Orientador: Sílvio Donizetti de Oliveira Gallo / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-17T02:42:25Z (GMT). No. of bitstreams: 1 Santana_MarcosRibeirode_M.pdf: 1186295 bytes, checksum: 6b365b02b06fe5f95e72b47fbd6d7294 (MD5) Previous issue date: 2010 / Resumo: A presente dissertação é uma investigação bibliográfica, tendo como objetos de estudos as obras de Sartre, O Ser e o Nada, um texto filosófico, e As Moscas, uma peça teatral. Delimita-se o foco em apresentar a relação entre Filosofia e Teatro dentro do cenário da educação no que tange ao projeto sartreano de pensar a condição humana na sua existência radical, contingente e engajada no mundo. A atenção recai sobre o problema da subjetividade, caracterizada não como algo fechado em si mesmo marcando de maneira substancial o sujeito, influenciando de maneira considerável a construção conceitual da educação. Outrossim, volta-se para uma subjetividade destituída de ser, numa abertura para a própria situação existencial, fazendo de Sartre um herdeiro subversivo, tanto da filosofia moderna como das bases fundamentais da educação herdadas dessa modernidade e que são apontadas como fator primordial da crise educacional atual. O fio condutor dessa investigação está amarrado ao conceito de liberdade elaborado por Sartre na descrição teórica d'O Ser e o Nada, definida como autonomia da escolha e na concretude prática apresentada na dramaturgia d'As Moscas, que encena a concepção da tragédia da liberdade, compreendendo, assim, a liberdade que não se caracteriza de forma abstrata, mas que se concretiza na ação dentro de situação existencial e histórica. O objetivo dessa dissertação é descrever a possibilidade de se pensar uma educação a partir do pensamento sartreano, na compreensão sobre a condição humana entendida como liberdade de ação, na criação de sentidos numa relação com o mundo, na perspectiva de apontar para o cenário de uma educação de situações. Uma educação criada no improviso de uma atuação livre e engajada com a própria situação do ser no mundo pela qual se compromete e se torna responsável. Uma educação de situações que atue na existência sem se perder na fala de um monólogo solipsista muito menos se dissipar no enredo de um altruísmo alienante. Uma educação de situações - entendida como a liberdade de criar-se a si mesmo, de maneira autêntica, enquanto ser no mundo engajado com a própria situação existencial e histórica. / Abstract: This is a research based on literature, and its objects of study are two works by Sartre, Being and Nothingness, a philosophical text, and The Flies, a play. Our main objective is to present the relationship between Philosophy and Theatre in the field of education in respect to the Sartrean project of thinking the human condition as radically contingent and engaged existences in the world. There is attention to the problem of subjectivity, characterized not as something closed in itself, affecting the subject in a substantial way, influencing the conceptual construction of education considerably. Also, we turn to the subjectivity devoid of being, in an opening for each existential situation, and this makes Sartre a subversive heir of much of modern philosophy and of the foundational bases of the modern education legacy, which have been identified as one of the major causes of the current educational crisis. The base line of this research is tied to the concept of freedom, which was drawn up by Sartre in the theoretical description of his Being and Nothingness, defined as freedom of choice, and in the reality presented in the play The Flies, which stages the concept of the tragedy of freedom, the freedom that is not characterized in the abstract, but which is actualized in action within the historical and existential situation. The objective of this dissertation is to describe the possibility of considering an education from the Sartrean thought, from the perspective of the human condition understood as freedom of action, in creating meanings in relationship with the world, pointing to a potential education of situations. An education established in the event of free performance, and engaged with the actual situation of being in the world, when one becomes committed and responsible. An education of situations that affects existences without getting lost in a solipsistic monologue and especially in a plot of alienating altruism. An education of situations - understood as the freedom of authentically creating oneself, as a being engaged in the world within his or her own historical and existential situation. / Mestrado / Filosofia e História da Educação / Mestre em Educação

Das primäre Ziel dieser Dissertation ist es, Belege für die zentrale Hypothese der Humankapi-taltheorie zu finden, dass Investitionen in Bildung, Forschung und Entwicklung einen erhöh-ten Output für die Gesellschaft und für das Individuum generieren. Die dafür notwendige Untersuchung wird anhand langer Zeitreihen für Deutschland mit Hilfe cliometrischer und ökonometrischer Methoden durchgeführt und das Ergebnis einer kritischen Würdigung unterzogen. Zur Einstimmung und zum besseren Verständnis des Untersuchungshintergrundes werden die Initiativen der in Deutschland bildungspolitisch Verantwortlichen beschrieben und an der Bildungssituation der früheren Bundesrepublik und des wiedervereinigten Deutschlands ab 1990 gespiegelt. Ein wesentlicher Bestandteil dieser Arbeit ist es, die Genese der Bildungsökonomie, ihre wichtigsten Aussagen und mathematischen Modelle zu skizzieren. Außerdem werden die in der Literatur schon veröffentlichten wichtigsten statistischen Ergebnisse, z. B. über Kosten und Renditen von Bildungs- und Forschungs-investitionen, wiedergegeben. Im Ergebnisteil dieser Dissertation werden die Interdependenzen der Bildungs-, Forschungs- und Entwicklungsausgaben u. a. mit den Schul- und Studienabschlüssen und dem Bruttoinlandsprodukt mit Hilfe der Zeitreihenanalyse untersucht. Bei kointegrierten Variablen werden die Schätzungen einer Fehlerkorrekturrechnung unterzogen, um eine Scheinregression zu vermeiden. Die Interdependenz der Variablen im Sinne der Humankapitaltheorie wird bestätigt; allerdings zeigen die Schätzgleichungen unterschiedlich große Ergebnisse bzgl. der Bestimmtheitsmaße. / The primary objective of this thesis is to provide proof for the central hypothesis of Human Capital Theory, that investment in education, research and development generates an increase in output for society and for the individual. Analysis will be made on the basis of long time series for Germany by making use of cliometric and econometric methods. The findings will then be thoroughly discussed and critically compared. To begin with, and to give a better understanding of the issue the initiatives of the educational-policy-makers will be described and put into relation to the educational situation in former West Germany and reunited Germany since 1990. The main aspect of this piece of research is to outline the genesis of economics of education, its core statements and underlying mathematical models. Furthermore, important statistical data which has already been published regarding (for example) the costs and return of investments in education, research and development will be presented. In the conclusion of this thesis, the interdependences of spending in education, research and development with inter alia graduation and gross domestic product (GDP) will be analysed by the means of time series analysis. When variables are cointegrated, estimates will be subjected to an estimate correction in order to avoid a spurious regression. The interdependency of the variables in the Human Capital Theory is affirmed, although the estimating equations give different results for the coefficients of determination.