Capoeira is a Brazilian fighting art with roots in slavery that blends live music, dance, play and ritual. It is also an embodied form of knowledge that is holistic and sometimes profoundly transformative - a way of seeing and being that embraces an Afro-Brazilian vision of the world. Using personal lived experience and collected oral testimony related in a story-telling form, the study explores the knowledge embedded within capoeira through the lives of practitioners and through practitioners' explanations of their teachings. The question of whether capoeira has a common essence, or more specifically, whether the capoeira of twentieth century Bahia from which all modern schools ultimately trace their origins has an essence, is explored. In the thesis, capoeira is discovered to be an expression of resistance and transformation. Capoeira, the author discovers, is a form of resistance in that its traditional teachings reflect a communal, non-materialistic and sensuous stance, in opposition to the dominant individualistic, capitalistic, techno-scientific approach that has dominated the industrialized West. Capoeira is also a source of transformation in that it allows individuals to develop to their fullest expression - a self that encompasses the physical, spiritual, emotional and intellectual dimensions - and helps people integrate within a web of relations, human, animal, or other. Using a Transformative Learning approach informed by an Indigenous framework, this dissertation attempts to bring the reader on a journey of the mind, body and spirit. In three books, each one describing a separate fieldwork trip to Brazil, the author weaves a tale that is both personal and profound in its planetary implications.

Abstract This study examines the holistic pedagogical practices of experienced teachers in alternative public schools. This study reviews holistic educational philosophy and ancient Eastern spirituality as they contribute to transformative learning. Feminist theory provides a framework for developing a holistic view of learning that embodies our full human potential. This research will share methods and strategies used to support developing a true awareness. It will provide functional and compassionate ways to implement holistic pedagogy. I will emphasize that teaching with acceptance and reverence for our human capacities will embed these values in students’ learning. The aim of this study is to contribute to contemporary visions of teaching by sharing experiences that are mindful of the mind-body connection. I wish to make the perceptions and approaches of teachers accessible and to inspire curiosity in others to extend their holistic beliefs into practice.

Abstract This study examines the holistic pedagogical practices of experienced teachers in alternative public schools. This study reviews holistic educational philosophy and ancient Eastern spirituality as they contribute to transformative learning. Feminist theory provides a framework for developing a holistic view of learning that embodies our full human potential. This research will share methods and strategies used to support developing a true awareness. It will provide functional and compassionate ways to implement holistic pedagogy. I will emphasize that teaching with acceptance and reverence for our human capacities will embed these values in students’ learning. The aim of this study is to contribute to contemporary visions of teaching by sharing experiences that are mindful of the mind-body connection. I wish to make the perceptions and approaches of teachers accessible and to inspire curiosity in others to extend their holistic beliefs into practice.

More than 70% of First Nations youth feel pushed out of the mainstream public school system because their ways of being. knowing, and doing are not reflected in the curricula. This issue is compounded by the disconnect known as deculturation that exists between Indigenous culture and Indigenous peoples. This thesis addresses two questions in an effort to find an alternative curriculum that works for First Nations youth. The questions include: 1.What are traditional knowledge and teaching methods that can serve as the basis for the expression of an Indigenous philosophy and environmental ethic within an urban environmental education program? 2. What themes can be identified that could aid in the creation of a framework for an environmental education program based on traditional ways of teaching and learning? This study used a hermeneutic phenomenology and Indigenous research methodology. Six First Nations educators were interviewed and four major themes were synthesized during the analysis of the textual data: the importance in Aboriginal education of discovering one's identity; placing the human being at the centre of education: relationship (including spirituality): and community involvement. The resulting curriculum is not designed to meet provincially prescribed learning outcomes, but outlines a way to deliver an Indigenous education that is rooted in Indigenous epistemologies, ontologies, and methodologies.

Thesis (M.A.)--University of Toronto, 2005.

Thesis (Ph. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2030. Includes bibliographical references (leaves 323-329).

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 242-258).

Thesis (D. Min.)--Mid-America Baptist Theological Seminary, 2005. / Includes bibliographical references (leaves 145-152).

Esta pesquisa teve como objetivo investigar o processo de inserção do ensino de música em uma escola pública de educação em tempo integral. Como objetivos específicos, busquei: conhecer as concepções dos grupos que formam a comunidade escolar sobre as práticas educativo-musicais na escola; identificar as diferentes práticas musicais e educativo-musicais presentes nos tempos escolares; compreender como o ensino de música contribui com a construção de um currículo integrado; e entender como o ensino de música se relaciona com a proposta de educação integral na escola. O método utilizado foi o estudo de caso qualitativo, realizado com uma das escolas pertencentes ao Projeto Escola Pública Integrada (EPI), da Rede Pública de Ensino do Estado de Santa Catarina. Os dados foram construídos por meio de observações nos diferentes tempos e espaços escolares, entrevistas semi-estruturadas com os diferentes grupos que formam a comunidade escolar e análise de documentos. A análise dos dados ocorreu a partir do estabelecimento de categorias relacionadas à inserção do ensino de música na escola, focalizando a ocupação do espaço e a constituição do lugar da música na escola. Ela está fundamentada em um referencial teórico constituído pelo conceito de tempos escolares sistematizado por Gimeno Sacristán (2008), bem como pelos conceitos de educação integral, escola em tempo integral e currículo integrado. O fio condutor da análise consistiu em entender como acontece o processo de escolarização da música nos diferentes tempos e espaços vividos na escola. Os resultados mostram que, ao analisar a inserção da música na escola sob a perspectiva dos tempos escolares, foi possível compreender como ocorreu a legitimação da música no currículo escolar, contribuindo para a conquista do lugar do ensino de música na escola pesquisada. / This research aimed at to investigate the process of inserting music as a curriculum subject in a full-time public school. More specifically, it aimed at: to examine the conceptions of the school community’s members about the practices of school music education; to identify the different musical and musical educational practices developed in/by the school; to understand the contributions of music teaching to the development of an integrated curriculum; and to understand the relationships between music teaching and the school project of holistic education. A qualitative case study with a public state school of the State of Santa Catarina, Brazil was carried out. This school is one of schools that are part of the Integrated Public School Project (EPI), in Santa Catarina. Data were collected through observation, semistructured interviews and analysis of written documents. Data analysis was developed by means of establishing a set of categories related to the insertion of music subject in the school curriculum, focusing the occupation of the school “space” and the constitution the “place” of music at school, as well as the schooling process of music. The theoretical framework was constituted by the concept of “school times” elaborated by Gimeno Sacristán (2008), as well as by concepts of full-time education, holistic education and integrated curriculum. Results show that, by analyzing the process of inserting music as a curriculum subject from the perspective of the “school times”, it was possible to understand how happened the confirmation of music in the curriculum of the school, contributing to the conquest of the rightful place of music as a school subject.

SAMPAIO, Daniela Dias Furlani. Cultura de Paz, Educação e Meditação com Jovens em Fortaleza- Ceará. 2012. 163f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2012. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-03-12T13:45:58Z No. of bitstreams: 1 2012-TESE-DDFSAMPAIO.pdf: 7964528 bytes, checksum: 5d2df9e5837ce4b7a3b36b0778263859 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-03-12T13:52:26Z (GMT) No. of bitstreams: 1 2012-TESE-DDFSAMPAIO.pdf: 7964528 bytes, checksum: 5d2df9e5837ce4b7a3b36b0778263859 (MD5) / Made available in DSpace on 2014-03-12T13:52:26Z (GMT). No. of bitstreams: 1 2012-TESE-DDFSAMPAIO.pdf: 7964528 bytes, checksum: 5d2df9e5837ce4b7a3b36b0778263859 (MD5) Previous issue date: 2012 / The main target of our research is the program “Fortaleza em Paz" which calls for collective meditation. Thus, our work is the result of an educational experience with teenagers from school Joaquim Antonio Albano, which is a public professional and educational institution in Fortaleza - Ceará. Discussions were facilitated and as result of them, the perceptions of teachers and students about the “Fortaleza em Paz" program, in that institution, were collected. The choice of this theme is grounded in the belief that this practice can greatly change the attitude and thinking of young people and educators in the educational environment as well as their positions on the environment in which they live, urging them to a culture of peace. The present study has a qualitative nature and an ethnographic view. Literature search, interviews, observations and workshops on culture of peace were conducted with the study subjects. The workshops of culture of peace were used as the main methodological resource. The essential on the promotion of workshops for peace is the creation of discussion forums that enable the construction of summaries to know. This happens in group, reinforcing the idea of collective peace. From the expressions of the young, obtained by means of speeches, drawings, texts, it could be realized that they announce some "benefits" in relation to attend the event of meditation in the school, such as promoting the quality of life, welfare, health, and reduce levels of violence in the city. There was improvement in personal well-being, concentration in class, family relationship and the educational environment and better school performance. Besides the psychological and spiritual benefits obtained in the practice of daily meditation, we believe in the importance of announcing successful examples in terms of education for peace. It could be seen that the “Fortaleza em Paz" program can be used as a teaching strategy in favor of a holistic education. In this sense, the experience of the Culture of Peace workshops can in many ways, encourage reflection and development of persons involved in the meditation group at school about the impact of this experience in their lives. Then, it can be concluded that the technique of meditation brought positive consequences for the group studied. This is only one among many possibilities of work culture of peace. The path to an education that respects the scale of the human being and form, indeed, citizens can exercise their full potential, it is certainly a long journey. The exciting journey experimented in this research will hopefully be a step in that direction, toward building a Culture of Peace, which will also be consolidated mainly through education. / O projeto principal de nossa pesquisa é o “Programa Fortaleza em Paz” que convida à meditação coletiva. Assim, o nosso trabalho é resultado de uma experiência educativa com jovens da escola Joaquim Antônio Albano que é uma instituição educativa pública e profissionalizante em Fortaleza – Ceará. Facilitamos reflexões e buscamos coletar, junto a professores e estudantes, suas percepções sobre o “Programa Fortaleza em Paz”, na referida instituição. Justificamos a escolha dessa temática pois acreditamos que esta prática pode mudar sobremaneira a atitude e forma de pensar dos jovens e educadores no ambiente educativo, bem como suas posturas diante do meio em que estão inseridos, incitando-os a uma cultura da paz. O presente trabalho, de cunho qualitativo, apresenta enfoque etnográfico. Realizamos uma pesquisa bibliográfica entrevistas, observações e oficinas de cultura de Paz com os sujeitos pesquisados. Utilizamos as oficinas de cultura de paz como principal recurso metodológico. O essencial na realização das oficinas da paz é a criação de espaços de discussão que possibilitam a construção de sínteses de saber. Isso acontece de forma grupal, reforçando a idéia de paz coletiva. A partir das expressões dos jovens, obtidas por meio de falas, desenhos, textos escritos, pudemos perceber que eles anunciam alguns “benefícios” em relação a participarem do evento de meditação na escola, como a promoção da qualidade de vida, bem-estar, saúde, além de diminuir os índices de violência na cidade. Houve melhora no bem-estar pessoal, concentração em sala de aula, relacionamento familiar e no ambiente educativo e melhor desempenho escolar. Além dos benefícios psicológicos e espirituais obtidos na prática de meditação diária, acreditamos na importância de anunciarmos exemplos exitosos em termos de educação para a paz. Vimos que o “Programa Fortaleza em Paz” pode ser utilizado como uma estratégia pedagógica favorável a uma educação integral. Neste sentido, a experiência das oficinas de Cultura de Paz pode em muitos aspectos, favorecer a reflexão e formação dos sujeitos envolvidos no grupo de meditação na escola sobre o impacto dessa vivência em suas vidas. Concluímos que a técnica da meditação provocou conseqüências positivas para esse grupo pesquisado. Esta é somente uma dentre tantas possibilidades de trabalhos de Cultura de Paz. O caminho para uma educação que respeite a dimensão integral do ser humano e forme, de fato, cidadãos capazes de exercer plenamente seu potencial, é certamente uma longa jornada. A instigante trajetória que percorremos nessa pesquisa esperamos ser um passo nesse sentido, rumo à construção de uma Cultura de Paz, que – acreditamos – será também consolidada essencialmente por meio da educação.