Illustrative matter of Music Educators National Conference, mounted on leaves, Appendix A-G. Abstract: p. 1-6. Autobiography: 1 p. at end. Thesis (Ph.D.)--Boston University. Bibliography: p. 254-264.

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In this dissertation I examine the discourse of music educators as it relates to musical aesthetics in the United States from the creation of the Music Supervisors’ Conference in 1907 to the year of the publication of Basic Concepts of Music Education: The Fifty-Seventh Yearbook of the National Society for the Study of Education, Part 1 in 1958. The purpose of this dissertation is to show that philosophical discussion, especially in relation to musical aesthetics, was much more comprehensive than previously acknowledged. The conventional view that the arguments supporting music education were primarily utilitarian is a limited interpretation of the discourse prior to 1958. In actuality, arguments about music extended beyond its practical social, economic, and political utility. Additional aesthetic theories guided the field and girded ideas of musical understanding and informed instruction. A better understanding of the discourse of this period contributes to more informed conversations about musical aesthetics and its relation to music education. Utilizing philosophical analysis and archival research, I argue in this dissertation that the philosophical discourse relating to musical aesthetics was rich, varied, insightful, and pervasive. The evidence in this dissertation refutes the standard interpretation which eschews the possibility of discourse on aesthetics taking place prior to 1958. I show that there was deeper philosophical analysis than what is currently acknowledged by those who presently make the claim that what was intended to happen generally in the field of music education and during instruction was solely guided by utilitarian philosophy. In other words, it expands the current understanding of philosophical discourse relating to musical aesthetics in music education before the Music Education as Aesthetic Education movement that is argued to begin with the publication of Basic Concepts.

Indiana University-Purdue University Indianapolis (IUPUI) / To take at face value the current enthusiasm at the idea of marshaling science to end human social ills such as global poverty, one could easily overlook the fact that one hundred fifty years prior people were making strikingly similar claims as part of a broad movement often referred to as “scientific charity” or “scientific philanthropy”. The goal of this dissertation is to contribute to our knowledge of the scientific charity movement, through a retrieval of the morally weighted language used by reformers and social scientists to justify the changes they proposed for both public and private provision of poor relief, as found in the Proceedings of the Annual Assembly of the National Conference of Charities and Corrections (NCCC). In essence I am claiming that our understanding of the scientific charity movement is incomplete, and can be improved by an approach that looks at scientific charity as a species of moral language that provided ways to energize the many disparate and seemingly disconnected or even contradictory movements found during the period under study. The changes enacted to late 19th century philanthropic and charitable structures did not occur due to advances in a morally neutral and thus superior science, but were born along by a broad scale use of the language of scientific charity: an equally moral yet competing and eventually more compelling vision of a philanthropic future which held the keys to unlock the mysteries of poverty and solve it once and for all. When viewing scientific charity as something broader than any particular instantiation of it, when pursing it as a set of languages used to promote social science’s role in solving human problems by discrediting prior nonscientific attempts, one can begin to see that the reformist energies of late 19th century social thinkers did not dissipate, but crystalized into the set of background assumptions still present today.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-11T12:29:03Z No. of bitstreams: 1 denisevieirafranco.pdf: 1399729 bytes, checksum: 8f1eb1ca17baef174f7fafc91b4d57b3 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-20T18:12:16Z (GMT) No. of bitstreams: 1 denisevieirafranco.pdf: 1399729 bytes, checksum: 8f1eb1ca17baef174f7fafc91b4d57b3 (MD5) / Made available in DSpace on 2016-06-20T18:12:16Z (GMT). No. of bitstreams: 1 denisevieirafranco.pdf: 1399729 bytes, checksum: 8f1eb1ca17baef174f7fafc91b4d57b3 (MD5) Previous issue date: 2013-11-14 / Esta pesquisa, realizada no Programa de Pós-Graduação em Educação da Universidade Federal de Juiz de Fora, teve como objeto de estudo a participação e a representatividade na Conferência Nacional de Educação - CONAE 2010, instituída pelo governo do então presidente, Luis Inácio Lula da Silva. Orientou o foco investigativo do presente estudo o questionamento sobre como se expressam a participação e a representatividade dos diversos setores da sociedade brasileira no contexto da etapa nacional da CONAE 2010. Estabeleceram-se como objetivos: a) analisar os processos utilizados para acionar a representatividade necessária às discussões no âmbito da CONAE 2010; b) perceber como atores sociais vinculados e não vinculados às associações, órgãos públicos, sistemas de ensino, instituições privadas perceberam sua participação nesse espaço e c) verificar que setores revelaram maior organização e apresentaram participação coesa que traduzam uma posição articulada. A metodologia usada privilegia a abordagem qualitativa. A entrevista e a análise documental foram os meios pelos quais se buscou a coleta dos dados. Fundamentam-se as concepções de participação e representatividade a partir da reflexão de pensadores como Bobbio, Nogueira, Teixeira, Avritzer, Young, Lüchmann, Touraine, Lavalle; Houtzager; Castello, entre outros, que, a partir de seus universos de pesquisa, contribuíram com as discussões empreendidas neste trabalho. A análise dos dados nos permite afirmar que a CONAE 2010 inovou por permitir que segmentos, dantes ausentes de debates mais amplos, como os pais, estivessem representados, além de setores sociais diferentes daqueles agregados à representação sindical e profissional. Nesse sentido, em termos de ampliação do canal de abertura a vozes de diversos matizes, pode-se dizer que a conferência foi permeável a um número maior de vozes. Observou-se que, permeada à representação institucional, aparece a participação pautada em interesses pessoais, vinculada, também, à atuação dos sujeitos na sociedade, conforme consta nas normas regimentais da CONAE 2010. Evidenciou-se que, mesmo diante dessa ampliação quanto à representatividade e à participação, as entidades/segmentos que se envolveram com mais organicidade são aqueles que já estiveram, anteriormente, mergulhados na luta por uma Lei de Diretrizes e Bases da Educação Nacional e por um Plano Nacional de Educação que respondesse às demandas da sociedade brasileira, com exceção da Campanha Nacional pelo Direito à Educação. / This research was carried out within the scope of the Post-graduation Programme in Education of the Federal University of Juiz de Fora and was aimed at studying the level of participation and representativeness in the National Conference on Education – CONAE 2010 - created during the government of President Luiz Inácio Lula da Silva. The investigation was oriented into analyzing how the participation and representativeness of a number of segments of society are expressed in the national stage of CONAE 2010. The objectives outlined for the study were: a) to analyse the processes developed for activating the necessary representativeness in the discussions within the scope of CONAE 2010; b) to capture the way social actors- either linked to associations, government agencies, educational institutions and private enterprise or not – perceived their participation in this event; and c) to verify which sectors displayed higher level of organization and thorough participation translating into a solid position. As for methodology, a qualitative analysis was carried out, and data collecting was based on interviews and documental analysis. The concepts of participation and representativeness are based on the reflection of theorists such as Bobbio, Nogueira, Teixeira, Avritzer, Young, Lüchmann, Touraine, Lavalle; Houtzager; Castello, among others, who, from their research perspective, contributed to the discussions carried out in this study. Data analysis allowed us to state that CONAE 2010 proved itself innovative in the sense that previously banned segments from such debates, for instance, the parents, were represented, apart from a number of social segments linked to either union or professional representativeness. In this sense, in terms of broadening the scope of the conference so as to include different voices, it may be said that the conference worked positively in this respect. Permeating institutional representativeness there appears representativeness based on individual interests, also tied to the role of social actors, as found in the normative guidelines of CONAE 2010. We found that, in spite of a broader representativeness and participation, the entities/segments that were more organically involved were the ones who had already been devoted to the struggle of a Law of Directives and Bases of National Education and a National Education Plan which meet the needs of Brazilian society, with the exception of The National Campaign for the Right to Education.

The problem considered in this study arises from the different functions and objectives of the Junior college. From the time the Junior college was established to the present day, objectives, purposes and functions of this unique institution have been changing.Much has been recommended by music education organisations regarding the objectives of the Junior college music department. In 1938 a Junior college music committe submitted to the Music Educators National Conference the following objectives for the Junior college music department: 1. To meet the needs of the community in the enrichment of social living through; a) Ability to participate in some form of musical activity b) Ability to be an intelligent listener 3. To provide the necessary prerequisite courses for further study in the university or professional school 3. To equip the student of superior talent to undertake a musical career by providing so-called terminal course

Orientador: Carmen Lúcia Soares / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-16T21:16:33Z (GMT). No. of bitstreams: 1 Martins_LeonardoTavares_D.pdf: 5135908 bytes, checksum: 9ab8fbf31d7309a62ac677ecb0bd0e50 (MD5) Previous issue date: 2010 / Resumo: A Associação Brasileira de Educação (ABE) surgiu em 1924 com o objetivo de promover, difundir e aperfeiçoar a educação no Brasil. Como a organização social e política daquele momento propiciou seu surgimento e crescimento, a Associação assumiu a liderança dos movimentos para renovar a educação e o ensino no país. Tal renovação incluía a extinção dos problemas relativos à escolarização, incorporando o desejo de transformação e aperfeiçoamento para o povo. As deficiências quanto ao processo de escolarização foram denominadas de 'o grande problema nacional', acreditando-se que, sanado esse grande mal, todos os outros também o seriam. Dentre as estratégias de ação da ABE, as que melhor repercutiram foram as Conferências Nacionais de Educação. Tais Conferências, promovidas a partir de 1927, propunham a discussão dos problemas relacionados à educação e à escolarização. As teses ali apresentadas formam um verdadeiro mosaico de ideias, dada a diversidade de temas expostos, entretanto, é possível identificar a educação do corpo como fio condutor nas diferentes propostas, quer seja tratando de higiene, de condutas do professor, da professora ou do aluno, quer seja das ginásticas, do patriotismo, da moral, dos diferentes papéis sociais, como práticas necessárias à reconstrução do Brasil. A pesquisa aqui apresentada descreve e analisa o conteúdo das duas primeiras Conferências Nacionais de Educação e indica tópicos presentes nas teses proferidas nas Conferências, tomando como delimitação temática a educação do corpo. Os arquivos consultados foram a Biblioteca e Arquivo Carmem Jordão, da própria ABE, com sede, até hoje, na cidade do Rio de Janeiro, e Biblioteca Prof. José Roberto do Amaral Lapa, do Centro de Memória da Universidade Estadual de Campinas. As principais fontes foram teses, atas e estatuto da ABE bem como jornais da época. / Abstract: The Brazilian Education Association (ABE) emerged in 1924 with the objective of promoting, disseminating and improving the education in Brazil. As the social and political circumstances at that time were conducive to its emergence and growth, the Association assumed leadership in the movement of renewal in education and teaching in the country. This renovation included the extinction of the problems related to schooling, incorporating the desire for change and improvement for the people. Deficiencies related to the schooling process were called 'the great national problem', believing that, if this great evil was remedied, all the other evils would be corrected as well. Among the strategies used by ABE, the greatest impact was achieved by the National Conferences of Education. Such Conferences, organized since 1927, proposed the discussion of issues related to education and schooling. The theses presented there were a veritable mosaic of ideas, given the diversity of subjects exposed, however, it is possible to identify the education of the body as a leitmotif in the different proposals, whether dealing with hygiene, the behaviors of the teacher, the female teacher or student, the gymnastics, the patriotism, the morality, the different social roles, as necessary practices for the reconstruction of Brazil. The research hereby presented describes and analyses the contents of the first two National Conferences on Education and indicates topics present in the thesis presented at the Conferences , taking as a defining theme the education of the body. The archives researched were from the Library and Archives Carmen Jordao at ABE headquarters in Rio de Janeiro and the Library Prof. José Roberto do Amaral Lapa, at the Memory Center of the State University of Campinas. The main sources were the theses, minutes and statutes of ABE as well as newspapers from that time period. / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutor em Educação

Made available in DSpace on 2016-04-29T14:16:11Z (GMT). No. of bitstreams: 1 Lucilene Felipe Gomes.pdf: 1530344 bytes, checksum: 67e59f47f337097bf88fa22e9a3bd2c2 (MD5) Previous issue date: 2012-05-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research represented an effort of understanding of Brazilian youth and how the society and the public authorities have positioning itself vis-à-vis their issues. His analysis was done from a democratic conception of public policies, seized as forms of the-State realize the significant action of social change, allocating resources, favouring social intervention instruments in the country and on their operation, from a position of clear defence of youngsters as subjects of law. In this study we have seen that, in the country, we don't have a public policy for youth, which led us to carry out an analysis of the process of building this policy and a study about the programs and projects that are being implemented for the juvenile population. The methodology used in the first moment was the desk research and, in the second the qualitative research, through the questionnaire applied and of the interviews used. The results of the 2nd National Conference for Youth pointed to the need for adoption of the Statute and of the national plan for youth, regulating the rights of this population. It was noted that there are several issues to lead the Brazilian State's attention to the problems faced by youth. Throughout this study, it has become necessary to understand public policies that are in line with the economic system, leaving a clear relevance to build and deploy public policies that meet the young in their entirety. Public policies configure themselves as one of the biggest problems for the rulers in this day and age. Despite its irrefutable importance and necessity of customer service policies, the "adult" world presents difficulties in coping with the demands and demonstrations of youth / presente pesquisa representou um esforço de compreensão da juventude brasileira e do modo como a sociedade e o poder público têm se posicionando face às suas questões. Sua análise se fez a partir de uma concepção democrática de Políticas Públicas, - apreendidas como formas de o Estado concretizar a ação significante de mudança social, alocando recursos, privilegiando instrumentos de intervenção social no país e sobre a sua operação, a partir de uma posição de clara defesa dos jovens como sujeitos de direito. Nesse estudo pudemos observar que, no país, ainda não temos uma política pública para a juventude, o que nos levou a realizar uma análise do processo de construção dessa política e um estudo sobre os programas e projetos que vêm sendo implementados para a população juvenil. A metodologia utilizada no primeiro momento foi à pesquisa documental e, no segundo a pesquisa qualitativa, por meio do questionário aplicado e das entrevistas utilizadas. Os resultados da 2ª Conferência Nacional de Juventude apontaram para a necessidade de aprovação do Estatuto e do Plano Nacional de Juventude, regulando os direitos dessa população. Constatou-se que são várias as questões a ensejar a atenção do Estado brasileiro para os problemas enfrentados pela juventude. Ao longo deste estudo, tornou-se necessário entender as políticas públicas que estão em consonância com o sistema econômico, deixando evidente a relevância de construir e implantar políticas públicas que atendam ao jovem em sua totalidade. As políticas públicas se configuram como um dos maiores problemas para os governantes nos dias de hoje. Apesar de sua irrefutável importância e da necessidade de políticas de atendimento, o mundo adulto apresenta dificuldades em lidar com as demandas e manifestações da juventude

Made available in DSpace on 2016-04-27T16:32:28Z (GMT). No. of bitstreams: 1 Henrique Antonio Profili de Souza.pdf: 1609416 bytes, checksum: db947658ef4fbe5838587e608a08723c (MD5) Previous issue date: 2011-03-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The research approaches the National Conference on Education in its four editions, held between 1965 and 1969, its constitutive structure, based on the analysis of its Proceedings, and of the Laws that it established and its subsequent amendments describing its organization, its participants, entities and agencies that were represented, the educational concepts of their participants, either members of government bodies or representatives of organizations and institutions - domestic and foreign, public or private. The research also carries an analysis of working papers produced by the responsible agencies and their divisions, which were used to report the state of education nationally and in each state and territory in order to establish a diagnosis of primary education in Brazil, presenting the structure and the existing shortcomings and how to reach the targets set by the National Education Plan. As an extension of the theme related to primary education, the survey also gives a brief overview of the installing of the classes of 5th and 6th grades in the city of São Paulo as part of the claims for extension of primary education that the Law of Directives and Basis for National Education of 1961 provided / A pesquisa aborda a Conferência Nacional de Educação em suas quatro edições, ocorridas entre 1965 e 1969, e sua estrutura constitutiva, a partir da análise de seus Anais e das Legislações que a instituíram e de suas posteriores modificações descrevendo sua organização, seus participantes, as entidades e organismos que estavam representadas, as concepções educacionais de seus participantes, fossem membros de órgãos governamentais ou representantes de organismos e entidades nacionais e estrangeiras, públicas ou privadas. A pesquisa traz ainda uma análise dos documentos de trabalho, produzidos pelos órgãos responsáveis e suas divisões, que eram utilizados para relatar a situação da educação nacional e de cada estado e território, a fim de elaborar um diagnóstico do ensino primário do Brasil, apresentando a estrutura e as deficiências existentes e como se alcançaria as metas previstas pelo Plano Nacional de Educação. Como desdobramento do tema relacionado ao ensino primário, a pesquisa também faz um breve panorama da instalação das classes de 5ª e 6ª séries da cidade de São Paulo, como parte das pretensões da extensão da escolaridade primária que a Lei de Diretrizes e Bases de 1961 previa

This dissertation provides an account of the contributions of Canadian universities to the Second World War. It examines the deliberations and negotiations of university, government, and military officials on how best to utilize and direct the resources of Canadian institutions of higher learning towards the prosecution of the war and postwar reconstruction. During the Second World War, university leaders worked with the Dominion Government and high-ranking military officials to establish comprehensive training programs on campuses across the country. These programs were designed to produce service personnel, provide skilled labour for essential war and civilian industries, impart specialized and technical knowledge to enlisted service members, and educate returning veterans. University administrators actively participated in the formation and expansion of these training initiatives and lobbied the government for adequate funding to ensure the success of their efforts. This study shows that university heads, deans, and prominent faculty members eagerly collaborated with both the government and the military to ensure that their institutions’ material and human resources were best directed in support of the war effort and that, in contrast to the First World War, skilled graduates would not be heedlessly wasted. At the center of these negotiations was the National Conference of Canadian Universities, a body consisting of heads of universities and colleges from across the country. This organization maintained an active presence in all major deliberations and exercised substantial influence over the policies affecting the mobilization of university resources.