The aim of the study was to investigate and gain an in-depth understanding of the lived experience of Self-Leadership among employees in organizations in Sweden with high degree of Self-Leadership Culture (SLC). To furfill the purpose, a qualitative method was applied in the form of unstructed interviews, whith four participants, which was analysed in an IPA analysis (Interpretative Phenomenological Analysis).                The results showed three themes that consisted of Control, Alone isn´t always strong, Stop and reflect. Freedom was an overaching theme that was experienced as very important and highly valuated in Self-Leadership. Other themes were Control, where there being a need to experience self-control, while not wanting to be controlled by others. Alone isn´t always strong is a theme that is associated with the dilemma of wanting to be independent and perceived as a strong individual, while at the same time feeling a need for support and a belonging to others. The last theme was about the ability to stop and reflect, which in this essay means that the participants experienced value in finding and using strategies to enable them to take a break from a stressed work environment, to reflect, to keep motivated, and to plan ahead, which was sometimes perceived as a challenge.  The conclusion showed for example that it could be valuable if more employees were given the oppurtunity to work more freely under responsibilities, as it seems to be a factor in the success of both job satisfaction, performance and overall well-being. External control seemed to inhibit motivation. Another important aspect was the need for support and belonging to others, although this was not aways explicitly stated. Furthermore, the study showed that it would be valuable if employees were also given be the time and tools for reflection, for such things as mindfulness and stress management. / Syftet med studien var att undersöka och få fördjupad förståelse för upplevelsen av självledarskap hos anställda på organisationer i Sverige med hög grad av Self-Leadership Culture (SLC). För att uppfylla syftet, tillämpades en kvalitativ metod i form av fem ostrukturerade intervjuer, vilka analyserades genom en IPA analys (Interpretative Phenomenological analysis). Resultatet visade tre teman som bestod av Kontroll, Ensam är inte alltid stark, Stanna upp. Ett gemensamt och övergripande tema var Frihet, vilket upplevdes vara högt värderat inom självledarskapet. Kontroll innefattar i studien ett behov av att besitta egen kontroll, samtidigt som respondenterna inte ville bli kontrollerade av andra. Ensam är inte alltid stark är förknippat med dilemmat att vilja vara självständig och stark, och samtidigt uppfylla behovet av stöd och samhörighet med andra. Det sista temat handlade om att Stanna upp, vilket innebar att respondenterna behövde strategier för att kunna stanna upp i en stressad tillvaro, reflektera, bibehålla motivationen och planera framåt, vilket kunde upplevas som en utmaning. Slutsatsen visade exempelvis att det vore värdefullt om fler anställda fick möjligheten och tilliten att jobba mer fritt under ansvar, då det var en framgångsfaktor både i jobbtillfredställelse, prestanda och i välbefinnande. Yttre kontrollerande tycktes hämma motivationen. Ytterligare en viktig aspekt var behovet av stöd och tillhörighet till andra, även om inte det inte alltid uttrycks explicit. Vidare visade studien att det vore värdefullt om anställda kunde erbjudas tid och verktyg inom reflektion, såsom mindfulness och stresshantering.

Inledning: Eftersom den psykodynamiska psykoterapin har kraftig konkurrens från andra terapiformer, samtidigt som kraven på effektivitet, snabbhet och evidens från hälso- och sjukvårdsetablissemanget är starka, är det viktigt att som psykodynamiker delta i diskursen kring den psykodynamiska psykoterapins vetenskapsteoretiska status. Hur kan man karakterisera den psykodynamiska psykoterapin om den dels inte är identisk med psykoanalys, dels heller inte automatiskt kan inordnas i det medicinsk-biologiska paradigmet? Uppsatsen har som syfte att definiera och undersöka om psykodynamisk psykoterapi kan betraktas som behandling och/eller en moralisk etisk praxis. Frågeställningar: Psykodynamisk psykoterapi – är den en egen humanvetenskap? Hur kan man definiera och se på behandling och behandlingsmål i den psykodynamiska psykoterapin? Metod: Litteraturstudie med en hermeneutisk ansats. Resultat: Det finns olika sätt att se på den psykodynamiska psykoterapin när det gäller dess vetenskaplighet. Frågan om psykodynamisk psykoterapi är behandling i gängse medicinsk bemärkelse, har heller inget enkelt entydigt svar. Till synen på behandling hör också målet med densamma. Hur man betraktar behandlingsfrågan blir också vägledande för hur man ser på behandlingsmålet. En skiljelinje går mellan uppfattningen om den psykodynamiska psykoterapin som vetenskap och/eller teknik. Diskussionen om psykodynamisk psykoterapi är en vetenskap eller flera, har betydelse för dess ställning i den vetenskapliga världen. Diskussion: Valet av litteraturstudie som metod avgjordes på grundval uppsatsens syfte och karaktär. Det är möjligt att se den psykodynamiska psykoterapin i annat vetenskapligt ljus än det positivistiska t.ex. fenomenologiskt och hermeneutiskt. Psykodynamisk psykoterapi kan ses både som en vetenskap och en teknik samt som en etisk verksamhetspraxis. Slutsatsen för uppsatsarbetet är att man kan se på den psykodynamiska psykoterapin som en moralisk, etisk behandlingsmetod som med både hermeneutiska och fenomenologiska metoder/tekniker söker uppnå inre frihet, självkännedom och ansvarstagande för medvetnare livsval hos subjektet. Behandlingsmålet blir då att minska neurotiskt och annat lidande hos subjektet samtidigt som lidandets omedvetna ursprung integreras.

Made available in DSpace on 2016-08-10T11:07:07Z (GMT). No. of bitstreams: 1 MARIA GERALDA SANTOS DE SOUSA.pdf: 656862 bytes, checksum: f0d02286d7ca1f0603d265606ce76541 (MD5) Previous issue date: 2015-03-18 / This research focuses on reflections about the imaginary presented in the book Incidente em Antares by Erico Verissimo. This book was published in 1971, and it has been through research in order to develop studies on the imaginary from this symbolism in this work. When it is read considering the symbols, it is observed that the work presents reflective connotation, his speech is metalinguistic and reflects on own literariness, language and knowledge about the time. The work will still be observed from the perspective of mythopoetic that supports the idea of Antare s space as artistic creation and creation revisited the imaginary. Nevertheless, the consideration of the genre in which the work is limited is of particular importance because it carries the nature of magic realism, which makes the impossible possible and discusses its own likelihood. The research is characterized as exploratory, bibliographical and phenomenological character. The author who form the corpus of research is Erico Verissimo, author of the regionalist novel 30. The proposed problem is the analysis of symbolic structures present in the literariness of the novel Incidente em Antares. The work will be developed in three chapters. The analysis of the work is supported by the theoretical Gilbert Durand, Gaston Bachelard and Northrop Frye. It is expected that the work can contribute to further research using the imaginary / Esta pesquisa centra-se em reflexões sobre o Imaginário na obra Incidente em Antares, de Érico Veríssimo, publicada em 1971, e tem-se por meio da pesquisa o objetivo de desenvolver estudos sobre o imaginário a partir do simbolismo presente em tal obra. Ao fazer a leitura a partir de símbolos, observou-se que a obra apresenta conotação reflexiva, seu discurso é metalinguístico e reflete sobre a própria literariedade, a linguagem e o saber de um tempo. A obra foi também observada pelo viés da mitopoética que sustenta a ideia do espaço antarense como criação artística e revisitada pelo imaginário. Ainda, a consideração sobre o gênero em que a obra se circunscreve foi de especial importância, por comportar a natureza do realismo fantástico, o que torna possível o impossível e problematiza a própria verossimilhança. A pesquisa caracterizou-se como exploratória, de caráter bibliográfico e fenomenológico. O autor que forma o corpus da pesquisa é Érico Veríssimo, que participou do romance regionalista de 30. O problema proposto foi a análise das estruturas simbólicas presentes na literariedade do romance Incidente em Antares. O trabalho foi desenvolvido em três capítulos. A análise da obra tem como suporte os teóricos Gilbert Durand, Gaston Bachelard e Northrop Frye. Espera-se que o trabalho possa contribuir para mais pesquisas utilizando o imaginário.

Made available in DSpace on 2016-06-02T19:35:28Z (GMT). No. of bitstreams: 1 TeseSRQAZ.pdf: 1323187 bytes, checksum: 2c07e5414eb44b6e8b04b44da7e179e8 (MD5) Previous issue date: 2006-03-17 / Universidade Federal de Sao Carlos / The Practical of Education, as integrating disciplines between the specific knowledge of Sciences and the pedagogical knowledge for the teaching exercise have become the locus of the quarrel about educational formation. In this work we present the results of a research carried through a project of intervention, made with Chemistry studensts, based in the Investigative Methodology, in the development of the discipline Practical of Chemical Education I and II, at the Universidade Federal de São Carlos. The objective of this research was to search the perceptions of the students about their own learning and its transference to other contexts, useing the referencial considered by the Fenomenology and by Social Semiotic for data analysis. This analysis confirms the potential of the methodology proposal in the metacognitive development of the students and indicates a process in their conceptions. Gradually they perceive the construction of learning strategies as a process of personal construction. On the other hand, a valuation of this construction occurs as professional knowledge that needs to be developed in the pupils through the performance of the teacher (transference to other contexts and applicability of the knowledge). The reflection propitiated for the students took them to recognize the complementarity between teaching and learning, becoming both unassociable.The pupils were capable to construct and to reconstruct the meaning of learn with the final point in the perception of the responsibility for the own process of learning and in the necessity of applying these knowledge in new contexts, including the professional activity. / As Práticas de Ensino, na qualidade de disciplinas integradoras entre o conhecimento específico das Ciências em geral e os conhecimentos pedagógicos para o exercício docente, têm se tornado o locus da discussão sobre a formação para o ensino. Neste trabalho, apresentamos o resultado de uma pesquisa realizada através de um projeto de intervenção, levado a termo com licenciandos em Química com base numa proposta que utilizou a Metodologia Investigativa, no desenvolvimento das disciplinas Prática de Ensino de Química I e II, na Universidade Federal de São Carlos. O objetivo da pesquisa foi buscar as percepções dos sujeitos de pesquisa a respeito da própria aprendizagem e sua transferência a outros contextos e utilizou-se o referencial proposto pela Fenomenologia e Semiótica Social para a análise dos dados. Esta análise confirma o potencial da metodologia proposta no desenvolvimento metacognitivo dos sujeitos e indica um processo evolutivo em suas concepções. Gradualmente, eles percebem a construção de estratégias de aprendizagem como um processo de construção pessoal. Por outro lado, ocorre uma valorização desta construção como conhecimento profissional que precisa ser desenvolvido nos alunos através da atuação do professor (transferência a outros contextos e aplicabilidade do conhecimento). A reflexão propiciada pela sujeitos levou-os a reconhecer a complementaridade entre ensinar e aprender, tornando-se ambos processos indissociáveis. Os alunos foram capazes de construir e reconstruir o significado de aprender com o ponto de chegada na percepção da responsabilidade pelo próprio processo de aprendizagem e na necessidade de aplicar estes conhecimentos a novos contextos ação, ou seja, na atividade profissional.

Bc. Rostislav Ježek Diploma thesis - Husserl and neurofenomenology: Epoché, interview, practice Abstract The theme of this work is conception of practical usage of epoché in phenomenology, where epoché is carried out by philosopher in his lone meditation, and in the project of neurophenomenology, where epoché is to be found in the situation of interview. The aim of this work is, on the base of reflexion of the general practical framework of epoché, to put a question of the nature of epoché in phenomenology and of possibilities of its usage in neurophenomenology. These question will be anwered during the elaboration of progressive carrying out of epoché of experience of the one, who carries it out. We will see its natural affinity with the common attitude and with neurophenomenological epoché, which otherwise may seem naiv. Then, we will try to show, that Husserl's late theory of transcendental idealismus may be grasped as a conception of the influence, which the epoché exerts upon the experience of the one, who carries it out. At the end, we will try to show, that neurophenomenological research and research of neurophenomenology give phenomenology an oportunity to think deeper about its own methods. We will show, that the conception of dependence of the situation of the practical carrying out of epoché can...

Text in Afrikaans / Euro-centric (Western) therapeutic approaches in psychotherapy are criticized by several authors as being unsuitable in an African context. The reconciliation of the contrasting approach of world- and human views regarding individualism (Western) and collectivism (Africa) is being questioned. In this research a qualitative approach was used. The objectives were to explore, describe and to explain the use of gestalt play therapy with the adolescent who suffered trauma due to the loss of one or both parents, in a multicultural context. Case studies were done on three adolescents in eight therapeutic sessions of Gestalt play therapy. The finding and conclusion of this research showed that Gestalt play therapy could be used with the traumatised adolescent in a multicultural context. The child could be understood from a holistic point of view as the individual as well as a member of a cultural group. / Social Work / M. Diac. (Play Therapy)

Esta pesquisa averigua a forma como tem sido estabelecido o estatuto de recepção de algumas obras de arte no registro bruto/culto. Os artistas que abordamos são frequentemente classificados segundo tais categorias, ainda que tradicionalmente opostas: Arthur Bispo do Rosario (1909-1989), artista cujas obras foram alinhadas à Arte Contemporânea, e Judith Scott (1943-2005), artista com apenas algumas obras inseridas no campo da Arte Moderna e Contemporânea. O intento é examinar se os critérios e modos de leitura, praticados por críticos e curadores em mostras e exposições nacionais e internacionais, contemporaneamente, têm observado o vivido como significante preponderante do acervo desses artistas ou se, por outro lado, a prática é a de aproximação e incorporação no sistema de arte por aspectos meramente formais. Através do recolhimento da literatura referida a esses eventos, pretendemos explicitar os critérios de leitura e de fruição das obras desses artistas que compartilham o gosto por materiais têxteis, cujo processo de tecimento/destecimento é ingrediente-base de suas poéticas, mas que participam do sistema de arte em diferentes estatutos de integração. Finalmente, a pesquisa visa investigar até que ponto o sentido da escolha de têxteis no desenvolvimento de suas mitopoéticas foi considerado no campo da recepção crítica. A meio termo, destacamos um olhar de dentro do sistema de arte, contabilizando alguns dos pronunciamentos da artista francesa contemporânea Louise Bourgeois (1911-2010), considerando-os especialmente em dois aspectos que nos interessam neste estudo: sua relação com os têxteis, dos pontos de vista formal ou conceitual, e também sua singular perspectiva sobre o processo criativo e o engajamento do criador. A artista não tece julgamentos ou considerações de modo a estabelecer uma delimitação ou alguma fronteira entre os campos (in-) e (out-)sider, o que torna sua perspectiva particularmente atrativa. Colaborar para a reflexão sobre a interpretação de obras estrangeiras à esfera da arte institucionalizada é importante instrumento de compreensão dos processos de construção do saber artístico e de consolidação da fortuna crítica, além de proporcionar uma discussão sobre a possibilidade de pensar lArt Brut a partir de um ponto de vista do próprio sistema de arte / This research aims to enquire how the statute of some art works has been established in the outsider/cultivated art reception register. In this approach the artists are often classified accordingly to those categories, even though they are traditionally opposites: Arthur Bispo do Rosario (1909-1989), an artist whose works are linked to the contemporaneous art, and Judith Scott (1943-2005), an artist who has only some of her work included in the modern and Contemporary Arts system. The intent is to examine what is the criteria and reading tools currently used by curators and art critics in both national and international exhibits, to evaluate if they have considered that bulk of work as something of significant value or if the approach is one of incorporating it into the system in merely formal terms. Through the investigation of the available literature related to those events, we intend to think the criteria used in the evaluation and fruition of those artists work. They have in common the preference for textile materials; the weaving/unweaving process is the basis of their poetic. However, they hold different status of integration in the arts system. Finally, this research aims to investigate how much the choice of textile materials in the development of mythopoetic has been considered and accepted by the critics. In the middle ground, we point to a view that is inside the arts system, listing some of the pronoucements of the contemporary french artist Louise Bourgeois (1911-2010), regarding specially two aspects of interest in the present study: her relation with textiles, be it from the formal or conceptual point of view, and also her singular perspective about the creative process and the creators commitment to it. The artist does not judge or deliberate in order to establish or set out a boundary between the fields of (in-) and (out-)sider art, which makes her perspective even more interesting. Reflecting on the interpretation of foreign works connected to the institutionalized art is an important and valuable contribution to the construction of artistic knowledge and to the consolidation of critical fortune. It also provides a discussion on how to consider the possibility of viewing the Outsider Art from the art systems perspective

Made available in DSpace on 2016-04-28T20:57:13Z (GMT). No. of bitstreams: 1 TERESA PALETTA LOMAR.pdf: 764358 bytes, checksum: 838c90591f54aab8d3bc8d4fa7fcdb6d (MD5) Previous issue date: 2007-05-11 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The main objective of this research was to get to know how teachers in a public school in the city of São Paulo, Brazil, understand dialog in educational practices inside a classroom environment where a full-time educational project is being implemented, following the dialogic perspective of teaching. The understanding of dialog this research is based on comes from the works of Paulo Freire and Martin Buber. For these two authors, education toward humanization can´t happen without dialog because this is the most essential human attitude by which man surpasses his condition as an object to wholy become subject. This research is qualitative with a fenomenological-existentialist basis. Four teachers involved in the ongoing project in the school participated in this study, and with whom five meetings were arranged where reflexive interviews were done following Szymanski´s proposal. The analysis of the data was inspired by existential fenomenology hermeneutics to reveal the meanings of dialog present in the understanding of the teachers. The results that were reached show comprehension of dialog as communication, associated with liberty and to consideration towards others. The results, though, show it is unassociated to educational practice which should, instead, establish limits and exert power in order to exercise responsibility. This research indicates the need for reflection and deepening of the meaning of dialogical education by teachers, reaffirming its libertarian character based on a responsible authority that promotes responsibility in fellow students / A presente pesquisa buscou conhecer como o diálogo situado na prática educativa em sala de aula é compreendido por professoras de uma escola pública do município de São Paulo, na qual está sendo implementado um projeto de educação em tempo integral, segundo a perspectiva dialógica de ensino. A compreensão de diálogo aqui adotada fundamenta-se nos pensamentos de Paulo Freire e Martin Buber. Segundo estes dois autores, a educação, estando à serviço do processo de humanização, não pode se fazer sem diálogo, já que este consistiria na atitude essencial humanizadora, por meio da qual o Homem ultrapassa a condição de objeto e realiza-se plenamente como sujeito. Trata-se de uma pesquisa qualitativa de base fenomenológico-existencial. Participaram do estudo quatro professoras envolvidas no projeto em andamento na escola, com as quais foram feitos cinco encontros coletivos para realização de entrevistas reflexivas, segundo a proposta de Szymanski. A análise dos dados inspirou-se na Fenomenologia Existencial de cunho hermenêutico para se desvelar os sentidos de diálogo presentes no discurso das professoras. Os resultados alcançados apontam para a compreensão do diálogo como comunicação, associada à liberdade e à consideração do Outro. Apareceu, porém como dissociado da ação educativa que estabelece limites e exerce poder, chamando ao exercício da responsabilidade. O trabalho indica a necessidade de se aprofundar a concepção de educação dialógica junto a professores, reafirmando seu caráter ao mesmo tempo libertário e calcado em uma autoridade responsável e responsabilizadora em relação aos educandos

Text in Afrikaans / Euro-centric (Western) therapeutic approaches in psychotherapy are criticized by several authors as being unsuitable in an African context. The reconciliation of the contrasting approach of world- and human views regarding individualism (Western) and collectivism (Africa) is being questioned. In this research a qualitative approach was used. The objectives were to explore, describe and to explain the use of gestalt play therapy with the adolescent who suffered trauma due to the loss of one or both parents, in a multicultural context. Case studies were done on three adolescents in eight therapeutic sessions of Gestalt play therapy. The finding and conclusion of this research showed that Gestalt play therapy could be used with the traumatised adolescent in a multicultural context. The child could be understood from a holistic point of view as the individual as well as a member of a cultural group. / Social Work / M. Diac. (Play Therapy)

Esta pesquisa averigua a forma como tem sido estabelecido o estatuto de recepção de algumas obras de arte no registro bruto/culto. Os artistas que abordamos são frequentemente classificados segundo tais categorias, ainda que tradicionalmente opostas: Arthur Bispo do Rosario (1909-1989), artista cujas obras foram alinhadas à Arte Contemporânea, e Judith Scott (1943-2005), artista com apenas algumas obras inseridas no campo da Arte Moderna e Contemporânea. O intento é examinar se os critérios e modos de leitura, praticados por críticos e curadores em mostras e exposições nacionais e internacionais, contemporaneamente, têm observado o vivido como significante preponderante do acervo desses artistas ou se, por outro lado, a prática é a de aproximação e incorporação no sistema de arte por aspectos meramente formais. Através do recolhimento da literatura referida a esses eventos, pretendemos explicitar os critérios de leitura e de fruição das obras desses artistas que compartilham o gosto por materiais têxteis, cujo processo de tecimento/destecimento é ingrediente-base de suas poéticas, mas que participam do sistema de arte em diferentes estatutos de integração. Finalmente, a pesquisa visa investigar até que ponto o sentido da escolha de têxteis no desenvolvimento de suas mitopoéticas foi considerado no campo da recepção crítica. A meio termo, destacamos um olhar de dentro do sistema de arte, contabilizando alguns dos pronunciamentos da artista francesa contemporânea Louise Bourgeois (1911-2010), considerando-os especialmente em dois aspectos que nos interessam neste estudo: sua relação com os têxteis, dos pontos de vista formal ou conceitual, e também sua singular perspectiva sobre o processo criativo e o engajamento do criador. A artista não tece julgamentos ou considerações de modo a estabelecer uma delimitação ou alguma fronteira entre os campos (in-) e (out-)sider, o que torna sua perspectiva particularmente atrativa. Colaborar para a reflexão sobre a interpretação de obras estrangeiras à esfera da arte institucionalizada é importante instrumento de compreensão dos processos de construção do saber artístico e de consolidação da fortuna crítica, além de proporcionar uma discussão sobre a possibilidade de pensar lArt Brut a partir de um ponto de vista do próprio sistema de arte / This research aims to enquire how the statute of some art works has been established in the outsider/cultivated art reception register. In this approach the artists are often classified accordingly to those categories, even though they are traditionally opposites: Arthur Bispo do Rosario (1909-1989), an artist whose works are linked to the contemporaneous art, and Judith Scott (1943-2005), an artist who has only some of her work included in the modern and Contemporary Arts system. The intent is to examine what is the criteria and reading tools currently used by curators and art critics in both national and international exhibits, to evaluate if they have considered that bulk of work as something of significant value or if the approach is one of incorporating it into the system in merely formal terms. Through the investigation of the available literature related to those events, we intend to think the criteria used in the evaluation and fruition of those artists work. They have in common the preference for textile materials; the weaving/unweaving process is the basis of their poetic. However, they hold different status of integration in the arts system. Finally, this research aims to investigate how much the choice of textile materials in the development of mythopoetic has been considered and accepted by the critics. In the middle ground, we point to a view that is inside the arts system, listing some of the pronoucements of the contemporary french artist Louise Bourgeois (1911-2010), regarding specially two aspects of interest in the present study: her relation with textiles, be it from the formal or conceptual point of view, and also her singular perspective about the creative process and the creators commitment to it. The artist does not judge or deliberate in order to establish or set out a boundary between the fields of (in-) and (out-)sider art, which makes her perspective even more interesting. Reflecting on the interpretation of foreign works connected to the institutionalized art is an important and valuable contribution to the construction of artistic knowledge and to the consolidation of critical fortune. It also provides a discussion on how to consider the possibility of viewing the Outsider Art from the art systems perspective