballa as well as on the conceptual construction of interactive socio-constructivism supported by Lev Vygotsky and Charles Hadji theories. Among the many findings of the present work, is the role of grades in the proposed activities, the breaking of prejudices, the role of language as a structural element of scientific thought and the importance of building external senses to the course in the mobilization of high school students.

Nesta tese apresento a autobiografia como uma possibilidade de pesquisa em educação (Berkenbrock-Rosito, 2009; Gusdorf, 1991; Paula Carvalho, 1998; Ricoeur, 1991 e 1994; Ferreira-Santos, 1998, 2003 e 2005; Ferreira-Santos & Almeida, 2012), admitindo que a narrativa autobiográfica oportunize o reconhecimento das marcas geradas pela e na pessoa, que ao narrar expressa o seu modo de ser, o seu imaginário. Parte-se do princípio de que o imaginário é a força motriz dos processos de criação e, portanto, da formação dos educadores numa perspectiva da antropologia educacional. Ao narrar seu percurso a educadora tem a oportunidade de reconhecer sua própria autoria, seu modo particular de criar novas experiências a partir das trocas geradas em seu cotidiano. Ao narrar a educadora também pode recriar-se. A narrativa de si, como pesquisa autobiográfica, expressa pelo imaginário o sentido da obra a que cada pessoa dedica sua vida, revelando a diversidade dos seus itinerários de formação. Revela-se como uma oportunidade de reelaboração e de imersão no processo formativo, possibilitando o reconhecimento da obra do narrador ao ressignificar sua própria história. Ao narrar meu percurso profissional pelo caminho da educação, reconheci as marcas de minha autoria impressas em cada uma das experiências profissionais nas quais atuei, como professora alfabetizadora, professora no ensino fundamental, médio e superior, e também como gestora e formadora na rede pública no ensino fundamental e na educação infantil. Em cada uma destas experiências cotidianas reconheci a força do imaginário nos processos formativos. Força manifesta pelas produções autorais, quando deixamos de reproduzir o que fizeram conosco e passamos a criar nosso próprio modo de imprimir nossa marca no que fazemos. A narrativa de si emerge como obra inacabada gerada no trajeto antropológico da pessoa em seu constante processo de constituição, na incessante troca de suas pulsões subjetivas e da objetividade de seu meio sócio-cultural. / In this thesis I present the autobiography as a possibility of research in education (Berkenbrock-Rosito, 2009; Gusdorf, 1991; Paula Carvalho, 1998; Ricoeur, 1991 and 1994; Ferreira-Santos, 1998, 2003 and 2005; Ferreira-Santos and Almeida, 2012), assuming that the autobiographical narrative give brand recognition generated by and in person, when recounting that expresses his way of being, your imagination. It starts from the principle that the imagination is the driving force of the processes of creation and therefore the training of educators from the perspective of educational anthropology. In recounting his journey the teacher has the opportunity to recognize their own making, his particular way of creating new experiences from the exchanges generated in their daily lives. In recounting the educator can also recreate themselves. The narrative itself as autobiographical research expressed by the imaginary sense of the work that each person dedicates his life revealing the diversity of its training itineraries. It is revealed as an opportunity to restate and immersion in the training process, enabling the recognition of the narrator\'s work to reframe their own history. In recounting my career the way of education, I recognized the printed marks of my own in each of the professional experiences in which I worked as a literacy teacher, teacher in primary, secondary and higher education, as well as manager and trainer in public in primary and early childhood education. In each of these everyday experiences I recognized the imaginary strength in the formative processes. Force manifested by copyright productions, when we fail to reproduce what they did to us and we started to create our own way to print our brand in what we do. The narrative itself emerges as unfinished work generated in the anthropological path of the person in their constant process of constitution in the constant exchange of their subjective impulses and objectivity of their socio-cultural environment.