SOUSA, Elaine Freitas . Narrativas de vida e processo de espiritualização dos professores do ensino religioso. 2011. 175f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2011. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-06T12:21:25Z No. of bitstreams: 1 2011_Dis_EFSOUSA.pdf: 8175454 bytes, checksum: e2eb96660240673ded3d9d5b1b717c96 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-10T11:38:15Z (GMT) No. of bitstreams: 1 2011_Dis_EFSOUSA.pdf: 8175454 bytes, checksum: e2eb96660240673ded3d9d5b1b717c96 (MD5) / Made available in DSpace on 2012-07-10T11:38:15Z (GMT). No. of bitstreams: 1 2011_Dis_EFSOUSA.pdf: 8175454 bytes, checksum: e2eb96660240673ded3d9d5b1b717c96 (MD5) Previous issue date: 2011 / Este trabalho fez parte da pesquisa guarda-chuva intitulada As narrativas de vida das(os) professoras(es) do ensino religioso: as aprendizagens experienciais no círculo reflexivo biográfico, coordenada pela professora doutora Ercília Maria Braga de Olinda. Envolvemos 08 professores do Ensino Religioso (ER) lotados nas escolas públicas municipais de Fortaleza localizadas nas diferentes regionais. O objetivo geral da pesquisa consistiu em compreender, a partir das narrativas de vida dos professores, como se deu/ se dá seu processo de espiritualização e como este foi/ é influenciado pelo trato com os conteúdos do ER. Em relação aos objetivos específicos, procuramos: explicitar o conceito de espiritualidade e processo de espiritualização; identificar as concepções dos professores sobre religião, espiritualidade e Ensino Religioso, problematizando as relações entre estes conceitos; analisar em que medida o trabalho com os conteúdos do ER aprofunda a busca de espiritualização; mapear os sujeitos, eventos, espaços, instituições e processos significativos na busca de espiritualidade; apontar as aprendizagens experienciais feitas ao longo da trajetória de vida do professor do ER. Para tanto privilegiamos a pesquisa (auto)biográfica, trabalhando com o seguinte dispositivo de pesquisa e de formação: o Círculo Reflexivo Biográfico (CRB) desenvolvido ao longo de oito encontros, em que, utilizamos uma diversidade de linguagens e de atividades que proporcionaram um processo de biografização, levando à feitura de uma "biografia educativa". Todo o trabalho empírico foi realizado com os professores de forma colaborativa, propiciando a reflexividade crítica sobre o significado dos eventos, sujeitos, espações, instituições e processos significativos na trajetória de vida. Durante o processo nos deparamos com os desafios da busca de articulação entre o singular e o plural, uma vez que as narrativas abrangiam aspectos pessoais, comunitários, profissionais, familiares e religiosos. Em relação aos conceitos centrais, destacamos: espiritualidade, experiência e experiência formadora, a partir das elaborações advindas de vários autores, com destaque para Leonardo Boff, Paulo Freire, John Dewey, Marie- Christine Josso e Ercília Maria Braga de Olinda. Concluímos, estabelecendo elos entre as categorias teóricas e as falas dos sujeitos que eles têm plena consciência do seu processo de espiritualização em que aparecem as quatro dimensões: transcendência, caminho, serviço ao próximo e compromisso ético-político. As instituições que mais se destacaram e propiciaram experiências formadoras foram família e igreja. A pertença religiosa é tida como importante caminho para o processo de espiritualização, desde que seja vivido em toda sua plenitude e engajamento. Por fim, destacamos a importância da pesquisa na formação desses sujeitos, através do reconhecimento de si, de suas práticas, dos conteúdos que trabalham, com a responsabilidade que atuam para contemplar dimensões do humano, tão complexas e significativas, de forma a entender seu verdadeiro papel social e como essa dimensão espiritual encontra-se vinculada não apenas em uma dimensão transcendente e pessoal, mas principalmente, com o outro e no contexto social.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / Este trabalho fez parte da pesquisa guarda-chuva intitulada As narrativas de vida das(os) professoras(es) do ensino religioso: as aprendizagens experienciais no cÃrculo reflexivo biogrÃfico, coordenada pela professora doutora ErcÃlia Maria Braga de Olinda. Envolvemos 08 professores do Ensino Religioso (ER) lotados nas escolas pÃblicas municipais de Fortaleza localizadas nas diferentes regionais. O objetivo geral da pesquisa consistiu em compreender, a partir das narrativas de vida dos professores, como se deu/ se dà seu processo de espiritualizaÃÃo e como este foi/ à influenciado pelo trato com os conteÃdos do ER. Em relaÃÃo aos objetivos especÃficos, procuramos: explicitar o conceito de espiritualidade e processo de espiritualizaÃÃo; identificar as concepÃÃes dos professores sobre religiÃo, espiritualidade e Ensino Religioso, problematizando as relaÃÃes entre estes conceitos; analisar em que medida o trabalho com os conteÃdos do ER aprofunda a busca de espiritualizaÃÃo; mapear os sujeitos, eventos, espaÃos, instituiÃÃes e processos significativos na busca de espiritualidade; apontar as aprendizagens experienciais feitas ao longo da trajetÃria de vida do professor do ER. Para tanto privilegiamos a pesquisa (auto)biogrÃfica, trabalhando com o seguinte dispositivo de pesquisa e de formaÃÃo: o CÃrculo Reflexivo BiogrÃfico (CRB) desenvolvido ao longo de oito encontros, em que, utilizamos uma diversidade de linguagens e de atividades que proporcionaram um processo de biografizaÃÃo, levando à feitura de uma "biografia educativa". Todo o trabalho empÃrico foi realizado com os professores de forma colaborativa, propiciando a reflexividade crÃtica sobre o significado dos eventos, sujeitos, espaÃÃes, instituiÃÃes e processos significativos na trajetÃria de vida. Durante o processo nos deparamos com os desafios da busca de articulaÃÃo entre o singular e o plural, uma vez que as narrativas abrangiam aspectos pessoais, comunitÃrios, profissionais, familiares e religiosos. Em relaÃÃo aos conceitos centrais, destacamos: espiritualidade, experiÃncia e experiÃncia formadora, a partir das elaboraÃÃes advindas de vÃrios autores, com destaque para Leonardo Boff, Paulo Freire, John Dewey, Marie- Christine Josso e ErcÃlia Maria Braga de Olinda. ConcluÃmos, estabelecendo elos entre as categorias teÃricas e as falas dos sujeitos que eles tÃm plena consciÃncia do seu processo de espiritualizaÃÃo em que aparecem as quatro dimensÃes: transcendÃncia, caminho, serviÃo ao prÃximo e compromisso Ãtico-polÃtico. As instituiÃÃes que mais se destacaram e propiciaram experiÃncias formadoras foram famÃlia e igreja. A pertenÃa religiosa à tida como importante caminho para o processo de espiritualizaÃÃo, desde que seja vivido em toda sua plenitude e engajamento. Por fim, destacamos a importÃncia da pesquisa na formaÃÃo desses sujeitos, atravÃs do reconhecimento de si, de suas prÃticas, dos conteÃdos que trabalham, com a responsabilidade que atuam para contemplar dimensÃes do humano, tÃo complexas e significativas, de forma a entender seu verdadeiro papel social e como essa dimensÃo espiritual encontra-se vinculada nÃo apenas em uma dimensÃo transcendente e pessoal, mas principalmente, com o outro e no contexto social.

As a growing population ventures forth into the 21st century, people are living longer than ever before. Recent statistics indicate an ever-increasing adult population. With a larger and older population, communities will find themselves striving to ensure a high quality of life for these persons. Individuals, as well, will find themselves seeking out activities that will keep them actively involved and engaged in their post-retirement years. The purpose of this biographical study was to explore the motivations for lifelong learning and engagement in the life of Evelyn McQueen Cook, a seventy-five year-old resident of Johnson County, Tennessee. Her life is presented in the context of an educational narrative and analyzed within the contextual and theoretical framework of lifelong learning. Data were collected through a series of interviews with the subject. Interviews were recorded and tapes of the interviews were transcribed. Using interpretative analysis, data were examined to determine themes. Further information was collected through photographs, postcards, letters, and certificates. Findings were presented thematically within a chronological context. The importance of family, formal educational opportunities, the influence of teachers, the opportunity to travel extensively, self-directed learning, cultural experiences, career choices, and involvement in community all emerged as strong motivations for pursuit and engagement in learning opportunities over the span of her life. Financial concerns, lack of confidence, ability, or interest, long-held beliefs or feelings, loneliness and a sense of isolation, gender and being an only child, and age all emerged as distracters or barriers to learning. Recommendations included the need to provide adults more opportunities that allowed them to reflect upon their educational experiences, both formal and informal. Specific recommendations were noted for predominately rural communities. A need for further educational biographies was also suggested.

In the postmodern Information Age (digital and wireless) with the expanded globalization of economies worldwide, there has been a vast transformation of workplace and educational systems. Thus, new meanings for educational practices and learning are evolving. Medical and social literature has suggested that learning throughout the lifetime is the key to successful living. The literature proposed that all types of education (formal, informal, and nonformal) may be a factor in the total well-being of the increasingly older adult population. Consequently, there is an increased need to understand the characteristics, traits, beliefs, and attitudes that generate the incentive for individuals to become lifelong learners. The purpose of this study was to examine the life of Elizabeth Armetta Gammon Pendleton and identify the characteristics, personality traits, beliefs, and attitudes that distinguish her as a lifelong learner. From an interpretivist perspective, this study assumed that all reality is internal. The rationale of this educational biography was to explore the phenomenon of lifelong learning while also celebrating the unique life of Elizabeth Pendleton. This study employed a detailed narrative description of her life and interviews with people who knew her to construct and develop a theory grounded in oral and traditional history under the framework of lifelong learning. As a native of a small rural community in the Appalachian Mountains, Pendleton lived a healthy and optimistic life as a student, teacher, leader, and role model for her family, friends, coworkers, and community members. She experienced formal, informal, and nonformal learning for 95 years. Although she never used the phrase "lifelong learner," she certainly had an inclination toward lifelong learning. The value of this study of Pendleton's life journey emerges in the form of naturalistic and user (reader) generalizations within the framework of lifelong learning. The study of Elizabeth Pendleton's life journey yielded valuable insights that provide an understanding of the phenomenon of lifelong learning and the challenges that researchers, educators, employers, and individuals face as new meanings for educational practices and learning evolve.

This study is an investigation of Dr. Laura Jane Harper's tenure, achievements, and contributions to Virginia Tech from 1949-1980. Throughout Virginia Tech's history, examples of leadership, scholarship, and service have been recorded about students, faculty, and administrators; however, female administrators are overlooked in these collections. Using archival and interview data collection techniques and historical biographical methods, we will examine Harper's influences to the profession, significant contributions in the areas of scholarship, administration, and as a mentor for minorities and women. Harper was born on August 18, 1914 in Jackson, Mississippi. She attended and graduated from Belhaven College in 1934 with a bachelor degree, a master of science degree in 1948 from the University of Tennessee, and a doctorate in 1956 from Michigan State University. From 1960 until 1964, she served as dean of the School of Home Economics for both Radford College (now known as Radford University) and VPI (now know as Virginia Tech). After 1964, Harper continued to serve as the Dean of the Home Economics College at VPI with additional responsibilities until her retirement in 1980. During Harper's tenure she touched the lives of many and made several contributions to the institution in which she was employed. Harper worked at Virginia Tech as a professor, researcher, department head, and dean for over 31 years in the home economics discipline; however, the legacy she left continues. / Master of Arts

Utifrån Normaliseringsprincipen och demokratiska strömningar under andra hälften av 1900-talet påbörjades på skolområdet en integreringsprocess. Begreppet inkludering introducerades senare för att markera skolans ansvar i frågan. Trots inkluderingsuppdraget har avskiljande lösningar inom skolan åter blivit vanliga. Studier om rörelsehindrade barns skolvardag visar att det förekommer många exkluderande situationer i skolan, ofta omedvetna och i tron att dessa är bäst för eleven. Dessa situationer är en följd av att skolan inte arbetar på organisationsnivå med inkluderingsfrågor. Syftet med denna studie har varit att belysa inkluderingsaspekter i skolan för elever med rörelsehinder. Deltagarna i studien var tre unga personer med rörelsehinder som gått inkluderade i skolan. Studien har en livshistorisk ansats där deltagarna berättade om sina skolminnen, som sedan analyserades utifrån Tangens modell om fyra dimensioner: tid, mening, relationer, samt självbestämmande och kontroll. Deltagarna bedömer att de i den inkluderade skolverksamheten utvecklats, men att de många gånger fått kämpa för sin rätt och ibland fått lösa uppkomna situationer själva. De har alla haft elevassistent. De unga vuxna som deltagit i studien är positiva till inkludering och menar att detta har gett dem bättre möjligheter i deras vuxna liv. Vidare forskning kan vara longitudinella studier om elever med funktionsnedsättningar och fortsatta studier, hur den marknadsanpassade skolan påverkar elever med funktionsnedsättningars möjligheter att gå inkluderade, studier om elevassistentens funktion samt hur inkluderande idrottsundervisningen ska bedrivas för elever med rörelsehinder. / Based on the Normalization Principle and democratic movements in the second half of the 1900s an integration process considering school began. The concept of inclusion was introduced later to mark the school's responsibility in the matter. Despite the inclusion mission separation solutions for school has again become common. Studies on disabled children's school day shows that there are many exclusive situations in school, often unconscious, and in the belief that these are the best for the student. These situations are a result of schools not working at the organizational level with inclusion issues. The purpose of this study was to illuminate the inclusion aspects of the school for students with disabilities. Participants in the study were three young people with disabilities who have included the school. The study has a life-historical approach in which participants talked about their school memories, which were then analyzed based on Tangen´s model in four dimensions: time, meaning, relationships, and self-determination and control. The participants believe that they included in the school system evolved but they often had to fight for their rights and sometimes had to resolve arisen situations  themselves. They have all had a student assistant. The young adults who participated in the study are positive towards inclusion and believe that this has given them better opportunities in their adult lives. Further research may be longitudinal studies of students with disabilities and further studies, how the market-school affects students with disabilities and their ability to be included at  school, studies on student assistant's function and how inclusive physical education should be conducted for students with disabilities.