Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-01-28T11:34:00Z No. of bitstreams: 2 Dissertação - Bruno Abnner Lourenzatto Silveira - 2014.pdf: 754705 bytes, checksum: 1380d0f6a8719773711a6f2db8af6059 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-01-28T11:36:34Z (GMT) No. of bitstreams: 2 Dissertação - Bruno Abnner Lourenzatto Silveira - 2014.pdf: 754705 bytes, checksum: 1380d0f6a8719773711a6f2db8af6059 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-01-28T11:36:34Z (GMT). No. of bitstreams: 2 Dissertação - Bruno Abnner Lourenzatto Silveira - 2014.pdf: 754705 bytes, checksum: 1380d0f6a8719773711a6f2db8af6059 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-02-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In 1993 with the establishment of the Nazis regime in Germany, Hannah Arendt joined the Zionism to face the totalitarian regime. Yet in 1933, fleeing from persecutions against Jews, she went to Paris and after that to the United States of America (place where she established her new residence later). In the 60’s Arendt returned to Jerusalem as a reporter to cover the judgment of the Nazi’s ex-bureaucrat, Adolf Eichmann, found by the secret police of Israel living in Argentina. On this occasion, as the correspondent of the North-American magazine The New Yorker, she published her impressions about the judgment. Thereafter, her articles are reunited and published it the book Eichmann in Jerusalem: A Report on the Banality of Evil. This dissertation work aims to solve the complexity which involved the elaboration of these texts, taking into consideration the relation of Hannah Arendt with the Zionists, as well as the categories and concepts previously presented in her works, which oriented her reflection during the judgment. In order to accomplish this comprehensive exercise, a dialogue was established between Eichmann in Jerusalem and other works as The Origins of Totalitarianism, as well as other articles and texts of Hannah Arendt. / Em 1933, com o estabelecimento do regime nazista na Alemanha, Hannah Arendt se filiou ao sionismo para enfrentar o regime totalitário. No mesmo ano, fugindo de perseguições contra os judeus, ela segue para Paris e, posteriormente, para os Estados Unidos da América, onde estabeleceu nova residência. Na década de 1960, Arendt vai para Jerusalém como repórter para cobrir o julgamento do ex-burocrata nazista, Adolf Eichmann, encontrado pela polícia secreta de Israel vivendo na Argentina. Nesta ocasião, trabalhacomo correspondente da revista norte-americana The New Yorker, onde publica seus artigos sobre o julgamento. Futuramente, esses artigos seriam reunidos e publicados no livro Eichmann em Jerusalém: um relato sobre a banalidade do mal. Esta dissertação procura analisar a elaboração destes textos, levando em consideração a relação de Hannah Arendt com os sionistas, assim como as categorias e conceitos que nortearam sua reflexão durante o julgamento. Para a realização desse objetivo, estabeleceu-se um diálogo entre Eichmann em Jerusalém e outras obras da autora, como, por exemplo, Origens do totalitarismo.

Swedish compulsory school has recently been subjected to a number of political reforms. Between 2011 and 2014, for example, earlier grades, more national tests and a new curriculum plan (Lgr 11) were to be implemented. This thesis aims to examine those changes as they were experienced by teachers who teach history in Swedish upper primary schools. The theoretical framework is in-spired by existential philosophy, primarily as formulated in the works of Martin Heidegger and Hanna Arendt. In this way, the study highlights the teachers’ lived experience by making use of the concepts yearning, appearance, acting and mood. The study comprises of 36 interviews with 26 informants. The interviews were carried out and transcribed during 2014. The questions focus on both the existential being of the teachers’ lives as well as the ideological function of the history subject. This highly renders in the issue of how lived experiences of a specific school reform corresponded to the teachers’ own perception of a mean-ingful history education. Both the yearnings that were expressed by the participants and their de-scriptions of what they have experienced, have been related to the overall educational ideological functions stated by Gert Biesta (socialisation, subjectification and qualification) and Jonas Aspelin (existentialisation). Although the teachers’ narratives were greatly varied in some aspects, their interpretations of the new assignment seemed to be quite homogenous. Most of the teachers portrayed a situation characterised by performativity. Measurable knowledge and more frequent documentation seemed to be prioritised. Some of them stressed that they experienced less autonomy. In terms of history, the new curriculum was associated with more content knowledge, cognitive skills and procedural abilities. From the teachers’ perspective, pure qualification, rather than subjectification and social-isation, characterised the new curriculum. Still, the teachers’ feelings towards the curricular changes showed a great deal of divergence. Some of them embraced most of the new aspects. They claimed that clearly formulated require-ments in the history curricula provided them with security. They declared that their history teaching to some extent became more professional. In line with such beliefs, some teachers asserted that the strengthened focus on analytical skills improved their teaching. Particularly those who ex-pressed that they preferred such analytic procedural approaches described their experience in terms of confirmation and approval. Others appeared to struggle with the changes. While a few teachers even tried to resist the curricular changes, some found themselves forced to endure what appeared to be a totally new situation. They expressed disbelief, frustration and pain. Notably it was those most devoted to the existentialisational function of history teaching that usually seemed to express such alienation. As argued, they appeared to long for a lost possibility to engage their pupils, to bring history alive and to make meaning of the past.

Swedish compulsory school has recently been subjected to a number of political reforms. Between 2011 and 2014, for example, earlier grades, more national tests and a new curriculum plan (Lgr 11) were to be implemented. This thesis aims to examine those changes as they were experienced by teachers who teach history in Swedish upper primary schools. The theoretical framework is in-spired by existential philosophy, primarily as formulated in the works of Martin Heidegger and Hanna Arendt. In this way, the study highlights the teachers’ lived experience by making use of the concepts yearning, appearance, acting and mood. The study comprises of 36 interviews with 26 informants. The interviews were carried out and transcribed during 2014. The questions focus on both the existential being of the teachers’ lives as well as the ideological function of the history subject. This highly renders in the issue of how lived experiences of a specific school reform corresponded to the teachers’ own perception of a mean-ingful history education. Both the yearnings that were expressed by the participants and their de-scriptions of what they have experienced, have been related to the overall educational ideological functions stated by Gert Biesta (socialisation, subjectification and qualification) and Jonas Aspelin (existentialisation). Although the teachers’ narratives were greatly varied in some aspects, their interpretations of the new assignment seemed to be quite homogenous. Most of the teachers portrayed a situation characterised by performativity. Measurable knowledge and more frequent documentation seemed to be prioritised. Some of them stressed that they experienced less autonomy. In terms of history, the new curriculum was associated with more content knowledge, cognitive skills and procedural abilities. From the teachers’ perspective, pure qualification, rather than subjectification and social-isation, characterised the new curriculum. Still, the teachers’ feelings towards the curricular changes showed a great deal of divergence. Some of them embraced most of the new aspects. They claimed that clearly formulated require-ments in the history curricula provided them with security. They declared that their history teaching to some extent became more professional. In line with such beliefs, some teachers asserted that the strengthened focus on analytical skills improved their teaching. Particularly those who ex-pressed that they preferred such analytic procedural approaches described their experience in terms of confirmation and approval. Others appeared to struggle with the changes. While a few teachers even tried to resist the curricular changes, some found themselves forced to endure what appeared to be a totally new situation. They expressed disbelief, frustration and pain. Notably it was those most devoted to the existentialisational function of history teaching that usually seemed to express such alienation. As argued, they appeared to long for a lost possibility to engage their pupils, to bring history alive and to make meaning of the past.