SAMMANFATTNING Inledning och bakgrund Demenssjukdomar ökar i vårt land och dessa innebär funktionsnedsättningar i en varierande grad och på olika plan under sjukdomsprocessen. Demenssjukdomarna påverkar hela livssituationen för den som är drabbad men också för de närstående. Trots att flera personer har samma demenssjukdom kan deras symtombild variera. Det handlar om kognitiva, somatiska, beteendemässiga och psykologiska funktionsnedsättningar. Dessa nedsättningar kan bli ett hot mot personens identitet. För att ge en personcentrerad omvårdnad krävs stora kunskaper hos omvårdnadspersonalen både om demenssjukdomen men också om personen som finns bakom demenssjukdomen. En levnadsberättelse kan här bli ett verktyg och få en betydelse i den dagliga omvårdnaden och i den specifika omvårdnadssituationen i demensvården. Problemområde Antalet äldre personer ökar i vårt samhälle och därmed också risken att drabbas av demenssjukdomar. Det finns idag inget bot mot demenssjukdomar och därav blir omvårdnaden otroligt viktig. Vid demenssjukdomar förloras en del viktiga kognitiva förmågor hos de som drabbas vilket ställer stora krav på omvårdnaden och utformningen av densamma. Ett problem i omvårdnaden av personer som är drabbade av demenssjukdom kan vara hur omvårdnadspersonalen tolkar och förstår den demensdrabbade så att de kan anpassa sig efter deras behov. Större kunskaper om personens liv, vanor samt betydelsefulla händelser i livet ger omvårdnadspersonalen verktyg för att kunna erbjuda en personcentrerad omvårdnad. Föreliggande studie kan bidra med ökad kunskap av levnadsberättelsen som ett verktyg för en förbättrad personcentrerad omvårdnad av denna sårbara patientgrupp. Syfte Studiens syfte var att beskriva upplevelsen av att använda levnadsberättelsen som ett verktyg i en personcentrerad omvårdnad vid demenssjukdom.   Metod Data har inhämtats från åtta intervjuer på ett äldreboende där demenssjuka bor och dessa har analyserats utifrån en kvalitativ innehållsanalys. Informanter i studien var sex undersköterskor och två sjuksköterskor. Resultat I resultatet presenteras fem kategorier och tio subkategorier som framkom i analysen av intervjuerna. Kategorierna presenteras enligt följande: personcentrerad vård, lära känna, levnadsberättelsen som verktyg, levnadsberättelsen som dokument och närståendes olika uppfattningar om innehåll i levnadsberättelsen. Subkategorierna presenteras enligt följande: personen bakom sjukdomen, närvarande personal, vardagliga och specifika omvårdnadssituationer, ökad förståelse, brister i levnadsberättelsen, att inte bli utlämnad, personliga och levande, dokumentation, delaktighet och påverkan. Slutsats Levnadsberättelsen är ett verktyg och en grund att använda i den personcentrerade omvårdnaden vid demenssjukdom menar de flesta av informanterna i studien. För att kunna använda den i en ännu större utsträckning krävs att detaljerna också dokumenteras och följes upp kontinuerligt. Dessa detaljer får personalen vetskap om i samband med att dagligen vara närvarande i omvårdnaden av de demenssjuka samt i sina relationer med närstående. Tolkningar och förståelse av demenssjukas behov bidrar då till att omvårdnadspersonalen kan anpassa sig efter den drabbades behov i en personcentrerad omvårdnad. Det finns också en betydelse om närstående varit delaktiga vid upprättandet av levnadsberättelsen och när i tiden som berättelsen tecknades ned. Närstående till demensdrabbade kan även påverka innehållet i levnadsberättelsen då de kan ha olika uppfattningar kring vad som ska stå i denna. Klinisk tillämpbarhet: Det finns ett behov att se över dokumentet som används till levnadsberättelsen. Vidare måste betydelsen av levnadsberättelsen i den dagliga personcentrerade omvårdnaden förankras hos både närstående och omvårdnadspersonal. Medvetenheten och betydelsen om dess användning blir här viktig. Skapandet av lämpligt dokumentationsställe för kontinuerlig dokumentation får också en stor roll i den dagliga omvårdnaden. / ABSTRACT Introduction and background Disease related to dementia is increasing in Sweden and this implies disabilities of varying degree and at differing levels during the process of the disease. Changes in life situations result from dementia related disease, not only for the sufferer but also for their close relations and friends. Symptomatology can vary amongst individuals who have been given the same diagnosis: cognitive, somatic, behavioural and psychological disabilities are included. These disabilities may threaten the individual’s identity. In order to provide patient-centred care for these individuals, care providers require both in-depth knowledge about dementia and also about the individual who has been afflicted. A tool which may be useful in the daily care of individuals with dementia and also in specific care situations is the use of ”life story”. Problem area The number of older persons is increasing in our society and with it, the risk of being affected by dementia. Since there is, as yet, no cure for dementia, care is of central importance.. Important cognitive functions can be lost as a result of dementia and thus, care and the deliverance of care must be carefully planned. Care providers’ interpretation and understanding of each individual is important, as is adaptation of care to individual needs.  Knowledge of the individual’s life, habits and important life events is implemental in the use of life story for the provision of person-centred care. The present study may allow more understanding of the use of life story as a tool for improved person-centred care for this vulnerable group. Aim The aim of the present study is to describe the experience of using life story as a tool in person-centred care of individuals with dementia. Method Data was collected in eight in-depth interviews with nurses and nurses' assistants at a home for persons suffering from dementia. The data was analysed using qualitative content analysis. Results Five categories and ten sub-categories emerged from the analysis of the interviews. The categories are as follows: person-centred care, getting to know, life story as a tool, life story as documentation and relatives’ different perceptions of the content of life stories. The sub-categories were as follows: the person behind the disease, attendant staff, everyday and specific care situations, increased understanding, flaws in life stories, to not be shown up, personal and alive, documentation, participation and influence. Conclusion Most of the informants in this study felt that life stories were a tool which provided a grounding to use in person-centred care of individuals with dementia. In order to use the tool to a greater extent, details should be documented and followed up continually. Care providers are given knowledge about these details through daily participation in care of the dement individual and through relationships with relatives. Interpretation and understanding of the needs of the individual contributes to deliverence of care adjusted to individual needs. It is of importance that relatives participate in the formation of the life story and also to document when it was drawn up. Close relatives to individuals suffering from dementia may also effect the content of the life story through differing perceptions about what should be documented. Clinical implications There is a need to revise documentation of life stories. It is important that the use of life story and its importance in deliverence of person-centred care is established with both relatives and care providers. Awareness of the usefulness of life story is important here. Establishment of a place for continual documentation of life stories is important in daily care of individuals with dementia.

This dissertation focuses on the experiences of second language pupils which involve linguistic encounters. The overarching aim is to analyse second language pupils' encounters with Swedish as a Second Language and the Swedish school, using a “curriculum theory” and a ”life story” approach". The goal is achieved by examining two empirical contexts which can be described as expressed and experienced curricula. In the first context, an idea analysis is carried out of the contents of the syllabi and curricula for Swedish as a Second Language over a period of time. In the second context, a narrative analysis is carried out of the life stories given by second language pupils of their encounter with Swedish as a Second Language and the Swedish school. Trainee teachers with Swedish as a Second Language participate by telling their life stories. A framework for interpretation emerges by reasoning about language and the creation of meaning, as well as about culture, cultural capital, similarities/differences, compensating/completing and limited participation/full participation. The reasoning leads to the construction of a theoretical interpretation framework and prisms through which the offered and experienced learning can be studied. The analysis shows that what is on offer in the curricula and syllabi is mainly monocultural. It shows that a new subject has grown up based on the need to teach pupils about the Swedish cultural heritage and Swedish norms. Moreover, both changes in the expressed educational ideals over a period of time and contradictory educational ideals become evident. It is also clear that those providing the information felt both different and excluded. They were not monolingual, and did not have Swedish as their mother tongue. To make up for this lack of Swedishness, they were separated from the other classmates and offered special teaching in an attempt to compensate. They also received mother tongue tuition, which was not in Swedish, and this became a problem for those around them, who considered this was an easy option. The second language tuition they were offered focussed partly on their mistakes and shortcomings, and partly on the Swedish cultural heritage. Their earlier experience and skills were not used.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

À partir d’une approche ethnographique collaborative entre chercheur et enquêtés, mêlant observation participante, récits de vie, entretiens auprès de jeunes vivant dans un squat et auprès de travailleurs sociaux, de commerçants, de riverains nous avons tenté de saisir ce qui dans les trajectoires des acteurs favorisait l’inscription dans cet univers de la rue qu’est la Zone et dans sa culture, ce qui jouait dans les divers inclinements identitaires zonards. Différents modes d’être « jeune en errance », ou plutôt zonard ont été repérés. En usant des théories de la socialisation, de la déviance, des interactions goffmaniennes et de l’ethnicité, nous avons pu mettre à jour des logiques synchroniques et diachroniques explicatives. L’orientation vers la Zone ne s’effectue pas sans les influences de la famille, de l'institution scolaire, du contexte écologique. Ils provoquent des désajustements auxquels la socialisation juvénile de pairs répondra par la pratique d’activités délinquantes. Le positionnement plus ou moins engagé dans la Zone dépend par ailleurs de certaines spécificités biographiques et de l'investissement dans la carrière zonarde. Des facteurs exogènes comme le traitement sanitaire et social en direction de ces jeunes et les représentations du sens commun qui leurs sont attachées, concourent à un étiquetage social, une discrimination, qui associés aux expériences passées des acteurs favorisent alors la pérennisation de l’identité zonarde et accentuent sa déviance en érigeant des frontières entre zonards et normaux. / To study French young homeless we use an ethnographic collaborative approach with one population of the following study fields: young homeless of one squat (interviews, participant observation, life interviews) ; and interviews, reunion observations with social workers, storekeepers and local residents. We tried to understand which street youth life trajectories facilitated the enrolment in that street world that is designated: "the Zone" and what contributes to "zonard" identity and culture. Various ways to be "wandering youth", or rather "zonard" were located. By using socialization, deviance, Goffman’s interactions and ethnicity theories, we were able to shed light on synchronic and diachronic logics leading them to it. The Zone orientation needs specific family, school, ecological, and neighbourhood backgrounds, which provoke adjustment problems. We find that young peers socialization and it activities answer to background life tensions. The position of being more or less committed in the Zone depends on actors’ biographies specificities and on their Zone careers investment. Exogenous factors such as the sanitary and social treatments, the common sense representations of youth street contribute to a social labelling, a discrimination. Associated with past backgrounds, they encourage the Zone identity continuation, increase deviant practices and build borders between normals and Zonards.

MA, Forced Migration Studies, Faculty of Humanities, University of the Witwatersrand, 2011. / Rationale: Urbanization is rapidly taking place in Africa: fifty percent of the continent‘s population is expected to be living in urban areas by 2030 (Kok and Collinson in Vearey 2010b). Both internal1 and cross-border migrants2 are moving into South Africa’s urban centers at a faster rate than her neighboring countries; approximately 60 percent of the population is estimated to be urban (ibid). The worldwide increase in urbanization requires that research recognize the trajectories of people moving into these urban spaces, as well as the experiences that people encounter as they navigate urban centers (Kihato, 2010, Landau 2006a, 2006b, Vearey 2010a, 2010b, Venables, 2010). Many migrants in inner-city Johannesburg engage in unconventional survival strategies, including sex work (e.g. Richter 2010). Although sex work is considered an informal livelihood strategy, it is currently illegal in South Africa (UNAIDS, 2009). Research on sex work in South Africa is limited; however, there is significant evidence that sex workers in inner-city Johannesburg experience unsafe, unhealthy- often times violent- working and living conditions (e.g. Nyangairi, 2010, Richeter, 2010). This research is primarily interested in exploring the ways in which “marginalized” urban migrant groups choose to represent themselves versus the incomplete (re) presentation that is often relegated to them. A focus on representation will provide an opportunity for policy makers, programmers and academics to gain insight and better comprehend the experiences of migrant urban populations. In this case, the researcher is looking specifically at migrant women who sell sex as an entry point into the larger issues of (re) presentation among individuals and communities who are often described as “vulnerable” and/or “marginal”. Aim: The aim of this research project is to explore how migrant women who sell sex in Hillbrow, Johannesburg (re) present themselves, and how (or not) urban space affects these self- (re) presentations. Methods: The epistemological framework for the methodologies used in this study was Participatory Action Research (PAR), and the primary data collection methodology used consisted of an eleven-day participatory photo project where the research participants were given digital cameras and asked to photograph the “story” that they would like to share. Upon completion of the participatory photo workshop, five research participants were randomly selected to participate in 2-3 sessions of in-depth, semi-structured narrative interviews where the researcher explored the choice of photos taken, as well as the reasons why the photos were selected to (re) present themselves. Conclusion: This study has shown that use of Participatory Action Research as an epistemological framework is both conducive and appropriate when researching ‘hard to reach’ groups of people residing in complex urban areas. Furthermore, this research signals the need for greater inclusion of participants in studies aimed at understanding individual/group experience, especially when working with marginalized communities. This study also reveals a host of future research opportunities for those interested in exploring: (1) identity in urban space/urban health, (2) livelihood experiences/strategies of people living in densely populated urban spaces, (3) issues of belonging and access to health care, (4) impacts of structural violence on the lives of migrant women sex workers, (6) ways that perceptions and representations are impacted in group settings, and (5) the use of ‘innovative methodologies’ as a viable tool in social science research.

A dissertação aqui apresentada é fruto do estudo que teve duas questões nucleares: O que a escola faz com o sujeito? e O que o sujeito faz com aquilo que a escola lhe fez? Com isso, os principais objetivos da pesquisa foram identificar, compreender e analisar sentidos atribuídos à escola e às contribuições que essa traz para a constituição dos projetos pessoais dos que passam por esse processo. O estudo teve como corpus documental narrativas biográficas de sete estudantes do curso de Licenciatura em Matemática do Instituto de Matemática e Estatística da Universidade de São Paulo. Foram realizadas entrevistas narrativas biográficas, em que os colaboradores contaram suas histórias de vida seguindo os três eixos que estruturaram a pesquisa: antes, durante e depois da escola. No primeiro eixo, procurou-se entender como a escola era vista antes da entrada nessa, bem como a valorização da Educação, sobretudo escolar, para a família. Entretanto, os colaboradores apresentaram poucas lembranças acerca dessa fase de vida. A fase durante a escola foi assinalada, de um lado, por episódios de alegria por momentos que envolviam professores marcantes, situações de destaque e, por outro lado, acontecimentos que envolveram o sentimento de desprazer e frustração, por causa das dificuldades enfrentadas e da obrigatoriedade vivida dentro do sistema escolar. O terceiro eixo aborda como a escola teve papel fundamental para a escolha do curso de Licenciatura em Matemática, bem como a relação com a matemática; o ingresso e permanência na graduação; a inserção no mercado de trabalho e a iniciação à docência; e os projetos pessoais dos estudantes. Constatou-se que, entre os casos abordados, os principais sentidos atribuídos à escola foram as relações pessoais, a aprendizagem e a diversão. Ao considerar os projetos pessoais, os colaboradores pretendem dar continuidade aos estudos, sobretudo por meio de cursos em nível de pós-graduação. Para os sete colaboradores, a escola se fez como palco para constituição de diversos tipos de relações pessoais, entre elas relações de amizade e de amor. Nos casos estudados, os professores marcantes também trouxeram contribuições para os colaboradores. Se considerar a situação dos pais, em alguns casos, a escola também se fez como propulsora das mudanças atuais. A constituição de família também aparece muito forte para os colaboradores, com o pensamento de investir na Educação dos filhos, sobretudo escolar, na esperança de que a escola tenha importância significativa como teve em suas vidas. A escola e o ensino da Matemática se tornam uma opção bastante válida dentro do mercado de trabalho. No entanto, ser professor não é a única opção, uma vez que a formação em questão possibilita a atuação em outras áreas. / The thesis presented here is the result of a study with two core questions: What does the school do with the subject? And What does the subject do with the things the school has done with him? Thus, the main objectives of this research were to identify, understand and analyze the meanings attributed to the school and its contributions to the formation of personal projects of those who had passed through this process. The study had as corpus biographical narrative interviews of seven undergraduate students from Teaching Degree in Mathematics at The Institute of Mathematics and Statistics, of University of São Paulo. In these interviews, collaborators were asked to tell their life stories following three bases that structure the research: before, during and after school. In the first basis, we tried to understand how school was perceived before starting school, as well as the familys values on Education, especially school education. However, the collaborators presented few memories around this stage of life. The phase during school was assigned, on one hand, by episodes of joy due to moments involving outstanding teachers and situations, and on the other hand, events surrounded by the feeling of displeasure and frustration because of the difficulties and the obligation experienced under the school system. The third basis addresses how school had its key role in the students choice of Teaching Degree in Mathematics as well as their relationship with mathematics; their admission and permanence in the course; their insertion in labor market and initiation to teaching; and their personal projects. It was found that, among the cases discussed, the main meanings given to school were personal relationships, learning and fun. When considering personal projects, the collaborators intend to continue studying, especially in graduate courses. For the seven collaborators, the school was the stage for constituting several types of personal relationships, including friendship and love. In the cases studied, the outstanding teachers also made their contribution. Considering the situation of their parents, in some cases, the school also has fueled current changes. Family constitution is also a very strong point for the collaborators when thinking of investing in the education of children, especially school, hoping that the school has the same significant importance as they had. The school and the teaching of mathematics become a very valid option inside the labor market. However, being a teacher is not the only option, as the course under consideration enables activities in other areas.

Este trabalho propõe um estudo sobre a juventude do assentamento Dom Pedro Casaldáliga, localizado na cidade de Cajamar próxima à cidade de São Paulo, e que integra a Regional Grande São Paulo do MST. O texto se divide em quatro capítulos. O primeiro apresenta a História do projeto e a contextualização histórica do surgimento de um assentamento rural próximo à região metropolitana de São Paulo com a participação de pessoas provenientes do meio urbano. O segundo traz as narrativas produzidas a partir de entrevistas realizadas em colaboração com seis jovens do assentamento sob os preceitos teóricos e metodológicos da História Oral. E por fim, buscou-se desenvolver a análise e a conclusão com base nas experiências desses jovens, expressas nas narrativas de suas histórias de vida, sugerindo alguns dos benefícios e obstáculos para a permanência deles na área conquistada / This paper proposes a study on youth nesting Pedro Casaldaliga, located in the city of Cajamar near the city of Sao Paulo, and belongs to the Greater São Paulo Regional of MST. The text is divided into four chapters. The first presents the project history and historical context of the emergence of a rural settlement near the metropolitan region of Sao Paulo with the participation of people from urban areas. The second brings the narratives produced from interviews conducted in cooperation with six young people from the settlement under the theoretical and methodological precepts of Oral History. Finally, we sought to develop the analysis and conclusion based on the experiences of these young people, expressed in the narratives of their life histories, suggesting some of the benefits and obstacles to their permanence in this conquered area.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-10-26T11:50:55Z No. of bitstreams: 1 Bibiana Calatayud Barbosa_.pdf: 604434 bytes, checksum: 5a60154bb95c99ccbd1b9781532d6809 (MD5) / Made available in DSpace on 2015-10-26T11:50:55Z (GMT). No. of bitstreams: 1 Bibiana Calatayud Barbosa_.pdf: 604434 bytes, checksum: 5a60154bb95c99ccbd1b9781532d6809 (MD5) Previous issue date: 2015-05-29 / Nenhuma / A violência de gênero constitui uma problemática relevante em nossa sociedade. Nos casos mais graves, pode culminar em episódios de extrema violência, os homicídios passionais. Objetivos: Este estudo investigou a história de vida e dos relacionamentos amorosos de autores de homicídios passionais, identificando suas vivências e narrativas sobre os eventos desta trajetória, até o cometimento do crime. Método: Foi utilizado o procedimento de estudo de casos múltiplos. Participaram três homens condenados e presos por homicídio qualificado das suas companheiras. Foram realizadas quatro entrevistas semiestruturadas com cada participante. Também foram utilizadas uma ficha sociodemográfica e o genograma. Resultados: Em relação às trajetórias de vida destacaram-se: violência física na infância, baixa escolaridade, inserção precoce no mundo do trabalho, vínculos com a família de origem preservados, adesão à religião evangélica, e em um dos casos, tentativa de suicídio após cometimento do homicídio. Quanto aos relacionamentos amorosos, constatou-se que os participantes apresentaram expectativas em relação a papéis tradicionais de gênero, relacionamentos breves que resultaram em coabitação, histórico de diversos relacionamentos anteriores ao envolvimento com a vítima, homicídio cometido em relacionamentos de curta duração. / Gender violence is a relevant problem in our society. In the more serious cases, it may lead to episodes of extreme violence: crimes of passion. Purposes: This study looked into the life and romantic relationship backgrounds of perpetrators of crimes of passion and analyzed their experiences and accounts of the events leading up to their crime. Method: We used the multiple case study procedure. We focused on three men convicted and imprisoned for the first-degree murder of their lovers. We conducted four semi-structured interviews with each convict. We also used social-demographic charts and genograms. Results: The following elements stand out from their backgrounds: they suffered physical violence in childhood, had low schooling levels, started working at an early age, remained close to their immediate families, were evangelicals, and one of them had attempted suicide after committing murder. As for their romantic relationships, we found that the killers had expectations regarding conventional gender roles, brief relationships that led to cohabitation, a history of several relationships before getting involved with their victims, and had been involved with their victims for a short time before killing them.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-04-12T15:06:54Z No. of bitstreams: 1 Márcia Regina da Silva_.pdf: 3635330 bytes, checksum: e3a95482813cc733e3f5aa903927f23b (MD5) / Made available in DSpace on 2016-04-12T15:06:54Z (GMT). No. of bitstreams: 1 Márcia Regina da Silva_.pdf: 3635330 bytes, checksum: e3a95482813cc733e3f5aa903927f23b (MD5) Previous issue date: 2016-02-24 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / PROEX - Programa de Excelência Acadêmica / Esta dissertação investiga histórias de vida e perspectivas de futuro de alunos adultos a partir do retorno à escolarização. A pesquisa foi desenvolvida em uma escola da rede municipal da cidade de Esteio, RS. A turma pesquisada pertencia ao Projeto Ação Integrada Adultos, na modalidade Educação de Jovens e Adultos. A metodologia utilizada no processo foi: mapeamento de dados referentes à turma; análise documental (Plano Político Pedagógico da escola e regimento do Programa Ação Integrada Adultos); pesquisa de abordagem qualitativa, com base em observações empíricas do grupo de alunos (sala de aula, socializações trimestrais e formatura); entrevistas semiestruturadas com uma amostra dos alunos e com a professora titular da turma; e análise de dados por categorias. Entre os teóricos que subsidiaram a análise destacam-se referenciais de Paulo Freire, Álvaro Vieira Pinto e Miguel Arroyo. Os objetivos da pesquisa foram: contextualizar as realidades e as histórias de vida dos sujeitos pesquisados; analisar em que medida os educandos planejam o futuro a partir de seu reingresso na escola; observar e analisar a importância que a escola tem para os educandos; e estabelecer relações entre o conhecimento adquirido dentro e fora da escola por parte dos educandos. Este trabalho investigativo possibilitou reflexões a respeito desta modalidade de ensino e o quanto ela interfere na vida dos educandos e dos profissionais que dela fazem parte. Por meio da pesquisa, conheceu-se um público diversificado, cada qual com suas vivências, suas histórias, suas expectativas escolares, suas dificuldades e seus projetos para o futuro. Reforçou-se o entendimento de que a Educação necessita ser fundamentada na valorização dos saberes que cada estudante possui, a fim de que aconteçam aprendizagens significativas, de forma individual e coletiva. / In the dissertation we investigate the life story and the prospects of future from adult students who return to schooling. The survey has been developed in a school situated in the city Esteio, Rio Grande do Sul. The searched group belonged to a program called Integrated Action Adults, in the modality Education of Youth and Adults. The methodology used in the process was: mapping out of the class data; documental analysis (school's Political Pedagogical Plan and regiment of the Integrated Action Adults Programme); research of qualitative approach based on empirical observations of the group of students (classroom, quarterly socializations and graduation ceremony); semi-structured interviews with a sample of students and with the class teacher and analysis of data by categories as well. Among theorists that subsidized the analysis are included references of Paulo Freire, Álvaro Vieira Pinto and Miguel Arroyo. The objectives of this research were: to contextualize the reality and the life story of the surveyed subjects; to analyze the extent to which learners plan their future after their reentry into school; to observe and to analyze the importance that school has for learners; to establish relationships between the acquired knowledge within and outside the school by the students. This investigative work has allowed the reflection on this mode of teaching and how much it interferes in the students life and in the life of professionals that are part. While carrying out the research a diverse public has been met, each one with his experiences, his stories, his expectations, his difficulties and his projects for the future. It has been reinforced the understanding that Education needs to be based on the valuing of what every student knows, so that significant learning can happen, individually and collectively.

Made available in DSpace on 2016-04-27T14:32:43Z (GMT). No. of bitstreams: 1 Fernando Cesar de Souza.pdf: 12610198 bytes, checksum: c539eaa969562a02bf296e77d11707a2 (MD5) Previous issue date: 2009-11-04 / This paper describes some interdisciplinary research, with groups of teachers from public and private school aiming the development of the metaphor of healing in research spaces called in loco during what we can call journeys. The central focus is to expand the meaning of the word cure as care into two categories: caring for oneself and care for others, reaching a dialogue born in Education and commixture with the philosophical and medical fields. It is entering into seemingly unrelated areas such as school or medical clinic, not necessarily act as a health professional, or a function of a religious person (nun Zen Buddhist; Catholic nun) or philosopher in training, public school teacher. Tracks and dialogues were recorded with various professionals who live the paradox disease & healing within or outside the school, ushered in a different methodological approach to envolve in action that which seeks the key to navigate through the mythical, philosophical and scientific biases. The stories, experiences and testimonies were theoretically served as the basis of the principles of the Brazilian Interdisciplinary and Jungian Symbolic Education presented in each journey, in the conflicts and contradictions inherent, in the ongoing process of teaching-learning, in different master-apprentice relationships to gain understanding that to teach is caring for others and self-care. It was found that the readings of the meanings that emerge from the school routine is not discussed the question of the medicinal cure directly, there is an ingratiating mind / body healing arising from the entirety of the journey whose the utilization of metaphor offered possibilities to envision the relationship of knowledge, of doing, being and now ... of care / O trabalho descreve algumas investigações interdisciplinares, com grupos de professores da escola pública e particular objetivando a construção da metáfora da cura, em espaços de pesquisa in loco , durante as chamadas jornadas. O eixo central está na ampliação do significado da palavra cura como cuidado, em duas categorias: cuidar de si e cuidar do outro, alcançando um diálogo que nasce na Educação e se mescla com os campos médico e filosófico. Trata-se de adentrar em territórios aparentemente desconexos, como a escola ou a clínica médica, sem necessariamente atuar como um profissional da saúde, ou na função de um religioso (monja zen budista; freira católica) ou filósofo em formação, professor da rede pública de ensino. Trilhas e diálogos foram percorridos com vários profissionais que vivem o paradoxo doença & cura dentro ou fora da Escola; descortinou-se uma diferente proposta metodológica interdisciplinar ao envolver-se na ação daquele que busca a chave para navegar pelos vieses mítico, filosófico e científico. Os relatos, vivências e depoimentos embasaram-se teoricamente nos princípios da Interdisciplinaridade Brasileira e da Pedagogia Simbólica Junguiana, presentes em cada Jornada, nos embates e contradições inerentes ao processo contínuo de ensinar-aprender, nas diferenciadas relações mestre-aprendiz para adquirir entendimento de que educar é cuidar dos outros e se auto-cuidar. Constatou-se que nas releituras dos significados que emergem do cotidiano escolar, não se discute a cura medicinal diretamente; existe um congraçamento corpo/mente na cura advinda da inteireza do caminho percorrido, cuja utilização da metáfora abriu possibilidades de vislumbrar as relações do saber, do fazer, do ser e agora... do cuidar