Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xv, 383 p.; also includes graphics (some col.) Includes bibliographical references (p. 304-313). Available online via OhioLINK's ETD Center

Submitted by Cristiane Magalhães Bissaco (cristianemagalhaes@yahoo.com.br) on 2017-05-08T17:51:08Z No. of bitstreams: 1 1 tese Bissaco.pdf: 2200703 bytes, checksum: 1a05ff76baafeb9efc93a5d64ee01610 (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-05-08T19:33:43Z (GMT) No. of bitstreams: 1 bissaco_cm_dr_rcla.pdf: 2200703 bytes, checksum: 1a05ff76baafeb9efc93a5d64ee01610 (MD5) / Made available in DSpace on 2017-05-08T19:33:43Z (GMT). No. of bitstreams: 1 bissaco_cm_dr_rcla.pdf: 2200703 bytes, checksum: 1a05ff76baafeb9efc93a5d64ee01610 (MD5) Previous issue date: 2017-03-09 / Esta pesquisa se configurou em consonância com um olhar teórico no qual o conceito de criança é definido como um ser sócio-histórico, capaz de aprender desde muito pequeno e que, além de conhecimentos, constrói simultaneamente sua própria moralidade, sendo capaz de atribuir valores às questões pertinentes à temática ambiental. Desse modo, com o objetivo de construir sentidos sobre as práticas docentes de Educação Ambiental, procedi com gravação audiovisual, transcrevi e analisei os diálogos realizados entre sete professoras do sistema municipal de Araçatuba - SP e suas crianças, com faixa etária entre 4 e 5 anos, em que a temática ambiental foi apresentada, observando os valores evidenciados nessas práticas. A pesquisa contemplou um olhar para as práticas docentes – ações diretas de professores com crianças em idade pré-escolar e os diálogos decorrentes dessas ações, tendo como perguntas que nortearam o caminho desta pesquisa: a) Que sentidos são construídos a partir dessas práticas docentes? e b) Quais as possibilidades e limites dessas práticas docentes para a construção de valores voltados ao meio ambiente? Foi possível agrupar as práticas das sete professoras em três formas de Educação Ambiental, com sentidos específicos, quais sejam: a) pragmática, b) estética e c) meramente como ensino do eixo Natureza e Sociedade. No primeiro grupo se inseriram quatro professoras, que trataram de problemas ambientais visando ações e não desperdício para seu enfrentamento. Três delas trataram da questão do lixo e a sua reciclagem (P1, P3 e P7), e uma delas enfocou a questão da água e seu consumo (P2). No segundo grupo estão as propostas de duas professoras (P4 e P6). P4 direcionou sua ação para a elaboração de um jardim "para que os insetos tivessem onde viver". P6 direcionou-se para a produção de mudas de árvores frutíferas, ambas enfatizando a experiência sensorial junto às crianças. No terceiro grupo se inseriram as ações pedagógicas de P5, a qual apresentou como tema norteador de sua proposta "animais domésticos e animais selvagens", explorado sob o sentido de "conhecer para preservar". Pude perceber que os dados apontam para os limites do docente da Educação Infantil em romper com a hegemonia dos discursos ambientais mais conservadores e antropocêntricos, sendo que apenas P4 consegue realizar um trabalho em que o ser humano não é o centro de interesse. Esses dados parecem indicar a necessidade de direcionar espaços de formação em Educação Ambiental que considerem as perspectivas mais críticas. / This study was conducted in accordance with a theoretical concept of the child as a socio-historical being, capable of learning since their early age and concurrently of constructing knowledge and their own sense of morality, as well as becoming able to confer value to matters such as those pertaining to environmental themes. Thus, aiming at constructing meanings of teaching practices for Environmental Education (EE), I observed, audiovisual recorded, transcribed and analyzed the dialogs between seven pre-school teachers and their students, aged 4-5, at the municipal school system in the city of Aracatuba - SP, when environmental themes were presented and focused on the values underlined in their practice. Under the light of teaching practices, the direct actions of teachers towards their pre-school students and the dialogs resulting from such actions, this study pondered the following research questions: a) Which meanings have being constructed from those specific teaching practices? and b) Which are the possibilities and limitations of those same teaching practices for the construction of environmental values? It was possible to group the seven teachers’ practices under three different forms of EE with specific meanings: a) pragmatic, b) aesthetic and c) merely as the teaching of Nature and Society. The first group includes four teachers who dealt with environmental issues intending to face them with actions and not waste. Three of them specifically treated the problem of garbage and recycling (P1, P3 and P7), and one of them focused the problem of water and its depletion (P2). The second group comprehends two other teachers’ proposals (P4 and P5): P4 directed her action to the creation of a garden “so that insects have a place to live in”; and P6 directed her action to the production of fruit tree saplings. Both of them emphasized the sensorial experience with the children. The third group includes the pedagogical actions of only one of the teachers (P5) who presented “domestic and wild animals” as a north for her proposal, exploring the idea of “knowing in order to preserve”. I observed that the data pointed at the limitations of Child Education teachers in breaking with the hegemony of most conservative and anthropocentric environmental discourses, considering only P4 could develop the kind of work in which the human being was not the center of interest. The results seem to indicate the need for creating places for developing EE where more critical perspectives are considered.

Made available in DSpace on 2015-05-07T15:08:18Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 751890 bytes, checksum: 1c509e025a4e66448d092bac40fb51a4 (MD5) Previous issue date: 2010-09-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The question of learning of values in the roll of human behavior has aroused the interest of scholars of many specialities. In the context of education, the search to understand the formation of beliefs and values, the reason for aggressive, unfair, solidary and compassionated attitudes, has been constantly searched by researchers. But, is there really a crisis of values, or are the values in crisis? More than stick to this question, this study aims to understand a little more about the moral formation in its theoretical essence. Therefore, was sought in Jean Piaget and Lawrence Kohlberg's cognitive evolutionary perspective about the moral development, to highlight the points on which these have contributed to the advancement of the understanding of moral formation. A critical analysis is made of such perspective when thoughts of Richard Shweder and Jonathan Haidt are evidenced. Besides this extreme criticism of the evolutionary cognitive perspective, shall be also placed the contributions of Michel Foucault about the understanding of moral formation in the school environment, that in a characteristically particular way about the microphysics of Power, shows the micro relations in this same, and that goes through moral attitudes developed in such institutions. In this study about the theme of moral formation, the Brazilian National Curriculum Parameters must be analyzed, particularly what this document proposes on morality as Transversal Theme Ethics. The aim of this study is to analyze critically Piaget and Kohlberg's theory of moral development and compare it to other authors with different and divergent perspectives from evolutionary cognitive, through documentary analysis of the National Curriculum Parameters - Transversal Theme Ethics. Starting from this movement of documents analysis of Piaget and Kolhberg s theories observation, some results are shown on the understanding of how useful this can be to moral formation during the educational process in the school environment, as well as can contribute with new possibilities to act, to think and to live; way of life that goes beyond the walls of the school. Understanding the mechanisms of how the morality is being produced and aware of micro power relations existing in school institutions is fundamental to find new ways or even to have greater awareness of the path that everyone, or the great majority of society, is following. This study gives the opportunity to reflect about theories established, with the intent of producing new information networks, that may indicate new paths for the understanding of the process of moral formation. / A questão da aprendizagem de valores no campo dos comportamentos humanos vem despertando o interesse de estudiosos de variadas especialidades. No âmbito da educação a busca por entender a formação de crenças e valores, o porquê de atitudes agressivas, injustas, solidárias, compassivas, tem sido busca constante dos pesquisadores. Mas, será mesmo que há uma crise de valores, ou será que os valores em si estão em crise? Mais que se ater a este questionamento, o presente estudo procura compreender um pouco mais sobre a formação moral em seu cerne teórico. Para tanto, buscou-se, na perspectiva cognitiva evolutiva de Jean Piaget e Lawrence Kohlberg acerca do desenvolvimento moral ressaltar os pontos em que estas contribuíram no avanço do entendimento da formação moral. É feita uma análise crítica de tal perspectiva quando pensamentos de Richard Shweder e Jonathan Haidt são evidenciados. Além dessa crítica extremista à perspectiva cognitiva evolutiva, ainda serão colocadas, as contribuições de Michel Foucault acerca do entendimento da formação moral no ambiente escolar, que de maneira caracteristicamente particular acerca da microfísica do poder, evidencia as microrrelações existentes nas mesmas, e que ultrapassam atitudes morais desenvolvidas em tais instituições. Nesse mergulho à temática da formação moral, não se poderia deixar de analisar também os Parâmetros Curriculares Nacionais, mais particularmente no que este documento propõe no tocante à moralidade enquanto Tema Transversal Ética. O objetivo geral desse estudo é, então, analisar de maneira crítica, a teoria do desenvolvimento moral de Piaget e Kohlberg, colocando-as em diálogo com demais autores com perspectivas diferentes e divergentes à cognitiva evolutiva, através da análise documental dos Parâmetros Curriculares Nacionais - Tema Transversal Ética. A partir desse movimento, que não se encerra em si, de análise documentais, bem como de análise das teorias de Piaget e Kohlberg alguns resultados emergem no entendimento de como esta pode ser útil ao desenvolvimento moral durante o processo educativo no ambiente escolar, bem como pode comprometer novas possibilidades de agir, pensar e viver; forma de vida, estas, inclusive, que extrapolam os muros da escola. Entender os mecanismos de como a moralidade está sendo produzida e ter noção das relações de micro-poder existentes nas instituições escolares é fundamental para buscar novos caminhos ou mesmo ter maior consciência do caminho a que todos, ou a grande maioria da sociedade vêm seguindo. Este estudo oportuniza fazer uma reflexão sobre as teorizações estabelecidas, a fim de se produzir novas redes de informação, que possam sugerir novos caminhos à compreensão do processo de formação moral.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-07-10T14:30:37Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Veronica Nogueira Vanni.pdf: 3577308 bytes, checksum: fd930227c36eda5f7a13707374db19a9 (MD5) / Made available in DSpace on 2017-07-10T14:30:37Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Veronica Nogueira Vanni.pdf: 3577308 bytes, checksum: fd930227c36eda5f7a13707374db19a9 (MD5) Previous issue date: 2017-03-28 / This thesis was presented and defended in the Master's Program of Education of This dissertation was presented and defended in the Master's Program in Education at the University of Oeste Paulista – Concentration Area: Educational Institution and Educator's Training (UNOESTE). In the national scenario, we frequently observe the growth of violence situations in schools, which significantly jeopardizes the educational process. Whether it is verbal, physical, or any other kind of practice, violence must be prevented and countered, since violence is the opposite of education's purpose. Thereby, the responses to situations of conflict existing in school depicted at the violent behaviors found, point out the relevance in working with practices that promote the learning of values and moral rules and the ethical formation of students, since they include the reflection about values and skills needed to the conviviality in society. In this sense, this research had as main objective to substantiate and systematize an experience with a deliberative moral practice, the class assemblies, contributing for the development of students' moral autonomy. It is based on authors of the psychology of morality and especially those who bring the perspective of evolutionary cognitive theory. It was made accordingly with the descriptive qualitative approach, of phenomenological nature of intrinsic case study type. It was developed in a municipal school of kindergarten and elementary school located in the Sao Paulo countryside. The methodological procedures have involved: data collection, documental analysis; semi structured interviews with the director, pedagogical coordinator of the common nucleus and one teacher of the 5th year of Elementary School; observation of an experience with class assemblies made with one teacher and her respective students of the 5th grade of Elementary School; interview after the assemblies with 30% of the total number of students chosen by lot (simple random sample). Data analysis and discussion were based on observations of practice and through the meaning interpretation of answers (written or oral), presented by the respondents; which were separated by axes, sub-axes and categories related to the objectives proposed by this research. Results indicate that although there is still a need for greater theoretical-practical deepening for the systematization of school moral practice with class assemblies instituted by the school, they favor the formation of a student who is protagonist in his developmental process, as well as in the establishment of a school environment in which the climate is favorable for the learning of contents, values and rules, which results in a more democratic coexistence, where mutual respect prevails contributing in a significant way for the development of moral autonomy. Our hope is that this research will subsidize other studies about the learning of values and rules in the work with moral practices in schools, expanding the reflection of these as mechanisms of moral education and their contribution to the development of students' moral autonomy. / Esta dissertação foi apresentada e defendida no Programa de Mestrado em Educação da Universidade do Oeste Paulista - Área de concentração: Instituição Educacional e Formação do Educador (UNOESTE). No cenário nacional observamos com frequência o crescimento dos casos de violência nas escolas, o que compromete significativamente o processo educativo. Seja verbal, física ou qualquer outro tipo de prática, a violência deve ser prevenida e combatida, pois esta é oposta ao propósito da educação. Desta forma, as respostas às situações de conflito presentes na escola retratadas nos comportamentos violentos encontrados, apontam a relevância em se trabalhar com práticas que promovam a aprendizagem de valores e regras morais e a formação ética dos alunos, pois estas compreendem a reflexão sobre valores e habilidades necessárias para a convivência em sociedade. Sob esse olhar, esta pesquisa teve por objetivo principal fundamentar e sistematizar uma experiência com uma prática moral deliberativa, as assembleias de classe, contribuindo para o desenvolvimento da autonomia moral dos alunos. Fundamenta-se em autores da psicologia da moralidade e, em especial, aqueles que trazem a perspectiva da teoria cognitiva evolutiva. Realizada segundo a abordagem qualitativa descritiva, de natureza fenomenológica do tipo Estudo de Caso intrínseco. Foi desenvolvida em uma escola municipal de Ensinos Infantil e Fundamental I do interior paulista. Os procedimentos metodológicos envolveram: a coleta de dados; análise documental; entrevistas semiestruturadas com a diretora, coordenadora pedagógica do núcleo comum e uma professora do 5º ano do Ensino Fundamental I; observação de uma experiência com assembleias de classe com uma professora e seus respectivos alunos do 5º ano do Ensino Fundamental I; entrevista pós assembleias com 30% do total de alunos escolhidos por sorteio (amostra aleatória simples). A análise e discussão dos dados foram feitas a partir das observações da prática e por meio da interpretação do significado das respostas (escrita ou oral), apresentadas pelos pesquisados; as quais foram separadas por eixos, subeixos e categorias relacionados com os objetivos propostos por esta pesquisa. Os resultados sinalizam que embora exista ainda a necessidade de um maior aprofundamento teórico-prático para a sistematização da prática moral escolar com as assembleias de classe instituídas pela escola, as mesmas favorecem a formação de um aluno protagonista em seu processo de desenvolvimento bem como o estabelecimento de um ambiente escolar onde o clima é favorável para a aprendizagem de conteúdos, valores e regras, o que resulta em uma convivência mais democrática, em que o respeito mútuo prevalece, contribuindo, consequentemente, de maneira significativa no desenvolvimento da autonomia moral. Esperamos que esta pesquisa subsidie outros estudos sobre a aprendizagem de valores e regras no trabalho com práticas morais nas escolas, e amplie a reflexão destas como mecanismos de educação moral e sua contribuição para o desenvolvimento da autonomia moral dos alunos.

Magister Educationis - MEd / This research study, which is a case study, investigates strategies employed by educators to enhance the culture of teaching, learning and values in a Grade 12 Geography classroom in a secondary school in the Western Cape. In the contemporary school context educators are experiencing an increasingly challenging time to ensure learner achievement, participation and general interest in their school work. As Geography educator, I often grappled with the issues of low achievement and interest levels among learners. I realised that unless educators • employ effective strategies to develop resilient learners; • change their classroom practice to suit learner needs; • involve learners in decisions regarding their education; and • show a genuine interest in learners the demands and challenges would not be diminished. I conducted a local and global literature review on enhancing a culture of teaching and learning in the Geography classroom as well as a case study carried out by Grade 12 educators and learners at a secondary school in the Western Cape. The research study was an attempt to explore possible solutions to the challenges in the classroom. It focused on an initiative by the Grade 12 educators and learners in pursuit of more creative ways of dealing with Geography content. The research study was qualitative in nature and aimed to investigate strategies educators could employ to enhance a culture of teaching, learning and values in the Geography classroom. The research approach was interpretive and the design was a case study. Interviews, questionnaires and observations were used to collect the required data. The data collected shows that through this project, learners were sensitized on human rights and values issues. They discovered that learning could be an enjoyable experience. The skills, knowledge and values emerging from this project were invaluable, since it changed the way learners viewed the learning experience. The focus was particularly on the Further Education and Training Geography curricular experience. Over the past decade, challenges pertaining to learners’ attitudes to education have intensified. The factors impacting on learner achievement and attitudes are extensive, especially in impoverished and historically deprived communities. In modern society social evils like alcoholism, drug abuse, gangsterism and the associated violence and criminal behaviour are taking their toll. A direct consequence of societal moral decay manifests itself in behavioural problems e.g. aggressive behaviour, vandalism and general ill-discipline. The implementation of the new National Curriculum Statement has also impacted extensively on educators and learners alike. For many educators who were set in conventional methodologies, the process was complicated and difficult to adapt to. The new curriculum poses unique challenges with regard to planning, self discipline and work ethos. It has been associated with a total change in the approach towards teaching and learning. Many educators found it difficult to adapt to the new way of managing the curriculum. Evidence from the data confirmed that educators were willing to employ different strategies to address and improve learner performance. However, the appropriate conditions of teaching and learning are often non-existent. Barriers to teaching and learning need to be addressed efficiently to ensure a supportive and enabling learning environment. The data also showed that educators achieved more through this strategy than initially envisaged. This would pave the way for other initiatives and strategies to ensure improved classroom practice and subsequently enhance the culture of teaching, learning and values.