nÃo hà / Esta tese tem como objeto de estudo os mitos e os ritos na formaÃÃo de oficiais (ensino superior) nas escolas militares do ExÃrcito brasileiro. No recorte temporal trabalhado, 1889 a 1931, houve um embate sobre o modelo ideal de soldado (militar) a ser formado nessas escolas: se um soldado-cidadÃo, preparado para enfrentar questÃes intelectuais e polÃticas do seu tempo; ou um soldado-profissional, afastado do ativismo polÃtico, respeitoso da hierarquia e da disciplina, e voltado apenas para o manejo de armas e preparo para a guerra. PorÃm, todas essas duas noÃÃes de soldado apresentaram-se marcadas por inÃmeros valores identificados ao militar e interligados ao campo mÃtico, como rituais de passagem e cotidianos; cerimÃnias cÃvicas; culto a personagens histÃricos como modelos de soldado; uso de uniformes; alÃm da constituiÃÃo de uma sÃrie de sÃmbolos que buscavam nortear condutas. Assim, o objetivo desta pesquisa foi compreender a relaÃÃo dos mitos e ritos constituÃdos nas escolas militares com a construÃÃo de um modelo identitÃrio de oficial do ExÃrcito. A metodologia compÃs-se da anÃlise e fichamento das fontes, buscando compor conjuntos de informaÃÃes que ajudaram a entender determinadas construÃÃes mÃticas sobre o militar. Foram utilizadas fontes primÃrias, com destaque para a documentaÃÃo produzida pelas Escolas Militares do CearÃ, do Rio de Janeiro (Praia Vermelha) e do Rio Grande do Sul. Utilizaram-se, tambÃm, impressos, como revistas e jornais, produzidos pelos alunos das escolas militares, bem como publicaÃÃes memorialÃsticas de ex-alunos. Dado que os âmitosâ e os âritosâ foram as perspectivas por meio das quais se propÃs compreender a formaÃÃo nas Escolas Militares, buscou-se um aporte teÃrico em autores do campo da Antropologia que discutiram esses conceitos. A pesquisa apontou que tanto a formaÃÃo baseada no modelo de soldado-cidadÃo como a formaÃÃo baseada no modelo do soldado-profissional foram marcadas por valores que buscavam dar uma identificaÃÃo ao militar e nortear-lhe condutas e papÃis a serem desempenhados. Conclui-se que, no recorte temporal analisado, a identidade militar constituiu-se de forma dinÃmica, mas sempre ligada ao campo dos mitos, ritos e tradiÃÃes. / This thesis has as its object of study the myths and rites in officer training (higher education) in the military schools of the Brazilian Army. In the time frame worked, from 1889 to 1931, there was some disagreement about the ideal model of a soldier (military) to be formed in these schools: a citizen-soldier, prepared to face intellectual and political issues of his time; or professional soldier, away from the political, activism respectful of hierarchy and discipline, and geared just for weapons handling and preparation for war. However, all these two notions of soldier presented himself marked by numerous values identified military and interconnected to the mythical field as rites of passage and every day; civic ceremonies; cult of historical characters as models of soldier; use of uniforms; beyond the formation of a number of symbols that sought guide procedures. The objective of this research was to understand the relationship of myths and rites constituted military schools with the construction of an identity model Army officer. The methodology consisted of analysis of the sources and book report, seeking to build sets of information that helped us understand certain mythical constructions on the military. Primary sources were used, with emphasis on the documentation produced by the Military Schools of Ceara, in Rio de Janeiro (Red Beach) and Rio Grande do Sul. Printed matter, such as magazines and newspapers, produced by students of schools military, as well as publications memorialÃsticas alumni, also were used. Since the "myths" and "rites" were the perspectives through which it was proposed to understand the formation of the Military Schools, aimed a theoretical contribution in the field of Anthropology authors who discussed these concepts. The study showed that both the training based on the citizen-soldier model as training based on the model of the professional soldier were marked by values that sought to give an identification to the military and guide her behavior and roles to be played. We conclude that, in the time frame examined, the military identity constituted dynamically, but always linked to the field of myths, rites and traditions.

This dissertation focuses on the roles played by the United Nations experts Charles Abrams and G. Holmes Perkins in the foundation of METU Faculty of Architecture. It aims to highlight the ideas and ideals that informed Abrams&rsquo / s and Perkins&rsquo / s METU projects, and to delineate an integrative and multifaceted picture of their political and educational contexts. This picture may serve as a basis for future researches on the institutional and educational histories of METU Faculty of Architecture. It may also help to better understand the contributions of other administrators and instructors -- including First Acting Dean Thomas B. A. Godfrey and Dean Abdullah Kuran -- who played important parts in the formation of the educational direction of the Faculty. Abrams, as a United Nations consultant, paved the way for the foundation of METU Faculty of Architecture by recommending a school of architecture and community planning in Ankara, for the education of professionals competent in responding to the problems caused by rapid industrial expansion and urbanization. Perkins contributed to the foundation process of METU Faculty of Architecture. As the head of the team of experts from the University of Pennsylvania School of Fine Arts, who were sent by the United Nations to Ankara in 1955, he advised the Government of Turkey on &ldquo / the creation of a Faculty of Architecture, a Faculty of City and Regional Planning&rdquo / and two research institutes, as a first step towards an institution of university rank, and with a view to promoting &ldquo / a newer, more practical and modern approach to architecture and urban planning&rdquo / in Turkey. In this dissertation, Abrams&rsquo / s and Perkins&rsquo / s METU projects constitute a starting point for exploring significant themes in the changing political and educational trajectories in America in the mid-twentieth century. The influence of different interpretations of the notions of democracy, individuality and society on technical assistance, urban development policies and architectural education is also investigated. Abrams&rsquo / s professional and academic position as a &ldquo / reflective practitioner&rdquo / is appraised in the light of John Dewey&rsquo / s concepts of democracy, democratic education and &ldquo / reflective thinking.&rdquo / The changing professional and societal roles of the architect and the changing demands upon architectural education in the 1950s framed the background of Perkins&rsquo / s educational approach. The reappraisal of liberal education as part of professional education of the architect, the rising significance of an interdisciplinary pedagogical approach, and the development of &ldquo / organized research&rdquo / in architecture were among the major themes shaping new orientations in the field of architectural education in America in those years. In the dissertation, the lasting validity of these themes for today is highlighted.

[pt] O presente trabalho teve como objetivo principal analisar as trajetórias profissionais de docentes da Escola de Educação Física Desportos da Universidade Federal do Rio de Janeiro (EEFD) recém-egressos da graduação em seus primeiros anos de atuação na docência superior nesta instituição. O recorte demarcado entre 1976 e 1980, justifica-se por ser 1976 o ano posterior ao da formatura de uma das primeiras turmas do novo currículo da EEFD e 1980 como ano final, pelo fato desse ano marcar o início da pós-graduação stricto sensu (no nível de mestrado). A elaboração de tal estudo exigiu a localização, classificação, transcrição e interpretação de fontes como o Regimento da EEFD de 1972, as atas de Congregação e de Conselho Departamental, outros documentos oficiais e os depoimentos de seis professores. O estudo foi divido em três capítulos: o primeiro apresenta o programa institucional da EEFD e os concursos de ingresso dos professores; o segundo analisa a entrada dos professores entrevistados no quadro docente da EEFD e o último investiga o relato dos professores sobre a prática e o processo de declínio do programa institucional. Os resultados demonstraram a importância do programa institucional nas trajetórias pessoais, acadêmicas e profissionais dos sujeitos investigados, destacando-se a influência na construção de suas identidades profissionais. A capacidade que eles tiveram de criticar a própria formação e de colocar em prática o que pretendiam na disciplina com a qual se identificavam, expressou como esses âmbitos se misturam. Em seus relatos, os professores ingressantes no final da década de 1970 demonstraram um olhar crítico para o trabalho dos professores mais antigos e, com relação ao próprio grupo, percebeu-se uma relação saudosista e permeada por um sentimento de trabalho coletivo, como se a década de 1980 tivesse sido a prova de fogo para todos eles. / [en] The objective of this work was to investigate the professional trajectories of the professors in the Escola de Educação Física e Desportos (EEFD/UFRJ) in their first moments of practice at the University. The period selected was between 1976 and 1980, because was the moment that the professors investigated became members of the institution. This research elected 1976 as an initial year because was when one of the first groups of the new curriculum finished the course and 1980 as the last year, when the post-graduation started in the EEFD. The documents consulted, classified and analyzed were: the School Regiment of 1972; the record of the Departmental and Congregation meetings; other official documents and the data from six interviews. The study presents three chapters: the first one investigates the EEFD, the institutional program and the public service exams to enter in the institution; the second shows how these respondent professors entered in the EEFD; and the last one indicates the slump process of the institutional program and the reports of the practice in the period. The results present the institutional program acting as a relevant aspect in its relation with the trajectories in the personal, academic and professional ways and in consonance with identity. The ways of criticize their own formation and the efforts to change their practice show the connection between the institutional program, the trajectories and the identity. These professors had a critical knowledge but were comprehensive with the traditions and conceived the experience in the 80s as a crucial moment to the stability of the new group.

This dissertation explores the early influence of science on Dewey's educational theory and practice. Science was, unquestionably, a dominant ideal, concept, subject, and/or method during the late nineteenth century when Dewey entered his academic career. Realizing the significance of science in education, Dewey sought an answer to the questions of why we teach, what we teach, and how we teach, based on science. Dewey's effort to find a scientific basis of education was frequently misunderstood as “scientism,” which means unjustified or excessive reliance on positivistic science. Unlike the supporters of positivistic science in education such as Thorndike, however, Dewey sought a non-scientistic approach in pursuing the theory of educational purposes, substance and practices. Exploring the development of Dewey’s view on science in education, this study provides a detailed explanation on the transformation of his ideas in five stages: formative, developmental, preparation, experimental, and post-experimental. To provide an overview of issues involved in the problem of scientism, Chapter II deals with a conceptual geography of scientism and its influence on early twentieth century American education. The development of Dewey’s view on the science of education is provided in chronological order in Chapters III, IV, and V. Chapter III explores Dewey’s separation from the Neo-Hegelian tradition, an encounter with new science, and re-interpretation of scientific ethics. Chapter IV elaborates Dewey’s conception of scientific curriculum, a preparation for experiment in the Laboratory School, and science subject-matter and scientific method in the school. Chapter V provides a detailed exposition on the role of subject-matter and method in Dewey’s scientific curriculum and a brief explanation on his thought about subject-matter and method after he left the Laboratory School. Conclusions and reflections are offered in Chapter VI. / text

<p>The object of study is the international knowledge assessments and attention is given to the International Association for the Evaluation of Educational Achievement (IEA) and the Organisation for Economic Co-Operation and Development (OECD). As a way to explain the content in the international knowledge assessments an historical exposition about the IEA and OECD is written. International knowledge assessment is studied in relation to the national and international perspective, but also in relation to educational governing. By doing this concepts of globalisation and internationalisation are discussed as communication patterns. It is then possible to understand organisations like the IEA and OECD as institutionalised communication channels. If this is done it is possible to discuss globalisation and internationalisation as something else than an inevitable endpoint. </p><p>Through institutionalised communication channels international knowledge assessments appear in national contexts and some observations can be made. The first one is that international knowledge assessments reformulate relationships. In this the educational actors on national levels are observed. These actors are involved in a struggle for power over definition in what should be seen as educational problems and solutions. In this the actors and the educational system they represent tries to strive and communicate modernity, strong international competitiveness and development. Secondly the actors when reformulating the international ideologies into national contexts transform extern priorities to internal priorities. Thirdly an international ideology might be understood as isomorphic ideology. When the isomorphic ideology impacts national contexts it has to be mediated. The mediation is driven by the fact that it is constituted by the national context, but also by the different roles the actors take or are given. The notion about isomorphic ideology is investigated more properly in Appendix I, in relation to UNESCO, and it is declared that international cooperations are part of nations urge to make their educational institutions more effective. In relation to the conclusion from Appendix I international knowledge assessments are interpreted as a technological/instrumental method for making the production process more effective.</p><p>When the international knowledge assessments come down in national contexts some empirical reactions can be discussed. This is analysed from examples taken from the Swedish context, but these results are also in relation to the contexts in Denmark, Norway and the Netherlands. In the study examples are given on how international knowledge assessments are given meaning by political, administrative and media actors. It is primarily three results that can be uplifted. International knowledge assessments are used as an arena for communication in which arguments can be fetched and discussions can be made. International knowledge assessments are also used as present point descriptions, and point of departure for descriptions of educational vision of the future. And finally they are used for legitimising or repudiating politics of education.</p>

Teacher education occupies a position between the school system and higher education. It is expected to both have an impact on the school system and to be influenced by it. Compared to other higher education programs, teacher education has more often been subject to government control and detailed regulation. This thesis deals with the various roles and functions ascribed to teacher education in its complex position within the educational system, and above all its relationship with the school system. The objective of the thesis is to increase knowledge on government policy, with regard to teacher education, and frames within which the policy is developed, that in turn creates the framework for teacher education.    The issues outlined above are processed through two sub-studies. The first sub-study deals with these issues in a general and historical perspective. The second sub-study is focused on a specific content (ICT) in initiatives for teacher education reforms. By analyzing arguments put forward in government policy from a curriculum theory perspective the thesis shows that teacher education throughout the whole review period was considered to mainly benefit and serve the school system. However, the significance attached to this service varies. Generally two trails are highlighted. The first involves the teacher education service of delivering the teachers that the school system requires in order to live up to expectations of today. The other definition of working in the service of the school system is to contribute to a future-oriented development of the current school system. In many cases these perspectives are combined but the trend in the period reviewed in this study is that the first definition, to work in the service of the contemporary school system, has been accorded ever greater prominence.

Hong Kong, a populated city, meets all the necessary technological and economic conditions for e-learning to be thriving in higher education. However, online survey results of students and teachers of a major tertiary educational institution over a period of three years showed that e-learning is not nearly as popular as anticipated and traditional face-to-face learning remains the preferred mode of study. Are the benefits and impact experienced in other countries equally applicable to Hong Kong? What are the barriers to e-learning diffusion in Hong Kong? Answers to these questions were sought from the teachers and researchers of e-learning in Hong Kong higher education. The research was based on a grounded theory methodology and used a three stage mixed-method design for data collection and analysis. The key informants were the teacher-researchers in higher educational institutions in Hong Kong. Several potential issues arising from three rounds of large scale online surveys were explored with them through in-depth interviews, which generated a framework for analysis, and based upon which a follow-up questionnaire survey was formulated and conducted. Inferences were drawn from the combined results of the online survey, the interviews, and the follow-up survey. The results from the study showed that the benefits, impact and barriers identified were broadly similar to those experienced in other countries. Whilst some personal and social conditions such as age, gender and, family and home conditions are not perceived to be important factors in hindering diffusion, certain unique social conditions in Hong Kong - such as the two official languages, the popular mixed-code phenomenon, the teacher-centred and assessment-centric culture, are perceived to contribute to some extent to the hindrance of e-Iearning diffusion. However, the teachers and researchers see more serious barriers in the unfavourable perception and negative attitudes of students and teachers towards e-learning and the lack of self-motivation and self-discipline. Based on these findings, certain areas of further study were suggested for future research.

The basic, universal movement of the running body has been repeated and made visible in aesthetic, scientific, and political debates. Such debates of the body may depend on live movements in real space-time, movements articulated by motion capture devices, or movements that exercise in imagination: a head of state who uses the running body to manipulate his political subject, for example, or a series of images taken from an optical motion capture system that simultaneously represents and dissects movement patterns of the body in its swiftest motions, or a sound art installation that voices the familiar dynamics of running steps and heavy breathing. In each instance, the bodily practice of running is extracted from its seemingly unmediated everyday, placed instead within aesthetic methodologies and technologies to scrutinize the movement and its complex of meanings. This action is meant to reveal that real experience-that nonfictional movement, as it were-of the body running, to see into the rhetorical, cultural productions of our public, bodily realities. I begin this inquiry by defining the term "running body" and examining the manner in which that body was scientifically observed and aesthetically codified in the late nineteenth and early twentieth centuries. Then, the running body is investigated in experimental choreography, visual arts, and political demonstrations in the 1960s and 1970s. Thirdly, I will address the use of the actual running body within contemporary art exhibitions, as either an intervention or interruption to accustomed meaning-making within traditional spaces for art. At the dissertation's end will be an exploration of the running body as a critical method for reorienting the narrative of contemporary history with image technologies, art installation devices, and the moving body. This study demonstrates that if, at the very base of our existence, our bodies move the world and, in turn, the world around us moves our body, this same reciprocity can hold true in shaping historical consciousness and self-consciousness.

The art and art history of the American West has long been uncritically accepted as embodying positive nationalistic values that include courage, optimism, democracy, and individualism. In 1991, William Truettner's The West as America: Reinterpreting Images of the Frontier, 1820-1920 (1991) became one of the most politically charged western art exhibitions in American history to question and criticize these values and to underscore the ideological content of western art. The exhibition with its accompanying catalogue reinterpreted nineteenth-century images of the American West as expansionist propaganda. In spite of this groundbreaking and controversial exhibition and catalogue, exhibitions continue to promote largely romanticized and idyllic images of pristine landscapes with American Indians living in a harmonious world. The scholarly essay and museum exhibition entitled Lone Wolf (Hart M. Schultz): Cowboy, Actor and Artist, focuses on the artwork and life of Blackfeet artist Lone Wolf, (aka Hart Merriam Schultz, 1882-1970), who was active from 1915 to 1960, painting in Montana at Glacier National Park in the summertime, and wintering in Tucson, Arizona. As a little known and understudied American Indian artist, this exhibition and essay serve to expand awareness of the significant contributions by marginalized artists who successfully negotiated the terrain of the mainstream art world. Lone Wolf exemplifies a unique case study as an artist with American Indian heritage, who actively participated in the creation of stereotypical and romantic images about the American West, while he maintained that his first-hand experience and indigenous knowledge helped him to accurately depict what was considered the authentic American West. The exhibition and essay adds to the growing scholarly interest in the art of the American West and incorporates contemporary theories and scholarship that recognizes the American West and the art devoted to it as distinctly heterogeneous and embedded in a number of discourses that are overshadowed by the lingering romanticism and nostalgia that clings to much art of the American West.

Orientador: Arlete de Jesus Brito / Resumo: Na década de 1970, foi implantado o Projeto Logos II em alguns estados do Brasil, com objetivo de formar professores não habilitados que estavam atuando em sala de aula nas quatro primeiras séries do 1º Grau. Em regime emergencial, esse programa habilitava em nível de segundo grau e magistério, trabalhava com o ensino a distância no sistema modular. Em Rondônia, estudos apontam que o Projeto foi desenvolvido de 1976 a 1994, mas, apesar de sua importância para a educação, uma vez que foi um dos primeiros no estado e representou uma possível via de entrada de propostas educacionais, não há pesquisas que tratem especificamente da formação dos cursistas do Logos II. Assim, a pesquisa aqui delineada, tem como objetivo elaborar uma interpretação histórica a partir dos materiais didáticos do Logos II, estabelecendo relações com os depoimentos dos professores rondonienses que abordam o cotidiano escolar da época em que cursaram o referido projeto (1976 a 1994). Como fontes, foram considerados os módulos, as legislações, as fichas de matrículas, os históricos escolares, os diplomas e outros documentos dos cursistas referentes ao Logos II, além disso, analisamos também as entrevistas que foram realizadas com professores-cursistas nas cidades de Ariquemes, Pimenta Bueno e Vilhena, amostras de locais onde o projeto funcionou. Como aportes teórico-metodológicos, têm-se, principalmente, o paradigma indiciário de Ginzburg (1989; 2002; 2008), o conceito de documento como citado por Le Goff (... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In the 1970s, the Logos II Project was implemented in some states of Brazil, aiming to train unqualified teachers who were working in the classroom in the first four grades of the first et school. In an situation, this program enabled at the second level and teaching, it mas developed with distance learning in modular system. In Rondônia, studies indicate that the Project was developed from 1976 to 1994, but despite its importance for education, since it was one of the first in the state and represented a possible way of disseminate educational proposals, there is no research about specifically training of the students of Logos II. The purpose of this research is to elaborate a historical interpretation based on the Logos II didactic material, establishing relations with the testimonies of the Rondonians teachers who approach the school daily life of the period in which they studied the project (1976 to 1994). As sources, we considered the modules, legislation, enrollment forms, school records, diplomas and other documents of the trainees referring to Logos II, in addition, we also analyzed the interviews that were carried out with teachers-students in the cities of Ariquemes , Pimenta Bueno and Vilhena, samples of places where the project worked. As a theoretical-methodological contribution, the Ginzburg (1989, 2002; 2008) paradigm, the concept of a document as quoted by Le Goff (2003), the critique of Bloch's paper (2001), the triangulation of data of Mathison (1988), Peter... (Complete abstract click electronic access below) / Doutor