Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-04-18T18:00:33Z No. of bitstreams: 1 Lelio Favacho Braga.pdf: 1541834 bytes, checksum: 93578e09b6c8524aee2faf098ba6048b (MD5) / Made available in DSpace on 2017-04-18T18:00:33Z (GMT). No. of bitstreams: 1 Lelio Favacho Braga.pdf: 1541834 bytes, checksum: 93578e09b6c8524aee2faf098ba6048b (MD5) Previous issue date: 2017-01-31 / This thesis aims to investigate the possible impact of the learning of Philosophy in the High School of the Pará state public school and its possible influence on the philosophical formation of Pedagogy students of the Federal University of Pará - UFPA. The case study was used as an investigative method and, as analysis technique, the analysis of content applied to the elements collected in the interviews of the subjects interviewed. The empirical sample of the subjects was composed of five UFPA students, who reported, through a semi-structured interview, their experiences while they were high school students from schools belonging to the State Secretariat of Education of Pará - SEDUC-PA and as students of the discipline Philosophy of Education, already in the Pedagogy Course of UFPA. In the theoretical contextualization of this study, the works of Severino stand out, without prejudice of the other theoretical categories, that are put like sustentation of all the reflective work. In addition to a list of subsidies on the subject in the chosen literature, some courses of preparation of the teaching program of Philosophy practiced in the Schools belonging to SEDUC-PA and of the discipline Philosophy of Education belonging to UFPA were presented, with a dense description of the process On the agenda and advancing subsidies to rethink the training, both in the High School of SEDUC-PA and in the Course of Pedagogy of UFPA. The present work was concluded by explaining the scope of the pedagogical intervention of Philosophy and evidencing its character of Paideia, as well as its limits and possibilities of interference in the education of education professionals. / Esta tesis tiene como objetivo investigar el posible impacto del aprendizaje de la filosofía en la escuela secundaria la escuela del estado de Pará y su posible influencia en la formación filosófica de los estudiantes de Educación de la Universidad Federal de Pará - UFPA. Fue adoptado como un método de investigación, el estudio de caso y como técnica de análisis, análisis de contenido aplicado a los elementos recogidos en los testimonios de los entrevistados. La muestra empírica de los sujetos consistía en cinco estudiantes UFPA, que informaron a través de entrevistas semiestructuradas, sus experiencias mientras eran estudiantes de las escuelas secundarias que pertenecen al Estado de Pará Educación - SEDUC-PA y como estudiantes de la disciplina filosofía de la educación, como el curso de pedagogía de la UFPA. En el marco teórico de este estudio, se destacan las obras de Severino, sin perjuicio de otras categorías teóricas, que se ponen a apoyar todo el trabajo de reflexión. Además de las subvenciones encuesta sobre el tema en la literatura elegido, se presentaron algunos caminos de desarrollo Filosofía del programa de enseñanza practicados en las escuelas pertenecientes a SEDUC-PA y Filosofía de la Educación disciplina perteneciente a la UFPA, realizando una descripción densa del proceso en la agenda y sumando las subvenciones a replantear la formación, tanto en el medio de la educación SEDUC-PA como el curso de pedagogía de la UFPA. Se concluyó este trabajo para explicar el alcance de la filosofía de intervención educativa y mostrando su carácter de Paideia, así como sus límites y posibilidades de interferencia en la formación de profesionales de la educación. / Esta tese visa investigar o eventual impacto da aprendizagem da Filosofia no Ensino Médio da Escola Pública Estadual Paraense e sua eventual influência sobre a formação filosófica dos alunos de Pedagogia da Universidade Federal do Pará – UFPA. Adotou-se, como método investigativo, o estudo de caso e, como técnica de análise, a análise de conteúdo aplicada aos elementos colhidos nos depoimentos dos sujeitos entrevistados. A amostragem empírica dos sujeitos foi constituída por cinco alunos da UFPA, que relataram, mediante entrevista semi-estruturada, suas experiências enquanto eram alunos de Ensino Médio de escolas pertencentes à Secretaria de Estado de Educação do Pará – SEDUC-PA e enquanto alunos da disciplina Filosofia da Educação, já no Curso de Pedagogia da UFPA. Na contextualização teórica deste estudo, destacam-se as obras de Severino, sem prejuízo dos outros categoriais teóricos, que se põem como sustentação de todo o trabalho reflexivo. Além de levantamento de subsídios sobre a temática na literatura escolhida, foram apresentados alguns percursos de elaboração do programa de ensino da Filosofia praticados nas Escolas pertencentes à SEDUC-PA e da disciplina Filosofia da Educação pertencente à UFPA, realizando-se uma descrição densa do processo em pauta e adiantando subsídios para se repensar a formação, tanto no Ensino Médio da SEDUC-PA como no Curso de Pedagogia da UFPA. Concluiu-se o presente trabalho explicitando o alcance da intervenção pedagógica da Filosofia e evidenciando seu caráter de Paideia, bem como seus limites e possibilidades de interferência na formação dos profissionais da educação.

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Doctoral dissertations: Philosophy of Education and Hermeneutics of the Chorismos Author: Zbyněk Zicha ABSTRACT: The dissertation addresses two areas of philosophical thinking, philosophy of education and an area of thinking of chorismos. The task of this dissertation is to indicate the possibility of rethinking their mutual concurrence. The work explores the philosophy of education as idiosyncratic ground of thought capable of receiving inspiration coming from thinking of chorismos. The author was inspired by interpretations of chorismos written with regard to Jan Patocka's thinking. The dissertation starts with an opening (the first chapter.) and with an introduction to problems (2nd ch.). The next chapter focuses on searching for the the meaning, essence and basic opportunities of philosophy of education (3rd ch.) that is followed by preliminary inquiry of hermeneutics of chorismos in relation to the philosophy of education (4th). There is a key section reflecting on the importance of hermeneutics of chorismos for philosophy of education (4.4) in the 4th chapter. Hermeneutics of chorismos is not perceived not only as an interpretation of chorismos, but foremostly as a philosophical inquiry of essential problems of philosophy and philosophy of education thought with regard to problem of chorismos. The...

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<p>  </p> <p>Mentorship has served as an effective strategy in helping African American college students persist at predominantly White institutions of higher education (Sinanan, 2016). African American students have reported finding these campus environments to be unwelcoming, even racist. These environmental challenges along with the challenges of unfamiliar academic terrain merge to form frequently formidable barriers to their satisfaction and success. The presence of African American mentors has helped African American students overcome the wide range of challenges they face on such campuses. This qualitative study analyzed the perceptions of African American mentors and mentees about the impact of mentorship on the college persistence of the mentees. The target mentorship community was situated at a private school in the Midwest. Semi-structured interviews were used to solicit the experiential knowledge of participants about their lived experiences. The data was codified and thematically analyzed. Six themes emerged from participant responses including (1) targeted mentorship and modeling, (2) belonging, (3) connections (4) advocacy, (5) racism and anti-Blackness, and (6) persistence. These themes fortify the existing research affirming mentorship as an invaluable tool in helping African American undergraduates persist through degree completion. The assertions and recommendations at the conclusion of the study are purposed to assist scholar-activists, university staff, and students with improving the conditions in which African American students’ study and push toward persistence.</p>

In contemporary multicultural societies, health is emerging as a fundamental right alongside education and welfare: a frame of reference endorsed by the Government of National Unity in South Africa. Health workers are confronting issues far beyond the more traditional modes of health education. The initial thrust of this research was to investigate the most relevant social, health and education knowledge bases and issues relative to health education in cross cultural encounters in order to formulate universal guidelines applicable to the national situation. Differences inherent in allopathic and traditional health systems are explored in historical time, in conjunction with concepts of social change, communality in diversity and the co-existence of multiple realities. An understanding of common denominators across all human and group experience emerges and, with it, insight into problems that occur when universalistic conceptions of human behaviour are linked to communicocentric hegemony. The parameters within which cross cultural health education are viewed are extended through an analytical, empirical evaluation of the andragogic consequences of a broader conceptualisation of culture and the patterned relationships existing between elements within society. The ontic fact that similar variables may have widely different meanings and be differently construed by people whose life experiences differ is affirmed. Culture shock becomes a potential personal reality for all engaged in cross cultural encounters. Radical reflection on human nature and the eidos of man constitutes the foundation upon which the aims and various theories of health education are systematically and progressively evaluated. Evidence surfaces that the original intent of the research was rooted in the Western medical tendency towards standardisation, specialisation and the creation of scientifically validated routines for professional practice and that gaps exist between the theory and practice of health education and the everyday experiences of people. On the basis of scientifically based insights, guidelines have been formulated to narrow the divide between the factual, linearly based procedural aspects of health education and the human experience of learning. The guidelines embody the notion that the health educator's role in cross cultural encounters is one of facilitating meaningful, appropriate and informed choices on the part of adult learners. / Educational Studies / D.Ed. (Philosophy of Education)

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The emphasis of the inquiry is on the domain of education and the relationship present between the teacher and student more specifically. Essentially, the first part of the thesis outlines how the larger social-political system impacts the domain of public education, with the predominant issues of adversity becoming manifest at the level of the relationship that exists between teacher and student. The second part of the work utilizes the problems discovered and their impact on human experience to propose a virtue/care based method for approaching the relationship with the student in a way that both aligns more closely with the movement of experience, while also functioning to assist the student in shaping their own moral character. Essentially, the method being proposed is something that is meant to assist the teacher in her attempts to communicate with the student in a more personal sort of way, thus allowing for a higher degree of understanding of the unique personality of each student, with this understanding leading the teacher to form a more flexible approach that takes into account the various personalities of the students. In so doing the teacher is working to bring the experience of the student into the educative process, which should thereby increase student performance through their feeling more involved in the education being received.

This essay uses existential ideas of Jean-Paul Sartre to provide a philosophy of college piano performance teaching which includes awareness of freedom, abandonment and responsibility as a prerequisite for student-teacher interaction. To set the stage for the interaction the study uses Sartre's philosophy, illustrated with concrete examples from the world of piano teaching and performing, to describe what it means to be human. The author applies Sartre's writings about literature to support the idea of an engaged performance, relating it to existential psychoanalysis, making the performer and audience member realize freedom through choice, while addressing ideas of abandonment and performance anxiety. Sartre's philosophy is used to identify the roles both teachers and students play in the college environment as people and as performers. The study with the help of existentialism, describes the interaction between the different elements: teacher, student, performer, and human being, and provides a better understanding of the complexity of the pupil/professor relationship in the college piano performance program.

En vue de saisir la pensée kantienne dans toute sa virulence, on ne peut jamais faire abstraction de la place éminente de Jean-Jacques Rousseau dans cette philosophie qui ne cesse pas à marquer, à définir et à poser des jalons de la pensée moderne. À cet égard, si le Genevois communique les grandes leçons de sa théorie de l’homme sous la guise d’une éducation, il s’agit ici non pas d’une philosophie de l’éducation mais bien plus d’une philosophie comme éducation. C’est effectivement cette thèse que Kant reprend, suit et enrichie d’une manière sui generis pour renverser l’ordre théorique mais surtout pratique de religion-moralité-devoir et libérer une fois pour toutes la morale des dogmes théologiques et finalement pour édifier une philosophie pratique comme l’éducation de l’espèce humaine. Le but de cette étude est de jeter quelques lumières sur la place sans pareille de Jean-Jacques Rousseau dans la philosophie kantienne de l’éducation. / The decisive influence of Immanuel Kant in the course of modern philosophy is incontrovertible. In a sense, had it not been for this monumental figure of the 18th century, philosophy would have never reached the flair to convey the existential, analytical and phenomenological questions of modernity. However, if Kant set the agenda for any posterior thought, he was not himself Kantian until Jean-Jacques Rousseau disenchanted him. In this regard, if the Genevois philosopher communicated his philosophy in the guise of an education, philosophy in itself is defined by the education of humanity. It is indeed this perspective of Rousseau that put the German philosopher on the right track to find the ultimate goal of philosophy in the moral education as the sum and substance of the practical philosophy. The objective of this study is to shed some lights on the unparalleled role of Jean-Jacques Rousseau in Kant’s philosophy of education as the harbinger of the universal ethics beyond the dogmas of a blind theology: the question which still remains crucial today.