Submitted by THELICIA MENDES CANABARRA null (thelicia@hotmail.com) on 2016-10-27T22:26:12Z No. of bitstreams: 2 Disserta 27-10 completo final.pdf: 2974193 bytes, checksum: 4ef7ca74bf1d07d361477f105adc65bf (MD5) Disserta 27-10 completo final.pdf: 2974193 bytes, checksum: 4ef7ca74bf1d07d361477f105adc65bf (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-11-03T18:42:16Z (GMT) No. of bitstreams: 1 canabarra_tm_me_rcla.pdf: 2974193 bytes, checksum: 4ef7ca74bf1d07d361477f105adc65bf (MD5) / Made available in DSpace on 2016-11-03T18:42:16Z (GMT). No. of bitstreams: 1 canabarra_tm_me_rcla.pdf: 2974193 bytes, checksum: 4ef7ca74bf1d07d361477f105adc65bf (MD5) Previous issue date: 2016-09-01 / O presente estudo foi realizado a partir de experiências de campo em um grupo percussivo de maracatu na cidade de Piracicaba, estado de São Paulo. Partimos de um referencial de pesquisa como experiência para cartografar as conexões entre as potências do corpo e a produção da subjetividade no terreno da arte e da cultura, assim como seus desdobramentos para uma educação sensível. Nessa perspectiva, partimos do princípio de que uma educação que atente para o sensível passa por questões éticas, poéticas e políticas e que tais fluxos criam modos de existência (DELEUZE, 2010). Tais fluxos vibram no corpo-arte dos brincantes de maracatu. A antropofagia característica da cultura brasileira traz elementos simbólicos que nos convidam a pensar em experimentações educativas que possam produzir encontros alegres com o conhecimento. / The current study has been carried out in a maracatu percussive group in the city of Piracicaba, state of São Paulo. We work with a research as experience approach to make a cartography of the connections between the potencies of the body and the production of subjectivity in the fields of art and culture, as well as its unfoldings for a sensitive education. In this perspective, we assume that a sensible education goes through ethical, poetical and political issues and that these fluxes create modes of existence (DELEUZE, 2010). Such fluxes vibrate into the body-art of the brincantes of maracatu. The anthropophagy characteristic of the brazilian culture, bring us symbolic elements that invite us to think on educative experimentations that can produce cheerful encounters with the knowledge.

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Made available in DSpace on 2014-12-17T14:35:50Z (GMT). No. of bitstreams: 1 LarissaKOMT.pdf: 1371897 bytes, checksum: 99dc7d93ffe08b68a3c07bbdf795ec6d (MD5) Previous issue date: 2005-06-30 / The thesis presents the body poetry and its inscribing in the myth and But? dance. The argumentation highlights the sensitive dimension present in these itineraries, as a possibility to operate the emergency of knowing inscribed in the body, bringing a kind of rationality that links the fragments, that allows the knowing to break through the barriers of disciplinary isolation, that abandons the certainties and goes through the ways of creation and that gives the body new space and time, featuring epistemological elements, ethical and esthetical, that can permit a sensitive education. All along the way, we comprehend by sensitive education, a education that considers the relinking of logical, analogical, symbolic and artistic knowledge and therefore reconsiders the own act of knowing as a continuous and inconcluded process. That sensitive education is also understood as retaking the body experience, its sensitive nature, as well as being meaningful to reading the world. It includes the body memory, its history and creativity, opening it to innovation, change, sense amplification and dialogue with other bodies and world, because it is within them. It is about an investigation of phenomenologic nature, that dialogues philosophy and art, pointing breakdowns of this reflection foe the body and education studies. We find it necessary to notice the body language, that allows one to think through movements, articulate a thought that is risen from articulations, guts and all the body. This incarnated reason starts the expressive body action, that makes us move to mean, communicate, inaugurate senses. Among these senses, we present a possibility of approach of the elements of But? dance teaching and physical education, as ways of sensitive education showings of body poetry / A tese apresenta a po?tica do corpo e sua inscri??o no mito e na dan?a but?. A argumenta??o ressalta a dimens?o sens?vel presente nesses itiner?rios, como possibilidade de operar a emerg?ncia dos saberes inscritos no corpo, instaurando um tipo de racionalidade que une os fragmentos, permite que os saberes atravessem as fronteiras do isolamento disciplinar, abandona as certezas e envereda pelos caminhos inusitados da cria??o, ressignificando o espa?o e o tempo do corpo, configurando elementos epistemol?gicos, ?ticos e est?ticos que possam favorecer uma educa??o sens?vel. Em todo o percurso, compreendemos por educa??o sens?vel uma educa??o que considera a religa??o dos conhecimentos l?gicos, anal?gicos, simb?licos, art?sticos, que considera a inscri??o corporal do conhecimento e como tal redimensiona o pr?prio ato de conhecer como um processo cont?nuo e inconcluso. Essa educa??o sens?vel ? tamb?m entendida como aquela que retoma a experi?ncia do corpo, sua natureza sens?vel, como significativa para a leitura do mundo. Inclui a mem?ria do corpo, a sua hist?ria, a sua criatividade, abrindo-se ? inova??o, ? mudan?a, ? amplifica??o dos sentidos e ao di?logo com os outros corpos e com o mundo, porque neles tamb?m se constitui. Trata-se de uma investiga??o de natureza fenomenol?gica, que dialoga filosofia e arte, apontando desdobramentos dessa reflex?o para os estudos do corpo e da educa??o. Consideramos necess?rio perceber a linguagem dos gestos, a qual possibilita pensar por movimentos, permite articular um pensamento que nasce das articula??es, das v?sceras, de todo o corpo. Essa raz?o encarnada aciona a a??o expressiva do corpo, que faz com que nos movamos para significar, para comunicar, para inaugurar sentidos. Dentre esses sentidos, apresentamos uma possibilidade de abordagem dos elementos da dan?a but? para o ensino da Dan?a e da Educa??o F?sica, como modos de educa??o sens?vel elucidativos da po?tica do corpo

Yes / It is an increasingly acknowledged fact that one of the most effective ways universities in war-affected countries can be functionally relevant to the everyday needs and challenges of their immediate environment is by promoting peacebuilding through peace education. This paper explores the role of universities in fostering peace education in diverse post-conflict and conflict-prone countries of sub-Saharan Africa. Specifically, the research investigates the contending models and strategies (notably the Bradford Model and the Centralized Unitary Model) of conflict-sensitive peace education in the context of universities in post-conflict and volatile societies in Africa. The study also analyses the problems and challenges associated with promoting peace education in Sub-Saharan Africa and recommends policy-relevant intervention measures designed to strengthen the process. Data for the study have been generated from secondary sources, as well as a raft of conflict intervention, regional security and peacebuilding projects the researcher has taken part in across a number of conflict-prone and war-affected African countries (notably, Sierra Leone, Liberia, Rwanda, Burundi, DRC, Kenya, Uganda, Nigeria and South Sudan).

Cette recherche montre l’écart entre les intentions politiques et institutionnelles et les pratiques des professeurs des écoles, qui sont partielles et hétérogènes. Il existe une pluralité de points de vue sur la légitimité et la pertinence de l’enseignement laïque des faits religieux, qui demeure un objet scolaire discuté. Un pan de notre étude est consacré à l’analyse des pratiques de professeurs enseignant les faits religieux pour éduquer à la laïcité. Ceux-ci, en prenant en charge l’enseignement de questions vives, ont dû faire preuve d’ingéniosité pédagogique, se traduisant par des bricolages rendus nécessaires par la rareté des outils, le manque de formation et l’absence de préconisations institutionnelles quant aux savoirs intermédiaires adéquats. Si, globalement, leurs pratiques répondent aux objectifs principaux de l’enseignement des faits religieux, notamment éduquer à la laïcité, aborder ces sujets suppose un investissement personnel lourd, pour l’enseignant comme pour ses élèves, et renvoie chacun à ses systèmes de valeurs. Les principaux écueils relevés sont liés au respect de l’obligation de neutralité (difficulté à se représenter sa pertinence pédagogique, sa transposition). En l’absence d’outils et de formation dédiés, certains enseignants sont démunis. L’association ENQUÊTE a été créée en 2010 pour répondre à ce besoin. Elle souhaite contribuer à réduire l’écart entre les intentions institutionnelles favorables à l’enseignement des faits religieux dans le cadre d’une éducation à la laïcité et les pratiques des professeurs, via des formations et des outils, et aussi à promouvoir cet enseignement et cette "éducation à" auprès des acteurs politiques et institutionnels. / This research highlights a gap between political and institutional intentions, and practices of school teachers, which are partial and heterogeneous. There is a plurality of views about the legitimacy and relevance of teaching about religions and beliefs in a secular way, which is still a very much debated school subject. One part of this study is dedicated to the analysis of teachers' practices when teaching about religions and beliefs in order to educate to laicity. To address these sensitive education issues demands creativity. Because of a scarcity of tools, lack of training and very few institutional recommendations about adequate intermediate knowledge, teachers have had to cobble together their own teaching materials. Overall, their practices meet the main purposes of teaching about religions, especially to educate to laicity. Nonetheless, dealing with these subjects requires a heavy personal investment, for the teacher as well as for their students, and brings back each one to his own value systems. The main identified pitfalls are linked to the neutrality obligation : they find it difficult to represent their pedagogical relevance and to translate it into their teaching. Many teachers feel helpless when confronted to the lack of dedicated tools and training. ENQUÊTE is an association that was created in 2010 in order to address this issue. Its first objective is to contribute, via trainings and tools, to reducing the gap between institutional intentions that favour teaching about religions and beliefs – as part of the education to laicity – and teachers' practices. Its second goal is to promote this teaching among political and institutional actors.

Made available in DSpace on 2014-12-17T14:36:49Z (GMT). No. of bitstreams: 1 LuizANS_DISSERT.pdf: 2674428 bytes, checksum: 6ca59e4c3517730a1f66854f126c76b7 (MD5) Previous issue date: 2014-02-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This research reflects the relationship between Master and Disciple original from the Martial Arts, and anchors their focus on sensitive education that emerges from this relationship. The interest here is knowing how the tradition of millenarian teachings is passed through the years, and how it gives from the relationship of Master and Disciple. To that end, I lean me in that context and also reflect on my experience as a Disciple of the Martial Arts, to that end, I lean me in that context and also reflect on my experience as a Disciple of the Martial Arts, and is from the immemorial fund that can give voice to that experience, through my body attached in the world of significations in which the experience lived is narrated by the story. Anchored from the phenomenological attitude from the philosopher french Maurice Merleau-Ponty, I think this research on three central pillars to guide our study categories, namely: the lived experience, body and liberty. Still, as a form of highlighting this sensitive work, beyond the texts of the philosopher Merleau-Ponty, we bring our dialogue of the cinema, literature and the writings of some the Masters of Martial Arts. For that, I think this research as a journey, where it, Master and Disciple march together in the ways of Martial Arts, baptizing and celebrating this sensitive education from that relationship affective and empathic / Esta pesquisa reflete a rela??o Mestre e Disc?pulo origin?ria das Artes Marciais, e ancora seu enfoque na educa??o sens?vel que emerge dessa rela??o. O interesse aqui ? saber como a tradi??o de ensinamentos milenares ? perpassada ao longo dos anos, e como isso se d? a partir da rela??o Mestre e Disc?pulo. Para tanto, debru?o-me nesse contexto e reflito tamb?m sobre minha experi?ncia enquanto Disc?pulo de Artes Marciais, e ? a partir do fundo imemorial que consigo dar voz a essa experi?ncia, atrav?s do meu corpo atado a esse mundo de significa??es, no qual a experi?ncia vivida ? narrada pela hist?ria. Pautado a partir da atitude fenomenol?gica do filosofo franc?s Maurice Merleau-Ponty, penso essa pesquisa sobre tr?s eixos centrais que ostentam nossas categorias de estudo, a saber: experi?ncia vivida, corpo e liberdade. Ainda, como forma de enaltecer essa obra sens?vel, al?m dos textos do fil?sofo Merleau-Ponty, trazemos para nosso di?logo o cinema, a literatura e os escritos de alguns Mestres de Artes Marciais. Para tanto, penso esta pesquisa como uma jornada, onde nela, Mestre e Disc?pulo marcham juntos pelos caminhos das Artes Marciais, batizando e celebrando essa educa??o sens?vel a partir dessa rela??o afetiva e emp?tica