Made available in DSpace on 2016-04-04T18:33:09Z (GMT). No. of bitstreams: 1 Armando Lourenco Filho.pdf: 1255286 bytes, checksum: 19d1453f0efcd8caeacc8645bdee6978 (MD5) Previous issue date: 2013-02-20 / The issue of this dissertation is the student?s autonomy, considered in the dimension of their intellectual emancipation as a fundamental basis for the successful development of educational activities, as well as the development of active citizens. This research was based on the philosophical method, elaborated from bibliographic review under the perspective of philosophy of education. The question that leaded our research was: what are the challenges to promote student?s autonomy? To answer this question, we investigated the concept of the student?s autonomy in the classical educational conceptions: in Antiquity, the Socratic-Platonic Paideia and also the Modern Age, the Enlightenment, the conceptions of Rousseau and Kant and further Dewey s democratic-progressive pedagogy. Then we draw Brazilian educational history timeline highlights, in order to find also some concern about the issue of student?s autonomy, from the beginning of the Colonial period and reaching the first years of the Brazilian Republic, with the diffusion of the New Education of Dewey. At last, we developed a reflection about the challenges for the promotion of the student?s autonomy, in an effort to answer to our initial question. In this sense we found, a challenge that involves the discussion about a meaning of a good education, covering the issues of quality, freedom and education for citizenship. Similarly the discussion about the performance of the teacher and the student inside the educational process: about their roles and responsibilities. In this direction, we indicate to the need of student s commitment on learning processes and highlight their individual responsibility for the construction of knowledge. / A tem?tica dessa disserta??o de mestrado ? a quest?o da autonomia discente, pensada na dimens?o da emancipa??o intelectual dos educandos, como caracter?stica fundamental para o bom desenvolvimento das atividades educacionais, bem como para a forma??o de cidad?os ativos. Pensamos essa tem?tica na perspectiva do m?todo filos?fico, elaborado a partir de revis?o bibliogr?fica, sob o prisma da filosofia da educa??o. A pergunta que orientou nossa investiga??o foi: quais os desafios para a promo??o da autonomia discente? Para responder a essa quest?o, partimos da investiga??o do conceito de autonomia discente nas concep??es educacionais cl?ssicas, a saber: na Antiguidade, a Paideia socr?tico-plat?nica e, na Idade Moderna, a concep??o Iluminista, nas perspectivas de Rousseau e de Kant e a pedagogia democr?tico-progressista de Dewey. Em seguida procuramos tra?ar, de forma longitudinal, um panorama da educa??o no territ?rio brasileiro, a fim de encontrarmos tamb?m alguma preocupa??o com a quest?o da autonomia discente, partindo do per?odo Colonial alcan?ando os primeiros anos da Rep?blica, com a difus?o dos ideais da Escola Nova. Por fim, desenvolvemos uma reflex?o mais direta sobre os desafios para a promo??o da autonomia discente, procurando, com isso, responder ? nossa quest?o inicial. Encontramos, nesse sentido, um desafio que envolve a discuss?o do que seria uma boa educa??o, abrangendo a quest?o da qualidade, da liberdade e da forma??o para cidadania, bem como, outro desafio na discuss?o sobre a atua??o dos principais elementos do processo educativo, o professor e o aluno, a respeito das suas atribui??es e responsabilidades. Nessa dire??o, percebemos a necessidade do envolvimento ativo e produtivo do educando nos processos de aprendizagem e, destacamos a sua responsabilidade individual para a constru??o do conhecimento.

Made available in DSpace on 2014-12-17T15:12:13Z (GMT). No. of bitstreams: 1 IrisFS.pdf: 350369 bytes, checksum: 48d8d7ef4da71e5e1de0f74ded139a84 (MD5) Previous issue date: 2006-07-07 / This thesis aims at studying the concept of participation according to John Scotus Eriugena. The development of our research is based on an identification of Eriugena s sources, investigating the concept of participation since Dyonisus and the Greek Christian fathers, until the Periphyseon. To Eri?gena, the terms that are brought together in participation God, causes, and effects are, while everything that falls out of participation is not. Leaning on his understanding of the relation between cause and effect, according to which the effects participate in the cause and somehow are contained in it, he told us that all things and beings subsist eternally in God, and that God can signify Himself through the created things and beings. To Eriugena, creatures exist because they participate in the Divine Nature and receive their being from It, for nothing truly exists outside of It. / A presente disserta??o tem como objetivo o estudo do conceito de participa??o em Jo?o Escoto Eri?gena. O desenvolvimento da pesquisa d?-se a partir da identifica??o das fontes do irland?s, investigando o referido conceito a partir de Dion?sio e os padres crist?os gregos, at? chegar ao Periphyseon. Para Eri?gena os termos que se relacionam na participa??o - Deus, causas e efeitos - s?o, enquanto que aquilo que n?o mant?m nenhuma rela??o de participa??o n?o ?. Apoiando-se em sua concep??o da rela??o entre causa e efeito, segundo a qual os efeitos participam da causa e se cont?m nesta de alguma maneira, nos disse que todas as coisas subsistem eternamente em Deus, e que Deus se pode significar pelas coisas criadas. Eri?gena parte do princ?pio que as criaturas existem porque participam da Natureza Divina e dela recebem seu ser, pois fora dela nada existe verdadeiramente.