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1 ABSTRACT This thesis analyses the way how Janusz Korczak, in his selected works, pictures the child and his upbringing. It summarizes his philosophical principles of education, shows how his work contributes to the current pedagogy and how his ideas are actual. This work is theoretical and is based on an analysis of Korczak's texts and texts of the authors who deal with the Korczak's work. The thesis contains also current, mainly Polish, references to his pedagogical work. The thesis is divided into five chapters. The first and the second are about Korczak's life. They describe his life periods and show Korczaks in the different roles he had to live in his complex life. It deals with the pedagogical and educational philosophy of Janusz Korczak. in particular with the human dignity and children rights, their autonomy, with the image of the teacher and the educational methods that may be used to work with children. In this thesis, Janusz Korczak's personality is connected to the idea of self-sacrifice and this idea is discussed in terms of the possible motives of his self-sacrifice. KEYWORDS Social pedagogy, education, philosophy of education, dignity and rights of the child, autonomy, self-sacrifice

This is a study of the perceptions, philosophies, purpose, and effectiveness of public education in Bermuda. It includes a purposeful sample of Bermuda leaders in education, government, business, and public life. I prepared a series of questions that I used as an interview guide to obtain the opinions of participants in the study. Most participants did not provide specific information about the official philosophy, major purposes, or specific educational outcomes of the public education system since its restructuring began in 1987. Many indicated their frustration about the lack of such basic data as enrollment, graduation, and dropout rates. Nearly all interviewees (except those staff members from the Ministry of Education) agreed that the effectiveness of public schools has declined dramatically in recent years. Other findings include: Leadership in the Ministry of Education and the Department of Education has been bureaucratic and incompetent; Governmental funding of public schools has been very high, but much money has been wasted; Some public middle and secondary school principals have performed poorly, at least partly because of inadequate leadership and communication from the Ministry of Education and the Department of Education; Major problems exist regarding curriculum misalignment, teachers’ qualifications and performance, services of school counselors, lack of parental involvement in the schools, and classification and instruction of students with cognitive, physical, and emotional disabilities; and Major changes are needed to overcome existing problems, including dismissal of the least effective individuals in the Department of Education and in individual schools.

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Hyperpedagogy seeks to actualize social justice pedagogies and poststructuralist theorizing in digitally enhanced and online learning environments. Hyperpedagogy offers ways to incorporate transactional pedagogies into digital curricula so that learners throughout the United States' pluralistic culture can participate in e-learning. Much of the hyperbole promoting e-learning is founded on social-efficiency pedagogies (i.e. preparing tomorrow's workers for the information-based, new global economy) that tend to homogenize culturally pluralistic learners. The premium placed on a strict adherence to rigid learning systems inculcated within standards-based reform movements typically, moreover, discriminate against historically marginalized learners. Hyperpedagogy seeks to elucidate the closeting of privilege in e-learning so that learners of color, female learners, and homosexual learners can be better represented in the literature than is currently practiced. / Ph. D.

Global initiatives regarding environmental change have increasingly become part of political agendas and of our collective imagination. In order to form sustainable societies, education is considered crucial by organizations such as the United Nations and the European Union. But how is the notion of sustainability imagined and formed in educational practices? What does sustainability make possible, and whom does it involve? These critical questions are not often asked in educational research on sustainability. This study suggests that the absence of critical questions in sustainability education is part of a contemporary post-political framing of environmental issues. In order to re-politicize sustainability in education, this study critically explores how education—as an institution and a practice that is supposed to foster humans—responds to environmental change. The aim is to explore how sustainability is formed in education, and to discuss how these formations relate to ideas of what education is, and whom it is for. This interdisciplinary study uses theories and concepts from cultural studies, feminist theory, political theory, and philosophy of education to study imaginaries of the unknown, nonhuman world in the context of education. The focus of the empirical investigation is on teacher education in Sweden, and more precisely on those responsible for teaching the future generations of teachers – the teacher instructors. With help from empirical findings from focus groups, the study asks questions about the ontological, political, and ethical potential and risk of bringing the unknown Other into education. / Utbildning har globalt fått en central roll i strävanden efter att skapa hållbar utveckling. Initiativ tagna av såväl Förenta Nationerna som Europeiska Unionen, där utbildning och hållbarhet kopplas samman, vittnar om att frågor som rör miljöförändringar har blivit allt viktigare både på de politiska agendorna och i våra kollektiva, kulturella föreställningsvärldar. Men hur formas begreppet hållbar utveckling när det ska göras undervisningsbart? Vilka framtider möjliggör hållbar utveckling i utbildningssammanhang och vem inkluderas i begreppet? Frågor av kritisk karaktär är ofta frånvarande i tidigare utbildningsforskning som rör hållbar utveckling. Denna avhandling tar sin utgångspunkt i att frånvaron av kritiska frågor kan ses som del i en samtida postpolitisk inramning av miljöfrågor i såväl utbildningssammanhang som i samhället i stort. Studien undersöker hur utbildningsväsendet, som är en central institution i fostrandet av framtidens medborgare, tar sig an frågor som rör miljöförändringar. Syftet med studien är att undersöka hur hållbar utveckling formas genom utbildning samt att diskutera hur dessa formationer relateras till idéer om vad utbildning är och vem som ska utbildas. På så vis söker studien också efter sätt att re-politisera hållbar utveckling i utbildningssammanhang. Avhandlingen är tvärvetenskaplig och använder teorier och begrepp från kulturstudier, feministisk teori, politisk teori och utbildningsfilosofi för att studera vad utbildning som relaterar till natur- och miljöfrågor möjliggör. Empiriskt undersöks svenska lärarutbildare, som ansvarar för att utbilda framtidens lärare. Studien ställer frågor om ontologiska, politiska och etiska aspekter av att öppna upp utbildningen för det som ligger bortom mänsklig kontroll och kunskap. / Sustainable development as an area of knowledge

This thesis investigates conditions from an aesthetic and ethical viewpoint under which an artistic expression such as dance can exist in the realm of general education. In the thesis dance and education are regarded as acts of transgression and change. Efforts are made to define spaces where the acts of dancing and education take place and to enquire whether dance and pedagogy can share such space gainfully. The focus of the study is on dance in its own right, as an artistic mode of knowledge and expression, and as a manner of being with others. Dancing in teaching and curriculum learning activities is left outside the scope of this study. Research questions are asked about the essence and distinctive character of dance, its possibilities to bring about experiences of aesthetic and ethical nature and to provide a space in education for people to come together, dance and be with each other while finding knowledge and meaning in doing so. Questions are asked to the learner, i.e. the child, the pupil, the student, in this inquiry to two groups of students in teachers’ education, to describe their encounters with dance in a designed experiment. The accounts are analysed from an aesthetic and ethical angle and conclusions are drawn with implications for pedagogy and the educator. The theoretical framework to the study is informed by John Dewey’s and Maxine Greene’s thinking on arts and experience and on aesthetic education and literacy, in dialogue with Gert Biesta’s post-structural thinking on education and subjectivity, as well as the stances of Merce Cunningham and other creators in postmodern and contemporary dance. The empirical study consists of a field study at a teacher education program at Södertörn University. Data were collected, transcripts from two student group conversations concluding a series of instructional seminars in creative dance within a freestanding course on children’s existential questions. Methodologically, discourse analysis with Wetherell and Potter’s analytic tool interpretative repertoire were applied. The results of the study, analysed in accordance with the method, indicate that the participants through their utterances, making use of a variety of linguistic tools and metaphors, constructed meaning in their experiences of dancing primarily in terms of relational actions. Spaces were created in which these actions unfolded, characterised by presence, concentration, togetherness, speechless communication, proximity, trust, consideration, receptiveness and intensified perception. Creating dance appeared to be experienced in Dewey’s sense of aesthetic experience, and the relations described could be understood as ethical in line with Arendt’s and Levina’s philosophical thinking applied to education, fundamental in Biesta’s and Greene’s visions of education as a space for new beginnings and possible change. Resistance was experienced and dealt with in a range of manners and strategies. The creative aspect of dancing was experienced with great affect and an awareness of an intersubjective and disjunctive space of action. Conclusions of aesthetic and ethic nature may suggest that conditions can be provided to have people come together in an educational setting and dance and appear in front of one another, when consideration is taken to both the specific demands of dance and pedagogy as art expression and transgressing discipline, entailing the need of a clear and conscious design for the activities and the pedagogue’s readiness to guide the children and young to explore their individual dance expression, emotions and lived experiences.  Further implications and issues for continued research are to which extend dance as free expression can be maintained and granted a space in education when addressing specific urging social and ethical issues of coexistence and plurality in a rapidly changing global world, how academic and artistic research can cross-fertilise each other, how practical professional artistic and pedagogical knowledge and theory can inform one another, and to further investigate adequate research methods, designed experiments and appropriate linguistic means for research in the intersection of arts and science, dance and pedagogy.

Made available in DSpace on 2016-04-04T18:33:09Z (GMT). No. of bitstreams: 1 Armando Lourenco Filho.pdf: 1255286 bytes, checksum: 19d1453f0efcd8caeacc8645bdee6978 (MD5) Previous issue date: 2013-02-20 / The issue of this dissertation is the student?s autonomy, considered in the dimension of their intellectual emancipation as a fundamental basis for the successful development of educational activities, as well as the development of active citizens. This research was based on the philosophical method, elaborated from bibliographic review under the perspective of philosophy of education. The question that leaded our research was: what are the challenges to promote student?s autonomy? To answer this question, we investigated the concept of the student?s autonomy in the classical educational conceptions: in Antiquity, the Socratic-Platonic Paideia and also the Modern Age, the Enlightenment, the conceptions of Rousseau and Kant and further Dewey s democratic-progressive pedagogy. Then we draw Brazilian educational history timeline highlights, in order to find also some concern about the issue of student?s autonomy, from the beginning of the Colonial period and reaching the first years of the Brazilian Republic, with the diffusion of the New Education of Dewey. At last, we developed a reflection about the challenges for the promotion of the student?s autonomy, in an effort to answer to our initial question. In this sense we found, a challenge that involves the discussion about a meaning of a good education, covering the issues of quality, freedom and education for citizenship. Similarly the discussion about the performance of the teacher and the student inside the educational process: about their roles and responsibilities. In this direction, we indicate to the need of student s commitment on learning processes and highlight their individual responsibility for the construction of knowledge. / A tem?tica dessa disserta??o de mestrado ? a quest?o da autonomia discente, pensada na dimens?o da emancipa??o intelectual dos educandos, como caracter?stica fundamental para o bom desenvolvimento das atividades educacionais, bem como para a forma??o de cidad?os ativos. Pensamos essa tem?tica na perspectiva do m?todo filos?fico, elaborado a partir de revis?o bibliogr?fica, sob o prisma da filosofia da educa??o. A pergunta que orientou nossa investiga??o foi: quais os desafios para a promo??o da autonomia discente? Para responder a essa quest?o, partimos da investiga??o do conceito de autonomia discente nas concep??es educacionais cl?ssicas, a saber: na Antiguidade, a Paideia socr?tico-plat?nica e, na Idade Moderna, a concep??o Iluminista, nas perspectivas de Rousseau e de Kant e a pedagogia democr?tico-progressista de Dewey. Em seguida procuramos tra?ar, de forma longitudinal, um panorama da educa??o no territ?rio brasileiro, a fim de encontrarmos tamb?m alguma preocupa??o com a quest?o da autonomia discente, partindo do per?odo Colonial alcan?ando os primeiros anos da Rep?blica, com a difus?o dos ideais da Escola Nova. Por fim, desenvolvemos uma reflex?o mais direta sobre os desafios para a promo??o da autonomia discente, procurando, com isso, responder ? nossa quest?o inicial. Encontramos, nesse sentido, um desafio que envolve a discuss?o do que seria uma boa educa??o, abrangendo a quest?o da qualidade, da liberdade e da forma??o para cidadania, bem como, outro desafio na discuss?o sobre a atua??o dos principais elementos do processo educativo, o professor e o aluno, a respeito das suas atribui??es e responsabilidades. Nessa dire??o, percebemos a necessidade do envolvimento ativo e produtivo do educando nos processos de aprendizagem e, destacamos a sua responsabilidade individual para a constru??o do conhecimento.

Esta pesquisa discute a alteração do Ensino Fundamental, gratuito e obrigatório, de 8 para 9 anos. Verificando, quanto se houve modificações ou não do direito democrático frente ao par quantidade e qualidade no Ensino Fundamental de 9 Anos (EF9). Referencialmente, definimos qualidade e quantidade como componentes indissociáveis de uma Educação democrática. Vogamos nos marcos legais e políticos do primeiro estágio da educação escolar brasileira, verificando como estes conduziram a Educação nacional da instrução primária ao novo Ensino Fundamental de 9 (nove) Anos. Verificamos as possíveis modificações do direito democrático de um ensino de qualidade que vem (ou não) se expressando nos 5 Anos Iniciais do Ensino Fundamental (EF) na nova organização escolar dada pelas Leis Federais n°. 11.114/2005 e n° 11.274/2006, pois elas estabeleceram: a obrigatoriedade para o país da matrícula no EF a partir dos seis anos de idade redefinindo a Educação Infantil (EI) à faixa etária de 0 a 5 anos de idade; e a reorganização do EF, com a ampliação em 1 ano de sua duração, passando de 8 para 9 anos. Verificamos as alterações nas matrículas, suas quantidades e qualidades educacionais (do Brasil e do Município de São Paulo) e verificamos o cotidiano escolar de uma escola da rede municipal paulistana sempre analisando as quantidades e qualidades educacionais, isto é, modificações no direito democrático à Educação. E, finalmente, elaboramos algumas considerações políticas e pedagógicas, em uma reflexão cotidiana vivida por professor-pesquisador, do EF9 que num processo em que a política pública do Ensino Fundamental de 9 (nove) Anos não foi introduzida no sistema educacional sozinha e produziu ou acarretou ou elencou outras políticas públicas, concomitantemente conferiu à Educação brasileira um grande dinamismo e trouxe, aos sistemas educacionais, novas situações dado que a cada nova política introduzida se gerou novas demandas (quantidades) que não estavam diretamente direcionadas à melhoria da Educação e estas novas políticas foram geradoras de novas burocracias, novos obstáculos ao direito democrático de um ensino com novas quantidades e qualidades para EI e o EF, este que por muitas vezes para não ter rumo ou apenas perseguir padrões distantes ou artificiais em relações aos estudantes e aos cotidianos escolares. Portanto, podemos afirmar que o Ensino Fundamental de 9 (nove) Anos não tem sido uma política de ampliação das oportunidades educativas, uma ampliação que tenha significado além da entrada das crianças de 6 (seis) anos no Ensino Fundamental; e, também, não tem sido uma política educacional de orientações para novos arranjos qualitativos nas relações pedagógicas. / This thesis is about the change of Brazilian elementary education, free and compulsory, that went from 8 to 9 years. Verifying, as to whether or not there was a change in democratic law in relation to the quantity and quality of the dialectical pair in the new Brazilian Elementary Education called \" Ensino Fundamental de 9 (nove) Anos \" (EF9). We define quality and quantity as inseparable components of a democratic Education.. We have taken on the legal and political milestones of the first stage of Brazilian school education, verifying how they have led the National Education of primary education to the new Basic Education of 9 (nine) Years. We also investigate the possible changes in the democratic right to a quality education that comes (or is not) expressed in the initial 5 years of Elementary School (EF) in the new school organization given by Federal Laws no. 11.114/2005 and 11.274/2006, since they established: the obligation for the country of enrollment in EF from the six years of age to redefine Early Childhood Education (EI) to the age group from 0 to 5 years of age; And the reorganization of EF, with a 1-year extension of its duration, from 8 to 9 years. We verified the changes in the enrollments, their quantities and educational qualities (from Brazil and the Municipality of São Paulo), and during the research we followed the school daily life of a school in the city of São Paulo always analyzing the educational quantities and qualities, ie, changes in the law Education. And, finally, we elaborate some political and pedagogical considerations, in a daily reflection lived by professor-researcher of the EF9 that - in a process in which the public policy Ensino Fundamental de 9 (nove) Anos was not introduced in the educational system alone and produced Or entailed or imposed other public policies, concomitantly - gave Brazilian Education a great dynamism and brought new situations to educational systems, given that each new policy introduced generated new demands (quantities) that were not directly directed to the improvement of Education and These new policies have generated new bureaucracies, new obstacles to the democratic right to a teaching with new quantities and qualities for EI and EF, which for many times not to have or only to pursue distant or artificial patterns in student relations and Of the Brazilian school system. Thus, we can affirm that the 9-Year Primary School has not been a policy of expanding educational opportunities, an extension that has meant beyond the entry of children of 6 (six) years in Elementary School; And it has not been an educational policy of guidelines for qualitative changes in pedagogical relationships.