[pt] Este trabalho buscou oferecer uma contribuição para a educação em direitos humanos (EDH). Para isso, tentou somar às pesquisas anteriores, ao captar a percepção de educadores já sensibilizados para o campo, e não de atores da comunidade escolar eventualmente distanciados do tema. Partindo de uma abordagem qualitativa de pesquisa, selecionaram-se quatorze professores de variadas disciplinas escolares e uma pedagoga, com os quais foram realizadas entrevistas semiestruturadas. Buscou-se apreender, sobretudo, quais seriam, na percepção deles, as articulações possíveis entre as suas respectivas disciplinas e a EDH, assim como de que maneira eles as colocariam em prática. O material obtido foi analisado por meio do software Atlas.ti, à luz dos referenciais teórico-metodológicos da EDH (ANDRADE e LUCINDA, 2011; ARAÚJO, 2013; CANDAU e SACAVINO, 2010, entre outros), bem como de documentos internacionais e nacionais que versam sobre a matéria. Entre outros resultados, verificaram-se algumas possibilidades de articulação temática entre as disciplinas e a EDH, especialmente sob a perspectiva temática de classe, raça e gênero. Além disso, notou-se que a construção dessas pontes depende muito mais de uma contextualização vetorizada pela EDH do que de determinados conteúdos programáticos. No que se refere às práticas pedagógicas, observou-se um movimento de fuga da dinâmica escolar tradicional, tendo sido relatadas alternativas metodológicas especialmente marcadas pela arte. Por fim, foram indicados vários desafios à tarefa de educar em direitos humanos, tais como a conjuntura política atual, as condições precárias de exercício do magistério e a cultura escolar, com especial destaque para o perfil da equipe pedagógica. / [en] This study aims to offer a contribution to Human Rights Education (HRE). In order to do so, it tried to capture the perception of those educators who have already come into contact with the HRE, instead of those who may be apart from the subject. In particular, the study aimed to understand the possible articulations between the teachers subjects and HRE, as well as how they would put them into practice. From a qualitative research approach, semi-structured interviews were conducted with fifteen specialist teachers from different secondary school subjects, as well as with one primary school teacher. The material obtained was analyzed in light of HRE s theoretical and methodological references (ANDRADE and LUCINDA, 2011; ARAÚJO, 2013; CANDAU and SACAVINO, 2010), besides key international and national documents on the subject. The results of the analysis indicate several possible relations between school disciplines and HRE as perceived by the interviewed teachers, especially regarding themes such as class, race and gender. Important findings also include the observation that the construction of such connections depend much more on a HRE-oriented contextualization of themes than on specific syllabus content. With regard to teaching practices, it was possible to identify a general avoidance of traditional school dynamics, which were usually replaced by art-based activities or lessons. The study concludes by pointing to manifold challenges faced by human rights educators, such as the current political situation in Brazil, the precarious conditions of teaching in the country, and issues related to school culture and climate. Regarding the latter, great emphasis was laid on school staff s profile.

This thesis deals with analysis of the functioning of the tutorial centres Basic and language schools LITE. In the theory part there are alternative streams in education stated which are connected with these centres and Applied Scholastics is introduced which Basic and LITE are its part. It is also stated the standing of Applied Scholastics in the world. In the practical part is described study technology used in the centres Basic and LITE in general and then I looked more closely into the classes of Basic and LITE and described my observation. The research describes the functioning of these institutions in the Czech Republic. I also describe other activities of the centers and I think of positives and negatives of these classes.

Made available in DSpace on 2016-04-27T16:34:01Z (GMT). No. of bitstreams: 1 Zuleide Blanco Rodrigues.pdf: 16035902 bytes, checksum: 9de04fd481a53a128e5c189478a72a91 (MD5) Previous issue date: 2009-09-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this work is to analyze the view of the teachers about students that presents poor school performance, and because of that they are reported as carrier of learning problems and difficulties, thus distinguished by presenting pattern considerate not compatible with what is expected by the school. For its implementation it was used, as data source, the Routing Sheet filled by the teachers of the municipal system of education in the metropolitan municipal area of São Paulo, in which they reported the fact or event that determinates the quote route of part of their students, and so other information about the learning of the students mentioned. The period covered by the research was the school year of 2007, when there were made around 600 referrals, in which the forms will be analyze from the perspective appointed by Moysés & Collares and Bueno, that there is no theoretical support for the characterization of these disturbances , and by Aparecido, that the knowledge of those teachers do not reflect the lack of education about learning difficulties , but is a reflection of a conception galore spread by a type of literature that intend to be scientific. The theoretical support of the investigation are the contributions of Pierre Bourdieu (1998, 2007, 2008), more precisely, the concept of habitus , in so far as it considers the way in which teachers characterize the learning difficulties, expresses a individualized and pathological perspective of these scholarization difficulties, built in educational environment with support of production intended to be scientific that they have access / Este trabalho tem por objetivo analisar a visão dos professores sobre os alunos que apresentam baixo rendimento escolar e por isso são caracterizados como portadores de problemas e dificuldades de aprendizagem, assim distinguidos por apresentarem padrões considerados não compatíveis com o que é esperado pela escola. Para sua realização utilizou-se como fonte de dados a Ficha de Encaminhamento preenchida pelos professores da rede municipal de ensino de município da região metropolitana de São Paulo, na qual foram registrados o fato ou acontecimento que determinou o referido encaminhamento de parte de seus alunos, bem como outras informações sobre a aprendizagem dos referidos alunos. O período coberto pela pesquisa foi o ano letivo de 2007, quando foram realizados 600 encaminhamentos, cujas fichas serão analisadas com base na perspectiva, apontada por Moysés & Collares e Bueno, de que não há sustentação teórica na caracterização desses distúrbios , e de Aparecido, de que o conhecimento desses professores não reflete a falta de formação sobre dificuldades de aprendizagem , mas é o reflexo da concepção fartamente disseminada por um tipo de literatura que se pretende científica. O suporte teórico da investigação são as contribuições de Pierre Bourdieu (1998, 2007, 2008), mais especificamente, o conceito habitus , na medida em que se considera que as formas pelas quais os professores caracterizam as dificuldades de aprendizagem, expressam uma perspectiva individualizante e patologizante dessas dificuldades de escolarização, construídas no meio educacional com suporte de produção pretensamente científica à qual eles têm acesso

This thesis focuses on the concept of Reason, Memory, and Will written by Petr from Letovicz and present the Question called: "Utrum cuiuslibet spiritus rationalis eadem essentia sit substantialiter ratio memoriam et voluntas". The thesis consists of four parts. The first part focuses on the used method of the art and its access to the text. The second one introduce the Question in the historical context. The third part represent the transcription and translation of the Question. The last one offers Question's interpretation. My thesis also focuses on several citations of Aristotle used by Petr from Letovicz in his Question. Those quotes were set into interpretive framework of the text. Besides Aristotle, there can be found also quotes of Averroa and one of the founders of scholasticism - Peter Lombard.

The diploma thesis focuses primarily on analysing the Christological and soteriological system of Josef Pospíšil, an important representative of the first generation of Czech neo-Thomism. The study includes a brief description of Pospíšils life work with reference to the contemporary context. The author presents Pospíšil not only as a theologian, but also as a major representative of Czech Thomistic philosophy.

In John Calvin and Ellen G White’s sense making approaches God’s act of redemption and reconciliation in and through Jesus Christ takes the centre stage in the foursome of God’s acts expressed in the biblical historical timeline as creation, reconciliation in Jesus Christ, renewal through the Holy Spirit and fulfilment at the end of time. While the 16th century Calvin emphasised God’s acts of creation and reconciliation in Christ more than God’s acts of renewal and fulfilment, the 19th century White’s emphasis was more on God’s acts of reconciliation in Christ and fulfilment at the end of time than on creation and renewal through the Spirit. With all the differences in their sense making approaches their central perspectival focus in their writings, sayings and doings is the way God and humanity, heaven and earth are closely connected in a unity without being fused and mixed in Jesus Christ. Their central christological theme of ‘God staying God’ and ‘human staying human’ in an interactional substantialist sense in Christ designates the great alternative view that differs on the one hand, from the view of the trans-substantialist option in which the human being Christ Jesus is in a sacramental-sacred way transformed into ‘a divine human being’ –, and on the other hand, the view of the consubstantialist option in which the human being Jesus is permeated and diffused by his divinity, thereby becoming ‘the human God.’ Calvin and White in their reflection operating within the realm of divine historicity that is staying within the biblical historical timeline from Genesis to Revelation were viewed by many as not theologians in the real sense of the word. Calvin and may be to a greater extent White worked and contributed to the new and emerging field of Faith Studies in which a theologian or theorist of faith cannot reflect on God, human beings or the natural cosmic world in three separate avenues as was commonly the case with speculative and scholastic theologies in history. White’s Faith Studies contribution is in the global arena of theology where the omnipresent ‘–logies’ of mainline church theologies such as Christology, Ecclesiology, Pneumatology and Eschatology hold sway.

In John Calvin and Ellen G White’s sense making approaches God’s act of redemption and reconciliation in and through Jesus Christ takes the centre stage in the foursome of God’s acts expressed in the biblical historical timeline as creation, reconciliation in Jesus Christ, renewal through the Holy Spirit and fulfilment at the end of time. While the 16th century Calvin emphasised God’s acts of creation and reconciliation in Christ more than God’s acts of renewal and fulfilment, the 19th century White’s emphasis was more on God’s acts of reconciliation in Christ and fulfilment at the end of time than on creation and renewal through the Spirit. With all the differences in their sense making approaches their central perspectival focus in their writings, sayings and doings is the way God and humanity, heaven and earth are closely connected in a unity without being fused and mixed in Jesus Christ. Their central christological theme of ‘God staying God’ and ‘human staying human’ in an interactional substantialist sense in Christ designates the great alternative view that differs on the one hand, from the view of the trans-substantialist option in which the human being Christ Jesus is in a sacramental-sacred way transformed into ‘a divine human being’ –, and on the other hand, the view of the consubstantialist option in which the human being Jesus is permeated and diffused by his divinity, thereby becoming ‘the human God.’ Calvin and White in their reflection operating within the realm of divine historicity that is staying within the biblical historical timeline from Genesis to Revelation were viewed by many as not theologians in the real sense of the word. Calvin and may be to a greater extent White worked and contributed to the new and emerging field of Faith Studies in which a theologian or theorist of faith cannot reflect on God, human beings or the natural cosmic world in three separate avenues as was commonly the case with speculative and scholastic theologies in history. White’s Faith Studies contribution is in the global arena of theology where the omnipresent ‘–logies’ of mainline church theologies such as Christology, Ecclesiology, Pneumatology and Eschatology hold sway.