Text in Afrikaans / Summaries in English and Afrikaans / The purpose of the study was to determine the contribution Edu-K can make to the way that people are able to actualise themselves. Two literature studies were done. The first literature study dealt with the existing theories on self actualisation. After this study a list was drawn up that consisted of the characteristics of the actualiser. The second literature study dealt with the Seven Dimensions of Intelligence, as described by Edu-K. A connection was drawn between the characteristics of the actualiser and the Seven Dimensions. A clear connection was drawn theoretically between the characteristics of the actualiser and the seven dimensions. The empirical study also shows an improvement in the academical performance as well as the characteristics of the actualiser. / Die doel van hierdie studie is om te bepaal watter bydrae Edu-Kinesiologie (Edu-K) kan lewer tot die bereiking van selfaktualisering, veral op akademiese gebied Vir die verkenning is twee literatuurstudies gedoen. Die eerste literatuurstudie het gehandel oor die teoriee wat bestaan oor selfaktualisering. Na hierdie studie is 'n vraelys oor eienskappe wat kenmerkend van selfaktualiseerders is, saamgestel. Die tweede literatuurstudie het gegaan oor die Sewe Dimensies van lntelligensie wat deur Edu-K beskryf word, en daar is 'n verband getrek tussen die Sewe Dimensies en die eienskappe van selfaktualisering. Daar is teoreties 'n duidelike verband getrek tussen selfaktualisering en die Sewe Dimensies van lntelligensie. Die empiriese studie het ook aan die lig gebring dat daar 'n verbetering in akademiese prestasie, sowel as eienskappe van selfaktualisering is na terapie. / M. Ed.(Guidance and Counselling)

This thesis argued that Physical Education is marginalised in the South African primary school education sector. Through this marginalisation, Physical Education has been reduced from having full subject status, to being only one of the components of one of the primary school learning areas, namely, Life Orientation. Simultaneously, Physical Education finds itself in a situation in which it is generally being taught by a class teacher and no longer by a specialist Physical Education teacher. Possible reasons for this marginalisation are expressed, however, the argument that Physical Education is an imperative in the holistic development of the child, is also espoused. This thesis critically examined the route that South African primary school education is taking and focused on the issues of holistic education and development, Outcomes-based Education and Life Orientation.

SEDLÁČKOVÁ, E., Painted by dance. Prague 2014. Charles University in Prague, Faculty of Education, Department of Art. 106 pages (78 norm pages) The dissertation Painted by dance is focused on the development of dance-movement exposure of the pupils during the art education. It amplifies forms of body usage and finds out its' application as the expression means. The dissertation points on abstract expression opportunities usable for personal and social development of the authors. The findings and conclusions are based on the long term experiences at the field of dance training and are confronted with the own experiences and practical usage. Key words: motion, space, dance, time, body, photography, video, body, physicality, reflection, dance and movement education

Diploma Thesis "Dance education and personality development" covers educational field of dance and motoric training characterization. It includes integration of the field into the Framework Education Programme for Elementary Education, defines educational objectives, goals and field content and points at its contribution to upbringing, education and personal social development of pupils. Theoretical part of the thesis takes in incorporation of dance and motoric upbringing in terms of art education and it contains the dance and motoric upbringing referring to framing educational programme for basic education. It also points out the influence of dance and motion on pupils' personal and social developments. In the empirical part of the thesis, possibilities of personal development of pupils are shown in relation to dance and motoric trainings from qualified dance lecturers' perspective.

This thesis argued that Physical Education is marginalised in the South African primary school education sector. Through this marginalisation, Physical Education has been reduced from having full subject status, to being only one of the components of one of the primary school learning areas, namely, Life Orientation. Simultaneously, Physical Education finds itself in a situation in which it is generally being taught by a class teacher and no longer by a specialist Physical Education teacher. Possible reasons for this marginalisation are expressed, however, the argument that Physical Education is an imperative in the holistic development of the child, is also espoused. This thesis critically examined the route that South African primary school education is taking and focused on the issues of holistic education and development, Outcomes-based Education and Life Orientation.

Text in Afrikaans / Summaries in English and Afrikaans / The purpose of the study was to determine the contribution Edu-K can make to the way that people are able to actualise themselves. Two literature studies were done. The first literature study dealt with the existing theories on self actualisation. After this study a list was drawn up that consisted of the characteristics of the actualiser. The second literature study dealt with the Seven Dimensions of Intelligence, as described by Edu-K. A connection was drawn between the characteristics of the actualiser and the Seven Dimensions. A clear connection was drawn theoretically between the characteristics of the actualiser and the seven dimensions. The empirical study also shows an improvement in the academical performance as well as the characteristics of the actualiser. / Die doel van hierdie studie is om te bepaal watter bydrae Edu-Kinesiologie (Edu-K) kan lewer tot die bereiking van selfaktualisering, veral op akademiese gebied Vir die verkenning is twee literatuurstudies gedoen. Die eerste literatuurstudie het gehandel oor die teoriee wat bestaan oor selfaktualisering. Na hierdie studie is 'n vraelys oor eienskappe wat kenmerkend van selfaktualiseerders is, saamgestel. Die tweede literatuurstudie het gegaan oor die Sewe Dimensies van lntelligensie wat deur Edu-K beskryf word, en daar is 'n verband getrek tussen die Sewe Dimensies en die eienskappe van selfaktualisering. Daar is teoreties 'n duidelike verband getrek tussen selfaktualisering en die Sewe Dimensies van lntelligensie. Die empiriese studie het ook aan die lig gebring dat daar 'n verbetering in akademiese prestasie, sowel as eienskappe van selfaktualisering is na terapie. / M. Ed.(Guidance and Counselling)

Initial idea of this work: " The contribution theology Cardinal Schwarzenberg Vatican Council? , The de facto theological story that " started " at the September provincial council in Prague ( 1860) , and over the First Vatican Council ( 1869-1870 ) , the place - the fundamental ideas of Cardinal Schwarzenberg - up to II . Vatican Council (1962-1965). We must ask ourselves what was the theology of Cardinal Schwarzenberg exceptional and why has the range and in the decades after the First Vatican Council. These questions and many others began to form this work. Response them in three circuits . The first issue is the milieu of contemporary Czech society, which entails " Czech question" because it has the attributes of the ideas of Jan Hus, who was one of the requirements to be " God's word could freely proclaim," which Cardinal Schwarzenberg sees as one of the keys to their pastoral care to address the overall " religiously sentient inhabitants " to what is now called ecumenism, and the Cardinal called her a contemporary "family faith." So the family home environment to be introduced to the "family environment" of the Church, which "does not divide, but integrates" . The second area is the communion of the Catholic congregation, which already carries specific nature of faith , which gives information on the human , not as individuals , but persons as believers lives and moves "in communion" communion sanctorum "that accompanies the believer personally and for boundaries of the church (the Church). Therefore, even in sacred spaces Divine Liturgy promotes "Discourse in the middle of the Mass," because it helps ensure that a person liturgically activated in "upgrade of Church's thinking" (that later " aggiornamento ") in the world. The third issue is the consistency believer in education as Cardinal Schwarzenberg has a graduate character: discipline, teaching and cultivating. In this characteristic "inculcation" of a person into a "divine milieu" of humanity is in the attributes of participation in "completing the world that God created Undone", as taught by A. Günther , and one has a personal interest in "his physiognomy ." All three themes should help understanding " personal infallibility of the Pope," which is not deistic static, is based on the individual, but carries the story of spiritual formation tradition of the whole Church, in whose center is the Christological fraternity, to which the " indoctrinated " hierarchy of jurisdiction, which cannot be separated from each other, but in accepting the structure of the human being shed on the integral concept of the Catholic Church as organic. Which took place in the contemporary modification to the II. Vatican Council.

This dissertation has the goal to analyze the historical conceptions of Physical Education that have been shown by the magazine Nova Escola between 1986 and 2010. This periodical is designed for elementary school professionals. It is published monthly and since March of 1986 is printed by the Fundação Victor Civita, agency related to the Editora Abril. Its topics are, mostly, related to elementary school comprehending issues affiliated to all the components present in this phase of basic education. The study is based on Thompson s historiography that expunges auto confirmed procedures. This magazine was understood as a real, concrete and cognoscible object from the historical point of view; which being a material product it is provisory and susceptible to changes e rereads, given to the questions that the evidence is put to. It also cannot be separated from the society that involves it and, if it does not determine it, establish relations with permanent tension. The magazine Nova Escola and P.E. were comprehended in two different moments. The first one between 1986 and 1997 named the phase of adhesion to education through movements. The second one between 1998 and 2010 was named the adaption to the PCNs. It was verified that the periodical published during its two phases 73 features about P.E. that have brought suggestions of topics or reports of pedagogical practices developed by P.E. teachers, mainly from public schools of all Brazil. It was also seen that between 1986 and 2010 the magazine Nova Escola published, predominantly, the psychological conception of the Physical Education. However, it was also published, although with less emphasis, the critical or progressive conception of the area. / Esta dissertação possui como objetivo analisar quais concepções do componente Educação Física historicamente foram veiculadas pela Revista Nova Escola entre 1986 e 2010. Este impresso é destinado aos profissionais do Ensino Básico, possui edições mensais e é publicado, desde março de 1986, pela Fundação Victor Civita, órgão ligado a Editora Abril. Seus temas são, em grande parte, os que se relacionam com o Ensino Fundamental abrangendo assuntos ligados a todos os componentes presentes nesta etapa da Educação Básica. Estudado à luz da interpretação historiográfica thompsoniana, que elimina procedimentos autoconfirmadores, o periódico foi compreendido como um objeto real, concreto e cognoscível do ponto de vista histórico que enquanto produto material é provisório e passível de mudanças e releituras, dadas às perguntas feitas à evidência, assim como não pode ser apartado do todo social que o envolve e, senão o determina, estabelece relações de tensão permanente. A relação Revista Nova Escola e Educação Física escolar foi compreendida a partir de duas fases distintas. A primeira, ocorrida entre 1986 a 1997, nomeada de fase da adesão à educação pelo movimento. A segunda, que ocorreu entre 1998 a 2010, chamada de fase de adequação aos PCNs. Verificou-se que o periódico veiculou, durante as duas fases, 73 matérias sobre a área que trouxeram sugestões de conteúdos ou relatos de práticas pedagógicas desenvolvidas por professores de Educação Física, na maioria de escolas públicas, das cinco regiões brasileiras. Constatou-se, a partir dessas matérias, que entre 1986 e 2010, a Revista Nova Escola veiculou, predominantemente, a concepção psicologizante de Educação Física, no entanto, foi possível constatar que o impresso também veiculou, com menos ênfase, a concepção crítica ou progressista da área.

Orientador: Júlia Ziviani Vitiello / Acompanhado de 2 anexos: "Tu não de moves de ti" e "A figura e o fato", e de 1 CD com slide show / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-17T01:08:50Z (GMT). No. of bitstreams: 1 Lambert_MarisaMartins_D.pdf: 8651465 bytes, checksum: c15eb6717921576693470453bf9e13c0 (MD5) Previous issue date: 2010 / Resumo: Abrangendo as vias da prática artística e reflexão teórica, esta pesquisa propõe-se a investigar a construção do saber expressivo do artista da dança. Avalia brevemente modos de se ensinar e criar a dança cênica, para reconhecer as necessidades de o artista ser, hoje, um intérprete-criador da sua linguagem expressiva. Ressalta a importância, para o profissional da arte do movimento, de maleabilizar suas fronteiras, voltando-se para a posse de uma corporeidade consistente, capaz de gerar respostas engajadas e diferenciadas, frente a seus desejos criativos e às novas demandas que eclodem da contemporaneidade. Por meio de recursos provenientes dos campos da Educação Somática e da Análise do Movimento, enuncia-se aqui um caminho que propõe o desenvolvimento do potencial expressivo pelo fluxo percepção/ação - uma abordagem que busca contatar os próprios alicerces da expressividade. Direcionada a apoiar o artista conceitualmente e em uma vivência corporal criativa, fundada na autenticidade, aponta uma visão sensível e dinâmica dos princípios e conceitos do Sistema Laban/Bartenieff, como ferramenta para recontextualizar processos de formação e criação em dança. Os objetivos dessa pesquisa completam-se na sua aplicação prática em dois projetos de criação coreográfica, que tecem o impulso poético da autora a um espaço aberto que acolhe e estimula o artista intérprete- criador na investigação da sua singularidade expressiva. / Abstract: Encompassing the ways of artistic practice and theoretical thought, this research intends to investigate the building of the expression knowledge held by dance artists. It briefly evaluates the means of teaching and creating scenic dance, for grasping today's artist needs to become the creator and performer of his expressive language. It highlights the importance, to the worker of the art of movement, to be pliant to one's boundaries, towards a consistent corporeal mastery, able to produce engaged and original responses both to one's creative longings and to new demands of contemporaneity. Through resources provided by the fields of Somatic Education and Movement Analysis, a path is presented that proposes expressive potential enhancement through the perception/action flow - an approach that pursues reaching the very foundations of expressivity. Engaged on conceptually supporting the artist and on a creative bodily experience founded on authenticity, it points to a sensible and dynamic sight of Laban/Bartenieff s system as a tool for a new contextualization of dance teaching and creating processes. The goals of this research are achieved with its practical application to two choreography creation projects that weave the author's poetic drive to the open space which hosts and stirs the performer-creator artist to the quest of his expressive singularity. / Doutorado / Doutor em Artes

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-04-18T15:34:09Z No. of bitstreams: 1 Karine Amado Garcia.pdf: 883714 bytes, checksum: d1497c7dbbf734e52f0e2dbae95cdc6b (MD5) / Made available in DSpace on 2017-04-18T15:34:09Z (GMT). No. of bitstreams: 1 Karine Amado Garcia.pdf: 883714 bytes, checksum: d1497c7dbbf734e52f0e2dbae95cdc6b (MD5) Previous issue date: 2017-03-03 / The objective of this work was to investigate the conception of elementary school teachers in relation to the contribution of the movement in the learning process of their students, presenting the relationships between movement and learning; Highlighting the benefits of movement to enrich the student's cognitive structure and the relevance of play activities in this context; And analyzing the teacher's perspective on such relationships. The study is characterized by the Exploratory Field Research modality and the collection instrument used was an open questionnaire applied to twenty teachers from two schools of the Municipal Network of São Paulo. The analysis of the results showed that the conception of learning presented by teachers has two aspects: knowledge acquisition and knowledge construction. In this context, the games were cited as a learning facilitator. On the role of Physical Education in the school environment, teachers assigned two functions: disciplining and development. Finally, all teachers believe in the influence of motor in learning and in the relationship between motor and cognitive development. The justifications varied between learning in the practice of Physical Education classes what was taught in the classroom, Physical Education as a promoter of integral development and discipline, and the use of games and games to stimulate cognitive development. Thus, we conclude that most teachers are aware of the influence of the movement in the learning process, but we suggest that more studies be conducted addressing these issues in order to contribute to the improvement of teaching and learning processes, recognizing the relevance of Physical Education in this aspect. / El objetivo de este estudio fue investigar el diseño de los maestros de primaria en relación con el movimiento de la contribución en el proceso de aprendizaje de sus alumnos, con la relación entre el movimiento y el aprendizaje; destacando los beneficios del movimiento para el enriquecimiento de la estructura cognitiva del estudiante y la importancia de las actividades de juego a este respecto; y analizar el aspecto de maestros en este tipo de relaciones. El estudio se caracteriza por el modo de Investigación de Campo Exploración y recogida instrumento utilizado fue un cuestionario abierto a veinte profesores de dos escuelas de la red municipal de. El análisis de los resultados mostró que el diseño de aprendizaje presentado por los profesores tiene dos aspectos: la adquisición de conocimientos y la construcción del conocimiento. En este contexto, los juegos fueron citados como un facilitador del aprendizaje. Sobre el papel de la educación física en el entorno escolar, los maestros asignan dos funciones: la disciplina y el desarrollo. Por último, todos los maestros creen en la influencia del aprendizaje motor y la relación entre el desarrollo motor y cognitivo. Las razones variaban entre el aprendizaje en la práctica de las clases de educación física que se imparten en el aula, la educación física como un promotor del desarrollo integral y la disciplina, y el uso de juegos y actividades para estimular el desarrollo cognitivo. Por lo tanto, llegamos a la conclusión de que la mayoría de los profesores son conscientes de la influencia del movimiento en el proceso de aprendizaje, pero sugerimos que se realicen más estudios abordar estas cuestiones con el fin de contribuir a la mejora de la enseñanza y el aprendizaje, reconociendo la importancia de educación física este aspecto. / O objetivo deste trabalho foi investigar a concepção dos professores do Ensino Fundamental I em relação à contribuição do movimento no processo de aprendizagem de seus alunos, apresentando as relações entre movimento e aprendizagem; destacando os benefícios do movimento para enriquecimento da estrutura cognitiva do aluno e a relevância das atividades lúdicas neste contexto; e, analisando o olhar docente sobre tais relações. O estudo caracteriza-se pela modalidade de Pesquisa de Campo Exploratória e o instrumento de coleta utilizado foi um questionário aberto aplicado para vinte professores de duas escolas de Rede Municipal de São Paulo. A análise dos resultados obtidos mostrou que a concepção de aprendizagem apresentada pelos professores possui duas vertentes: a de aquisição de conhecimentos e de construção dos conhecimentos. Neste contexto, os jogos foram citados como facilitador de aprendizagens. Sobre o papel da Educação Física no ambiente escolar, os professores atribuíram duas funções: a do disciplinamento e do desenvolvimento. Por fim, todos os professores acreditam na influência da motricidade na aprendizagem e na relação entre desenvolvimento motor e cognitivo. As justificativas variaram entre aprender na prática das aulas de Educação Física o que foi ensinado em sala de aula, a Educação Física como promotora do desenvolvimento integral e do disciplinamento e, o uso de jogos e brincadeiras para estimular o desenvolvimento cognitivo. Assim, concluímos que a maioria dos professores tem consciência sobre a influência do movimento no processo de aprendizagem, porém, sugerimos que mais estudos sejam realizados abordando essas questões, a fim de contribuir com a melhoria dos processos de ensino e aprendizagem, reconhecendo a relevância da Educação Física neste aspecto.