SARAIVA, Rochely Silva de Lima. Estudo perceptivo sobre avaliação do ensino-aprendizagem no curso de pedagogia na modalidade de educação a distância da universidade Estadual do Ceará – UECE. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-06-30T10:53:52Z No. of bitstreams: 1 2015_tese_rslsaraiva.pdf: 4236986 bytes, checksum: 827a99bc1df18cbb70538daa34d2800d (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-06-30T11:58:41Z (GMT) No. of bitstreams: 1 2015_tese_rslsaraiva.pdf: 4236986 bytes, checksum: 827a99bc1df18cbb70538daa34d2800d (MD5) / Made available in DSpace on 2015-06-30T11:58:41Z (GMT). No. of bitstreams: 1 2015_tese_rslsaraiva.pdf: 4236986 bytes, checksum: 827a99bc1df18cbb70538daa34d2800d (MD5) Previous issue date: 2015 / This thesis aims to unveil, in the students’ context, the characteristics of the teaching-learning process in the distance modality; the meaning and the appreciation of evaluation practices, in the Education graduate program at the State University of “Ceará”. The research was based on a hermeneutic approach and it was supported by phenomenological interpretation. Heideggers’ conceptions were the foundation to analyze the meaningful units as well as the subjects’ speeches. The phenomenology of Merleau-Ponty was also a theoretical framework for the research, in order to reveal the essence of the phenomenon, that is, the significance and meanings of the subjects’ experiences. The research took place in the years of 2012 and 2013 in the “Maranguape” and “Campos Sales” university campi. The criteria for choosing these centers were the location, what means the proximity or distance from the main University campus, in Fortaleza, the main campus of this university. The subjects were twenty four students which were enrolled in the distance program, four preceptors and the students’ professors. A semi-structured interview was utilized as the instrument to collect the data. The study searched to interpret the thoughts and the experiences of the subjects, as well as their awareness of “being in the world” in a High Education environment. The results related to the students’ speeches reveal that their intentions about the future are directly linked to the process of decision making, in relation to the opportunities. This fact was evidenced by the desire to restore self-esteem and by the decision to enroll in a graduate program, which means that the Dasein stems from the student themselves and from the ways they relate themselves with the world. In this distance education modality, the students were aware that “being in the world” is related to the way they utilize the object (technics/EaD), preferable, as an optional instrument which is important to conclude the graduate program and to overcome the limitations related to its utilization. Thus, they transform the distance reality concerning EaD computer, by means of active exploration and optimistic expectative, while they are enrolled in the program. The study also showed that the knowledge construction depends on stimulating factors which are present in an atmosphere favorable to learning such as interaction, empathy among persons and the educational program structure which foster dialogues, conexions and multiple learning. The feeling of “being in the world” is built by the evaluation procedures of the distance program that should be based on a constructivist approach, in which the processus makes possible the drive to act, to anticipate and to advance. It was observed in the program the practice of first generation evaluation procedures; however, the speeches of the professors reveal they believe in a constructive evaluation. So, it is suggested the adoption of a Dialogic Evaluative Act, since it articulates, in the evaluation process, a dialogue among philosophical, pedagogic, political and curricular principles of formation. Therefore, in the evaluative procedures, the Dasein is the center of this process and should be integral, dialogic and historical. In this way, it may foster the development of independent and responsible experiences which allow an active, conscious and meaningful learning. In this context, it is possible to affirm that the essence of the evaluation procedures consists in the constructive possibilities that it develops in the students such as autonomy and self formation. / Este trabalho de tese tem como objetivo desvelar, no mundo vivido pelos estudantes, o processo de avaliação do ensino-aprendizagem na modalidade a distância, os significados e o sentido da prática avaliativa no Curso de Graduação em Pedagogia da Universidade Estadual do Ceará. Trata-se de uma pesquisa com abordagem hermenêutica, apoiada na interpretação fenomenológica. O pensamento de Heidegger foi aporte para analisar as unidades de sentido e para interpretar as falas dos sujeitos. A fenomenologia de Merleau-Ponty também embasou a pesquisa, possibilitando revelar a essência do fenômeno investigativo, significados e sentidos das experiências vividas pelos sujeitos. A pesquisa foi realizada no período de 2012 e 2013, nos polos de Campos Sales e Maranguape. O critério de escolha desses polos foi a localização, proximidade e distância em relação à sede da referida universidade (Fortaleza). Os sujeitos foram: vinte e quatro estudantes, quatro tutores e seis professores formadores. Utilizou-se como instrumento ou técnica a entrevista semiestruturada. O estudo buscou interpretar o pensamento e a experiência dos sujeitos e a consciência de ser e “estar-no-mundo” no contexto da formação superior. Os resultados dos discursos dos educandos revelaram que as intenções de “vir-a-ser” no mundo estão diretamente vinculadas às tomadas de decisão em função das oportunidades, evidenciadas pelo desejo de resgatar a autoestima e decidir cursar uma faculdade, ou seja, o Dasein se faz a partir de si mesmo e da própria forma de ser em relação ao mundo posto. No contexto da Educação a Distância (EaD), os discentes possuem consciência de que a existência do “ser-no-mundo” se relaciona pela forma com a qual utilizam o objeto (técnica/EaD), de preferência como instrumento ocupacional (Zeug) condicionante importante para a realização do curso e para superar a limitação factível de seu emprego, ou seja, transformam a realidade de distanciamento entre a EaD/computador com atitudes de exploração ativa e percepção otimista no seu uso por ocasião do curso. Foi desvelado que o processo de construção do saber depende dos elementos impulsionadores de um clima propício para a aprendizagem, como interação e empatia entre os indivíduos, armação da técnica e estrutura do curso, favorecendo, assim, um clima de diálogo, conexões e múltiplas aprendizagens. O “ser-no-mundo” se constrói pela perspectiva avaliativa adotada, que, para o curso na modalidade a distância, deve caminhar num fazer construtivista, isto é, formativo, no qual o processus possibilita o movimento para a ação, para antecipar e progredir. Há evidências de uma prática avaliativa da primeira geração, todavia as falas desvelam a fé perceptiva de uma avaliação da conquista. Sugere-se, então, a adoção do Ato Avaliativo Dialógico, pois articula, na prática avaliativa, o diálogo entre os princípios filosóficos, pedagógicos, políticos e curriculares da formação. Desse modo, no ato avaliativo, o Dasein é o centro desse processo e deve ser considerado em sua totalidade como ser integral, dialógico e histórico, de modo a potencializar o amadurecimento do ser para si, de experiências autônomas e responsáveis, estabelecendo, assim, aprendizagem ativa, consciente e significativa. Nesse contexto, afirma-se que a essência do ato de avaliar está nas possibilidades construtivas que ele desenvolve nos sujeitos, como autonomia e autoformação.

What started out as a neat little argument for teaching about religion (AR) in public schools has become a wide-ranging essay asking why so many big ideas for education keep falling flat. The new argument, unifying the added themes, is that modern education is caught in self-defeating patterns of rationalizing and over-articulating its own meaningfulness and legitimacy. Thus, self-deception distorts the fulfillment of intergenerational responsibilities. The original topic has become a first example that leads into and illuminates the problem. As an educational idea, AR claims to address secularization for our times. If upon further thought the idea seems hollow, it becomes necessary to look again at the real world of secularization. AR reflects the contemporary obsession with diversity and the compulsion to turn education into a parade of possibilities. What is taught is merely a rationalized stance. Indeed, given that the legitimacy of an education system depends on locating authority within a recognizable source of meaning, and given that modernity foregrounds incommensurable diversity, there is an apparent obviousness to grounding the educational enterprise in bare proceduralism and then topping it up by tenuously claiming association with various deeper sources. But George Grant’s characterization of the religious education of an earlier generation still holds: “a few thin platitudes.” In religious contexts, a distinction is sometimes made between religious instruction and formation within thick tradition and community. Even in a secular age, the young deserve some kind of thick formation. Yet that seems unimaginable, because contemporary common sense is caught in what Hubert Dreyfus calls theoretical holism. Secularization presents education not with an array but with a dilemma: To go on trying to manage meanings for the young, or to allow them to find meaning in strong practices? Facing this dilemma will entail facing the disenchantment generated in our deepest Western educative impulses. Rediscovering true sources of educational authority for our times will entail going back to the origins of modern schooling in the breakup of the apprenticeship model and rethinking an institutional solution that so fundamentally denies the way in which human beings become oriented to meaning through strong practices. / October 2016

本研究主要目的在於了解佛陀眾生教化之教育上的意義，呈現出佛教教育之面貌，進而探究佛陀眾生教化的理念、方法、教材、對象在現代教育上的諸意義，藉供現代教育之參考。 　　本研究採用歷史研究法，文獻探討及佛教研究法。首先探討佛教之整體研究法，以佛教的立場，探討經典之敘述、歸納、評鑑、釐清、統整文獻資料，並考量歷史研究法，選擇事實的標準依據，以指陳真善境界和文化價值，或賦予新的意義，以提供給現代人作為活動資鑑，或指導人心向善等，再將其中的部分作討論、引申、演繹其在教育上之新意義或價值等。 　　本研究所探用的資料、經典（大正新修大藏經）與律、論疏及相關的當代學人的著作。 　　本論文除緒論外共有五章十六節。各章主要內容如下： 　　第一章：「緒論」。本章陳述研究動機與目的，研究方法與範圍及名詞解釋。 　　第二章：「佛陀的時代與思想背景」。本章探討佛陀時代的社會的變動與思想的背景，並論述佛教興起的主要因素。 　　第三章：「佛陀眾生教化的基本教義」。本章探討佛陀眾生教化的基本教義；即四法印、緣起論、四聖諦、八正道。 　　第四章：「佛陀眾生教化的理念」。本章探討佛陀眾生教化的基本理念及教化的實際的態度。 　　第五章：「佛陀眾生教化的教育的意義」。本章探討佛陀眾生教化對現代教育的意義，和對教育可能性的陳述。 　　第六章：「結論」。本論文的綜合評述。就佛陀眾生教化之教義及方法等在教育上的意義的歸納，並闡釋佛陀教育的特色及佛陀眾生教化對現代教育的啟示。

nÃo hà / Este trabalho de tese tem como objetivo desvelar, no mundo vivido pelos estudantes, o processo de avaliaÃÃo do ensino-aprendizagem na modalidade a distÃncia, os significados e o sentido da prÃtica avaliativa no Curso de GraduaÃÃo em Pedagogia da Universidade Estadual do CearÃ. Trata-se de uma pesquisa com abordagem hermenÃutica, apoiada na interpretaÃÃo fenomenolÃgica. O pensamento de Heidegger foi aporte para analisar as unidades de sentido e para interpretar as falas dos sujeitos. A fenomenologia de Merleau-Ponty tambÃm embasou a pesquisa, possibilitando revelar a essÃncia do fenÃmeno investigativo, significados e sentidos das experiÃncias vividas pelos sujeitos. A pesquisa foi realizada no perÃodo de 2012 e 2013, nos polos de Campos Sales e Maranguape. O critÃrio de escolha desses polos foi a localizaÃÃo, proximidade e distÃncia em relaÃÃo à sede da referida universidade (Fortaleza). Os sujeitos foram: vinte e quatro estudantes, quatro tutores e seis professores formadores. Utilizou-se como instrumento ou tÃcnica a entrevista semiestruturada. O estudo buscou interpretar o pensamento e a experiÃncia dos sujeitos e a consciÃncia de ser e âestar-no-mundoâ no contexto da formaÃÃo superior. Os resultados dos discursos dos educandos revelaram que as intenÃÃes de âvir-a-serâ no mundo estÃo diretamente vinculadas Ãs tomadas de decisÃo em funÃÃo das oportunidades, evidenciadas pelo desejo de resgatar a autoestima e decidir cursar uma faculdade, ou seja, o Dasein se faz a partir de si mesmo e da prÃpria forma de ser em relaÃÃo ao mundo posto. No contexto da EducaÃÃo a DistÃncia (EaD), os discentes possuem consciÃncia de que a existÃncia do âser-no-mundoâ se relaciona pela forma com a qual utilizam o objeto (tÃcnica/EaD), de preferÃncia como instrumento ocupacional (Zeug) condicionante importante para a realizaÃÃo do curso e para superar a limitaÃÃo factÃvel de seu emprego, ou seja, transformam a realidade de distanciamento entre a EaD/computador com atitudes de exploraÃÃo ativa e percepÃÃo otimista no seu uso por ocasiÃo do curso. Foi desvelado que o processo de construÃÃo do saber depende dos elementos impulsionadores de um clima propÃcio para a aprendizagem, como interaÃÃo e empatia entre os indivÃduos, armaÃÃo da tÃcnica e estrutura do curso, favorecendo, assim, um clima de diÃlogo, conexÃes e mÃltiplas aprendizagens. O âser-no-mundoâ se constrÃi pela perspectiva avaliativa adotada, que, para o curso na modalidade a distÃncia, deve caminhar num fazer construtivista, isto Ã, formativo, no qual o processus possibilita o movimento para a aÃÃo, para antecipar e progredir. Hà evidÃncias de uma prÃtica avaliativa da primeira geraÃÃo, todavia as falas desvelam a fà perceptiva de uma avaliaÃÃo da conquista. Sugere-se, entÃo, a adoÃÃo do Ato Avaliativo DialÃgico, pois articula, na prÃtica avaliativa, o diÃlogo entre os princÃpios filosÃficos, pedagÃgicos, polÃticos e curriculares da formaÃÃo. Desse modo, no ato avaliativo, o Dasein à o centro desse processo e deve ser considerado em sua totalidade como ser integral, dialÃgico e histÃrico, de modo a potencializar o amadurecimento do ser para si, de experiÃncias autÃnomas e responsÃveis, estabelecendo, assim, aprendizagem ativa, consciente e significativa. Nesse contexto, afirma-se que a essÃncia do ato de avaliar està nas possibilidades construtivas que ele desenvolve nos sujeitos, como autonomia e autoformaÃÃo. / This thesis aims to unveil, in the studentsâ context, the characteristics of the teaching-learning process in the distance modality; the meaning and the appreciation of evaluation practices, in the Education graduate program at the State University of âCearÃâ. The research was based on a hermeneutic approach and it was supported by phenomenological interpretation. Heideggersâ conceptions were the foundation to analyze the meaningful units as well as the subjectsâ speeches. The phenomenology of Merleau-Ponty was also a theoretical framework for the research, in order to reveal the essence of the phenomenon, that is, the significance and meanings of the subjectsâ experiences. The research took place in the years of 2012 and 2013 in the âMaranguapeâ and âCampos Salesâ university campi. The criteria for choosing these centers were the location, what means the proximity or distance from the main University campus, in Fortaleza, the main campus of this university. The subjects were twenty four students which were enrolled in the distance program, four preceptors and the studentsâ professors. A semi-structured interview was utilized as the instrument to collect the data. The study searched to interpret the thoughts and the experiences of the subjects, as well as their awareness of âbeing in the worldâ in a High Education environment. The results related to the studentsâ speeches reveal that their intentions about the future are directly linked to the process of decision making, in relation to the opportunities. This fact was evidenced by the desire to restore self-esteem and by the decision to enroll in a graduate program, which means that the Dasein stems from the student themselves and from the ways they relate themselves with the world. In this distance education modality, the students were aware that âbeing in the worldâ is related to the way they utilize the object (technics/EaD), preferable, as an optional instrument which is important to conclude the graduate program and to overcome the limitations related to its utilization. Thus, they transform the distance reality concerning EaD computer, by means of active exploration and optimistic expectative, while they are enrolled in the program. The study also showed that the knowledge construction depends on stimulating factors which are present in an atmosphere favorable to learning such as interaction, empathy among persons and the educational program structure which foster dialogues, conexions and multiple learning. The feeling of âbeing in the worldâ is built by the evaluation procedures of the distance program that should be based on a constructivist approach, in which the processus makes possible the drive to act, to anticipate and to advance. It was observed in the program the practice of first generation evaluation procedures; however, the speeches of the professors reveal they believe in a constructive evaluation. So, it is suggested the adoption of a Dialogic Evaluative Act, since it articulates, in the evaluation process, a dialogue among philosophical, pedagogic, political and curricular principles of formation. Therefore, in the evaluative procedures, the Dasein is the center of this process and should be integral, dialogic and historical. In this way, it may foster the development of independent and responsible experiences which allow an active, conscious and meaningful learning. In this context, it is possible to affirm that the essence of the evaluation procedures consists in the constructive possibilities that it develops in the students such as autonomy and self formation.