Orientador: César Apareciddo Nunes / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T11:04:06Z (GMT). No. of bitstreams: 1 Alberto_Simao_D.pdf: 1290972 bytes, checksum: 1024c845a4d505ff6aac2f17e311195c (MD5) Previous issue date: 2015 / Resumo: A presente pesquisa tem como objetivo discutir as relações entre Política, Educação e Sociedade, sob a perspectiva freireana de ensino, visando à superação dos estigmas autoritários das relações escolares no Brasil atual. A pesquisa é bibliográfica e documental, realizada com base nas referências disponíveis no acervo geral de pesquisa na área da Educação, sobretudo em algumas obras de Paulo Freire e na literatura de outros autores que estudam a temática. Aborda os fundamentos filosóficos e históricos da educação brasileira, contextualizações políticas da conjuntura brasileira (1958-1996), período da atuação efetiva de Paulo Freire nas discussões da educação e as implicações da relação autoritária na escola e no autoritarismo político, econômico e cultural. Justifica-se o resgate histórico da trajetória da educação brasileira, definindo a educação emancipatória, educação bancária e alienação. Descreve analiticamente a biografia de Paulo Freire, com a intenção de compreender o significado de seu pensamento pedagógico na tradição política da educação brasileira. Enuncia e esclarece os conceitos como política, educação, sociedade, desmitificando o estigma da relação autoritária na educação escolar brasileira e seus fundamentos. Parte da questão: Por que somos organicamente autoritários? O pensamento freireano ajudou no entendimento e na análise dos movimentos sociais e dos novos sujeitos emergentes. Apresenta perspectivas e contradições da relação política, educacional e curricular na conjuntura brasileira, com o enfoque nas conquistas sociais e políticas advindas das legítimas e justas reivindicações populares, bem como os inegáveis avanços e limites da educação brasileira recente (1996-2014), uma fase de vida caracterizada pela debilidade física que impossibilitou Paulo Freire de participar intensamente nos debates educacionais e a luta dos diferentes movimentos sociais. Constitui a tipologia da relação pedagógica democrática e participativa, a partir das obras de Paulo Freire e sua contribuição diante da relação autoritária na escola e sociedade / Abstract: This research aims to discuss the relationship among Policy, Education and Society in the education of Freire's perspective, in order to overcome the authoritarian stigmas school relations in the actual Brazil. The research is literature and documents held on the basis of references available in the general library of Education, especially in the works of Paulo Freire and literature of other authors who deal with the subject. Discusses the philosophical and historical foundations of Brazilian education, political contextualization of the Brazilian situation (1958-1996), period of effective action of Paulo Freire in educational discussions and the implications of the authoritarian relationship in school and the political, economic and cultural authoritarianism. Justifies the historical rescue of the trajectory of Brazilian education setting the emancipatory education, banking education and alienation. Describes analytically Paulo Freire's biography, aiming understand his pedagogical thinking in the political tradition of Brazilian education. Lists and clarifies concepts such as politics, education, society, demystifying the stigma of authoritarian relationship in Brazilian school and its grounds. Part of the question: Why we are organically authoritarian? The Freire's thought helped in the analysis and understanding of social movements and the new emerging subjects. Intend to present the perspectives and contradictions of political relations, educational and historical in the Brazilian context, focused in the social and political achievements resulting legitimate and fair popular demands, and also the undeniable progress and limits of recent Brazilian education (1996-2014), a phase of life marked by physical weakness precluding Paulo Freire to participate actively in educational debates and the struggle of different social movements. It constitutes the type of democratic and participatory pedagogical relationship, from the works of Paulo Freire and his contribution facing the authoritarian relationship in school and society / Doutorado / Filosofia e História da Educação / Doutor em Educação

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-01-14T13:27:10Z No. of bitstreams: 1 carmengomesmacedo.pdf: 1130529 bytes, checksum: d216c58b28a2ef5723967c71f6d5aaeb (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-01-25T17:37:27Z (GMT) No. of bitstreams: 1 carmengomesmacedo.pdf: 1130529 bytes, checksum: d216c58b28a2ef5723967c71f6d5aaeb (MD5) / Made available in DSpace on 2016-01-25T17:37:27Z (GMT). No. of bitstreams: 1 carmengomesmacedo.pdf: 1130529 bytes, checksum: d216c58b28a2ef5723967c71f6d5aaeb (MD5) Previous issue date: 2015-09-11 / O estudo, que neste espaço se propõe ao Programa de Pós Graduação em Serviço Social da Universidade Federal de Juiz de Fora, se refere a uma discussão que tangencia questões relativas à análise da práxis política, a partir da realidade singular de um sujeito social específico: o Movimento dos Atingidos por Barragens – MAB. Seu propósito é auxiliar a produção de saber no campo dos movimentos sociais numa perspectiva crítica, elaborando reflexões, e que percepcionem as potencialidades transformadoras desses sujeitos, tomados como agentes políticos importantes para instauração de novas estruturas societárias. O objeto da pesquisa aqui apresentada fica delineado como o conjunto de determinações que erigem o MAB como um dos sujeitos coletivos cuja ação contribui com os esforços coletivos voltados para a emancipação política das classes trabalhadoras e para a formação de uma sociedade livre. Tendo como objetivo tentar apreender possíveis elementos constituintes da sua práxis política que possam balizar os enfrentamentos coletivos. / The study in this space proposes the Graduate Program in Social Work at the Federal University of Juiz de Fora refers to a discussion that touches issues related to the analysis of political praxis, from the singular reality of a specific social subject: the Movimento dos Atingidos por Barragens - MAB. Its purpose is to support the production of knowledge in the field of social movements in a critical perspective, elaborating reflections and demonstrating the transformative potential of these subjects, taken as important political actors to establishment of new corporate structures. The object of the research presented here is designed as a set of determinations which bring the MAB as a collective subject whose action contributes to the collective efforts toward the political emancipation of the working classes and the formation of a free society. With the objective of trying to seize possible constituent elements of its political praxis that can mark out the collective confrontations.

Made available in DSpace on 2017-06-01T18:12:56Z (GMT). No. of bitstreams: 1 marcelo_marques_santana_junior.pdf: 4363040 bytes, checksum: 29ac9dca8bfe2b4b608d8c05748a053a (MD5) Previous issue date: 2015-11-18 / This research aims to study the mystical phenomenon in its universal character, taking as its starting point the life of Don Marcelo Pinto Carvalheira, from his birth in 1928 until his episcopal appointment in 1975. The choice of Don Marcelo was given for recognition of a very important legacy for the Church of Brazil, that it was based on a deep spirituality and a sense of responsibility on the surrounding universe. Therefore, were analyzed theoretical references, testimonials and personal material of Don Marcelo use. The testimonies were collected from a questionnaire previously sent to respondents and spontaneous reports. Considering the ephemerality that lives the post-modern society and the lack of references that the gaps today's time have, look at the life of this great man, should serve not only intellectual source, but itinerary of life. / Esta pesquisa tem como objetivo estudar o fenômeno da mística, em seu caráter universal, tendo como ponto de partida a vida de Dom Marcelo Pinto Carvalheira, no período de seu nascimento, em 1928, até a sua nomeação episcopal em 1975. A escolha de Dom Marcelo se deu por reconhecimento de um legado bastante importante para a Igreja do Brasil, ele que tinha como base uma profunda espiritualidade e um senso de responsabilidade sobre o universo circundante. Para tanto foram analisados referenciais teóricos, bem como depoimentos e material de uso pessoal de Dom Marcelo. Os depoimentos foram colhidos a partir de um questionário previamente enviado aos entrevistados e relatos livres. Considerando a efemeridade com que vive a sociedade pós-moderna e falta de referenciais que lacuna o tempo hodierno, olhar para a vida desse grande homem, deve servir não apenas de fonte intelectual, mas de itinerário de vida.

Denna studie är ämnad för att undersöka den visuella kompositionens orientering och inramning samt söka empiriskt underlag för dess praxis. Studiens frågeställningar är som följande: Hur väljer en åskådare att orientera sig i samband med en visuell komposition? Hur påverkar konventionell praxis de visuella format där den traditionella ramen ej ingår? Studien använder sig av tidigare forskning inom området för att ange relevanta variabler för studiens metod vilket utformade sig till en enkät med kvantitativa egenskaper. Enkäten fick svar från 56 respondenter och resultatet visade sig stämma överens med tidigare forskning. Diskussionen och analysen erbjuder en djupare insikt av studien där fortsatt forskning i den visuella praxisen föreslås. Författaren föreslår även att det finns ett värde i användandet av kvalitativa metoder för områdets framtida forskning.

This work analyses the response in the press towards dramatic works of czech philosopher Ladislav Klíma. This includes specifically the works Matěj Poctivý and Lidská tragikomedie. In the introduction, the author and his philosophy are presented, hereafter there is a description of his dramatic works. Philosophy and drama are intertwined in Klíma's work, which makes his drama somehow unique. This work aims to introduce the author's personality as well as his dramatic work. Following that, it aims to describe the reflections in the press towards several performances, summarize them and make a final statement.

Syftet med det här arbetet är att utforska improvisation i övningsrummet kontra konsertsituationen utifrån från två sonater av Domenico Scarlatti. Improvisatoriska inslag utforskas både i övningsrummet och i konsertsituationer, samt hur spontan improvisation skiljer sig från planerad improvisation. Domenico Scarlatti, begreppet improvisation, och historiska improvisationstekniker tas upp och förklaras i bakgrundskapitlet utifrån litteratur och tidigare forskning. Metodkapitlet beskriver hur arbetet gått tillväga och hur det dokumenterats. Improvisationsövningen har utgått från valda delar ur de två sonaterna. För att utreda improvisationens effekt på konsertsituationer genomfördes två framföranden inför publik med efterföljande intervjuer. Projektet dokumenterades med videoinspelningar, loggbok och videoinspelad loggbok. I kapitlet genomförande visas improvisationsövningens genomförande, framförandena och intervjuernas genomföranden samt resultat från projektet. Projektet visar att publiken inte med säkerhet kunde skilja mellan spontan och planerad improvisation. Publiken upplevde också att de improvisatoriska inslagen tillförde något till musiken. I diskussionskapitlet diskuteras resultaten från genomförandekapitlet. Vidare diskuteras vilka konstnärliga värden improvisationen kan ha om publiken inte hör skillnad mellan det planerade och det spontana samt hur ett improvisatoriskt förhållningssätt kan använ- das som ett konstnärligt verktyg för att skapa ett personligt uttryck och personliga interpretationer. / The purpose of this study is to explore improvisation in the rehearsal room versus concert situations based on two sonatas by Domenico Scarlatti. Improvisational elements are explored both in the practice room and in concert situations, as well as how spontaneous improvisation differs from planned improvisation. Domenico Scarlatti, the concept of improvisation, and historical improvisation techniques are addressed and explained in the background chapter based on literature and previous research. The method chapter describes how the work was carried out and how it was documented. The improvisation exercise has been based on selected parts of the two sonatas. To investigate the effect of improvisation on concert situations, two performances took place in front of an audience with subsequent interviews. The project was documented with video recordings, logbook and video recorded logbook. I describe the progress of the improvisation exercise, the performances and the interviews and the results from the project. The results show that the audience could not with certainty distinguish between spontaneous and planned improvisation. The audience also experienced that the improvisational elements added something to the music. The discussion chapter discusses the results. It is discussed what artistic values improvisation can have if the audience does not hear the difference between prepared and spontaneous improvisation, and how an improvisational approach can be used as an artistic tool to create a personal expression and personal interpretations.

abstract: The following study is based on my individual and collective practice as a former staff member of El Centro de Desarrollo Alternativo Indígena A.C., a non-profit who works in the Sierra Madre Occidental in the north of Mexico, and my experience as a master student in the US. I am developing this research as a reflective instrument to improve the strategies that I have been developing and implementing. To reach this goal I present the concept of praxis, which Paulo Freire and Antonio Gramsci used some years ago, as a methodology to shorten the gap between my practice and theory. Furthermore, I use the theoretical framework of popular education, and other ideas from the complementary fields of community development, and Critical Race Theory/TribalCrit, to shed light on how to improve our practice and the pedagogies we use as part of our work. The main question that is guiding this study is: What is the learning dynamic of organizations and participants who are doing community development work with Indigenous communities? To answer this, I analyze the data I collected in 2016, which includes: two months of participant observation, sixteen in-depth interviews, and one focus group with staff members. The findings of this research suggest that staff members have learned to respect time and culture of the community and to validate local knowledge; community members have shared that they have learned new agricultural practices, production of organic fertilizers and pesticides, earthworm compost, food conservation methods, communication skills and to work together. The ways identified in which participants have learned are: by doing, by observation, by dialogue, by receptivity, by recognition, through meetings and by reflection. The results of this research are consistent with what popular educators say: neutrality is impossible. Practices of the nonprofits do not occur in a vacuum; therefore, the mechanisms of auto analysis and reflection that CEDAIN staff shared, in conjunction with the attempt of this research to unveil the hidden and explicit curriculum of the practices of CEDAIN, are great tools to trigger critical consciousness, challenge what we have taken for granted, and recreate better practices. This research is a result of the compilation and analysis of the narratives, experiences and knowledge of community and staff members who participated in this study. In this sense, these set of ideas, which place grassroots experiences as the principal source of knowledge, could be applied to plan and design future pedagogical interventions. / Dissertation/Thesis / Masters Thesis Social and Cultural Pedagogy 2018

<p>This study advances communication scholarship on fragments (McGee, 1990), while demonstrating how to create and use an innovative approach to scholarship in this field. The research goal was two-part. First, to better understand the everyday critic’s role in co-creating discourse. This master’s project prompted eight collaborators to create an artifact in response or interpretation to a focal work, the short story “The Yellow Wallpaper” by Charlotte Perkins Gilman. Ethnographic and autoethnographic methods were used to observe the discourse that emerged from this prompt. Observations challenge the separation between text and context, revealing the significant impact that vernacular fragments have on the rhetorical life of a work. The second research goal was to create an arts-based approach that would be most appropriate to reach this better understanding. This work can be used as an exemplar of arts-based research approaches applied to achieve theoretical understandings in communications scholarship.</p>

There are Stories that we are told, stories that we tell, and Stories that are told through us. This text sets out to ask whether self-regulation is a tool to support the progressivist educator or something that undermines the goals of progressivism. But we cannot avoid the footnotes or philosophy in educational research. What is ‘progressivism?’ How does its theory connect or disconnect from its practice? Can it function or live up to its name if those who call themselves ‘progressive’ teachers or parents are distracted by The Question of ‘How do I get them to do what I want them to do?’ And, what about the follow-up fear of control or chaos or the belief that ‘Those kids can’t handle their freedom?’ Employing an ‘out-of-the-box’ narrative academic writing approach, weaving stories from personal parenting and teaching moments with case studies, the questions surrounding self-regulation reveal some surprising answers. Can the narrative surrounding Classroom Management co-exist with progressivist educational goals or the tool of self-regulation? Can democracy be promoted, taught, or lived without praxis? / Graduate

Die vorliegende Studie untersucht die wirtschaftliche Tragfähigkeit der aufsuchenden zahnärztlichen Betreuung Pflegebedürftiger anhand einer konkreten Praxissituation. 2009 wurde die Betreuung von 101 Studienteilnehmer in 114 Stunden nach dem Mobi-Z-Konzept der Praxis erfasst. Im Vergleich mit der stationären Behandlung wurde, unter Berücksichtigung der Ausfallzeit in der Praxis, ein um 2% verringerter Umsatzüberschuss je Arbeitsstunde des Zahnarztes erwirtschaftet. Der Überschuss ist stark von dem Aufwand für die Anfahrten des Zahnarztes abhängig, da die Erstattung der Anfahrt nicht den Aufwand für das Behandlungsteam berücksichtigt.