Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2013-11-04T14:59:08Z No. of bitstreams: 1 Dário Ribeiro de Sales Júnior.pdf: 848404 bytes, checksum: b5aabb553c60d611eebb9f7560a5022c (MD5) / Approved for entry into archive by Ana Portela (anapoli@ufba.br) on 2013-11-18T17:13:38Z (GMT) No. of bitstreams: 1 Dário Ribeiro de Sales Júnior.pdf: 848404 bytes, checksum: b5aabb553c60d611eebb9f7560a5022c (MD5) / Made available in DSpace on 2013-11-18T17:13:40Z (GMT). No. of bitstreams: 1 Dário Ribeiro de Sales Júnior.pdf: 848404 bytes, checksum: b5aabb553c60d611eebb9f7560a5022c (MD5) / FAPESB / O objetivo geral desta dissertação é propor uma alternativa teórica para a compreensão dos processos de aprendizagem, tendo como ponto de partida a observação e análise de como as crianças candomblecistas aprendem a lidar com as demandas implicadas no pertencimento religioso. Entenda-se por demandas: (1) as habilidades que as suas posições na hierarquia sacerdotal solicitam, bem como (2) as relações que são estabelecidas com as entidades espirituais e com outros membros do grupo religioso e (3) o enfrentamento de episódios de intolerância religiosa. Durante aproximadamente quatorze meses eu desenvolvi pesquisa etnográfica junto a nove crianças em dois terreiros de Candomblé da região metropolitana de Salvador, Bahia. A partir da análise das relações que as crianças estabelecem com outros membros mais habilidosos e com o ambiente no qual elas habitam, busquei compreender o que as crianças querem dizer quando afirmam que aprendem olhando. Defendo que, para elas, obervar alguém é o mesmo que participar de uma atividade. Observar é o mesmo que seguir os passos de outros seres humanos e não-humanos e, portanto, não pode ser definido como uma atitude meramente passiva. Aponto que as brincadeiras infantis que envolvem aspectos religiosos são fundamentais para o desenvolvimento de um habitus. Além disso, as cerimônias públicas do Candomblé constituem excelentes oportunidades para que as crianças possam desenvolver e refinar algumas de suas habilidades. Conclui que as crianças aprendem a partir de seu envolvimento diário nas dinâmicas do terreiro e o que elas aprendem são disposições corporificadas para agir e não representações acerca do mundo. Esse tipo de aprendizado está assentado em um senso de familiaridade que precede o processo formal de iniciação religiosa. Por fim, procuro evidenciar como o engajamento religoso e sua consequente objetificação do sujeito implica ter que lidar com episódios de intolerância religiosa na infância. Dados etnográficos e o paradigma da corporeidade neo-fenomenológico alicerçam e guiam as reflexões aqui esboçadas. This thesis’ main aim is to propose an theorical alternative for understanding the religious learning processes, taking as its starting point the observation and analysis of how children who follow the Candomblé, an Afro-Brazilian religion, handle the demands of their religion. By demands I mean: (1) the skills that are required by their positions in the sacerdotal hierarchy of that religion, (2) the relationships that are established with spiritual entities and other members of the religious group and (3) dealing with episodes of religious intolerance. During almost fourteen months I carried on an ethnographic research in two terreiros (cult house) of Candomblé in the metropolitan area of Salvador, the capital of the State of Bahia, Brazil. Based on analysis of the relations that the children establish with others more skilled Candomblé practitioners and the environment they dwell in, I sought to understand what the children mean when they say that they learn by observing other people’s actions. I claim that for them to look at someone is a synonym for taking part in an activity, it means to follow other (human and non-human) beings’ paths and, therefore, cannot be defined as a simple passive attitude. I point out that the children’s games which involve some religious aspect are fundamental to the development of a habitus. Besides, the public rituals of Candomblé are notably opportunities for kids to develop and refine some of their skills. I conclude that the children learn through their daily engagement in the terreiros’ dynamic and what they learn are embodied dispositions to act and not representations about the world. This kind of learning is grounded on a sense of familiarity which precedes the formal process of initiation in the religion. Finally, I intend to demonstrate how the religious engagement and its consequent objectivizing of the subject implies learning how to struggle against religious intolerance in the childhood. Ethnographic data, the theory of practice and a neo-phenomenological embodiment paradigm ground and guide the reflections here outlined.

Higher education administrators recognize the importance of examining persistence as a means of understanding why students and have significant variability in enrollment patterns and depart from college prematurely (Braxton, 2000). One of the most common methods of evaluating student persistence is through academic achievement, measured by grade point average (McGrath & Braunstein, 1997; Tross, Harper, Osher, & Kneidinger, 2000). Previous researchers indicate academic achievement of college students can be influenced by a number of factors including academic major (Turner & Bowen, 1999). One group that has not received significant attention by researchers is the undecided population, those students who matriculate to colleges and universities without declaring an academic major. Undecided students warrant additional research as they make up one of the fastest growing populations in higher education. Anywhere from 20% to 50% of entering college students are undecided majors (Lewallen, 1995). These students are often described as a vulnerable group with a decreased probability of persisting. The purpose of the current study was to explore differences between two sub-groups of undecided students. In addition, an investigation was conducted into which factors could predict the academic achievement of first year, undecided students. Undecided students were classified as either Non-Specific Majors (NSMs, students who indicated they were not able or did not want to make a commitment to one particular major at the time they applied for admission to the university) or Specific Majors (SMs, students who indicated a particular degree granting program as their first choice of major but were not accepted to that major). Background characteristics, self-perception of abilities, degree aspirations, and academic achievement were examined using secondary analysis of institutional Cooperative Institutional Research Program (CIRP) data. Findings revealed significant differences between NSMs and SMs. In terms of their background characteristics, four significant differences were identified including sex, high school grade point average, race, and parental education. Only one measure of self-perception of abilities revealed a significant difference between the two groups: artistic abilities. No significant differences were found in terms of degree aspirations. Regarding academic achievement, NSMs tended to experience higher levels of academic success than SMs. Finally, for both the NSM and SM group, background characteristics, self-perceptions of abilities, and degree aspirations were able to explain a significant amount in variance in academic achievement, though to a greater degree within the NSM group. / Ph. D.

The aim of this thesis is to verify the effectiveness of children's listening activities in the preschool period from five to six years of age, to introduce the utilization of methodology connected with listening to the music by Jaroslav Herden in terms of preschool education, and to demonstrate the importance of motivation and integrative activities for the development of attention together with the overall harmonious development of children. In the theoretical part, I analyse the input of music into the consciousness of children in terms of basic psychological features and functions which are important for perception. I introduce basic musical abilities, particularly musical creativity and imagination. The theoretical part is concluded with the clarification of basic means of expression and shape features, which are important not only for the music perception as such, but also the music perception in an ontogenetic context. Moreover, I also present the philosophy of educational thinking concerning the listening activities proposed by Professor Jaroslav Herden. In the practical part, I introduce a comprehensive authorial project involving the methodology of Jaroslav Herden's music tailored to children who are aged from five to six years. This project was implemented into practice and evaluated...