Made available in DSpace on 2016-04-27T14:31:30Z (GMT). No. of bitstreams: 1 Livio dos Santos Wogel.pdf: 1022621 bytes, checksum: 30621a0c4d471c23774a80c49e904b24 (MD5) Previous issue date: 2014-12-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The theme of this thesis is the study of Philosophy during High School related to leisure as an important content for increasing human formation while going across that stage of basic education. The research starts from the question: what are the bases formative possibilities that leisure experiences can contribute to the teaching of Philosophy during High School? Its general objective is to develop an understanding about philosophical training possibilities across High School related to the leisure and formative patterns of Leisure Pedagogy. And its specific objective is to introduce an analysis of texts about the Leisure Pedagogy as a formative possibility to be developed during High School. The research was made based on reading and texts analysis, as bibliographical as documental, added to interpretative methodology and discursive textual analysis. Its theoretical base is on Aristoteles s, Cuenca Cabeza s, Dewey s, Lirier s, Martins , Rios and Severino s collections. The thesis text has been developed along four chapters that broach Philosophy Curriculum study during High School, a reflection about enjoying school phases as a base of human formation, also a leisure conception and its pedagogy introduction and, finally an analysis about formative possibilities since the mixing of leisure experiences and Philosophy teaching. The expected contribution of it is to rouse reflections which improve actions able to formulate pedagogical systems that include leisure as a formative worth to be introduced into school curriculum and also help to formulate some conductresses to teachers responsible for developing philosophical training across Philosophy Curriculum study during High School / Esta tese tem como tema o componente curricular Filosofia no Ensino Médio e sua relação com o Ócio como um conteúdo importante para auxiliar na formação humana no Ensino Médio da Educação Básica. Tem, como ponto de partida, a questão de pesquisa: Quais são as possibilidades formativas que a abordagem das vivências de ócio pode apresentar para o ensino de Filosofia no Ensino Médio? . Tem, por objetivo geral, desenvolver um entendimento sobre as possibilidades da formação filosófica desenvolvida no Ensino Médio relacionando-a com as vivências do ócio e com os parâmetros formativos da Pedagogia do Ócio. E tem por objetivo específico, apresentar uma análise dos textos referentes à pedagogia do ócio como uma possibilidade formativa a se desenvolver no Ensino Médio. Pesquisa realizada por meio da leitura e análise de textos, tanto bibliográficos quanto documentais, com o uso da metodologia interpretativa e o método de análise textual discursiva. Embasa se teoricamente em Aristóteles, Cuenca Cabeza, Dewey, Lorieri, Martins, Rios e Severino. A tese foi desenvolvida em 4 capítulos que abordam uma leitura do componente curricular Filosofia no Ensino Médio, uma reflexão acerca das formas de vivência do tempo escolar para a formação da pessoa, uma apresentação de uma concepção de ócio e da pedagogia do ócio, e um ensaio sobre as possibilidades formativas a partir da articulação entre as vivências de ócio e o ensino de Filosofia. A contribuição esperada é suscitar reflexões que promovam ações em vista de formular ideários pedagógicos que incluam o ócio como um valor formativo a ser desenvolvido no currículo escolar, como também favorecer a formulação de algumas diretrizes para a ação dos docentes que desenvolvem a formação filosófica por meio do componente curricular Filosofia no Ensino Médio

Ngai Sek Yum, Steven. / Thesis (Ph.D.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (p. 306-314). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

En partant et en s'appuyant sur l’approche de Walter Benjamin et la question d’aura dans l’œuvre cinématographique, cette thèse se propose d'analyser deux films tunisiens, «Les silences du palais" de M. Tletli et "Baba Aziz" de N. Khmir. Le choix d'un tel corpus repose sur des exigences auratiques dans le mode d'appréhension des deux cinéastes, notamment dans leurs approches esthétiques, explorant tous les systèmes formels dans un ordre sensible où reigne le visible et le sonore dans une parfaite harmonie. En tenant compte des aspects formels des deux films, l'on a essayé de les décomposer à travers les différentes séquences où l'on a noté que ces analyses sont sensiblement orientées par l’adaptation du concept de «l'aura» dans un sens de mise en jeu entre absence/présence. Nous proposons une relecture que nous espérons originale, mettant les deux films à l’épreuve de nouveaux égards. Au fond, les analyses dans ce travail ont pour objectif de voir dans quelle mesure la question auratique dicte la mise en scène des deux cinéastes du corpus, malgré les exigences techniques et artistiques qu'impose la praxis filmique. Aussi, il est bien question de montrer la pluralité des codes auratiques et l’importance de déchiffrement dans l'approche analytique de la séquence cinématographique. / Based on Benjamin Walter‘s approach and the question of aura in cinematographic works, this thesis aims at analyzing two Tunisian films “the Silences of the Palace” directed by M. Tletli and “Baba Aziz” by N. Khmir. The selection of the two films stems from an aura of expectations within the two filmmakers’ apprehension and more specifically their aesthetic approaches which explore in a sensitive manner all the formal systems, and where the visual and acoustics reign in perfect harmony. Taking into account the formal aspects of these two films, a thorough analysis of different sequences where the question of aura is identified and the issue of presence and absence is brought into play. This new reading is hopefully to be original for further considerations. Indeed the aim of this work is to see how far the question of aura within the two filmmakers predetermines direction in spite of the technical and artistic requirements dictated by filmmaking. It is also of paramount importance to show the different aura codes and the decoding strategy in the analytical approach of cinematographic sequences.

Chaque activité humaine nécessite d’avoir sa propre méthode pour obtenir un résultat concret et satisfaisant. C’est ainsi le cas pour la philosophie, une discipline qui compte 2500 d’histoire et dont la méthode est alors délimitée par les philosophes et les autres personnes. Quelle est donc cette méthode philosophique? Il existe plusieurs réponses. Cette thèse va donc tenter de répondre à cette question en introduisant un projet de méthode philosophique dénommée « Conceptual Tuning » [l’accord conceptuel]. Les boxeurs ne se préoccupent généralement pas de la question conceptuelle « Qu’est-ce que la boxe? ». De même les biologistes se posent à peine la question de savoir « Qu’est-ce que la biologie ». Pour eux, ce genre de questions sont extérieures à leur discipline. Cependant pour la philosophie, la question de la nature de la philosophie est une question bien interne à cette discipline. La conscience de soi est une condition sine quo non pour « faire de la philosophie ».Puisque la philosophie possède une si longue histoire et tant de traditions diverses et variées, on présuppose donc qu’il existe de très nombreuses méthodes pour « faire de la philosophie ». Ma thèse tentera donc de contribuer à cette discussion portant sur la méthodologie philosophique en proposant une méthode que j’appellerai « Conceptual Tuning ». Cet accord conceptuel sera principalement développé à partir de la méthode « Conceptual Engineering » déjà utilisée dans la philosophie depuis, dont les défenseurs s’efforcent d’améliorer nos concepts tels que « personne », « libéral », « science ». Cette thèse présentera ainsi six versions de « Conceptual Engineering », à savoir le « Conceptual Engineering » de Cappelen, la Méthode d’Explication de Carnap, le Révisionnisme Moral de Zagzebski, la Guerre Lexique de Ludlow, la Négociation Métalinguistique de Plunkett et l’Approche d’Amélioration de Haslanger. Ces six approches estiment déjà que nos concepts pourraient être défectueux, et c’est la tâche du philosophe de les « réparer ». Alors que la plupart des approches de « Conceptual Engineering » ne font que se concentrer étroitement sur la perspective de « réparation », cette thèse soutiendra que l’accord conceptuel exige que l’attention soit plutôt portée sur une perspective « expressive ». En d’autres termes, il faudrait employer cette méthode dans un cadre général de la pratique consistant à demander et à donner des raisons. Cette thèse soutiendra également que d’autres méthodes philosophiques importantes telles que la méthode de Brandomian, la philosophie du langage ordinaire et l’analyse conceptuelle traditionnelle peuvent être bien incorporées dans le projet d’accord conceptuel. Ainsi, au lieu d’être en opposition, ces méthodes sont en fait conformes à l’accord conceptuel ces méthodes s’intègrent parfaitement à l’accord conceptuel. / Different human practices require various methods to carry them out successfully. Philosophy, an activity with 2500 years of history, must also have its own method, which demarcates a philosopher from a lay person. This thesis embarks on a project of philosophical method—conceptual tuning. How to do philosophy belongs to the category of metaphilosophy or philosophy of philosophy. Boxers usually do not care about the conceptual question ‘What is boxing?’ and biologists barely ask ‘What is Biology?’. For them, this kind of question is a higher order question which concerns the nature of the thing in itself. It is an external question for most disciplines. But for philosophy, the question concerning the nature of philosophy is an internal question. Self-awareness is a sine qua non of doing philosophy.With such a long history and so many traditions, the method of doing philosophy must be miscellaneous. My thesis attempts to contribute to the discussion of philosophical methodology by proposing a method I shall call conceptual tuning. Conceptual tuning is grounded in the philosophical method of conceptual engineering, advocates of which endeavor to improve our concepts. According to the method of conceptual engineering, philosophical problems stem from defects in our understanding of concepts, and it is the philosopher’s task to fix them. While most conceptual engineering approaches only narrowly focus on the perspective of ‘repairing’ or ‘fixing’, conceptual tuning calls for attention to the ‘expressive’ perspective. In other words, we should put this method in the broad framework of the practice of asking for and giving reasons. In this thesis, I also attempt to explain some previous conceptual methods under the title of conceptual tuning, such as Brandomian method, ordinary language philosophy, and the traditional conceptual analyses.

Orientadora Profa. Dra. Patrícia Del Nero Velasco / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, 2014. / O objetivo da presente dissertação é criar uma sequência didática para o ensino de filosofia no Ensino Médio a partir de uma fundamentação teórica. Para atingi-lo, a linha de raciocínio que traçamos se divide em três partes. Na primeira, há a fundamentação; explicitamos a noção de ato filosófico e, a seguir, expomos dez elementos (entre diversos outros possíveis) que servem de referência para a construção de uma série de aulas. Na segunda, propomos uma sequência didática para o Ensino Médio, a qual está dividida em três etapas; depois, apresentamos um relato de experiência. E, na terceira, aproximamos as duas anteriores, identificando relações entre elas. / This work aims to create a didactic sequence to the subject of philosophy in highschool. To achieve it, we define the notion of philosophical act and expose ten elements (among many other possible) that can be used as reference for the construction of a series of classes. Then, it is proposed a didactic sequence followed by an experience report. Finally, we approach the two previous parts, identifying relationships between them.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-05T13:18:26Z No. of bitstreams: 1 Pedro Henrique Ciucci da Silva.pdf: 1366323 bytes, checksum: 8e0174dad0665db18a13a568dfff6a12 (MD5) / Made available in DSpace on 2017-12-05T13:18:26Z (GMT). No. of bitstreams: 1 Pedro Henrique Ciucci da Silva.pdf: 1366323 bytes, checksum: 8e0174dad0665db18a13a568dfff6a12 (MD5) Previous issue date: 2017-10-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The dissertation discusses the anthropological and philosophical conception, which Paulo Freire used to ground a pedagogy of the encounter and a political pedagogy. Starting from the idea of a pedagogy of the meeting, the perspective that goes through the dissertation is the social relation of the individual, having, thus, a critical synthesis on the pedagogical context. The thinker from Pernambuco approaches Maritain's Integral Humanism when he affirms that there is no education without relating the teacher to the student in the human context that exists between them. In the Marxian view and the critique of teaching and learning, Paulo Freire discusses the problems and antagonisms of classes, starting with an analysis of two pedagogical political projects: dialogic education, one that places the individual in a world reading and makes it the historical subject and antidialogical education that makes the subject a mere object of its context and does not show the world in a political language. In phenomenology, Paulo Freire shows that the task of knowing is directed to the subject and not to the object. And it is as subject and only as subject, that the man can really know. In the philosophical conception, Paulo Freire is dedicated to speaking about the context of freedom in Sartre and on the Personalism of Mounier. In freedom in Sartre, Paulo Freire argues that the individual without this does not realize a critical view of the world, because it will be in a false dialogue. About the Personalism de Mounier, Paulo Freire points out to us the problematic of human beingship, that only through an education of appreciation of the person, there will be possibilities for reflection / A dissertação discute a concepção antropológica e filosófica, as quais Paulo Freire utilizou para fundamentar uma pedagogia do encontro e uma pedagogia política. Partindo da ideia de uma pedagogia do encontro, a perspectiva que percorre a dissertação é a relação social do indivíduo, tendo assim, uma síntese crítica sobre o contexto pedagógico. O pensador pernambucano se aproxima do Humanismo Integral de Maritain, ao afirmar que não existe uma educação sem relacionar o docente com o discente, no contexto humano que existe entre ambos. Na visão marxiana e a crítica sobre o ensino e a aprendizagem, Paulo Freire discute os problemas e os antagonismos de classes, lançando-se numa análise de dois projetos políticos pedagógicos: a educação dialógica, aquela que coloca o indivíduo em uma leitura de mundo e o faz ser o sujeito histórico e a educação antidialógica, que faz o sujeito ser um mero objeto de seu contexto e não mostra o mundo em uma linguagem política. Na fenomenologia, Paulo Freire mostra que a tarefa do conhecer é direcionada ao sujeito e não ao objeto. E é como sujeito e somente enquanto sujeito, que o homem pode realmente conhecer. Na concepção filosófica, Paulo Freire dedica-se a falar do contexto da liberdade em Sartre e sobre o Personalismo de Mounier. Na liberdade em Sartre, Paulo Freire discute que o indivíduo sem esta não realiza uma visão crítica do mundo, pois ficará em um diálogo falso. Acerca do Personalismo de Mounier, Paulo Freire nos indica a problemática da coisificação humana, que somente através de uma educação de valorização da pessoa, haverá possibilidades de reflexões

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-11-16T17:05:38Z No. of bitstreams: 1 Danton Guilherme Oestreich_.pdf: 658443 bytes, checksum: d5f5339cace57449e1ae2d5125e7c3d7 (MD5) / Made available in DSpace on 2016-11-16T17:05:38Z (GMT). No. of bitstreams: 1 Danton Guilherme Oestreich_.pdf: 658443 bytes, checksum: d5f5339cace57449e1ae2d5125e7c3d7 (MD5) Previous issue date: 2016-08-30 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Gadamer desenvolve sua ontologia da obra de arte recorrendo ao conceito de jogo para expressar o modo de ser obra da arte, salientando a importância de libertar o conceito do significado subjetivo que, desde a estética de Kant, prevaleceu para a abordagem da arte bela. A julgar pela natureza hermenêutica da sua investigação, ele parece ter em vista a intenção de contrapor a necessidade de uma mediação histórica do conteúdo da arte diante da noção estética que privilegia a simples distinção formal da arte. De fato, isto sugere um confronto com a noção de jogo livre das faculdades da imaginação e do entendimento de Kant que se refere ao estado ideal do ânimo quando este está inclinado a reconhecer algo como belo e que é autônomo de questões de conteúdo na perspectiva de uma distinção formal. Além disso, para Kant, no caso das obras de arte, a possibilidade de ajuizamento da beleza seria mediada pelo conceito de forma da arte em questão, onde a música acaba sendo definida como o “belo jogo das sensações do ouvido”. Cabe perceber, desta forma, que na música encontramos uma confluência das dimensões estética, hermenêutica e formal através do mesmo conceito de jogo, o que permite considerar a leitura gadameriana do juízo estético sob as peculiaridades da arte musical. Assim, o propósito deste estudo é averiguar a tensão existente entre uma consideração do belo musical enquanto dependente de uma autonomia estética ou enquanto dotado de questões de conteúdo para o qual a forma tem que ser referente. Esta situação problema será apresentada a partir da forma musical de um exemplo específico – a saber: o final da primeira sonata Royal Winter Music de Hans Werner Henze – para mostrar como aspectos da teoria kantiana e gadameriana podem ser significativos para a compreensão da experiência musical. / Gadamer develops its ontology of the artwork using the play concept to express the mode of being of the work of art, stressing the importance of freeing the concept from the subjective meaning that, since Kant's aesthetics, prevailed in the approach the beautiful art. Judging by the hermeneutic nature of his research, he seems to have in mind the intention of counteracting the need for a art content's historical mediation on the aesthetic notion that favors simple formal distinction of art. In fact, this suggests a confrontation with Kant's notion of free play of the faculties of imagination and understanding, referred to the ideal state of mind when it is inclined to recognize something as beautiful and autonomous from content issues in a perspective of formal distinction. Moreover, for Kant, in the case of works of art, the possibility of beauty judgment would be mediated by the concept of art form in question, where the music ends up being defined as the "beautiful play of ear sensations”. In this way, it should be noted that in music we find a confluence of aesthetic, hermeneutics and formal's dimensions through the same play concept, what allowing the consideration of Gadamer's reading of aesthetic judgment under the peculiarities of musical art. Thus, the purpose of this study is to ascertain the tension between a consideration of the musical beautiful as dependent on an aesthetic autonomy or as endowed with content issues for which the musical form has to be related. This problem situation is presented from the musical form of a specific example – namely: the end of the Hans Werner Henze's Royal Winter Music first sonata – to show how aspects of the theories of Kant and Gadamer can be significant for understanding the musical experience.

The purpose of this qualitative case study was to gain an in-depth understanding of the factors that contribute to positive educational outcomes as measured by the EXPLORE test for eighth grade males who qualify for free or reduced price lunch. In addition, this study was conducted for the purpose of improving the educational program at a Northeast Tennessee middle school. Archival EXPLORE data, as well as free and reduced price lunch data, were used to identify high school graduates, 6 males and 6 females, who had performed at or above expectation on the eighth grade EXPLORE test. Females were included in this study for the purpose of determining if the factors vary with respect to gender. The participants were interviewed for the purpose of gaining a rich understanding of the factors that enabled them to experience success, while the majority of their socioeconomically disadvantaged peers did not, as well as to determine if these factors varied with respect to gender. Two overarching themes emerged as a result of the interview data analysis: connection to school and support and motivation. Each of the participants reported a sense of connection to the school via of one or more of the following 5 subcategories: teachers, peers, other adults, extracurricular activities, and school structure, culture, and supports. Also, all of the participants spoke of support and motivation via 1 or more of the following 4 subcategories: parents, other adults, preparation, and ability and talent. Two factors emerged that seemed to be most important to their success: connection through relationships and outside support. Each participant was able to establish meaningful relationships during middle school, with 11 of 12 sharing accounts of their connections with school adults, and 12 of 12 discussing their peer relationships. Additionally, each spoke of feeling supported or motivated by a parent or other outside adult. There was little difference with respect to gender. Boys indicated a slightly higher proclivity towards extracurricular activities, while girls seemed to place slightly more importance upon peer relationships. However, establishing meaningful connections within school was of paramount importance for both genders.

Longitudinal research has demonstrated that children’s emotional and social skills are linked to their early academic achievement (Wentzel & Asher, 1995). Children who have difficulty paying attention, following directions, getting along with others, and controlling negative emotions like anger and distress do not do as well in school (Arnokl et al., 1999; McClelland et al., 2000). Academic achievement in the early years of schooling appears to be built on a firm foundation of children’s social emotional skills (Ladd, Kochenderfer, & Coleman, 1997; O’Neil et al., 1997). Higher quality prekindergarten programs are associated with the early years of schooling and more positive academic outcomes in children (Burchinal et al., 2000). Investments in early childhood programs by state and federal governments have been made with a goal of improving school readiness for low income children. These investments are based on findings that show a link between program quality and children’s academic outcomes. Studies of model programs show that intensive early childhood services can improve children’s cognitive, 2 academic, and social skills with gains maintained into adulthood (Burchinal, Kainz, & Cai, in press). The purpose of this study was to create knowledge that indicates the influence of the social emotional skills children gain by completing prekindergarten. Schools in Sevier County, Tennessee that have prekindergarten classrooms in place were chosen for this study because kindergarten is the next experience children will have after pre-k. Kindergarten teachers in the schools chosen were purposefully selected as participants. Kindergarten teachers have the opportunity to make comparisons of differences in academic readiness of students who have completed prekindergarten and the students who have not been in a school environment. Kindergarten teachers may be able to conclude from classroom observation of the 2 groups if there is a difference in academic readiness. Home environments with strong parental involvement were most kindergarten teachers’ first choice for early learning and kindergarten preparation. Teachers realization that a strong home environment is not available to all children encouraged them to appreciate having a high quality public school prekindergarten as an alternative. Kindergarten teachers overall perceptions about the readiness of children who enter their classroom after completing prekindergarten were positive.

The problem which this researcher investigated centered around the motivational factors which caused parents to educate their children at home. The purpose of this study was to assess the factors as perceived to cause families to home school their children. This study of home school education offered the opportunity to examine the dynamics within home schooling families as they conducted a non-traditional educational alternative. The study may provide information and insight to assist public school policy makers in considering inclusion of program components presently perceived as missing. Two home school associations in upper East Tennessee responded to a home school questionnaire. The data from the questionnaire presented a demographic overview of home school families and indicated the motivational factors for home schooling as opposed to enrollment in public schools. Six research questions were answered, and twelve hypotheses were tested using the Chi Square Test of Independence. The Chi Square Analysis revealed a statistically significant relationship between the academic achievement in math of home school children and the types of curriculums used by parents. The Chi Square Analysis revealed no statistically significant relationship between the academic achievement of home school children and the types of group activities used by parents, and the hindrance of current state home school laws The results indicate that parents chose to home school their children because they felt it was the responsibility of parents to provide a child's education, and to control the moral environment of the child. Public school system personnel should make an effort to acquire information from registered home school families as to the causes and reasons families are opting to leave public education.