A presente tese tem por objetivo investigar junto a professores da educação profissional o desenvolvimento de criticidade a partir de práticas pedagógicas que utilizam as ferramentas fórum e editor de texto coletivo. O estudo se desenvolveu sobre uma base composta de quatro eixos: humanismo, crítica, educação profissional e recursos tecnológicos. O foco do primeiro eixo está na educação humanista. O segundo eixo dá destaque às diferentes compreensões de crítica que perpassam a história. O cenário da educação profissional é o foco do terceiro eixo. No quarto eixo são tratados os recursos tecnológicos, com ênfase nas ferramentas fórum e editor de texto coletivo. A pesquisa é desenvolvida em uma abordagem qualitativa a partir da estratégia de pesquisa estudo de caso. Com o fim de coletar dados, foram realizados três cursos de extensão na modalidade semipresencial. As fontes de pesquisa utilizadas foram: entrevista e observações das ações e dos registros dos sujeitos participantes da pesquisa nas ferramentas fórum, editor de texto coletivo e editor de texto Word. O estudo mostra que o entendimento de crítica é uma construção que envolve a inserção de três aspectos: sentido político, função de julgamento, e análise, questionamento e reflexão. Estes aspectos, em diferentes graus e formas, já estavam presentes na compreensão dos sujeitos acerca de crítica. Contudo, as evidências indicam que as práticas pedagógicas dialógicas podem ter contribuído para a inserção de novos elementos. Com relação a um alinhamento com as concepções hegemônicas e contra-hegemônicas, os dados apontam três diferentes possibilidades: professores que apresentam traços de uma e outra concepção; professores com discurso mais alinhado à concepção hegemônica; e professores com discurso mais alinhado à concepção contra-hegemônica. A pesquisa indica ainda que o modelo de competências e o viés utilitarista da educação profissional estão naturalizados, ou seja, são aceitos e não questionados, contribuindo para que a concepção hegemônica mostre sua força e presença na educação. Os dados confirmam o caráter dialógico das ferramentas fórum e editor de texto coletivo, e indicam que, devido as suas diferentes características, podem ser utilizadas com diferentes propósitos e em diferentes momentos das práticas pedagógicas. O estudo conclui que se desenvolve criticidade na medida em que elementos/aspectos que compõem um entendimento de crítica se inserem na compreensão e nas ações dos sujeitos até o ponto em que crítica seja transformadora da realidade. Assim, o fato de não haver evidências de uma fase inicial de criticização pode sugerir que a criticidade pode ser desenvolvida em diferentes contextos, inclusive os educacionais, mas não somente. Para esta pesquisa, havendo a intenção docente, práticas pedagógicas dialógicas que utilizem o fórum e editor de texto coletivo podem contribuir para que aspectos de crítica se insiram na compreensão e na ação crítica dos alunos. A ausência destas práticas em contexto de educação profissional pode, por outro lado, contribuir para a perpetuação de uma hegemonia que mantém seus interesses por meio de um professor, uma escola e um aluno não críticos. / The present Ph.D. dissertation aims to investigate, alongside teachers of professional education, the development of criticality from teaching practices that employ tools such as forum and collective text editor. This research is conducted upon four branches: humanism, criticism, professional education, and technological resources. The focus of the first branch lies on the humanistic education. The second branch sheds lights on the different interpretations concerning criticism throughout history. The context of professional education is the point of the third branch. In the fourth branch, technological resources are addressed, with emphasis on tools such as forum and collective text editor. This inquiry is carried out from a qualitative approach based on the research strategy known as case study. Three extension courses in blended mode have been offered with the purpose of data collection. The research sources that have been utilized were interviews and observations of the actions and records related to the subjects participating in the study in the following tools: forum, collective text editor and Word text editor. The exploration shows that the understanding of criticism is a construction involving three aspects: political sense, judgment function, and analysis, questioning and reflection. When it comes to the awareness of criticism, theses aspects had already been conceived by the subjects to certain degrees and forms. Nevertheless, evidence indicates that dialogic teaching practices may have contributed to the insertion of new elements. Regarding an alignment with hegemonic and counter-hegemonic conceptions, the data reveal three different possibilities: teachers who have traits of one and other conception; teachers whose discourse is more aligned to the hegemonic conception; and teachers whose discourse is more aligned to the counter-hegemonic conception. This study demonstrates that the competency model and the utilitarian perspective of professional teaching are naturalized. In other words, they are accepted and not questioned, optimizing the force and presence of the hegemonic conception towards education. The data also confirm the dialogic character of the previously mentioned tools, forum and collective text editor, and signal that they may be utilized for different purposes and on diverse moments of the teaching practices due to their various features. This research remarks that criticality is developed as the elements/aspects composing an understanding of criticism are included in the comprehension and actions of the subjects until criticism transforms reality. Thus, the fact that there is no evidence of an introductory phase of criticalization may suggest that criticality can be developed in different contexts, including the educational framework, but not only this one. In terms of the present study, given pedagogical purposes, dialogic teaching practices that employ forum and collective text editor may enable criticism aspects to be inserted in the comprehension and critical action of students. The absence of such practices in a professional education context might, on the other hand, strengthen the perpetuation of a hegemony that keeps its interests by means of noncritical teachers, schools and students.

No description available.

This thesis compares the Anglo-Saxon epic Beowulf and John Gardner&amp / #8217 / s novel Grendel in terms of their generic relations within a framework of Bakhtin&amp / #8217 / s genre theory. The analysis restricts its theoretical framework to basically two essays by Mikhail M. Bakhtin, namely Epic and Novel and Discourse in the Novel included in Michael Holquist&amp / #8217 / s The Dialogic Imagination: Four Essays by M. M. Bakhtin (1981). This study argues that Beowulf represents a monologic world, which is hierarchically distanced from the present. As Bakhtin puts it, the epic presents an already completed world placed in an absolute past, which demands a pious attitude as it is hierarchically above the reader. Gardner&amp / #8217 / s Grendel, on the other hand, is a retelling of the Beowulf story through the monster&amp / #8217 / s eye in the contemporary world. It suggests a dialogue between the elevated world of the epic hero Beowulf and the novelistic world of Grendel to achieve multiplicity in a truly Bakhtinian sense. For Gardner&amp / #8217 / s version enables the monstrous other, which is Grendel, to raise its voice. By changing the temporal order and narrative perspective, Gardner succeeds in re-writing an epic story in the novelistic zone of maximal proximity to the present. This thesis, however, argues that although Gardner&amp / #8217 / s Grendel displays all the novelistic features, basically multiplicity and contemporaneity, as put forward by Bakhtin, it still celebrates the ideal world of the epic.

No description available.

Made available in DSpace on 2016-04-04T18:32:39Z (GMT). No. of bitstreams: 1 Regina de Brito Rodrigues.pdf: 1068818 bytes, checksum: 4029db9ca787a16a0945c01acf1fb951 (MD5) Previous issue date: 2007-06-18 / Starting from a presupposition that knowing reality is a condition to exercise citizenship, and taking into account that in a society in which mass communication media become ever more important in building/rebuilding reality, journalism in its different forms acts as a producer of this knowledge of the contemporary world, the present study analyses the so called humanistic education of journalists. The knowledge required in narrating everyday events is examined in the light of this type of education. Historically recovering journalism education in Brazil, this work researches the evolution of humanistic education throughout the consecutive transformations experienced in the country in order to situate in a case study the journalism course of a Pontif?cia Universidade Cat?lica in Campinas, located inland in the State of S?o Paulo. With the analysis of documents (pedagogic project, digests, course planning material and selected texts) and semistructured interviews with educational agents involved (professors for humanistic education, technical education and research education disciplines, course direction and incoming and graduating students) the practices effectively developed are problematized. The research uses discourse analysis tools in order to examine the data from a dialectic perspective through the process of going back and forth from discourse to the reality experienced by the agents involved, emphasizing the contradictions that exist among theory and practice; intentions and objectives; professors and students; technical and humanistic education; objectives and results. It also points out the role played by interdisciplinarity in the achievement of the objectives set forth by humanistic education. / Partindo do pressuposto de que o conhecimento da realidade ? condi??o para o exerc?cio da cidadania e tendo em conta que, numa sociedade em que os meios de comunica??o de massa ganham cada vez maior import?ncia na constru??o/reconstru??o da realidade , o jornalismo nos seus diferentes formatos ? produtor deste conhecimento do mundo contempor?neo, o presente estudo analisa a chamada forma??o human?stica dos jornalistas. Os conhecimentos necess?rios ao of?cio de narrar o cotidiano s?o examinados ? luz desta forma??o. Resgatando historicamente o ensino de jornalismo no Brasil, pesquisa-se a evolu??o desta forma??o human?stica ao longo das sucessivas transforma??es do pa?s, para situar num estudo de caso o Curso de Jornalismo da PUC Campinas, no interior do Estado de S?o Paulo. Com o exame dos documentos (projeto pedag?gico, ementas, planos de cursos e textos selecionados) e entrevistas semi-estruturadas com os agentes educacionais envolvidos (professores das disciplinas de forma??o human?stica, da forma??o t?cnica e da forma??o para pesquisa, dire??o do curso e alunos ingressantes e concluintes) problematiza-se a pr?tica efetiva desenvolvida. A pesquisa utiliza-se das ferramentas da an?lise de discurso para, num ir e vir do discurso ? realidade vivida pelos agentes envolvidos, examinar os dados de uma perspectiva dial?tica, salientando as contradi??es entre teoria e pr?tica; inten??es e objetivos; professores e alunos; forma??o t?cnica e forma??o human?stica; objetivos e resultados. Destaca ainda o papel da interdisciplinaridade para a consecu??o dos objetivos propostos com a forma??o human?stica.

This field study examines the comparative effectiveness of traditional and humanistic teaching methods. In part I the origins of humanistic teaching and their relationship to Gestalt therapy are considered. The influence of Humanistic education adult learning theory is also discussed. Part I concludes with an assessment of humanistic teaching. Part II: To measure the comparative effectiveness of the humanistic and traditional teaching methods, three groups of first year students in General English classess in a College of Technical and Further Education were selected. The effectiveness was measured in terms of differences in 1. Self-esteem. 2. Spelling Ability. 3. Attrition rates. 4 Academic Results. It can be concluded that there is: No difference in measures of self-esteem between groups, on the basis of the teaching method used. A large increase in the measure of self-esteem was observed in one of the groups that was taught with humanistic teaching strategies. Spelling measures showed no significant changes in any of the groups. Attrition rates were significantly reduced in groups that received humanistic teaching. Academic results of students completing the course showed no significant differences.

The summary of dissertation that studies the development of conceptual basis for the Lithuanian educational reform in terms of the shift in the educational paradigm, describes the importance of the research, its theoretical and practical significance as well as the scientific problem as to how the shift in the classical normative educational paradigm is implemented into the conceptual basis of the Lithuanian educational reform. The summary emphasizes the novelty of the research which consists in the fact that this work is the first attempt in Lithuanian educology to analyze the conceptual basis of the Lithuanian educational reform in terms of the shift in the educational paradigm and to disclose the processes of their development. The summary also presents the object, goals and methodological reference of the research as well as the content of dissertation and the conclusions, such as: the conceptual idea of the Lithuanian educational reform to implement the educational reform on the basis of shift in educational paradigm was determined by historical circumstances; the paradigmatic shift in education is systemic, the conceptual basis of the Lithuanian educational reform embeds the paradigm of humanistic education etc. / Disertacijos, kurios objektas – Lietuvos švietimo reformos konceptualiųjų pamatų kūrimas ugdymo paradigmų kaitos aspektu, santraukoje aptariamas tyrimo aktualumas, teorinis ir praktinis reikšmingumas, pristatoma mokslinė problema – kaip klasikinės normatyvinės ugdymo paradigmos kaita humanistine ugdymo paradigma įtvirtinama Lietuvos švietimo reformos konceptualiaisiais pamatais. Pabrėžiamas darbo naujumas – pirmą kartą Lietuvos edukologijoje Lietuvos švietimo reformos konceptualieji pamatai susiejami su ugdymo paradigmų kaita ir atskleidžiamas jų kūrimo procesas. Pristatomas tyrimo objektas, tikslai, uždaviniai, metodologinis pagrindas, disertacijos turinys, pateikiamos išvados: Lietuvos švietimo reformos konceptualiųjų pamatų idėja vykdyti švietimo reformą ugdymo paradigmų kaitos pagrindu nulemta susiklosčiusių istorinių aplinkybių; švietimo kaita paradigminiu pagrindu yra sisteminė; Lietuvos švietimo reformos konceptualieji pamatai įtvirtina humanistinio ugdymo paradigmą ir kt.

Disertacinio tyrimo objektas – Lietuvos švietimo reformos konceptualiųjų pamatų kūrimas ugdymo paradigmų kaitos aspektu. Nagrinėjant šį objektą, sprendžiama tyrimo problema, kaip klasikinės ugdymo paradigmos kaita laisvojo ugdymo humanistine paradigma įtvirtinama švietimo reformos konceptualiaisiais pamatais. Tyrimo problema konkretinama atsakant į probleminius klausimus – kaip, kada, kodėl, kokiame kontekste, kokiais būdais modeliuota paradigminė švietimo kaita, kokiomis idėjomis ji išreikšta. Tyrimo tikslas – atskleisti konceptualiųjų pamatų kūrimo procesą ir jų paradigminį pobūdį, aktualų šiuolaikinei švietimo situacijai bei tolesnei reformai. Šio darbo naujumas yra tai, kad pirmą kartą Lietuvos edukologijoje švietimo reformos konceptualieji pamatai susiejami su ugdymo paradigmų kaita ir atskleidžiamas jų kūrimo procesas. Teorinė reikšmė – metodologiškai pagrįstas ir empiriškai atskleistas Lietuvos švietimo reformos konceptualiųjų pamatų kūrimas ugdymo paradigmos kaitos pagrindu, susisteminta laisvojo ugdymo humanistinės paradigmos idėjas liudijanti medžiaga, traktuotina kaip metodologinė kitiems edukologiniams reformos tyrimams, metodologiškai pagrįstas ugdymo paradigmų kaitos sisteminis tyrimo instrumentas – dokumentinis tyrimas. Praktinis rezultatų reikšmingumas: apibendrinta medžiaga gali būti vertinga svarstant švietimo aktualijas, dėstant studentams naujausią Lietuvos švietimo istorijos laikotarpį, aiškinantis dabartinės švietimo reformos pamatus bei perspektyvą... [toliau žr. visą tekstą] / The object of the PhD theses research is the development of the conceptual basis of the Lithuanian educational reform in terms of the shift in the educational paradigm. The problem of the research is defined as the transposition of the shift in the classical educational paradigm into the conceptual basis of the Lithuanian educational reform. The research problem is discussed by raising such problematic issues as to how, when, why, in what context and in what way the shift in the educational paradigm was generated as well as by defining the ideas of its expression. The research objective is to disclose the process of the development of the conceptual basis of the educational reform and its paradigmatic nature, which is relevant to the current situation in education and related future reforms. The novelty of this research lies in the fact that this scientific work is the first attempt in Lithuanian educology to analyze the conceptual basis of the Lithuanian educational reform in terms of the shift in the educational paradigm and to disclose related developmental processes. Theoretical relevance of the work is methodologically substantiated and empirically disclosed development of the conceptual basis of the Lithuanian educational reform based on the shift in the educational paradigm; the systematized material attesting to the conveyance of the ideas of the humanistic paradigm of free education with the help of conceptual ideas of the educational reform, which is to be viewed as... [to full text]

Made available in DSpace on 2016-08-03T16:15:41Z (GMT). No. of bitstreams: 1 ANA CARLA DE OLIVEIRA MELLO COSTA PINHO.pdf: 1645716 bytes, checksum: daf3f5ba2ee3e62ffd9a25de5e9582e9 (MD5) Previous issue date: 2013-03-21 / This issue aimed, as a general objective, to investigate the didactic-pedagogical model which has been present in the Brazilian legal education, highlighting the need for searching the integral formation of the future legal and judicial operators, according to the CNE/CES n° 09/04 Resolution. Specifically, it aimed to investigate how the use of movies can be understood as a resource in order to open possibilities for the interaction among the legal areas and other areas, including art and esthetics focusing the formation of the law student regarding his/her effectiveness in thinking, to broad his/her world vision and offer conditions for better critical thinking. The ways gone through in this research have included a theoretical study about the history and the problems of the legal education in Brazil, discussing the pedagogical characteristics related to it as well the innovations brought by MEC regarding the curricula and pedagogy adjustment in order to reach the humanistic education, according to the academic reality of our dynamic and globalized society. The research provides a problematization in terms of how films, considered as an instructional tool, can be used as inter and transdisciplinar method in law school. It has also been produced a field research, taking a qualitative approach through questionnaire, which intended to listen to the students opinion about an experience in International Law where, regularly, cinema has been used as a strategy to contextualize the issues. The research has showed that only few professors have been using this dialogical tool in their classes. / O presente estudo teve como seu objetivo geral investigar o modelo didático-pedagógico que vem sendo utilizado no ensino jurídico brasileiro, ressaltando a necessidade da busca pela formação integral do futuro operador do Direito, conforme preceitua a Resolução CNE/CES n°09/04. De modo especial, procurou investigar como a utilização do cinema pode ser compreendida como recurso para possibilitar a interação das disciplinas da área jurídica com a de outras áreas do conhecimento, incluindo arte e estética na formação do discente de Direito, visando uma maior eficácia do exercício operacional da inteligência, ampliação de visão de mundo e exercício do pensamento crítico. Os caminhos percorridos nesta pesquisa incluíram um estudo teórico sobre o histórico e os problemas do ensino jurídico no Brasil, discutindo-se as características pedagógicas dos cursos de Direito, bem como as inovações trazidas pelo MEC no que tange à adequação dos currículos e da pedagogia para alcançar o ensino humanístico, de acordo com a realidade dinâmica da sociedade globalizada. Nesta esteira, a pesquisa visou problematizar como o cinema, considerando-o como veículo instrucional, pode ser utilizado como metodologia inter e transdisciplinar nos cursos de Direito. Elaborou-se, também, uma investigação de campo que pretendeu, por meio de questionário estruturado, obter as opiniões de alunos sobre uma experiência de docência na disciplina de Direito Internacional Público onde se utiliza, de forma regular, trechos de produções cinematográficas como elementos contextualizadores de saberes na área lecionada. A pesquisa evidenciou que são poucos os professores de direito que se utilizam do cinema em suas aulas, embora todos os alunos pesquisados entendam ser esta uma prática extremamente válida e dialógica, que os leva à ampliação de conhecimento de mundo e ao pensamento crítico.

Esta dissertação versa sobre a importância da roda, denominação atribuída a um grupo de pessoas que pauta suas ações individuais e coletivas em busca de mudanças comportamentais e sociais. Ganham espaço para reflexão, dois gêneros de rodas: o Fórum Social Mundial, ao se converter em espaço de debate das inquietações que afligem a humanidade, com a perspectiva de apontar os caminhos para o seu bem estar social e as Rodas Pedagógicas quando voltadas à promoção de uma aprendizagem significativa, oriunda da interatividade de seus pares, em especial na análise e produção textual. Estes dois gêneros de rodas são estudados a partir da possibilidade de fortalecer os valores humanos e auxiliar na construção de uma sociedade mais justa e cooperativa, menos individualista e competitiva. Nesta perspectiva, as rodas são encaradas como formas de contraposição ao individualismo, àquele que é sinônimo de egoísmo ou egocentrismo. Com relação ao Fórum Social Mundial são destacados os objetivos, bem como a sua importância no contexto global como a maior roda planetária que se estrutura sob o lema "um outro mundo é possível". Nas rodas dedicadas à aprendizagem, aqui denominadas pedagógicas, está descrito o método da roda, fruto de uma prática constante, direcionado à análise e produção textual compartilhada, e que revela a sua importância como forma de aprendizagem significativa. Também são apresentados os resultados obtidos a partir da aplicação do método em uma turma de alunos no ensino superior, partindo de critérios específicos. O método da roda foi submetido a uma avaliação pelos sujeitos que o experimentaram, através de questões que permitem constatar se a técnica aplicada auxilia no ensino e na aprendizagem e contribui para estreitar laços, bem como estruturar uma aprendizagem mais cooperativa e menos competitiva, capaz de provocar mudanças na sociedade em que vivemos. O Fórum Social Mundial e as rodas voltadas ao ensino e aprendizagem; tanto as pequenas quanto as grandes rodas aqui abordadas são consideradas pedagógicas porque ensinam e têm em comum, a cooperação e o desafio de vencer o individualismo que resulta de uma competitividade sem limites advinda da globalização neoliberal ou do triunfo do capitalismo. Quando assim estruturadas se constituem em núcleos fortalecedores das comunidades frente ao individualismo que se observa principalmente na sociedade ocidental, que nega qualquer forma de ética, pois esta pressupõe o outro. O que desponta neste início de século é uma vida comunitária fragilizada e enfraquecida, a qual dá margens à corrupção, à insegurança e ao descontrole social. As rodas aqui descritas se constituem em modelos para enfrentar a desestruturação social e fortalecer as comunidades e o seu conjunto, a sociedade. / This dissertation is about the importance of the circle, which is the name given to a group of persons that base their individual and collective actions in search of behavioral and social changes. Two kinds of circles will be discussed here: the World Social Forum as a discussion space of the concerns that afflict humanity, with the perspective of pointing ways for social well being of the people; and the Pedagogical Circles, when they are used to promote significant learning coming from interactivity among pairs, especially in text production and analysis. These two kinds of circles are studied from the possibility of strengthening human values and to help in the construction of a more just and cooperative society, less individualist and competitive. In this perspective the circles are seen as contraposition ways against individualism, in the sense of selfishness or egocentrism. About the World Social Forum, its objectives will be pointed out as well as its importance in the global context as the biggest world circle based on the slogan another world is possible. About the circles dedicated to learning, called here pedagogical, the circle method which results from constant practice directed to participative text analysis and production and that reveals its importance as a meaningful way of learning will be described. There are also presented the results obtained from using the method with a group of university students, based on specific criteria. The method of the circle was evaluated by the persons that have tried it, through questions that allow observing if the technique helps in teaching and learning and contributes to tighten relationships as well as structuring a more cooperative and less competitive learning able to instigate changes in the society in which we live. The World Social Forum and the circles dedicated to teaching and learning; the small circles as well as the big circles discussed here are considered pedagogical because they teach and they have in common the cooperation and the challenge to overcome individualism that results in a limitless competitiveness that comes from neoliberal globalization or the triumph of capitalism. When they are structured in this way they form strengthening nucleus of the communities in face of the individualism that is observed mainly in the western society, which denies any form of ethics because ethics presupposes the other. What arises in the beginning of this century is a fragile and weakened communitarian life that allows corruption, insecurity and social lack of control. The circles described here constitute models to confront the lack of social arrangement and to strengthen the communities and their whole, the society.