Cette recherche d’inspiration socioconstructiviste vise à explorer comment s’opèrent les processus de valorisation de soi chez les adolescents dévalorisés par la société et par le système scolaire. Par processus de valorisation de soi nous entendons la dynamique par laquelle le sujet accorde du sens et de la valeur à son existence. À travers les concepts piagétiens d’équilibration et à l’aide de la théorie de la reconnaissance nous avons développé une modélisation des processus de valorisation de soi. Grâce aux recherches conduites dans le domaine de l’expérience esthétique, de l’éducation artistique et culturelle et en psychologie de l’orientation, nous avons précisé l’application de notre modèle théorique dans le réel. Ainsi, nous avons pu conduire notre expérimentation auprès de dix adolescents mauriciens de 13 à 15 ans venant de milieux défavorisés et en situation d’échec scolaire au sein d’un dispositif d’ateliers d’arts plastiques pendant un an. Les études de cas conduites à partir de l’observation des conduites et des entretiens semi directifs sur les projets professionnels des sujets révèlent la difficulté des adolescents à réguler les conduites de respect des animatrices, des pairs et du travail lorsqu’ils construisent de nouvelles conduites d’organisation, de participation et de valorisation. Elles mettent en exergue la fragilité des constructions cognitives, affectives et sociales chez ces adolescents en situation précaire et nous donnent des indications sur les structures de soi en jeu lorsque les adolescents cherchent à être valorisés (la conscience de soi) ou à établir des relations de réciprocité (la représentation de soi). Enfin, cette recherche exploratoire identifie les pistes qui pourraient être approfondies pour mieux comprendre les processus d’équilibration chez cette population dans une perspective développementale affective et sociale, afin de proposer des interventions éducatives favorisant la construction de soi. / This research aims at exploring the self-valuation processes by adopting a socio-constructivist approach, in teenagers who have been depreciated by the society and the school system. Self-valuation processes represent the dynamics through which the subject makes sense of and values his existence. Through the piagetian concepts of equilibration and with the help of recognition theories we developed a self-valuation process model, which practical implications have been enriched by studies conducted on aesthetic experience, on artistic and cultural education and on vocational psychology. In this respect, we have conducted a one year experiment in art workshops with ten teenagers, aged thirteen to fifthteen, coming from underprivileged environment and having experienced school failure. The case studies based on the teenagers’ behaviour observations and semi-directed interviews on their professional projects revealed the difficulty subjects encountered in regulating behaviours related to the respect of the facilitators, peers and work, while developing new behaviours such as organisation, participation and valuing behaviours. Findings outline the fragility of cognitive, affective and social constructions in these teenagers and give us indications on the self-structures involved when the teenagers try to value themselves (self-consciousness) or built reciprocal relationships (self-representation). Finally, this exploratory research identifies pathways to understand the equilibration process in this population through affective and social developmental lenses, in order to develop educational projects fostering self-development.

There is a dearth of Black male education success stories and a lack of documenting by some pastoral practitioners of their model of pastoral care. The absence of both my story and model was due to traumatic memories. As a Black male pastor and educator, seen as a role model, working to inspire Black young males disaffected in their education, the absence blocked my practice advancement. Therefore, I used this problem for a self-reflective study on my practice to put my record straight. First I revisited a snapshot of my educational past and contemporary practice using a Black metaphorical redemptive lens to see my study as a Black hero’s journey. Second, I imagined myself through a Johari Awareness Model in reflective conversation with myself, Jesus Christ, and others. Third, I located my work within a practical theological paradigm and used autoethnographic methodological approach and methods to gather and analyse my data. Finally, I subjected my findings to a discussion interpreted through my conceptual lens to see what would emerge. Hidden insights underpinning my practice were surfaced providing me with a new view of my life and way of being in my practice. Captured in the form of my autoethnography, this serves as a new Black cultural symbolic resource. This gives documented access to my education success story. It also models my pastoral practice which now enables me to share with others, through symbolic modelling, the current best knowledge and practices underpinning my work. My study is an innovative use of inner experiences for Black professional advancement from blocked traumatic memories. It provides a new model within the field of practical theology, by which others might see a theology by heart beyond the usage of text for professional development. My inquiry makes me more transparent and a better role model for student and colleagues.

Als Michel Foucault 1984 starb, galt er in Deutschland als Gegner der Subjektphilosophie. In Manfred Franks Buch "Was ist Neostrukturalismus?" (1983) wurde Foucault mit Jacques Derrida und Jacques Lacan als ein Strukturalist der neuen (und üblen) Sorte gebrandmarkt, der die klassischen philosophischen Probleme der subjektiven Selbstentfaltung und der individuellen Selbstbestimmung aufgekündigt habe. Dazu gesellten sich bald Stimmen aus den Bereichen des politischen Denkens und der Gesellschaftsanalyse, die zwar Foucault persönlich als kritischen Intellektuellen wertschätzten, mit seiner Philosophie aber doch große Schwierigkeiten hatten, weil hier ganz offensichtlich Kritik nicht gleichbedeutend war mit Empörung oder gar Kampf gegen die bestehenden Verhältnisse. Foucault hatte zwar die Macht des Staates analysiert, aber beispielsweise Widerstand dagegen nicht klar und deutlich legitimiert (vgl. dazu Hechler und Philipps, 2008). So ergab sich das Bild eines Denkers, der mit der Tradition der Subjektphilosophie von Descartes bis Sartre gebrochen hat und zugleich die kämpferische Emphase des spätmarxistischen Denkens nicht teilen wollte oder konnte. Die folgenden Bemerkungen kommentieren dieses Bild.

266f. / Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2013-07-26T13:54:07Z No. of bitstreams: 1 TESE ELSA DE MATTOS.pdf: 2475781 bytes, checksum: 6769d72ea0100eca6e0dc219cc330c22 (MD5) / Approved for entry into archive by Ana Portela(anapoli@ufba.br) on 2013-07-30T19:51:57Z (GMT) No. of bitstreams: 1 TESE ELSA DE MATTOS.pdf: 2475781 bytes, checksum: 6769d72ea0100eca6e0dc219cc330c22 (MD5) / Made available in DSpace on 2013-07-30T19:51:57Z (GMT). No. of bitstreams: 1 TESE ELSA DE MATTOS.pdf: 2475781 bytes, checksum: 6769d72ea0100eca6e0dc219cc330c22 (MD5) Previous issue date: 2013 / O presente estudo teve como objetivo analisar os processos envolvidos na experiência de “ser jovem”, a partir da perspectiva da Psicologia Cultural do Desenvolvimento e da Teoria do Self Dialógico, considerando especificamente as transformações que ocorrem nas configurações e reconfigurações do sistema de posicionamentos do self, durante um período crítico de desenvolvimento no qual múltiplas transformações simultâneas tendem a acontecer. A proposta foi dar continuidade à pesquisa realizada no âmbito do mestrado. Participaram do estudo seis jovens (três do sexo feminino e três do sexo masculino), moradores de comunidades da periferia de Salvador, Bahia, que tomaram parte do estudo anterior. Buscamos explorar os mecanismos presentes em três dimensões relevantes da vida dos jovens: (1) construção de um sistema de valores; (2) busca de pertencimento e (3) construção de um vir-a-ser, envolvendo uma perspectiva de tempo direcionada para o futuro. A ideia foi explicitar a dinâmica do self-em-movimento, com base em um estudo longitudinal de casos, procurando ilustrar como tais mecanismos operam ao longo do tempo. A abordagem metodológica envolveu três etapas de levantamento de dados: na primeira, os jovens estavam com 18 a 19 anos (etapa desenvolvida no estudo do mestrado), na segunda rodada, com 21 a 22 anos e na terceira, com 22 a 23 anos. Os instrumentos utilizados foram entrevistas narrativas em profundidade, ficha de dados sociodemográficos, diário de campo e análise de perfis em redes sociais (somente na segunda etapa). Após transcritos, os dados foram analisados por meio do procedimento especialmente desenvolvido para esta tese, combinando análises meso- e microgenéticas, mediante uma analise longitudinal de posicionamentos. Os resultados apontam para a relevância que a dinâmica de transformação do self envolve ciclos hierárquicos de produção de inovações, tanto no campo do self como nas esferas da experiência em que os jovens se inserem. A análise dos casos ilustra que os posicionamentos e reposicionamentos dos jovens associam-se com a emergência de signos promotores, através de sínteses catalíticas, resultando na construção de uma trajetória de vida orientada pelo valor da “responsabilidade” e também por um vir-a-ser que emerge como uma projeção futura. Além disso, as análises ilustram como vínculos de co-pertencimento são criados entre os jovens e a comunidade através de ciclos de co-emergência interdependente de inovações. Em tais processos, destaca-se o papel dos outros sociais como agentes catalisadores que fornecem um reconhecimento antecipado para os jovens de uma perspectiva alternativa de futuro. The present study aimed to analyze the processes involved in the experience of "being young", from the perspective of Cultural Developmental Psychology and Dialogical Self Theory, specifically considering the changes that occur in the configurations and reconfigurations of the self system during a critical developmental period in which multiple concurrent transformations tend to happen. Our purpose was to follow up a previous study conducted for the master degree. Participants were six young people (three females and three males), residents of communities on the outskirts of Salvador, Bahia, who took part in the previous study. Specifically we explored the mechanisms present in three relevant dimensions of the lives of young people: (1) construction of a value system, (2) search for belonging and (3) building a sense of “becoming”, involving the construction of a future oriented time perspective. The idea was to show the self-dynamic in-motion based on a longitudinal cases, illustrating how these mechanisms operate over time. The methodological approach involved three steps of data collection: first, the youths were 18 to 19 years (step master), in the second round, with 21 to 22 years old and in the third, with 22 to 23 years. The instruments used were in-depth narrative interviews, sheet socio-demographic data, field diary and analyzing social network profiles (only in the second stage). Once transcribed, the data were analyzed using the procedure especially developed for this thesis, combining meso- and microgenetic analysis through an analysis of longitudinal positions. The results show the impact that the dynamic transformation of hierarchical self involves cycles of production innovations, both in the field of self as in the spheres of experience that young people fall. The cases illustrate that specifically placements and young replacements are associated with the emergence of signs promoters through catalytic synthesis, resulting in the construction of a life path guided by the value of "responsibility" and also a coming-to-be that emerges as a future projection. Moreover, the cases illustrate how co-membership ties are created between youth and the community through cycles of interdependent co-emergence of innovations. In such cases, we highlight the role of other social agents as catalysts that provide early recognition to young people an alternative perspective for the future. / Salvador

Made available in DSpace on 2014-08-20T13:47:50Z (GMT). No. of bitstreams: 1 Cristina Debli Kruger_Dissertacao.pdf: 6793873 bytes, checksum: 2f4e17e716f4ab77c5106e068a78790c (MD5) Previous issue date: 2013-09-11 / Issues related to Education, imaginary and memory, which were discussed in this Master s thesis, have led to reflection on human (self)development. Writings about important elements that helped my development as an educator and the subject of this research were analyzed. This problematization emerged from the need to research on the reasons why a researcher became an educator. Thus, I tried to gather in my memory - an empirical source - the evidence, from childhood to these days, of potential (self)development aspects up to college education. The investigation aimed at problematizing the elements stored in memory that composed this way in the light of studies carried out by the Grupo de Estudos e pesquisas sobre Imaginário, Educação e Memória (GEPIEM / FaE), a study group in the Postgraduate Program in Education in the line Written Culture: languages and learning at the Universidade Federal de Pelotas, located in Pelotas, RS, Brazil. The following research sources were used to comprehend my life path: memories of my childhood and education processes, besides personal photographs. Based on them, I used literary writings to compose my reflections which were tools to create and understand my present life. The elements found in my development path, my father and two teachers I had in High School led me to identify the following cores: the use of symbolic strategies to educate, commit and like what I do. Therefore, I can infer that both imaginary and memory are fundamental to understand an autobiography, to think of and feel our education process. They play an important role towards selfknowledge. / Esta dissertação trata de questões relacionadas à educação, ao imaginário e à memória, como mote para pensar a autoformação humana. A problemática refere-se à escrita sobre os elementos importantes e constitutivos da formação da autora, como educadora, também sujeito da pesquisa, com o intuito de problematizar reflexões sobre autoformação. Emergiu da necessidade de pesquisar sobre as confluências que auxiliaram a pesquisadora a tornar-se educadora. Para tanto, buscou-se na memória, como fonte empírica, as evidências destas confluências, desde a infância até os dias atuais, as quais foram potências de autoformação reveladoras do trajeto de formação até o ensino superior. A questão de investigação tratou de problematizar os elementos deste trajeto, presentes nos reservatórios da memória, à luz dos estudos desenvolvidos no interior do Grupo de Estudos e Pesquisas sobre Imaginário, Educação e Memória (GEPIEM / FaE / UFPel), no Programa de Pós-graduação em Educação, na linha de Cultura Escrita: Linguagens e Aprendizagem. No decurso, foram usadas as seguintes fontes de pesquisa: lembranças da infância, do trajeto de formação e imagens de acervo pessoal. A partir delas, a autora e sujeito da pesquisa utilizou escritas literárias na composição da reflexão, que se constituíram como ferramentas para ficcionar e compreender o vivido atual, com base nessas fontes. Por meio das confluências dos ícones (elementos) localizados no trajeto de formação (o pai e os dois professores de Ensino Médio da autora), foram identificados os seguintes núcleos: o uso de estratégias simbólicas para educar, ser comprometido e gostar do que faz como motores propulsores da opção em ser/estar educadora. Ao final, pode-se concluir que os imaginários e as memórias são fundamentais para compreender a autobiografia, para pensar e sentir o percurso (auto)formativo, pois eles desempenham uma função importante em direção ao autoconhecimento.

The thesis deals with self-management of head teachers and its application in the present which is characterized by an environment of never-ending changes which place considerable demands on the overall preparedness of school management to face these demands. This theses has been completed using search of available literature and free Internet resources related to this issue. The theoretical part explains the basic concepts related to the topic. The personality and skills of managers are also described there. Based on the analysis and comparison of scientific literature I describe the techniques and procedures recommended by the authors who deal with this issue. With the help of a survey in the form of half-structured interviews with managers of education in different types of schools in a district town I try to find out what self-management techniques covering the biological, psychological and social areas are practised by head teachers in order to maintain and develop relevant skills. In conclusion, based on the acquired data I suggest a process of self-management of head teachers. Recommended methods and procedures can be used as a strategic tool for maintaining and developing their competencies necessary to carry out their profession in a quality way. KEYWORDS school director, self-management,...

The subject of the diploma thesis was the ideological elaboration of the architectural study of the building of the civilo temple. The proposal follows the elaborated urban concept of reclamation of the sub-castle - the territory of the historical Vydrica area and its surroundings. The building is a conceptual translation of the term profane sacrum into an architectural formalization. The main ideology consists in transforming the term profan sacrum into an object that incorporates three spirits - the spirit of the place, the spirit of the mind and the spirit of the heart. Thus, an artistic complex will be created on the historical basis of the center of gravity of Bratislava history. The spirit of the place is represented by the historical formalization of the base of the building which refers to the defunct Fish Square, the spirit of the mind represents a complex of 3 objects of self-development: object of performing arts, gallery and temple- library, and the last object which represents the spirit of the heart is transferred to the community center building. The overall ideology is to create a place that will be accessible every day and will serve to build our inner spirit. To develop internally and become a better person. A place to perceive, a place to develop oneself, a place to help each other, a place to share. A place where I will learn to play the violin and in the next phase I will organize a concert in the auditorium for the community until the phase where I will teach others. A place where I learn to cook and then sell my products on the market. A place to help each other. Better place for individuals, better place for community, better place for Bratislava.

Leader self-development is promoted as an alternative approach to leadership development within organizations. Fast-growing organizations especially benefit from the self- development activities of leaders. The tech industry is a sector that grows rapidly and thus offers an interesting context for this study. Moreover, practical perspectives on leader self- development are lacking in the current literature. Therefore, the objective of this thesis was to include a perspective on self-development activities from the leader’s standpoint and examine how the organizational setting related to these activities. The related theories were deduced from the literature and empirically examined by 11 semi-structured interviews. These interviews were conducted with managerial leaders in hierarchical organizations from the tech industry in Germany and the Netherlands. The findings showed that the “self” is limited in self-development activities. Leaders cannot practice self-development in complete isolation from the organizational setting. Instead, leaders are reliant on external factors and are intricately interconnected with their environment whereas the organization drives the intentional self-development activities of the leaders. A dynamic between the individual and the organization was revealed, as leaders are not only influenced by the supportive or hindering factors in their surroundings but also actively contribute to shaping the context. Furthermore, a distinction can be observed within the practice between experienced and less experienced leaders, with the former assuming the organizational responsibility of developing the latter. This thesis, therefore, provides a new perspective on intentional self-development activities and encourages to start a new discussion regarding self-development.

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