Made available in DSpace on 2016-04-27T14:30:53Z (GMT). No. of bitstreams: 1 Nilda da Silva Pereira.pdf: 4242955 bytes, checksum: d8b5e87efa3c99e8b8283aec88c79b90 (MD5) Previous issue date: 2012-01-31 / Fundação Ford / The aim of the thesis is to investigate the ethics as thought by Enrique Dussel as a curricular possibility for teaching human rights. It seeks to defend human rights teaching in basic education. All the pedagogic explicitness of human rights is based upon the Ethics of liberation, a critical ethics and a life ethics. We analyzed theoretically school projects selected through the National Award for Education, 2008 and 2010 editions, promoted by the Brazilian Ministry of Education, and Special Secretariat for Human Rights of Presidency of Republic of Brazil. We believe that these initiatives are good references about Brazil s education proposals on human rights in basic teaching. Those projects are concrete demonstrations that brazilian schools are building education in human rights. To develop the analysis, we highlight the contents of the projects worked; why they came; what were the real needs that led to its elaborations; theoretical processes; how the activities were launched; the results towards the transformation; and finally, relate the actions taken with the liberating praxis, linked to the ethics of life. The thesis provides aid to school in order to adopt ethics as a necessary reflection, to assist in discussions about violence, justice, racism, solidarity, ethics, etc., awakening the students for the exercise of citizenship and attention to human rights. The research is one of qualitative basis, a theoretical investigation of the ethics/morals from the philosopher Enrique Dussel / O objetivo da tese é investigar a ética pensada por Enrique Dussel como possibilidade curricular voltada para o ensino dos direitos humanos. Procura defender o ensino em direitos humanos na educação básica. Toda a explicitação pedagógica dos direitos humanos se embasa na Ética da libertação, uma ética crítica e da vida. Analisamos teoricamente projetos de escolas selecionados por meio do Prêmio Nacional de Educação em Direitos Humanos, edições 2008 e 2010, promovido pelo Ministério da Educação e pela Secretaria Especial de Direitos Humanos da Presidência da República do Brasil. Acreditamos que essas iniciativas são boas referências brasileiras de propostas de educação em direitos humanos na educação básica. Esses projetos são exemplos concretos de que escolas do Brasil estão construindo educação em direitos humanos. Para desenvolver a análise, destacamos dos projetos os conteúdos trabalhados; por que eles surgiram; quais foram as necessidades concretas que levaram a suas elaborações; os processos de fundamentação teórica; como foram desencadeadas as atividades; seus resultados rumo à transformação; e, por fim, relacionamos as ações desenvolvidas com a práxis libertadora, ligada à ética da vida. A tese propicia ajuda à escola no sentido de adotar a ética como reflexão necessária, auxiliar nas discussões sobre violência, justiça, racismo, solidariedade, ética etc., despertando os(as) alunos(as) para o exercício da cidadania e atenção aos direitos humanos. A pesquisa é de base qualitativa, uma investigação teórica da ética/moral do filósofo Enrique Dussel

The Ethics of Liberation in the Age of Globalisation and Exclusion by the Latin American philosopher Enrique Dussel aims to be 'a day to day ethics, starting from and in favour of the immense majorities of humanity excluded from globalisation, in the historic 'nonnality' that is presently prevalent' 1 • Dussel's Ethics is based around the material principle of 'the production, reproduction and development of life', the formal discursive principle that decision-making processes should be open to all those affected by them, and the principle of (ethical and empirical) feasibility. Ethical critique and liberatory practice, Dussel argues, should start from and be carried out by the 'victims' of the partial or non-realisation of these principles. Nevertheless, the discussion of Dussel's philosophy has tended to stay at the philosophical level. This thesis moves beyond this discussion by relating the universal principles Dussel proposes to the concrete experiences of two movements that are insisting on universalistic normative ideas in the context of globalisation and eicclusion: The Zapatistas in Mexico and the Narmada Bachao Andolan (Save Narmada Movement - NBA) in India. My study of these concrete struggles to challenge victimisation reveals both the similarities between their nonnative content and Dussel's principles and the complex questions that arise in attempts to realise these normative principles precisely in the situations of domination and exclusion that Dussel takes as his starting-point. While some of these questions constitute a challenge to rethink aspects of the philosophical debate, others can only legitimately be answered by those who participate in practical attempts to challenge material and discursive exclusion. From this background, the relationship between philosophy and practice becomes an important question in itself. / The Joseph Rowntree Charitable Trust

The thesis aims to provide a critical assessment of Camilo Torres' concept of efficacious love in the light of a hermeneutics and ethics of liberation, to contribute theoretically to theological reflection upon the mission of the Protestant and Roman Catholic churches in Colombia, and generally in Latin America. It proposes the thesis that the theology of Camilo Torres, viewed from the perspective of a hermeneutics and an ethics of liberation, can be foundational for seeking, constructing, and sustaining peace with justice in a context of oppression and violence. Based on the theological analysis, the academic and spiritual motivation should respond to two fundamental questions in our academic inquiry: what foundation exists in Camilo Torres' theology for the construction of a just, peaceful, liberative society and to enable proximity to the excluded, victimized, and poor population in Colombia to be achieved? And how can we as Christians respond to the grace of God in living efficaciously the values of the Kingdom of God, in order to bring structural changes in Colombia? The implications of the answers to those questions would result in the possibility to execute an integrating theological proposal for peace with justice for the church in Colombia. In an interpretative mode, we consider critically the multidisciplinary interaction of some of the theological foundations of liberation theology. Our task consists in clarifying and constructing theological presuppositions for a dialectical examination of the historical and current situation in Colombia, viewed in the light of the internal problems and realities. Thus, it is our intention in order to attempt a significant interdisciplinary juncture, to examine and interpret such relevant concepts as efficacious love, faith with works, kenosis, hypostatic union, hermeneutics and ethics of liberation, social justice, personal and collective socio-political conversion, and a praxis of faith as the church's mission in response to the Colombian context of poverty and violence.

Made available in DSpace on 2016-04-27T14:32:22Z (GMT). No. of bitstreams: 1 Francisco Josivan de Souza.pdf: 935050 bytes, checksum: 71ef1c3e293a2929f04419023c4aecff (MD5) Previous issue date: 2008-11-26 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study is about the urgency of an ethical and aesthetically mindful School for the humans who compose it. It s based on the indigenous myth of The Stone Home , of the Mỹky people. In this myth, House and Way appear like archetypes that intertwine themselves with the stillness and the wager, as who s dreaming of Walking from the Home to the hope that will be the construction of the coziness. The desire inside this work is a School that can be a cozy place. In this School, living together with the Other, we wagered in the not-yet dream, that will only be extant, if we leave Home and, from it, start an ethical-aesthetical way of living. The School is the necessary ethos of developing life in its totality; it is the Home from where students gaze at the way and build possible dreams, pro-ject the possible Utopia. Finally, a curriculum that rouse to the delight, then the desire of this Walking will be, itself, Aesthetic. Otherwise, it will not be creative Walking, it will be blunting. Similarly, the aesthetical dimension is, necessarily, an opened Way; it is curriculum. Walking is aesthetically building curriculum. This work´s purpose is to transform curriculum into verb and it is certain that it will be ethos for the tempting action of the human way of being educated and educator / Este é um trabalho acerca da premência de uma Escola ética e esteticamente atenta para os humanos que a compõem. Parte do mito indígena da Casa da Pedra, do povo Mỹky. Neste mito, Casa e Caminho aparecem como arquétipos que se entrelaçam com a quietude e a aposta, como quem sonha, da Casa, Caminhar para a esperança, que será a construção do aconchego. O que se deseja neste trabalho é uma Escola que seja espaço aconchegante. Nessa Escola, convivendo com o Outro, apostemos no sonho que ainda-não-é e que só será se sairmos da Casa e, a partir dela, vivermos ético-esteticamente. A Escola é o necessário ethos de realização do desenvolvimento da vida em sua integralidade; é a Casa de onde educandos miram o estradar e criam os sonhos possíveis, pro-jetam a utopia possível. Finalmente, um currículo que provoque o encantamento e o desejo do Caminhar será, em-si, Estético. Do contrário, não será Caminhar criativo, mas embotamento. Da mesma forma, a dimensão estética é, necessariamente, Caminho aberto; é currículo. Caminhar é fazer currículo esteticamente. Este trabalho propõe transformar o currículo em verbo e está certo que será ethos para a ação sedutora do humano-educando-educador