Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-06-30T13:41:38Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação para depósito final.pdf: 2736158 bytes, checksum: 0dff5555e96f31efd5e2dc56722c2277 (MD5) / Made available in DSpace on 2016-06-30T13:41:38Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação para depósito final.pdf: 2736158 bytes, checksum: 0dff5555e96f31efd5e2dc56722c2277 (MD5) Previous issue date: 2015-10-29 / CAPEs / A proposta educativa construída por Paulo Freire busca desenvolver um processo de ensino e aprendizagem comprometido com a formação humana dos sujeitos numa visão integral, envolvendo as dimensões afetivas, sociais, políticas, epistemológicas e éticas. Para Souza (2007), essa formação pode ocorrer na prática docente articulada com os demais integrantes da prática pedagógica da instituição formadora. Assim, buscamos neste trabalho compreender os princípios da humanização em Paulo Freire vivenciados na prática pedagógica docente da Educação de Jovens e Adultos da Secretaria de Educação de Olinda. Para entender a concepção de humanização, nos referenciamos em Freire (1979a, b, 2003, 2006a, b, 2009 ) e outros autores que coadunam com as mesmas ideias, como Souza (2007a, b) Saul (2013), Giroux (1997a, b), Santiago (2006a, b). Para o trato do conceito de prática pedagógica e prática docente recorremos a Souza (2009), Cunha (2005), Veiga (1989) e Zabala (1998). Na pesquisa privilegiamos a abordagem qualitativa e como procedimentos para produção e coleta de dados utilizamos a pesquisa documental, a entrevista semiestruturada e a observação. A organização e o tratamento dos dados tomaram por base a Análise de Conteúdo, Bardin (2008), enquanto que a delimitação do campo e dos sujeitos colaboradores partiu de um estudo das propostas curriculares dos municípios de Jaboatão dos Guararapes, Camaragibe e Olinda, os quais mostraram aproximações com os pressupostos da educação humanizadora de Paulo Freire. A análise dos dados revelou que os princípios da educação humanizadora de Paulo Freire na EJA se materializaram através da prática dialógica permeada pela criticidade e amorosidade na relação professor(a)-conhecimento-estudante. Na dimensão da criticidade o ser humano foi compreendido como ser social e histórico, capaz de estabelecer relações com o outro e com o seu contexto, na busca permanente de ser mais. A prática educativa dialógica e amorosa se traduziu no incentivo à fala e à escuta como um processo que se constrói para desenvolver uma postura democrática, no respeito aos diferentes ritmos de aprendizagem e para ajudar a promover o respeito às diferenças‟. Em síntese, os fundamentos da proposta curricular da Secretaria Municipal de Olinda, apoiados nas discussões de Paulo Freire, assim como o trabalho desenvolvido pela Coordenação de Jovens e Adultos, tomam forma com a prática pedagógica docente na perspectiva da humanização desenvolvida pelas professoras no chão da escola, revelando a compreensão de Souza (2007) sobre a prática docente interligada à prática pedagógica institucional. / The educational proposal developed by Paulo Freire aims to develop a teaching and learning process committed to the human construction of the subject in a full view, involving affective, social, political, epistemological and ethical dimensions. As Souza states (2007), such construction might occur in teaching practice coordinated with other members of the pedagogical practice of the educational institution. Therefore, in this work we aim to comprehend the principles of humanization in Paulo Freire experienced in teaching pedagogical practice of the Youth and Adult Education of Olinda Secretary of Education. In order to understand the concept of humanization we reference to Freire (1979a, b, 2003, 2006a, b) and other authors who comply with the same ideas such as Souza (2007a, b) Saul (2013) Giroux (1997a, b), Santiago (2006a, b). To deal with the concepts of pedagogical practice and teaching practice we address to Souza (2009), Cunha (2005), Veiga (1989) e Zabala (1998). In the research we favor a qualitative approach. The procedures used for data production and data collection were the documentary research, semi-structured interviews and participant observation. The organization and processing of data were based on Content Analysis, Bardin (2008). Besides, the delimitation of the field and collaborating subjects came from a study of the curricular proposals from the cities of Jaboatão dos Guararapes, Olinda and Camaragibe, which showed approaches with the assumptions of humanizing education of Paulo Freire. Data analysis revealed that the principles of humanizing education of Paulo Freire in Youth and Adult education materialized through dialogic practice permeated by criticality and loveliness in the teacher-student-knowledge relationship. Within the aspect of criticality, the human being was understood as a social and historical being, able to establish relationships with each other and with their environment, in permanent search to be more. The dialogical and loving educational practice has resulted in encouraging of speaking and listening as a process that is built to develop a democratic attitude; respect for different rates of learning and to help promote respect for differences. In summary, the fundamentals of the curricular proposal of the Municipal Secretary of Olinda established on Paulo Freire discussions, as well as the work of the Coordination of Youth and Adults take shape with the teaching pedagogical practice from the perspective of humanization developed by teachers in the school ground, revealing an understanding of Souza (2007) on the interconnected teaching practice and institutional pedagogical practice.

The purpose of this research study was to examine the instructional strategies, rationale, understandings, and perceptions of an elementary music specialist, Michelle Roberts, regarding the integration of traditional core content areas (TCCAs) in the kindergarten music classroom. This study sought to scrutinize the characteristics and details of Michelle’s teaching through Elliot Eisner’s notions of educational connoisseurship and criticism and through his conceptualization of educational research and practice as art. A number of early childhood educators and researchers have stressed the importance and pedagogical efficacy of using interdisciplinary, holistic instructional approaches with young children. Such approaches have the potential to create space for a humanizing education in the early childhood classroom. This qualitative research study was conducted at a public elementary school in a large, urban district in Texas, between September 18, 2009 and January 26, 2010. The participant was Michelle Roberts, an elementary music specialist with nearly 25 years of teaching experience. Data sources included classroom observations, examination of instructional artifacts, and semi-structured interviews. Following analysis of the data, three conclusions concerning the music specialist’s rationale, understandings, and perceptions regarding the integration of traditional core content areas and kindergarten music instruction were drawn. First, Michelle’s rationale, understandings, and perceptions regarding the integration of the TCCAs and kindergarten music instruction were grounded in her wealth of teacher knowledge and skills and in her beliefs regarding teaching. Second, Michelle’s rationale for the integration of the TCCAs and kindergarten music instruction was that it allowed her to educate her students in the most fitting manner possible and that it made learning “solid” or “a complete picture” for the students. Third, Michelle’s perceptions and understandings regarding the integration of the TCCAs and kindergarten music instruction were grounded in three beliefs: (a) the integration of the TCCAs and music instruction is beneficial for young children; (b) it is important to maintain the integrity of the discipline of music when integrating instruction in the TCCAs and kindergarten music instruction; and (c) music cannot be taught in isolation from other content areas. / text

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-02-10T18:25:23Z No. of bitstreams: 1 LILIAN BALEEIRO.pdf: 929559 bytes, checksum: 6a4ccc723d7203716587e4a39fd32132 (MD5) / Made available in DSpace on 2017-02-10T18:25:23Z (GMT). No. of bitstreams: 1 LILIAN BALEEIRO.pdf: 929559 bytes, checksum: 6a4ccc723d7203716587e4a39fd32132 (MD5) Previous issue date: 2015-03-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / With this thesis we present the inter-religious dialogue, from the Brazilian religious pluralist situation, as a challenge for the discussion of religious education in public schools in the secular state of Brazil, with the purpose to overcome intolerance and religious exclusivism. In the first chapter we will introduce the present situation of religious education, especially in its important historical moments, the relationship with the secular state and the position of the Permanent National Forum of Religious Education (FONAPER). In the second chapter we analyze the Brazilian religious plurality taking into account the elements of the Brazilian religious map, relating it to data from the last census of IBGE, with the intention of knowing the Brazilian religious framework and the plural context in which religious education is inserted. In the last chapter we will discuss a proposal of a religious education as ‘a space of dialogue’ between different religions, making use of the foundational elements of the theology of religious pluralism and interreligious dialogue. The practice of religious education as ‘a space of dialogue’ is brought forward as the option that enables tolerance among religious groups represented in the school environment. / Com a presente dissertação buscamos apresentar o diálogo inter-religioso, a partir do pluralismo religioso brasileiro, como desafio para a discussão sobre o ensino religioso em escolas públicas no Brasil, enquanto Estado laico, possibilitando a superação da intolerância e do exclusivismo religiosos. Para isso, no primeiro capítulo apresentaremos a situação do ensino religioso, com destaque para momentos históricos, sua relação com a laicidade do Estado e a experiência do Fórum Nacional Permanente do Ensino Religioso (FONAPER). No segundo capítulo analisaremos a pluralidade religiosa brasileira a partir elementos formadores do mapa religioso brasileiro, relacionando com os dados dos últimos censos do IBGE, com a intenção de conhecer o quadro religioso brasileiro e o contexto plural no qual o ensino religioso está inserido. No último capítulo discutiremos a proposta de um ensino religioso como espaço de diálogo entre as diferentes religiões, utilizando para isso alguns elementos da teologia do pluralismo religioso e do diálogo inter-religioso como fundamentos. A prática do ensino religioso enquanto espaço de diálogo é possível e possibilita a tolerância entre os grupos religiosos que estão representados no ambiente escolar.

Made available in DSpace on 2014-08-20T13:47:53Z (GMT). No. of bitstreams: 1 Lilian Dilli Goncalves_Dissertacao.pdf: 1113767 bytes, checksum: 2ce170c23934534d9f7dd66c7a6f3d9e (MD5) Previous issue date: 2012-05-31 / This dissertation constitutes a study focused on the construction and reconstruction of principles of coexistence by the students of the Instituto Federal de Educação, Ciência e Tecnologia Sul-Rio-Grandense, Charqueadas Campus. The main objective of the investigation is to unveil the meaning of this collective construction process for learners. It is a qualitative study, which aims to interpret the reports given by the learners, relating their narrations to the theoretical support and the investigation problem as well. The data have been produced via a semi-structured interview, observing not only their answers, but also the students body language and behavior, conducting the data analysis based on the theoretical references of the humanizing education and collective work, taking into account, fundamentally, Paulo Freire s considerations. The investigation verified to what extent the collective work motivated the development of new relationships among them, besides confirming that the students involvement in the construction of the principles contributed to a new attitude towards disciplinary issues. This study seeks to contribute with the discussions on elaboration processes based on collective work with students. The findings point out the strengthening of the affective relations, the value given to collective work, the importance of the dialogue and of listening to others. / Esta dissertação constitui uma pesquisa cujo foco é a elaboração e reelaboração dos princípios de convivência pelos educandos do Instituto Federal de Educação, Ciência e Tecnologia Sul-Rio-Grandense, Campus Charqueadas. O objetivo principal da investigação é desvelar o significado desse processo de construção coletiva para os educandos. É um estudo de abordagem qualitativa, que pretende interpretar os depoimentos dados pelos aprendizes, relacionando-os com o aparato teórico e o problema de investigação. Os dados foram produzidos através de uma entrevista semiestruturada, observando-se não só as respostas dadas aos questionamentos pelos educandos, mas também gestos e comportamentos dos sujeitos envolvidos com o estudo, realizando-se então, a análise dos resultados da pesquisa com base nos referenciais teóricos da educação humanizadora e do trabalho coletivo, centrada em Paulo Freire. A investigação verificou em que medida esse trabalho conjunto estimulou o desenvolvimento de novas relações entre eles, além de corroborar que o envolvimento dos estudantes na construção dos princípios contribuiu para uma nova atitude frente às questões disciplinares. Este estudo busca contribuir com as discussões sobre os processos de elaborações baseadas no trabalho coletivo com os educandos. Os achados apontam para o fortalecimento das relações afetivas, a valorização do trabalho coletivo, a importância do diálogo e de ouvir o outro.