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O desenvolvimento das emoções e sentimentos da criança na construção de sua personalidade: as atividades artísticas como mediadoras desse processo na escola / The development of the emotions and feelings of the child on the personality build: the artistic activities as mediators of this process in the schoolFelix, Tatiane da Silva Pires [UNESP] 26 July 2018 (has links)
Submitted by Tatiane da Silva Pires Felix (tatianefelix2@gmail.com) on 2018-09-22T19:28:18Z
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Tese Tatiane Felix Final 22 09.pdf: 4533980 bytes, checksum: e378dc7d836fbb42ac635a2cb16da6b0 (MD5) / Rejected by Claudia Adriana Spindola null (claudia@fct.unesp.br), reason: Solicitamos que realize correções na submissão seguindo as orientações abaixo:
- Acrescentar a seguinte expressão do financiador nos agradecimentos :
O presente trabalho foi realizado com apoio da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Código de Financiamento 001
- Se tiver o número do processo acrescentar
Agradecemos a compreensão.
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Previous issue date: 2018-07-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta tese de doutorado tem por objeto de pesquisa a relação entre um processo interventivo formativo do ensino de artes e o desenvolvimento das emoções e sentimentos de estudantes em idade escolar. As emoções e sentimentos são compreendidos nesta tese a partir do referencial da teoria histórico-cultural, que as define como elementos de uma unidade psicofísica constituinte da personalidade dos sujeitos, não estando apartados do intelecto humano, porém constituindo-se como uma função do psiquismo. Desta forma, esta tese também tem por intuito aprofundar a compreensão das emoções e sentimentos como funções do psiquismo, como aspecto indissociável do pensamento e da consciência humana. Assumimos também, como nosso referencial, o materialismo histórico-dialético e a pedagogia histórico-crítica, no sentido de embasar e qualificar a defesa de que é necessário não somente constatar o papel das emoções e sentimentos no desenvolvimento humano, mas também que é preciso pesquisar e transformar a realidade objeto da investigação em uma direção humanizadora. Ou seja, defendemos, nesta tese, a importância de um processo interventivo e formativo por meio do ensino das artes para compreender, e ao mesmo tempo, criar novas possibilidades para o desenvolvimento das emoções e sentimentos humanos e da personalidade dos estudantes participantes da pesquisa. Assim, para a construção e defesa desta tese, foi realizado um processo de intervenção formativa de ensino das artes que contou com 26 encontros semanais, com duração média de 90 minutos junto à 08 estudantes de um segundo ano de uma escola de ensino fundamental de Presidente Prudente. Este processo interventivo e formativo foi organizado em 04 etapas, a de verificação dos conhecimentos das crianças acerca das temáticas das artes e emoções e sentimentos, a de momentos de apropriação dos clássicos acerca da música e das pinturas, a de transmissão de técnicas fundamentais à produção artística da música e pintura e a de produção artística de quadros de autorretrato e de composição coletiva de uma música. Tais etapas foram pensadas e efetivadas no sentido de proporcionar aos estudantes, tanto que se apropriassem de manifestações artísticas das pinturas e da música, quanto que generalizassem as emoções e sentimentos humanos, transformando suas personalidades em sua totalidade cognitivaafetiva. Portanto, defendemos a tese de que a organização e efetivação do processo de ensino intencional por meio das artes pôde garantir que os estudantes se apropriassem dos significados sociais das emoções e sentimentos humanos, passando assim a generalizar suas próprias vivências, e desenvolvendo-se em uma direção genérico-humana. / This PHD thesis aims to research the relation between an formative interventional process of the teaching of arts and the development of the emotions and feelings of students of school age. Emotions and feelings are understood in this thesis from the frame of historical-cultural theory, which defines them as elements of a psychophysical unity constituent of the personality of the subjects, not being separated from the human intellect, but constituting itself as a function of the psyche. In this way, this thesis also intends to deepen the understanding of emotions and feelings as functions of the psyche as an inseparable aspect of human thought and consciousness. We also assume, as our referential, historicaldialectical materialism and historical-critical pedagogy, in order to base and qualify the defense that it is necessary not only to verify the role of emotions and feelings in human development, but also to research and transform the reality of research in a humanizing direction. That is, we defend in this thesis the importance of an interventional and formative process through the teaching of the arts to understand and at the same time create new possibilities for the development of human emotions and feelings and the personality of the students participating in the research. Thus, for the construction and defense of this thesis, a process of formative intervention of arts teaching was carried out, with 26 weekly meetings, with a mean duration of 90 minutes, together with the 08 students of a second year of a primary school of President Prudent. This intervention and training process was organized in four stages: the verification of the children's knowledge about the themes of the arts and emotions and feelings, the moments of appropriation of the classics about music and paintings, the transmission of techniques essential to production artistic production of music and painting, and artistic production of self-portrait paintings and the collective composition of a song. These steps were designed and implemented to provide students with both artistic and artistic manifestations of paintings and music, and to generalize human emotions and feelings, transforming their personalities into their cognitive-affective totality. Therefore, we defend the thesis that the organization and realization of the process of intentional teaching through the arts could ensure that students take ownership of the social meanings of human emotions and feelings, thus generalizing their own experiences and developing into a generichuman direction.
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Känslostormar : Emotionellt lärande vid museer / Storm of Emotions : Affective learning at museumsAndersson, Jimmy January 2016 (has links)
The emotional part of a museum experience is being debated and there is research pointing towards the affective part of learning. The purpose of this study is to examine how museum pedagogues reason about the usage of affective learning in their work and to investigate whether they consider affective pedagogy is a part of their work or not. Furthermore how they consider themselves working, or not working, with feelings in their pedagogy. A key factor in this study has been to work interdisciplinary with both museum pedagogy and social science with theoretical perspectives of feelings such as happiness, sadness, anger, disgust and fear, and with theories such as Feelings & materiality and Pedagogy of Feeling. Methodologically a qualitative interview study museum pedagogues have been used together with observation of four Swedish state- and country museums. In this thesis it is shown that the interviewed museum pedagogues indeed have acknowledged the fact that the museum is an affective place, but the interviewed had different way of make use of feelings. They all agree on the fact that feelings can support the learning process, and that all the different feelings have their own effect on learning. Also that the museum pedagogues have some influence on the feeling that the exhibitions are to emit, which could be used in the pedagogues favor if the exhibition consists of hard and problematic feelings. However, in contrast to this it seems that few of the museum pedagogues discuss the affective influence of a upcoming exhibition or program, or evaluate a project in what feeling the visitors experienced during the visit. This is a two years master’s thesis in Archive, Library and Museum studies.
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How COVID-19 affected immigrant housekeeper work in SwedenJakovele, Elza January 2022 (has links)
The hotel industry employees have been one of the most affected people in the industry by the Covid-19 pandemic. Immigrant workers and women are not an exception. Considering the literature gap on investigating immigrants in hospitality in Sweden, this thesis aims to understand the immigrant housekeeper worklife post Covid-19. Using a qualitative approach, this study participants were interviewed to share and voice their concerns. Findings indicated that room attendants have faced poor job conditions, additional issues on seeking a job as immigrants, and Covid-19 only hardened existing working conditions.
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Vliv taneční výchovy na náladu a pocity jedince s paraplegií / The Influence of Dance Training on Mood and Feeling of People With ParaplegiaKaplanová, Kateřina January 2012 (has links)
Title: The influence of dance training on mood and feelings of people with paraplegia Objectives: The objective of this work was to detect using POMS questionnaire, whether the dance education has a positive effect on mood of people with paraplegia. Specifically, we focused on feelings such as depression, activity, anxiety and fatigue. Methods: The survey is a quantitative type using the POMS questionnaire (Profile of Mood State). Research has become a set of 40 people with paraplegia. 20 people were the control group and 20 persons were experimental group. Results: Dance education has significantly reduce the feeling of depression, anxiety, fatigue, and increase activity in patients with paraplegia. Dance in our case, show better results than any other sporting activity. Keywords: Dance education, paraplegia, mood, feelings, emotions, sports, music, adapted physical activities
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Aula do corpo / Body classesNoronha, Rodrigo de Azevedo 14 May 2010 (has links)
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Previous issue date: 2010-05-14 / This study discusses the participation of the body in the cognitive process in a regular school, more specifically about classes for children of seven and eight year old, age group that the author has specialized with its entitled Body Classes.
The text contrasts the content contained in the Brazilian National Curriculum Standards offered by the Ministry of Culture and Education to the content involved in this Body Classes.
Then it discusses the multiplicity of meanings that involve the word body and how they can be interwoven with education in the formatting of a student to serve the dominant interests.
The study goes on to ask questions and suggest new possibilities of ideas about the body in class, stressing the importance of emotions and feelings in the cognitive process. It is based on recent neurobiological findings, specifically with Humberto Maturana and Antonio Damásio, who put the live - body in the genesis of thought. These studies question the extent of rationality of the Cartesian thinking when they suggest not a separation (substance dualism), but an inevitable interaction between mind and body.
This study is also in the thoughts of Edgar Morin and his pedagogy for the future that contrasts the Complex to the Cartesian thought and also discusses the pedagogical function of formatting of the student in schools that invest in a mentalist and competitive education.
Finally, the study presents its own fragility / O presente estudo pretende discorrer sobre a participação do corpo no processo cognitivo em uma escola regular, mais especificamente sobre aulas para crianças de sete e oito anos, faixa etária que o autor tem se especializado com a sua intitulada Aula do Corpo.
O texto contrapõe os conteúdos contidos nos Parâmetros Curriculares Nacionais oferecidos pelo Ministério da Cultura e Educação aos conteúdos envolvidos nesta Aula do Corpo.
Discorre sobre a multiplicidade de significados que envolvem a palavra corpo e de como estas podem estar entrelaçadas com a educação na formatação de um corpo para servir aos interesses dominantes.
O estudo passa então a questionar e sugerir novas possibilidades de olhares sobre o corpo, realçando a importância das emoções e sentimentos no processo cognitivo. Fundamenta-se em recentes descobertas neurobiológicas, mais especificamente com Humberto Maturana e Antonio Damásio, que colocam o corpo - vivo na gênese do pensamento. Estas pesquisas questionam o alcance da racionalidade do pensamento cartesiano quando sugerem não uma separação (dualismo de substância), mas uma interação inexorável entre mente e corpo.
Este estudo fundamenta-se também nos pensamentos de Edgard Morin e sua pedagogia para o futuro que contrapõe o pensamento complexo ao pensamento cartesiano e que também problematiza a função pedagógica de formatação do indivíduo nas escolas que privilegiam uma educação mentalista e competitiva.
Para finalizar, o estudo expõe sua própria fragilidade
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O consumidor envergonhado: uma investigação das relações entre o sentimento de vergonha e os significados do consumoSauerbronn, João Felipe Rammelt 03 1900 (has links)
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Previous issue date: 2007-03 / Consumer researchers from multiple tendencies had already noticed the importance of understanding the emotional phenomena associated to consumption. Emotions are key components of the human behavior and help understand the consumer behavior as well. In my thesis I present an analysis of the relationship between the feeling of shame and the meanings of consumption. Following Bagozzi, Gürhan-Canli, and Priester (2002) proposal, I had adopted an approach focused on the social basis of emotions. Although people can experience emotions privately, some emotional responses emerge from interpretations triggered by social events. In order to access the feelings experienced by the individuals during consumption I had chosen an interpretative perspective for the research. As a consequence of my epistemological option it was necessary for me to use a coherent methodological approach. The interpretative interactionism had provided a very useful resolution to the problems of analyzing the voluminous data that results in a qualitative research. The use of the interpretive interactionism was very helpful not only during the data analysis but also during the writing process. Each chapter of my thesis present a phase of the method as proposed by Denzin (1989). I could remain fully focused on the phenomenon under study because of the progressive (step-like) character of the analysis. This method made it possible to reach the perspectives of the respondents through their languages, attitudes and thoughts. I had achieved a rich and complete interpretation of the consumption experiences related to the feeling of shame. Three cases broadly represent the data retrieved and present to the reader a close examination of the elements used on the interpretation process. It was clear that the feeling of shame could influence and change the meanings of consumption of goods and services and change the consumer evaluation about it. Such clarification can be useful to marketers and researchers interested in the unpredictability of the consumer behavior. / O estudo das emoções no consumo é fundamental para a expansão do conhecimento da área de marketing. Pesquisadores de consumo de múltiplas tendências já perceberam a importância de se compreender mais profundamente os fenômenos emocionais associados ao consumo. Esta tese apresenta uma análise das relações entre o sentimento de vergonha e os significados de consumo. Utilizei uma abordagem de orientação sociológica, focada nas relações entre o indivíduo e o grupo na construção de seus sentimentos. Para poder penetrar no mundo dos sentimentos vividos pelos indivíduos, adotei uma perspectiva interpretativa para a pesquisa. Como conseqüência direta de minha opção epistemológica, foi necessária a utilização de uma abordagem metodológica capaz de alcançar os conjuntos de significados subjetivos dos indivíduos organizados dentro de um contexto social. Essencialmente, ficou demonstrado que o interacionismo interpretativo (DENZIN, 1989) ofereceu uma solução útil e consistente para os problemas de análise dos volumosos dados resultantes da abordagem qualitativa. A utilização do interacionismo interpretativo permitiu que eu permanecesse totalmente focado no fenômeno sob estudo devido às características progressivas (step-like) da análise. Além disso, a abordagem adotada tornou possível o acesso às perspectivas dos participantes através de suas linguagens, atitudes e pensamentos. Como resultado, obtive uma interpretação mais rica e completa das relações de consumo que envolvem a vergonha. Foram construídos três casos que representam de forma abrangente as entrevistas capturadas. Estes três casos ofereceram indicações suficientes para a discussão acerca dos principais pontos levantados. Ficou claro que a vergonha pode agir de maneira a constituir e modificar o significado de consumo de bens e serviços e alterar a avaliação do consumidor com relação a estes. Além disso, o estudo da vergonha pode ter conseqüências práticas para o marketing uma vez que este sentimento está relacionado ao estímulo ou desestímulo do consumo, além de surgir como resposta para algumas experiências de consumo.
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