Constantemente questionado, o ensino de Matemática tem sido objeto de estudo e não faltam propostas para sugerir modificações no currículo, na metodologia, nos recursos e abordagens vigentes. É comum constatarmos dificuldades de aprendizagem relacionadas ao grau de abstração inerente à linguagem matemática. Partindo do referencial teórico estabelecido, fizemos um estudo acerca das principais competências que a Educação Básica pretende desenvolver em seus alunos, uma vez que a função principal da educação é a formação pessoal. O ENEM (Exame Nacional para o Ensino Médio) pretende avaliar o desenvolvimento de cinco competências básicas, sendo elas: expressão em diferentes linguagens, compreensão de textos e fenômenos, capacidade de argumentação ou análise, capacidade de decisão ou de síntese e capacidade de contextuação. Machado (2009) propõe o desenvolvimento da capacidade de imaginação, ou seja, da extrapolação de contextos, complementar à capacidade de contextuação, pois, segundo o autor, precisamos lidar com problemas de nossa realidade e igualmente saber resolvê-los. As abstrações matemáticas residem especialmente no polo das extrapolações, ou da imaginação. E, nesse aspecto, verificamos que há uma relação natural entre a Matemática e os contos de fadas, como também entre a Matemática e o Teatro, este último diretamente relacionado à imaginação vivida pelos atores na representação de personagens em histórias fictícias. Se, tanto o Teatro como a Matemática auxiliam no desenvolvimento da competência de abstração, nosso trabalho de pesquisa foi o de investigar a natureza e a estrutura de ambos, para estabelecer entre eles uma produtiva articulação. Neste estudo percebemos que o Teatro, originário da Grécia Antiga, surge ao lado da consciência de que todos nós representamos papéis no decorrer de nossas vidas: somos filhos, pais, funcionários, empregadores, clientes, vizinhos, religiosos, partidários etc. É própria da condição humana a necessidade da fuga (ultrapassagem) da realidade por meio das abstrações e o Teatro foi uma solução encontrada para superar o mundo das circunstâncias determinadas. O trabalho com peças teatrais nas escolas favorece o desenvolvimento da competência de abstração tão necessária à apropriação da linguagem matemática. Há também afinidade estrutural entre o Teatro e a Matemática, já que ambos possuem coerência lógica na narrativa e no desenvolvimento do algoritmo, respectivamente, que conduzem à moral da história e às resoluções de problemas, concomitantemente. Concordamos com Ortega y Gasset (2007) quando considera que o Teatro é metáfora corporificada, pois materializa as abstrações inerentes à representação teatral. Em consequência disso, acreditamos que o Teatro é uma possibilidade de materialização dos conceitos e narrativas nas aulas de Matemática. / Often questioned, the teaching of Mathematics has been studied and lots of proposals are given to suggest changes in curriculum, methodology, resources and current approaches. It is common to find learning difficulties related to the level of abstraction inherent in the mathematical language. Based on the theoretical framework established, we studied of the main competence that basic education intends to develop on students. ENEM (Exame Nacional para o Ensino Médio) intends to evaluate the development of five basic competences, which are: expression in different languages, understanding texts and phenomena, the capacity for reasoning and analysis, decision making ability or capacity of synthesis and contextualization. Machado (2009) proposes the development the capacity for imagination, that is to look beyond contexts, ability which in an additional because, according to the author, we must deal with problems of our reality and also know how to solve them. The mathematical abstractions reside especially in the center of extrapolation or imagination. In this respect we find that there is a natural connection between Mathematics and fairytales, but also between Mathematics and Theater, and Theater is related to the imagination experienced by actors in the representation of characters in fictional stories. If both the Theater and Mathematics help in the development of the mathematical abstraction competence, our research was to investigate the nature and structure of both to establish a productive articulation between them. In this research we realized that the Theater, originating in ancient Greece appears next to the consciousness that, as individuals we represent different roles throughout our lives, either as children, parents, employees, employers, customers, neighbors, religious, partisans etc. It is proper to the human condition the need of escaping (overrunning) of reality by means of abstractions and the Theater was a solution found to overcome the world of certain circumstances. The project of Theater in schools encourages the development of competence required for abstraction as the appropriation of the mathematics language. There is also structural affinity between the Theater and mathematics, as both have logical coherence in the narrative and the development of the algorithm, respectively, leading the moral and problems resolution simultaneously. We agree with Ortega y Gasset (2007) when he considers that the Theater is an embodied metaphor, materialized as the abstractions inherent in Theater. As a result we believe that Theater is a possibility of realization of the concepts and narratives in math classes.

This thesis is a contribution to a broader interdisciplinary exploration of the ways in which emotional well-being manifests in communal contexts. Using the artistic practice of Mbusa-making among the Bemba of Zambia as a case study, it understands emotional well-being as a relational practice and a dynamic process, not as an attained goal, an affective state, or a static situation. The data used for the thesis are drawn from previous research on the art of Mbusa, specifically that of Audrey Richards in the 1930s and of Bennetta Jules-Rosette in the 1970s, with supplementary distance interviews conducted by the author of this thesis, throughout 2020 and 2021. The thesis seeks to map out the experience of well-being with the utilization of conceptual tools given mainly by existential-phenomenological anthropology. Its main objective is to revisit some pioneer ethnographic studies, by focusing on Mbusa's underestimated link to emotional well-being, enriching them with contemporary theories on imagination,agency, and personhood. The thesis discusses the mainstream discourse on well-being as sit is associated with hapiness, physical health, and the social indicators for the quality of life among poor and wealthy nations. Thus, it places the practice of Mbusa amid that widespread approach, questioning it. The case of this Bemba practice in Zambia is used to illustrate the point that well-being is the universal, ever-present act of coping with adversity and to demonstrate its artistic and imaginative qualities that help people be in the world.

My work called Wandering... is addressed to natural ways of Travelling. I relativised this therm and I complain it with the word Wandering. First of all I try to evocate wandering in mind. I use quite static images that contrasts with wide range of musical themes and sound effects.

Annotation: Kaločová, V.: Day dreaming /MA thesis/ Praga 2010 - The Charles University, Pedagogical Faculty, Department od Art Education This work studies the area of day dreaming in the context of general education as well as visual arts education. It views day dreaming mainly as a device to develop creative thinking, and highlights its contribution to and importance for education as well as for personal character development, pointing out also the negative sides. In this thesis day dreaming is defined within psychology, pedagogy and artphiletics in a way that could be inspiring and contributing for education. In visual arts, dreaming is stressed especially there where painting coincides with poetry, and where it opens doors leading to creation of new worlds between consciousness and unconsciousness. Furthermore, this work deals with so-called "artwork dreaming", as a preparatory phase of artworks. The main issue of the theoretical part is poetics of day dreaming, which, as well as this work, tries to develop personal courage for creative thinking. Poetic dreaming is viewed as the highest, which contrives to stimulate us, harmonizes our senses, and helps us dwell in this world. Key words: Day dreaming, poetry, dream and reality, imagination, fantasy, imaginativeness

Title: Imagination in Art Summary: This thesis deals with the concept of imagination in terms of psychological and philosophical. Regarded the function of imagination in the development of the child's personality in relation to film and audiovisual production. It represents the relationship of imagination and the film and audiovisual works on selected examples from the period of experimental film and animation, surrealist and avant-garde work to video art. Educational section provides insight into the current approach to film and audio-visual education and the concept of creativity in Art education. It further states examples from practice. Keywords: Imagination, Film and audiovisual Education, Art Education, creativity, animism

ThLic. Bc. Barbora Šmejdová Title of the thesis: C. S. Lewis and the Language of Modern Apologetics Abstract The dissertation thesis is devoted to the question of what kind of language we should use in contemporary apologetics to make Christian message communicable to unbelievers. This question is approached through the work of C. S. Lewis. After the introduction and biography of the author, the thesis provides the analysis of Lewis' gnoseological starting points. In this chapter, we are trying to show that Lewis is able to pay attention to the present accent on subjective perspective without getting trapped in relativism. The next chapter focuses on Lewis' theory of language. For his view, the theme of myth and metaphor is central. Together with Lewis, we come to the conclusion that human language is metaphorical, but we can still touch truth. This journey is not easy, though. To be able to make readers approach truth, the author has to live in truth. That is why the next chapter is devoted to the theological interpretation of imagination and shows that authentic Christian imagination is an integral part of each good apologetic text. The last chapter is focused on the genres of apologetics and, based on Lewis' work, presents their benefits and restrictions. Keywords C. S. Lewis; language of apologetics;...

Magister Educationis - MEd / This study investigated the use of folktales in enhancing literacy development among Grade 3 isiXhosa-speaking learners in one Western Cape primary school. It was inspired by my quest to explain the low literacy performance levels of Foundation Phase learners, especially those taught through the medium of African languages. Although learners are taught in their mother-tongue in this phase, the reported national literacy results do not reflect this educational advantage. Education reports continually indicate low literacy levels in the Annual National Assessments (ANAs). Underdeveloped literacy skills are likely to have a negative impact on the child’s academic progress throughout and beyond the schooling years. This study focused on the use of folktales in fostering imaginative and critical thinking as folktales present language in its natural state. They are regarded as the best tool for whole language and literacy development. Folktales are central to the indigenous knowledge system (IKS) which is an educational and cultural tool that exposes children to oral literacy, even before they acquire literacy My enquiry is premised on the idea that technology should not replace the indigenous knowledge that may be acquired through folktales. Instead, deeper sustainable research into the role of folktales in children’s acquisition of indigenous knowledge is of paramount importance for generating creative and analytical responses and for understanding the role of folktales in young children’s education. For these reasons this study applied qualitative research methodology to investigate how teachers make use of folktales to enhance Grade 3 learners’ literacy skills in isiXhosa. It drew on Sociocultural Theory to explore their pedagogical strategies in this endeavour.The findings show that folktales are oral epistemic tools which may be utilised to foster a learnercentred approach that promotes learners’ ability to grasp ideas. The study concludes that folktales are instruments of pedagogical, social and cultural knowledge which may be used across the curriculum.

This study aimed to investigate how some teachers talk to students in grade 4-6 about fiction, more specifically, how the teachers in their reading aloud teaching enable students to develop imaginary worlds through conversation. The material was analyzed based on Langer’s (2005) theory about imaginary worlds. Two questions were formulated to answer the study’s aim: How do some teachers plan their conversations about fiction in reading aloud teaching? Moreover, how do teachers’ conversations about fiction vary in reading aloud teaching? The results showed that all teachers plan their conversations about fiction in the reading aloud teaching in different ways. Three of the teachers plan their conversations by reading the fictionin advance to get acquainted with the story and the characters. One teacher plans her conversations about fiction after reading aloud. The result also showed that all teachers vary their conversations about fiction in reading aloudin different ways, such as text extracts from chapters, work with illustrations, book conversations, and keeping the book secret from the students so that they can imagine what the characters and the environment can look like. Finally, the result showed that through the teachers’ conversations, the students were given opportunities to build imaginary worlds and an increased understanding of the text.

This is a project that asks questions. Why are we behaving in certain ways? Why are we using objects for a certain purpose and not others? Why can’t we do it differently? Questions most of us never even consider because we have gotten so used to following the path that is predetermined for us. Throughout this work I will analyze how skateboarding poses a critique of spatial regulations and pre-defined purposes, as well as how skaters are suggesting a whole new perspective on our everyday life. I argue that skaters are in fact the post-industrial designers of their everyday life, and that the perspective of skaters carries potential for sustainable change as it favors the imagination and possibilities over restrictions and limitations. This is a perspective that I believe can help us make better use of the resources we have, both in terms of ecological sustainability, but also with regards to social aspects, as it allows for greater diversity and multitudes of behaviors within the same space. Through several design iterations I have explored how skateboarding offers tactics that can be applied by others to start a process of imagining and performing alternative ways of engaging with public spaces.

The current global food system is market-driven and depends on the exploitative commodification of our basic need to eat. It has been consistently condemned for its incapacity to account for justice, sustainability, welfare, and health. Developing alternative food system strategies is a necessary step towards creating a more sustainable and just reality. By conducting a comparative analysis using semi-structured interviews and virtual mapping between a rural area and an urban city in Ontario, Canada, the relationship between food geographies and the development of diagnostic (problem-oriented) and prognostic (solution oriented) framings within the corporate food regime is explored. Considering the influences of socio-geographical context (i.e. urban or rural), and the impacts of cognitive and physical food distancing adds new perspective and considerations to the existing literature. The results found that the urban participants had more robust diagnostic and prognostic framings than the rural participants. They also found that the impacts of food distancing were represented by the participants differently; The urban participants experienced more significant cognitive and physical distancing, but were mostly worried about the impacts of cognitive food distancing, whereas the rural participants were mostly focused on the impacts of physical distancing and were less affected by both types of distancing.