O objetivo do trabalho é revisitar o tema da produção e difusão do conhecimento, enfatizando, por um lado, os limites epistemológicos já instalados (de características cartesianas e mecanicistas) e, por outro, a fecundidade de algumas propostas inter e transdisciplinares que, fundamentadas em premissas diferentes, vêm há décadas problematizando a noção de epistemologia e, por conseguinte, contribuindo para reinventar e articular o conhecimento. Com o intuito de explorar tais questões, propusemos, num primeiro momento, algumas reflexões gerais a partir de Japiassu (2009), Morin (1998; 2007; 2009), DAmbrosio (2009) e Mariotti (2008), e procuramos traçar um paralelo entre a sugestão de articulação de conhecimento desenvolvida por esses autores e a concepção de fluidez cognitiva tratada por Mithen (2002), o que, a nosso ver, aponta para a possibilidade de uma fluidez epistemológica que indica trilhas à inter e à transdisciplinaridade. Num segundo momento, tratamos a partir de Illich (1973) de algumas dificuldades inerentes a este debate. Entre as principais, conjeturamos se as instituições, tal como se apresentam na Modernidade, não seriam os maiores empecilhos a uma concepção holística e transdisciplinar do ser humano e do conhecimento. Para tentar dar sustentação a essa indagação, percorremos alguns caminhos da crítica feita pela Pós-Modernidade ao projeto epistemológico da Modernidade e, nesse sentido, aludimos ao pensamento de Bauman (2001) e também ao de Berger & Berger (1983), procurando mostrar que há bons indícios para acreditar que, também nos campos epistemológico e institucional, os sólidos modernos são os maiores impedimentos a uma tal redefinição do conhecimento. Por último, procuramos alinhar essa discussão teórica com alguns eventos ocorridos na década de 1980, no Brasil e no mundo. É a época da Ciência diante das fronteiras do conhecimento (colóquio realizado pela UNESCO, em 1986, que fomentou o debate epistemológico em torno da transdisciplinaridade). A análise dessas propostas subsidiou a discussão em diversos sentidos e apontou algumas trilhas possíveis. / The aim of this work is to discuss the theme of knowledges production and diffusion by emphasizing, firstly, its epistemological limits (mechanistic and Cartesian paradigm) and, secondly, the richness of some inter- and transdisciplinary proposals, which, based upon different perspectives, have pointed out the necessity of redefining the disciplinary boundaries of knowledge (proposing articulation). To exploit the issue, we present some thoughts of Japiassu (2009), Morin (1998; 2007; 2009), DAmbrosio (2009) and Mariotti (2008), and try to report these ideas to Mithens (2002) conception of cognitive fluidity, which led us to suggest an epistemological fluidity as the path for inter- and transdisciplinarity. We also disccuss, from Illich (1973), the obstacles involved in this subject. One of the main difficulties is what we called the institutional characteristics of Modernitys paradigm. Would the institutions of knowledge be the thoughest barriers to transdisciplinary proposals? To answer this question, we examined the critique led by some postmodern authors, focusing on Bauman (2001) and Berger & Berger (1983). The idea was to build reflections and, from this point on, present the notion of liquid modernity (Bauman, 2001), which suggests a fast changing order that undermines all concepts of durability (related, as will be discussed, to the epistemological project of Modernity). At last, the aim was to line up this theoretical approach with some events that took place in the eighties, such as the colloquium Science before the boundaries of Knowledge (Venice, March 7th, 1986).

O presente estudo tem por objetivo analisar as teses de doutorado produzidas na FEUSP, na área de pesquisa Filosofia e Educação; esclarecer como a filosofia da educação, enquanto campo de investigação, relaciona teoria e prática; identificar seus objetos de estudo e as formas de abordagem dos problemas pesquisados nas teses. A hipótese da qual partimos defende que teoria e prática são complementares e igualmente relevantes na formação dos profissionais de educação. Como metodologia, fizemos uma pesquisa empírica, por meio da realização do inventário das teses de doutorado da referida área, posteriormente, procedemos à análise destas, procurando nos aproximar de uma abordagem terapêutica no sentido wittgensteiniano. Para isso, buscamos o conceito de jogo de linguagem utilizado por Wittgenstein e levantamos as semelhanças entre as teses e as regras seguidas pelos pesquisadores para desenvolvê-las. / The purpose of the present thesis is the analysis of doctoral thesis produced at FEUSP, inside the Philosophy and Education research field; clarify how Philosophy of Education, as a discipline, relates theory and practice; identify thesis purposes and ways of approach used by their researchers while solving their thesis main problems. The initial hypothesis, which defends that theory and practice are complementary to each other and equally relevant for educators qualification. The methodology employed was empirical research, by the listing and posterior analysis of doctoral thesis from the referred area, seeking for a therapeutic approach in the wittgensteinian sense. To achieve the referred purpose, we resorted to the concept of languagegames used by Wittgenstein and we surveyed the similarities between the present thesis and the rules followed by the researchers to develop them.

Por meio deste trabalho pretende-se examinar a função da escola como instituição e do professor como agente ativo dentro desta instituição através do pensamento de John Dewey e de Matthew Lipman. Para isto a pesquisa irá se debruçar sobre a concepção de conhecimento, de filosofia e de educação no pensamento destes dois filósofos e educadores. Posteriormente a pesquisa objetiva aproximar o que Dewey diz a respeito do conhecimento e da educação daquilo que Lipman afirma a respeito da filosofia, para assim verificar se, tomando como base a concepção de conhecimento em Dewey, o método de ensino desenvolvido por Lipman para a filosofia pode aplicar-se não apenas ao ensino desta como disciplina, mas também a outras áreas do conhecimento. / The present work reconsider the school function as an institution and the teacher\'s roll. There for this research will make an exams about the conception of the knowledge in philosophy and education, in the thought of John Dewey and Matthew Lipman. The research try to approximate the two authors, taking this process as a base of knowledge in Dewey, the teaching method developed by Lipman for the philosophy can be apply not only in this subject but as the education in general.

Este trabalho apresenta uma reflexão sobre a relação entre a educação e a política a partir do pensamento de Hannah Arendt. Em seus escritos encontramos afirmações de separação radical entre a educação e a política, algo incomum nos discursos correntes de ambas as áreas. Apesar dessas afirmações, Arendt reflete sobre a crise da educação a partir de suas considerações sobre a política e a crise do mundo moderno, afirmando que a situação da educação é um problema político. Além disso, a autora considera a natalidade a essência da educação, conceito que também é central em sua compreensão sobre a política. Outro elemento que encontramos em seus escritos é o uso da expressão pré-política para referir-se à educação. Algumas perguntas, então, motivam as reflexões neste trabalho: o que significam, no pensamento da autora, as afirmações que distanciam tão fortemente a educação da política? Como a crise na educação pode ser tida como um problema político se estes são dois âmbitos separados? Como a natalidade conceito político em Arendt pode ser considerada por ela a essência da educação? Por que Arendt se refere a ela como sendo um âmbito prépolítico? Este trabalho, portanto, se traduz numa reflexão sobre a ideia de educação em Hannah Arendt realizada a partir do conjunto de seu pensamento político, sempre preservando a distinção estabelecida entre estes âmbitos. São apresentadas relações entre a educação e a política a partir da responsabilidade que ambas assumem pelo mundo (de maneira complementar e distinta), identificando também a condição de antecedência necessária da educação em relação à política na medida em que, ao apresentar o mundo, o conserva (para que este possa seguir sendo o palco e o centro da política). Por fim, apresentamos reflexões que revelam as razões de a crise na educação ser um problema político e que, portanto, envolve discussões de ordem política em função da abertura que a atual crise do mundo provoca. / This work introduces a reflection about the relationship between education and politics coming from the teachings of Hannah Arendt. In her writings one finds statements about a radical separation of education and politics, something unusually found in the discourse of both fields. Despite these assertions, Arendt reflects about the crisis of education from her considerations about politics and the crisis of the modern world, claiming that the current educational situation is a political problem. In addition to this, the author considers natality to be the essence of education, a concept which is also central in her understanding of politics. Another element we find in her writings is the use of the expression pre-politics to refer to education. Some questions, then, motivate the inquiries in this work: what do the assertions which so strongly set politics and education apart mean in the authors thinking? How can the crisis in education to be considered a political problem if these are two separate areas? How can natality a political concept for Arendt be considered the essence of education? Why does Arendt refer to it as being a pre-political realm? This investigation, therefore, can be translated into an inquiry about the idea of education in Hannah Arendt realized from the conjunction of her political thought, preserving the distinction between these two fields. There are considerations about the relationship between education and politics from the responsibility both take for the world (in distinct and complementary ways), respecting the precedent condition of education in relation to politics, as the former introduces the world, conserving it ( so that it can be the stage and the center of politics). Lastly, there are reflections which present the reasons why the crisis of education is indeed a political problem and henceforth involves political discussions in function of the opening promoted by the current crisis of the world.

O objetivo do trabalho é revisitar o tema da produção e difusão do conhecimento, enfatizando, por um lado, os limites epistemológicos já instalados (de características cartesianas e mecanicistas) e, por outro, a fecundidade de algumas propostas inter e transdisciplinares que, fundamentadas em premissas diferentes, vêm há décadas problematizando a noção de epistemologia e, por conseguinte, contribuindo para reinventar e articular o conhecimento. Com o intuito de explorar tais questões, propusemos, num primeiro momento, algumas reflexões gerais a partir de Japiassu (2009), Morin (1998; 2007; 2009), DAmbrosio (2009) e Mariotti (2008), e procuramos traçar um paralelo entre a sugestão de articulação de conhecimento desenvolvida por esses autores e a concepção de fluidez cognitiva tratada por Mithen (2002), o que, a nosso ver, aponta para a possibilidade de uma fluidez epistemológica que indica trilhas à inter e à transdisciplinaridade. Num segundo momento, tratamos a partir de Illich (1973) de algumas dificuldades inerentes a este debate. Entre as principais, conjeturamos se as instituições, tal como se apresentam na Modernidade, não seriam os maiores empecilhos a uma concepção holística e transdisciplinar do ser humano e do conhecimento. Para tentar dar sustentação a essa indagação, percorremos alguns caminhos da crítica feita pela Pós-Modernidade ao projeto epistemológico da Modernidade e, nesse sentido, aludimos ao pensamento de Bauman (2001) e também ao de Berger & Berger (1983), procurando mostrar que há bons indícios para acreditar que, também nos campos epistemológico e institucional, os sólidos modernos são os maiores impedimentos a uma tal redefinição do conhecimento. Por último, procuramos alinhar essa discussão teórica com alguns eventos ocorridos na década de 1980, no Brasil e no mundo. É a época da Ciência diante das fronteiras do conhecimento (colóquio realizado pela UNESCO, em 1986, que fomentou o debate epistemológico em torno da transdisciplinaridade). A análise dessas propostas subsidiou a discussão em diversos sentidos e apontou algumas trilhas possíveis. / The aim of this work is to discuss the theme of knowledges production and diffusion by emphasizing, firstly, its epistemological limits (mechanistic and Cartesian paradigm) and, secondly, the richness of some inter- and transdisciplinary proposals, which, based upon different perspectives, have pointed out the necessity of redefining the disciplinary boundaries of knowledge (proposing articulation). To exploit the issue, we present some thoughts of Japiassu (2009), Morin (1998; 2007; 2009), DAmbrosio (2009) and Mariotti (2008), and try to report these ideas to Mithens (2002) conception of cognitive fluidity, which led us to suggest an epistemological fluidity as the path for inter- and transdisciplinarity. We also disccuss, from Illich (1973), the obstacles involved in this subject. One of the main difficulties is what we called the institutional characteristics of Modernitys paradigm. Would the institutions of knowledge be the thoughest barriers to transdisciplinary proposals? To answer this question, we examined the critique led by some postmodern authors, focusing on Bauman (2001) and Berger & Berger (1983). The idea was to build reflections and, from this point on, present the notion of liquid modernity (Bauman, 2001), which suggests a fast changing order that undermines all concepts of durability (related, as will be discussed, to the epistemological project of Modernity). At last, the aim was to line up this theoretical approach with some events that took place in the eighties, such as the colloquium Science before the boundaries of Knowledge (Venice, March 7th, 1986).

Esta tese assinala, com base na obra de Hannah Arendt, a fundamental importância do amor ao mundo para a educação. A filósofa explica que por meio da educação introduzimos as crianças no mundo humano e aponta o impasse que surge com a perda da tradição e o desmantelamento desse espaço comum na Era Moderna. Partindo desse problema, a questão central deste trabalho é: como despertar nos alunos o apreço pelo mundo que nos une com os diferentes, encorajá-los a encontrar seu lugar nele num momento em que a ausência de sentido e a preocupação com a sobrevivência se impõem, de modo que qualquer compromisso com o comum parece ser uma exigência deslocada e anacrônica? Arendt não propõe soluções, mas é rigorosa ao afirmar que quem educa é duplamente responsável: pelo mundo e pelas crianças na educação decidimos se amamos o mundo e seus novos habitantes. Posto que a autora não explicita o que vem a ser esse amor, investiga-se a noção do amor mundi, recorrendo ao conjunto de suas reflexões. Entende-se que, se o mundo é o lugar das histórias humanas no qual podemos estabelecer relações e nos revelar como pessoas, o amor a ele é uma resposta à destruição totalitária desse espaço humano e ao não-mundo da sociedade moderna organizada em torno do processo vital de produção e consumo. Com recurso a diversos conceitos de Arendt, principalmente os de ação e pensamento, aborda-se e discute-se a difícil tarefa educativa de acolher os jovens no mundo, de mostrar-lhes que, apesar de este lugar estar fora dos eixos, ainda vale a pena apostar nele, e de encorajá-los para que, por sua vez, estabeleçam seu vínculo singular com esse espaço comum e seu legado, pelo qual futuramente serão responsáveis. / This thesis, based on the work of Hannah Arendt, points out the fundamental importance which the love of the world has for education. The philosopher explains that we introduce the children into the human world through education and shows the impasse that arises from the loss of tradition and the disintegration of that common space in the modern age. Starting from that problem the central question of this work is: how to arouse in the students an appreciation of the world that joins us to different ones and how to encourage them to find their place in it in a moment in which meaninglessness and the preoccupation with survival impose themselves, so that any commitment to the common seems to be an out of place or anachronistic request? Arendt does not propose solutions, but is rigorous in asserting that whoever educates is doubly responsible in education we decide whether or not we love the world and its new inhabitants. Since the author does not explain what that love is, the notion of amor mundi is investigated having recourse to many of her reflections. The understanding achieved provided that the world is the place of human stories where we can establish relations and reveal ourselves as persons is that the love of it is an answer to the totalitarian destruction of that human space and to the wordlessness of the modern society organized around the vital process of production and consumption. Based on diverse concepts of Arendt, especially on those of action and thinking, we approach and discuss the difficult educational task of receiving the younger ones into the world, of showing them that, although this place is out of joint, it is still worth relying on it, and of encouraging them to establish by themselves their singular bond with this common space and its legacy, for which they will be responsible in the future.

Flipped Classroom (flipp) is described in both school and scientific contexts as a new teaching method where the individual pupil and her active learning is placed at the center and where lesson time to a greater extent is used for discussion and laboratory work, while information gathering takes place outside lesson time via ICT. Flipp has in recent years become widely spread in Sweden, which is why it is interesting to investigate flipp in a Swedish context. This has so far been made to a very limited extent. This study aims to deepen the understanding of flipp as a teaching method as the method appears in the speech and actions of upper secondary school teachers who claim they use flipp when they teach. The study addresses three general issues. First, teachers' purposes with flipp are explored, second, the roles that emerge in flipped teaching is investigated and third, individualization in teaching where flipp is applied. The study is a case study based on interviews and observations with three upper secondary school teachers who flip their teaching. The study is based on social constructivist theory formation and Dewey's progressivist philosophy of education is the discussion partner in this study. Previous research suggests that in the development of flip, inspiration was drawn from pedagogical ideas from the early 1900s, which makes it advisable to discuss possible points of contact between flipp as expressed in the case study, and progressivism. Previous research presents flipp as a method for creating flexibility and individualization as well as a method that helps the teacher and students spend more time together for laboratory work and discussions. The teachers express that flipping helps the students to become active during lessons. Observations, however, show that there are significant problems with the students not preparing for the lesson to the extent that was expected, which will have negative consequences for the opportunities to work and discuss during lessons as intended. The study thus shows evidence that there is a discrepancy between the image that the teachers produce and the image of the flip that has been observed. / Denna licentiatuppsats handlar om hur gymnasielärare som flippar uppfattar och  tillämpar undervisningsmetoden. I studien undersöks vilka syften lärarna har med att flippa, vilka roller lärare och elever har när man flippar och i vilken mån flipp kan bidra till att individualisera undervisningen. Tre verksamma gymnasielärare har deltagit i studien och de har intervjuats och observerats vid flera tillfällen. Flipp beskrivs av lärarna som har deltagit i studien som en undervisningsmetod som kan bidra till att de kan göra undervisningen mera individualiserad och flexibel. Studien visar även att den omdisponering av tid, som flipp syftar till, innebär att lärare ger elever ansvar för att på egen hand arbeta med grundläggande kunskapsinhämtning, vilket i kombination med andra bärande element i flipp, kan missgynna elever som av olika anledningar har svårigheter i skolan. Karen Stormats är verksam som lärarutbildare vid Högskolan Dalarna. Hon har tidigare erfarenhet av undervisning i historia och samhällskunskap på gymnasiet. Under tiden som forskarstuderande har Karen ingått i forskarskolan Skolnära, ett samarbete mellan Pedagogisk utveckling Dalarna (PUD), Högskolan Dalarna och Karlstads universitet.

This thesis aims to show how the secondary teacher in New Zealand was constituted in discourse through an examination of two major recontextualisations of education, the changes resulting from the Thomas Report (1944), and the Picot Report (1988), and of the collective identity of secondary teachers. Both reports redirected government education policy and regulation and had fundamental implications for teachers' work and the role they were expected to play in education. Secondary teachers resisted both reforms, and in doing so they revealed elements of their conservative, pragmatic and defensive collective identity, which changed in only one significant respect in the time period considered in this study. It took twenty years before the central tenets of the Thomas Report were even close to being universally accepted. Even then, the child-centred philosophy and practice propounded by the Thomas Report, supported by the Currie Report in 1962 and supervised by the gentle discipline of the Department of Education, was likely to have been more honoured in the breach than in the observance by many New Zealand secondary school teachers. In more recent times, the 'neo-liberal', market-driven view of education and teachers, as expressed in the reforms which followed the Picot Report, were stoutly resisted despite the much more rigorous disciplinary techniques employed by the Ministry of Education. This thesis will show that the dominant discourses which constituted the secondary teacher were those of the collective identity of secondary teachers and that these effectively frustrated attempts to impose change on New Zealand secondary teachers and on secondary education.

<p>This paper studies the philosopher Ludwig Wittgenstein during his years (1920–26) as an elementary school teacher in remote Niederösterreich, Austria. The paper gives a survey of his life, and also a brief account of three of his main works: Tractatus Logico-Philosophicus, Philosophical Investigations and Remarks on the Foundations of Mathematics. Attention is given to his alphabetical word list, Wörterbuch für Volksschulen, published for educational use in elementary schools. The study is focused on Wittgenstein’s educational practise, and establishes a connection between his experience as a teacher and his late philosophy.</p>

The aim of this dissertation is to map and analyse planned responses to expressions of racism in upper secondary schools. Three questions are in focus: (1) What courses of action, in response to expressions of racism, are advocated in philosophical texts and equal treatment plans for upper secondary schools? (2) What consequences have these courses of action for the formation of the mission of schools, the responsibility of teachers, and the limits of free speech? (3) What kinds of expressions of racism are these courses of action intended to be a response to? The study takes its point of departure in two theoretical traditions: Pierre-André Taguieff’s categorisations of racism are used to define the problem in the dissertation, while John Dewey’s moral philosophy provides the methodological base. From an analysis of equal treatment plans four temporal phases are identified. In the first phase, preventive measures, the purpose is to prevent students from developing racism. In phase two, limitations in schools, the dominant course of action is to prohibit violations in schools. The third phase, corrective measures, is concerned with how to handle situations that are contrary to the limitations in schools. The final phase, limitations on schools, relates to when schools are required to transfer responsibility for action to the social services, work environment or police authorities. The results indicate that the national laws (since 2006) have a strong impact on equal treatment plans, and that ‘non-violation’ becomes a dominant moral principle that displaces or subsumes other views of morality. How the non-violation principle is applied also affects the space for political conversations on topics that can be hurtful. Finally, the analysis indicates that equal treatment plans are mainly concerned with expressions of racism among students, and pay little attention to expressions of racism that occur in the organization of schools. The plans thus describe schools as a force for good that seeks to combat (potential) racism among students.