Notre thèse étudie la pensée et l'action de Gaston Berger et plus particulièrement la philosophie en action qui était la sienne au sein d’un projet de réforme de la société. Par une démarche reconstructive de l’œuvre, nous questionnons chez l’auteur les liens entre philosophie et politique dont la mobilisation se veut une réponse à la crise spirituelle et morale présente en Europe au XXe siècle. En s’inspirant de la phénoménologie, Berger affirme la nécessité d’une métaphysique, seule à même de penser le monde social tel qu’il apparaît. Il construit cette recherche à partir de l’idée d’intentionnalité ainsi que de l’anthropologie prospective, sources d’un savoir sur l’esprit humain, qui lui permettent de penser la figure du « philosophe en action », lequel doit posséder un rôle décisif dans les réformes sociales et politiques. Le projet de réforme de la société, tel que Berger le met en œuvre au travers de l’éducation, concerne d’abord la formation des ingénieurs. Ainsi s’élabore une « politique de l’esprit », qui met en avant le rôle essentiel de la philosophie et des sciences humaines et sociales dans le renouvellement intellectuel et politique de la fonction de l’ingénieur. Elles permettent, selon Berger, de replacer science et technique dans la culture et de comprendre ce qui fait l’humanité de la pratique des ingénieurs et la distingue d’une simple activité technique. En cela, cette thèse étudie la création de l’INSA de Lyon en 1957 comme le témoignage exemplaire de cette politique. / The present thesis explores the thought and action of Gaston Berger and especially his “philosophy in action” in a project to reform society. In a reconstructive process of his work, we question the author’s view of the relationship between philosophy and politics, which mobilization is seen as a response to the spiritual and moral crisis in Europe in the 20th century. Inspired by phenomenology, Berger claims the necessity of metaphysics as the only way to think the social world as it appears. He builds this research on the idea of intentionality and prospective anthropology, sources of knowledge about the human mind, which allows him to think the figure of the "philosopher in action" with a decisive role in the social and political reforms. The proposed reform of society, such as Berger implements through education, concerns at first the training of engineers. This is how a “politics of the spirit” is developed, which highlights the essential role of philosophy, human and social sciences in the intellectual and political renewal of the engineer’s function. They allow, according to Berger, to put science and technology back into culture and understand what makes the humanity of engineer’s practice and distinguishes it from a mere technical activity. In that respect, this thesis studies the creation of the INSA in Lyon in 1957 as the exemplary expression of this policy.

Where do beginner readers read in the English, mainstream primary school and where could they read? Emma Jane Dyer This thesis explores design for the beginner reader in Year One by evaluating existing spaces in the English primary school and imagining new ones. Three significant gaps identified in the literature of reading, the teaching of reading and school design are addressed: the impact of reading pedagogies, practices and routines on spatial arrangements for beginner readers inside and beyond the classroom; a theoretical understanding of the physical, bodily and sensory experience of the beginner reader; and the design of reading spaces by teaching staff. The study uses a design-oriented research methodology and framework proposed by Fällman. A designed artefact is a required outcome of the research: in this case, a child-sized, semi-enclosed book corner known as a nook. The research was organized in three phases. First, an initial design for the nook was created, based on multi-disciplinary, theoretical research about reading, school design and architecture. Secondly, empirical research using observation, pupil-led tours and interviews was undertaken in seven primary schools to determine the types of spaces where readers read: spaces that were often unsuitable for their needs. Thirdly, as a response to the findings of phases one and two, the nook was reconceived to offer a practical solution to poorly-designed furniture for reading in schools and to provoke further research about the ideal qualities of spaces for the beginner reader. The study demonstrates how the experience of the individual reader is affected by choices made about the national curriculum; by the size of schools and the spaces within them where readers can learn; by the design of classrooms by teachers; and by regulatory standards for teaching and non-teaching spaces. In developing a methodology that can stimulate and facilitate communication between architects, educators, policy-makers and readers, this thesis offers a valuable contribution to the ongoing challenge of improving school design for practitioners and pupils.

Made available in DSpace on 2016-04-27T16:33:24Z (GMT). No. of bitstreams: 1 Rafaelle Flaiman Lauff.pdf: 2121891 bytes, checksum: 87a8ba800ebe81ca1dde9c560cec6718 (MD5) Previous issue date: 2007-08-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The research has Revista de Educação (from Espírito Santo) (REES) as the object of study. This periodical was published in Vitória between 1934 and 1937. During this period, the state was under federal intervention of Captain João Punaro Bley, who took over in 1930 and commanded until 1943. The production, circulation and distribution of REES were Service of Cooperation and Cultural Extension s responsibilities, which was related to Public Teaching Department of Espírito Santo. This research will favour the editorial strategies and educational prescriptions of REES. The periodical will be analyzed under Roger Chartier s theoretical assumptions, so as to elucidate the representations that were diffused in order to constitute it. For doing this, it takes the concept of strategy postulated by Michel de Certeau as fundamental to understand the production and circulation of Revista de Educação in Espírito Santo / A pesquisa tem a Revista de Educação (do Espírito Santo) (REES) como objeto do estudo. Esse periódico foi publicado na cidade de Vitória, entre os anos de 1934 a 1937. Nesse período o estado estava sob Intervenção Federal do Capitão João Punaro Bley, que assumiu em 1930 e governou até 1943. A produção, a circulação e a distribuição da REES foram responsabilidades do Serviço de Cooperação e Extensão Cultural, vinculado ao Departamento de Ensino Público do Espírito Santo. Essa pesquisa privilegiará as estratégias editoriais e as prescrições educacionais da REES. A revista será analisada em sua materialidade, com base nos pressupostos teóricos de Roger Chartier, a fim de elucidar as representações veiculadas, constituidoras dessa materialidade. Para tanto, toma o conceito de estratégia postulado por Michel de Certeau como fundamental para compreender a produção e circulação da Revista de Educação no Espírito Santo

Estudo histórico que tem por objetivo localizar e analisar a produção escrita por mulheres sobre música, relacionada a diversos contextos educacionais no Brasil, durante as primeiras cinco décadas do século XX. Como fontes, foram consultadas as publicações inventariadas na pesquisa, documentos manuscritos de arquivos históricos, documentos oficiais, periódicos, iconografia e arquivos pessoais de professoras. O 1º capítulo é dedicado a uma visão de conjunto sobre a produção escrita por mulheres sobre música. O capítulo 2 analisa as primeiras décadas e estabelece uma discussão sobre as representações de música brasileira e europeia na educação musical. O capítulo 3 trata da música na escola formal e da participação de mulheres no canto orfeônico, considerando o processo de institucionalização e escolarização da música e o papel da publicação de hinários, cancioneiros e livros didáticos nesse processo. O capítulo 4 aborda a formação de professores e a pedagogia da escola nova, destacando os conflitos na historiografia e na prática do canto orfeônico. O capítulo 5 concentra-se na formação artística, tendo por foco o ensino especializado de música, a presença de mulheres na atividade artística e as representações sobre o feminino. São analisados três exemplos da produção escrita, como dispositivos de inscrição no campo musical. Nas considerações finais, discute-se a função da memória (individual e coletiva) e sua relação com as práticas e as representações encontradas sobre a professora de música (em suas múltiplas atuações). Entre as principais noções e conceitos utilizados estão: campo (principalmente campo artístico), habitus, doxa e capital cultural, de Pierre Bourdieu; práticas, representações e apropriação, de Roger Chartier, bem como sua discussão metodológica (sobre a história do livro e da leitura) e teórica (sobre cultura escrita); estratégias e táticas, de Michel de Certeau, assim como sua análise da operação historiográfica. O conceito de gênero, presente em diversos autores, permitiu tratar a produção escrita por mulheres como conjunto, de forma relacional. Para a história das mulheres, tivemos como principal referência Michelle Perrot. A produção acadêmica em história da educação, sobretudo a brasileira, auxiliou a definição e exploração do tema, assim como as pesquisas musicológicas recentes. Um dos resultados da pesquisa foi um inventário de livros publicados (46 autoras e 100 obras), com a identificação de editoras, instituições, temáticas e modalidades de ensino musical praticadas na primeira metade do século XX no Brasil. Como parte das conclusões, a produção escrita sobre música é vista como intrínseca à profissão docente, utilizada como estratégia de valorização profissional e pessoal. As práticas de leitura e escrita (textual e musical) foram adquiridas no ambiente escolar, no espaço social da família e nas instituições de formação artística. Constata-se uma diversidade de processos de publicação, entre eles: iniciativas particulares das autoras; projetos editoriais, inclusive os patrocinados por governos estaduais ou pelo federal; programas institucionais para provimento de material didático adaptado às exigências legais; requisito formal para o ingresso no magistério superior. / Historical study that aims to situate and analyze the written production of women about music, related to several educational contexts in Brazil, during the first five decades of the 20th century. The sources include the publications collected during this research, manuscript documents from historical archives, official documents, periodicals, iconography, and educators personal archives. The first chapter is devoted to an overview of the production about music written by women. Chapter 2 analyzes the first decades and establishes a discussion about the representations of Brazilian and European music in music education. Chapter 3 is about music in formal school and the participation of women in canto orfeônico (school choir singing), analyzing the process of institutionalization and schooling of music and the role of hymnal, songbook and didactic book publishing in the process. Chapter 4 focuses on teachers training and the escola nova (new school) pedagogy, emphasizing the conflicts in the historiography and in the practice of canto orfeônico (school choir singing). Chapter 5 concentrates on artistic training, with focus on specialized teaching, the presence of women in artistic activity and the representations about the feminine. Three examples of written production are analyzed, as devices of inscription in the musical field. In the final considerations, the function of memory (both individual and collective) is discussed, inasmuch as its relation to practices and representations of female music educators (in their multiple roles). The main notions and concepts used are: field (specially artistic field), habitus, doxa, and cultural capital by Pierre Bourdieu; practices, representations and appropriation by Roger Chartier, as well as his methodological discussion (on the history of the book and the history or reading) and theoretical (on written culture); strategies and tactics by Michel de Certeau, as well as his analysis of the historiographical operation. The concept of gender, employed by numerous authors, allowed for a discussion of womens written production as a whole, in a relational manner. For the history of women, our main reference was Michelle Perrot. Academic production on the history of education, mainly the Brazilian one, facilitated the definition and exploration of the subject, as well as recent musicological research. One of the results of this investigation was an inventory of published books (46 authors and 100 works), with the identification of publishers, educational institutions and of the themes and modalities of music teaching that were current at the first half of the 20th century in Brazil. As part of the conclusions, the written production about music is seen as intrinsic to the teaching profession, used as strategy of both professional and personal valorization. The practices of reading and writing (of text and music) were acquired in the school environment, in the social space of the family and in the artistic training institutions. Diverse processes of publishing are detectable, such as: individual initiative of the authors; editorial projects, including those sponsored by state or federal governments; institutional programs for the provision of didactic material adapted to legal obligations; formal requirements to start a university teaching career.

This thesis is an intellectual biography of the Swedish statesman Johan Skytte (1577–1645), focusing on his educational ideals and his contributions to educational reform in the early Swedish Age of Greatness. Although born a commoner, Skytte rose to be one of the most powerful men in Sweden in the first half of the seventeenth century, serving three generations of regents. As a royal preceptor and subsequently a university chancellor, Skytte appears as an early educational politician at a time when the Swedish Vasa dynasty initiated a number of far-reaching reforms, including the revival of Sweden’s only university at the time (in Uppsala). The contextual approach of the thesis shows how Skytte’s educational reform agenda was shaped by nationally motivated arguments as well as by a Late Renaissance humanist heritage, celebrating education as the foundation of all prosperous civilizations. Utilizing a largely unexplored source material written mostly in Latin, the thesis analyzes how Skytte’s educational arguments were formed already at the University of Marburg in the 1590s, where he learned to embrace the utility-orientated ideals of the French humanist Petrus Ramus (1515–1572). Moreover, the analysis shows that the expanding Swedish state administration in the early seventeenth century was in urgent need of educated civil servants, and that this basic demand favored an ideology based on education, skill and merit. It is shown that Skytte skillfully combined a Ramist and patriotic rhetoric with narratives of individual merit and rewards, conveying not least himself as an example. The thesis argues that Skytte’s rhetoric reflects the formation of a new professional category in the Swedish society, one that was distinguished from the royal courtier, the clergyman, the merchant, the warrior, and the scholar. This category is the professional civil servant whose identity was dependent on skills and education.

Die Arbeit leistet einen Beitrag zur Begründung einer pädagogischen Theorie der Verständigung in modernen Gesellschaften. Sie entfaltet ihre historischen und systematischen Überlegungen in zwei Teilen: Im ersten Teil wird die Erziehungskonzeption von J.-J. Rousseau analysiert. Vor dem Hintergrund seiner biografischen Entwicklung (Kapitel 1) und der Analyse des "Gesellschaftsvertrages" (Kapitel 2), wird in Kapitel 3 Rousseaus Erziehungstheorie dargestellt. Deren Besonderheit liegt darin, das Spannungsverhältnis von Ontogenese und Bildungsgenese zum Drehpunkt des Erziehungsvertrages gemacht zu haben. Dies ermöglichte ihm, ein Stufenkonzept der entwicklungsangemessenen Formen der Subjektförderung zu begründen; nämlich: Fürsorge und natürliche Elementarerziehung; negative Erziehung; sokratischer Dialog und Handwerkserziehung; natürliche Moralerziehung; Erziehung zur Geschlechtsidentität. Der Beitrag Rousseaus zu einer Theorie der pädagogischen Verständigung erschließt sich allerdings erst im textrekonstruktiven Verfahren mit folgenden Stufen: Explikation des Vorverständnisses der Interpretin; argumentativer Nachvollzug des Textes; Herausarbeitung immanenter Widersprüchlichkeiten, die aus der naturrechtlichen Verankerung dieser Erziehungskonzeption resultieren; Aufhebung der bleibenden konzeptionellen Momente in einer pädagogischen Verständigungstheorie. Der zweite Teil beschäftigt sich mit den aktuellen Diskussionen zur Subjektentwicklung in der "zweiten Moderne". Dazu wird in Kapitel 4 die Theorieentwicklung der Kritischen Psychologie und ihre Beziehungen zur Psychoanalyse und zur Phänomenologie analysiert, zentrale systematische Widersprüche herausgearbeitet und jene Theorieelemente identifiziert, die in einem pädagogisch relevanten intersubjektiven Verständigungskonzept aufzuheben sind. Im abschließenden Kapitel 5 werden die gewonnenen begrifflichen Ergebnisse angewendet auf die Analyse der Bedingungen und Verlaufsformen der alltäglichen Lebensführung in der reflexiv gewordenen Moderne.

Contributing to the work of philosophers of education who have been examining issues of economy and emancipation, this dissertation employs a set of critical lenses drawn from Foucault’s investigation of governmentality to trace correspondences between economic liberalism and public schooling in Upper Canada/Canada West, the historical antecedent of present day Ontario. The analysis adheres to Foucault’s advice that philosophical critique involves a question asked of the present but answered in history. Thus through a Foucauldian genealogy it is argued that a series of transformations in the deployment of governmental power occurred in Upper Canada/Canada West that entailed the entry of an economic rationality into deliberations over the creation of a school system. To support this argument evidence is presented that demonstrates how race, biopolitics, and the burgeoning science of political economy combined in the first half of the nineteenth century to form the conditions of possibility for governmental control of schooling. In particular, it is illustrated how these conditions favoured a pedagogy based in Locke’s epistemology, and were legitimized by the providential status accorded political economy. This pedagogy, which was promoted as mild and so conducive to student engagement, and the authority of political economy are revealed as integral to the methods of instruction and curriculum of the province’s common schools, and indicative of the legacy of economic liberalism that persists, albeit transformed, in Ontario education to this day. The result of this critical analysis is a redescription or, in Foucault’s terminology, a “countermemory” of Ontario educational history that challenges the presumed naturalism of the ideals characteristic of economic liberalism, such as autonomy, accountability, entrepreneurialism, and consumer choice. The dissertation contends that these ideals are active in local educational regimes long legitimized by economy, and dangerously aimed at fostering political consent by manipulating subjects into locations of restricted agency. Providing insight into the historical role played by liberal governmentality and economy in the local context contributes to the study of Foucault and the philosophy of education, and also suggests a change in approach to questions regarding the corporatization or marketization of education.

Contributing to the work of philosophers of education who have been examining issues of economy and emancipation, this dissertation employs a set of critical lenses drawn from Foucault’s investigation of governmentality to trace correspondences between economic liberalism and public schooling in Upper Canada/Canada West, the historical antecedent of present day Ontario. The analysis adheres to Foucault’s advice that philosophical critique involves a question asked of the present but answered in history. Thus through a Foucauldian genealogy it is argued that a series of transformations in the deployment of governmental power occurred in Upper Canada/Canada West that entailed the entry of an economic rationality into deliberations over the creation of a school system. To support this argument evidence is presented that demonstrates how race, biopolitics, and the burgeoning science of political economy combined in the first half of the nineteenth century to form the conditions of possibility for governmental control of schooling. In particular, it is illustrated how these conditions favoured a pedagogy based in Locke’s epistemology, and were legitimized by the providential status accorded political economy. This pedagogy, which was promoted as mild and so conducive to student engagement, and the authority of political economy are revealed as integral to the methods of instruction and curriculum of the province’s common schools, and indicative of the legacy of economic liberalism that persists, albeit transformed, in Ontario education to this day. The result of this critical analysis is a redescription or, in Foucault’s terminology, a “countermemory” of Ontario educational history that challenges the presumed naturalism of the ideals characteristic of economic liberalism, such as autonomy, accountability, entrepreneurialism, and consumer choice. The dissertation contends that these ideals are active in local educational regimes long legitimized by economy, and dangerously aimed at fostering political consent by manipulating subjects into locations of restricted agency. Providing insight into the historical role played by liberal governmentality and economy in the local context contributes to the study of Foucault and the philosophy of education, and also suggests a change in approach to questions regarding the corporatization or marketization of education.

Title from second page of PDF document. Includes bibliographical references (p. 153-168).

ALBUQUERQUE, José Cândido Lustosa Bittencourt de; ANDRADE, Francisco Ari de. A formação jurídica no Curso de Direito da Universidade Federal do Ceará – UFC, nas narrativas dos sujeitos acadêmicos. 2016. 165f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-04-10T13:47:28Z No. of bitstreams: 1 2016_tese_jclbalbuquerque.pdf: 2067114 bytes, checksum: 96e927e29950a609447856c94b0ea328 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-04-12T12:55:18Z (GMT) No. of bitstreams: 1 2016_tese_jclbalbuquerque.pdf: 2067114 bytes, checksum: 96e927e29950a609447856c94b0ea328 (MD5) / Made available in DSpace on 2017-04-12T12:55:18Z (GMT). No. of bitstreams: 1 2016_tese_jclbalbuquerque.pdf: 2067114 bytes, checksum: 96e927e29950a609447856c94b0ea328 (MD5) Previous issue date: 2016 / This research presents to the community a survey on legal education in Ceará, taking as reference the law course of the Federal University of Ceará - UFC, in the current stage of the Brazilian State of Law and Democracy. The research focuses on the disciplinary field of education history. The environment of the research analyzed was the Faculty of Law of Ceará. This work was developed in two stages. In the first one, we reviewed the literature underlying this institution. In the second, we applied semi structured interviews and questionnaires to the universe of teachers and students participating in the research. By sampling, according to the interest of participation in the research, we interviewed and applied questionnaires to the participants. Through such interviews and questionnaires we set up the social, cultural and pedagogical profile of legal knowledge at the UFC. Through these collection instruments we set up the social, cultural and pedagogical profile of the academic community of the Faculty of Law of the UFC. We also study the bases of the pedagogical project of the Law Course of the UFC in cross with data extracted from the student and teaching community. As a temporal cut, we took as a regulatory framework the debate drawn from 1914 in the Historical Memories of the Faculty of Law for the year Of 1914, written by Professor Tomas Pompeu de Souza Brazil, drawing attention to pedagogical issues in the course. Through this document we can identify a set of concerns of the master Thomas Pompeu with the formation of the bachelors in that context of the republican society and, on the other, the understanding of the present subjects, 100 years, before the challenges of the democratic society, captured by narratives. Through this study, we try to understand the direction in which the law formation in the UFC points to a series of challenges that foreshadow the practice of forensic practice. / A presente pesquisa apresenta à comunidade uma reflexão sobre a formação jurídica no Ceará, tomando como referência o Curso de Direito da Universidade Federal do Ceará (UFC), no atual estágio do Estado de Direito e Democrático brasileiro. O estudo se concentra no campo disciplinar da história da Educação. O ambiente pesquisado foi a Faculdade de Direito do Ceará. O recorte temporal do estudo está correspondente ao debate traçado em 1916, com a publicação da “Memória Histórica dos anos de 1914 e 1915”, escrita pelo professor Tomas Pompeu de Souza Brasil, em cruzamento com a análise das bases do Projeto Pedagógico do Curso de Direito e com dados extraídos de narrativas captadas junto aos sujeitos acadêmicos participantes dessa investigação. Por via de tal procedimento identificamos, inicialmente, um conjunto de interrogações lançado pelo mestre Tomás Pompeu de Sousa Brasil, com a formação dos bacharéis em Direito, naquele contexto histórico do estágio iniciante da nossa República e, de outro, o entendimento dos sujeitos acadêmicos atuais, passados 100 anos, frente aos desafios propostos pelo Projeto Pedagógico de Curso (PPC) do curso, por meio da aplicação de questionários e de proposta de entrevistas semiestruturadas entre os discentes. Docentes e ex-alunos, no atual estágio da sociedade democrática brasileira. O trabalho foi desenvolvido em duas etapas. Na primeira fizemos uma revisão da literatura subjacente à referida Instituição. Na segunda, atividade de campo e aplicação dos instrumentos da coleta de dados e de informações. Por meio das respostas conquistadas nas entrevistas e nos questionários foi possível montarmos um perfil social, cultural e pedagógico, aproximado, da formação em Direito no Ceará, tomando por referência a Faculdade de Direito, da UFC. Por meio desse estudo procuramos entender a direção para onde aponta a formação em Direito na UFC, diante de uma série de desafios que prenunciam o exercício da prática forense, em uma sociedade democratizada.