Univ., Diss.--Bremen, 2004. / Literaturverz. S. 205 - 216.

Frankfurt (Main), Univ., Diss., 2007

No description available.

Thèse doctorat : Sciences de l'éducation : Lyon 2 : 1982. / Titre provenant de l'écran-titre. Bibliogr.

The aim of this thesis is to try to bring some clarity and perspective into the controversy generated by Ivan Illich's theory of the necessity for a deschooled society. Furthermore it attempts to elaborate on how Illich's concepts originated and evolved. In this respect, it strives to present all of the elements which have had an impact upon Illich's intellectual formation and his subsequent religious, social, and educational philosophy. / The method of inquiry for my thesis is to investigate the various experiences, including definite influences, which contributed to shaping Illich's attitudes towards society, technology, and formal education. Since all of these factors eventually contributed to his famous theory of deschooling, this paper attempts to describe how Illich developed intellectually from his younger days until he conceptualized his notion of a free education in the Centre International de Documentation. In addition, this study analyzes the reactions of the major critics and commentators who either criticized or supported Illich's theories. / The thesis concludes by presenting the reactions of the author to both Ivan Illich's theories and to the views of his major critics and commentators.

Submitted by Pedro Barros (pedro.silvabarros@ufpe.br) on 2018-09-28T20:06:57Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Olívia Morim de Melo.pdf: 1507580 bytes, checksum: 8d496e81682bda828878eb075356a87f (MD5) / Approved for entry into archive by Alice Araujo (alice.caraujo@ufpe.br) on 2018-11-20T21:08:52Z (GMT) No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Olívia Morim de Melo.pdf: 1507580 bytes, checksum: 8d496e81682bda828878eb075356a87f (MD5) / Made available in DSpace on 2018-11-20T21:08:52Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Olívia Morim de Melo.pdf: 1507580 bytes, checksum: 8d496e81682bda828878eb075356a87f (MD5) Previous issue date: 2017-01-27 / FACEPE / Ao longo de uma trajetória de mais de dez anos, um grupo de pesquisa vem aproximando os campos do Design e da Educação. Hoje, esse grupo se propôs a se reorganizar por meio de uma rede de ações e projetos conectados denominada RIDE - Rede Internacional Design/Educação, baseada na UFPE. Esta pesquisa compõe um dos projetos (OC - Olhar Convivial) e colabora para solidificar o novo campo Design/Educação. O acúmulo das experiências, estudos e pesquisas do grupo apontam para o distanciamento da postura do Design como suporte à Educação e sugerem a perspectiva do Design como agente intrínseco à Educação. O território convivial, denominado a partir do conceito de convivialidade de Ivan Illich (1976), é uma zona para elaborar, teoricamente, essa nova perspectiva do design na educação. A sugestão de um território específico para se discutir o ponto de partida da prática do design como ferramenta de ensino-aprendizagem escolar está em consonância com as características do espírito do sujeito pós-moderno e abarca parte dos questionamentos sobre o modelo escolar que temos institucionalizado. A partir do entendimento do espírito do sujeito pós-moderno, da compreensão dos limites do campo de conhecimento do Design da Informação e dos resultados dos estudos que originaram a RIDE, esta pesquisa discute uma nova perspectiva da ação do design na educação propondo a convivialidade como território para a discussão. / For a period of more than ten years, there is a research group that has been bringing together the fields of design and education. Currently, one of the group’s proposals is to organize itself through a network of connected actions and projects named An International Design/Education Network (commonly referred to in Brazil as RIDE) – based at the UFPE. The present work is composed of one the RIDE projects (A Perspective of Conviviality – referred to in Brazil as OC) and helps to consolidate the new field of design/education. The accumulation of experience, studies and research from within the group has led to a change in the way that design has been viewed, i.e. as a support for education, and has suggested that is should be regarded as an intrinsic part of education. The convivial territory, thus termed by taking into account Ivan Illich´s concept of conviviality (1976), is an area in which to elaborate theoretically, this new perspective of design in education. Suggesting a specific territory in order to discuss the starting point of the practice of design as a teaching and learning tool at school is in accordance with the characteristics of the spirit of the post-modern being, and covers some of the questions regarding the school model, which we have institutionalized. From an understanding of the spirit of the post-modern being, and of the limits that the field of information design presents, and from the results of the studies that originated RIDE, this work discusses a new perspective for the action of design in education, proposing conviviality as a territory for discussion to take place.

No description available.

Ivan Illich (1926-2002) propose dans ses ouvrages une critique radicale des « institutions » (Église, école, hôpital, transports, machines, etc.) qui toutes, à un moment de leur déploiement, se révèlent contre-productives. Peut-on transposer au domaine de l'urbain ses analyses ? Si oui, en quoi contribuent-elles à rendre intelligible ce qui « travaille » les villes à l'ère de l'urbanisation planétaire ? Cette recherche propose une lecture illichienne de « l'entreprise-ville » et suggère des pistes pour sortir de l'impasse productiviste dans laquelle elle est engagée. Elle s'articule autour de deux axes : Premièrement, dans le contexte du paradigme économiciste de la rareté et du paradigme cybernétique des systèmes, la Ville a été substituée par une entreprise urbaine contre-productive : une anti-ville. L'urbanisme devient iatrogène. C'est « le grand enfermement ».Deuxièmement, les idées d'Ivan Illich projetées sur l'espace habité nourrissent , et très généreusement, un nouveau paradigme pour sortir de l'industrialisme et reconstruire le territoire à travers des processus de réduction / reconduction. C'est la ville conviviale / In his work, Ivan Illich (1926-2002) makes a radical critique of “institutions” (the Church, schools, hospitals, transport, machines, etc.), alleging that at some stage in their development they become all counterproductive. Can these analyses be transposed to the urban domain? If so, how can they help to make what “shapes” cities intelligible in the age of global urbanisation? This research proposes an Illichian reading of “the business-city” and suggests ways to leave the productivist impasse it is now experiencing. It is structured around two axes : Firstly, in the context of the economic model of scarcity and of the cybernetic model of systems, the City has been replaced by a counterproductive urban business: an anti-city, in which Urbanism becomes iatrogenic. It is « the vast enclosure ». Secondly, Ivan Illich's ideas transposed to the habitable space significantly contribute towards nurturing a new model for leaving industrialism and reconstructing the territory through processes of reduction and reconduction. This is the convivial city

O presente trabalho buscou uma aproximação com a trajetória-obra de Ivan Illich entre os anos de 1926-1967. Esse recorte temporal obedece um caminho, que optamos por percorrer, para demonstrar uma característica fundamental do autor: sua produção escrita fortemente atrelada às situações concretas da vida. Esse engajamento de Ivan Illich, que produziu durante esses anos que analisamos ao menos dez textos importantes, foi o eixo estrutural da nossa dissertação. Tratamos de três aspectos simultâneos: lugar na cultura científica, sua trajetória e obra. O primeiro aspecto, aparece no primeiro capítulo na forma de uma análise de prefácios, feitos por intelectuais, para os livros do, ou sobre, Ivan Illich. O leitor encontrará elementos que ajudam na identificação da crítica illichiana. O segundo e terceiro aspectos foram analisados conjuntamente, ou seja, não separamos o autor de sua obra. Isso pode ser encontrado no segundo e terceiro capítulo. Trata-se de uma crítica a institucionalização na sua forma da escolarização da sociedade, na qual o pano de fundo desse processo é a Aliança para o Progresso. Mas também, trata da questão da linguagem como uma forma de crítica da modernidade industrial. / The present work sought an approximation with the trajectory-work of Ivan Illich between the years of 1926-1967. This temporal cut follows a path we have chosen to follow, to demonstrate a fundamental characteristic of the author: his written production strongly tied to the concrete situations of life. This engagement of Ivan Illich, who produced during those years that we analyzed at least ten important texts, was the structural axis of our dissertation. We deal with three simultaneous aspects: place in scientific culture, its trajectory and work. The first aspect appears in the first chapter in the form of an analysis of prefaces, made by intellectuals, for the books of, or about, Ivan Illich. The reader will find elements that help in identifying the Illichian critique. The second and third aspects were analyzed together, that is, we did not separate the author from his work. This can be found in the second and third chapters. It is a critique of institutionalization in its form of schooling of society, in which the background of this process is the Alliance for Progress. But it also deals with the question of language as a form of criticism of industrial modernity.

O presente trabalho buscou uma aproximação com a trajetória-obra de Ivan Illich entre os anos de 1926-1967. Esse recorte temporal obedece um caminho, que optamos por percorrer, para demonstrar uma característica fundamental do autor: sua produção escrita fortemente atrelada às situações concretas da vida. Esse engajamento de Ivan Illich, que produziu durante esses anos que analisamos ao menos dez textos importantes, foi o eixo estrutural da nossa dissertação. Tratamos de três aspectos simultâneos: lugar na cultura científica, sua trajetória e obra. O primeiro aspecto, aparece no primeiro capítulo na forma de uma análise de prefácios, feitos por intelectuais, para os livros do, ou sobre, Ivan Illich. O leitor encontrará elementos que ajudam na identificação da crítica illichiana. O segundo e terceiro aspectos foram analisados conjuntamente, ou seja, não separamos o autor de sua obra. Isso pode ser encontrado no segundo e terceiro capítulo. Trata-se de uma crítica a institucionalização na sua forma da escolarização da sociedade, na qual o pano de fundo desse processo é a Aliança para o Progresso. Mas também, trata da questão da linguagem como uma forma de crítica da modernidade industrial. / The present work sought an approximation with the trajectory-work of Ivan Illich between the years of 1926-1967. This temporal cut follows a path we have chosen to follow, to demonstrate a fundamental characteristic of the author: his written production strongly tied to the concrete situations of life. This engagement of Ivan Illich, who produced during those years that we analyzed at least ten important texts, was the structural axis of our dissertation. We deal with three simultaneous aspects: place in scientific culture, its trajectory and work. The first aspect appears in the first chapter in the form of an analysis of prefaces, made by intellectuals, for the books of, or about, Ivan Illich. The reader will find elements that help in identifying the Illichian critique. The second and third aspects were analyzed together, that is, we did not separate the author from his work. This can be found in the second and third chapters. It is a critique of institutionalization in its form of schooling of society, in which the background of this process is the Alliance for Progress. But it also deals with the question of language as a form of criticism of industrial modernity.