Made available in DSpace on 2014-07-29T16:10:42Z (GMT). No. of bitstreams: 1 eliane garcia borges.pdf: 369445 bytes, checksum: 7562562e7d2b981a4eb871d5cca81eb6 (MD5) Previous issue date: 2009-08-23 / This dissertation is part of the line of research on culture and educational processes and discusses the meaning of the formation of autonomous man according to Rousseau. This paper aims to consider the fundamental concepts of Rousseau's work, and reflect on the human, in order to find meaning in our pedagogical and especially to our existence. We know that the predominant formation of today is preparing for the market, utilitarianism, the immediate. However, work out discussions on training, in response these ideas, which is valuable, virtuous, enriching the human spirit. I question if in a society that predominates the sale of almost everything, it would be possible the formation that clarifies, turn free? It seems that, over time, education in general, has not been concerned with the training, the cultivation of knowledge, questioning is disturbing. Hence the need for meaning and seek to create and cultivate an education that is not mechanistic, based on the repetition of content, the accumulation of information and in the competition, but might be the strength of thought, sensitivity, imagination, friendship, honesty , justice and ethics among men. Based on the issues of the modernity that so bother us, we want to understand the concepts, the core issues of education of Rousseau, bringing some problematizations. It is possible the formation of a free man, that is not subject, or slave of his desires and supposed needs? What are the real needs of a man? What should be the way, and in what sense should guide us to the formation of a man who is not broken, submissive to the market and its laws? Is this possible, if the world is so corrupted? From an essentially bibliographic, theoretical, this paper seeks to understand the concept of human development present in the writings of Rousseau, and have them as a starting point to reflect on the man who is not dependent, nor servile, but made up for freedom, reflection, finally, autonomy / Esta dissertação insere-se na linha de pesquisa Cultura e processos educacionais e discute o sentido da formação do homem autônomo segundo Rousseau. Este trabalho tem o objetivo de pensar os conceitos fundantes da obra de Rousseau, e refletir a respeito da formação humana, a fim de procurar um sentido para o nosso fazer pedagógico e sobretudo para a nossa existência. Sabemos que a formação predominante da atualidade é a que prepara para o mercado, o utilitarismo, o imediato. Todavia, elaboro discussões sobre uma formação que contraponha esse ideário, que seja valorosa, virtuosa, enriquecedora ao espírito humano. Questiono se na sociedade em que predomina a venda de quase tudo, seria possível a formação que esclarece, liberta? Parece que, ao longo do tempo, a educação de modo geral, não tem se preocupado com a formação que, no cultivo do saber, seja questionadora, inquietante. Daí o sentido e a necessidade de buscar criar e cultivar uma educação que não seja mecanicista, fundada na repetição dos conteúdos, no acúmulo de informações e na competitividade, mas que priorize o rigor do pensamento, a sensibilidade, a imaginação, a amizade, a honestidade, a justiça e a ética entre os homens. Partindo das questões da hodiernidade que tanto nos incomoda, desejamos compreender os conceitos, as questões centrais da educação de Rousseau, trazendo algumas problematizações. É possível a formação de um homem livre, que não seja súdito, nem escravo dos seus desejos e supostas necessidades? Quais são as necessidades reais de um homem? Qual deve ser o caminho, e em qual sentido devemos nos orientar para a formação de um homem que não seja fragmentado e submisso ao mercado e à suas leis? Isso é possível já que o mundo se encontra tão corrompido? De cunho essencialmente bibliográfico, teórico, este trabalho procura compreender a concepção de formação humana presente nos escritos em Rousseau, e tê-los como ponto de partida para refletir no homem que não seja dependente, tampouco servil, mas sim formado para a liberdade, a reflexão, enfim, a autonomia

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / A questÃo da moralidade pode ser estudada valendo-se de uma pergunta aparentemente simples: como devo agir? Esta pergunta, todavia, desencadeia uma sÃrie de novas perguntas: como posso julgar minha aÃÃo e a dos outros? Quais os critÃrios segundo os quais faÃo esse julgamento? Segundo que mÃximas, princÃpios e valores devem orientar-se minha aÃÃo? Qual a relaÃÃo existente entre a moralidade individual e a normatividade social? A resposta a todas essas perguntas nÃo esgota a problemÃtica da moralidade jà que cada pergunta gera uma infinidade de outras, que, por sua vez, exigem respostas cada vez mais sofisticadas. Immanuel Kant e Georg Wilhelm Friedrich Hegel tentam, cada um a sua maneira, dar uma resposta satisfatÃria a essa problemÃtica. De fato, o objeto de anÃlise principal da moralidade à o indivÃduo, o sujeito, que age no mundo. à nele que as sociedades criam critÃrios, valores, para que suas aÃÃes possam ser reconhecidas no mundo. PorÃm, a fim de que suas aÃÃes tenham validade, os indivÃduos externalizam suas vontades, inclinaÃÃes, nas instituiÃÃes: famÃlia, sociedade civil e Estado. à diante desse contexto que encontramos a filosofia kantiana se contrapondo à filosofia hegeliana. De um lado, temos uma filosofia que exclui a sensibilidade das aÃÃes humanas a fim de postular a existÃncia de um ente que supera o empÃrico, o sensÃvel: Kant e o seu imperativo categÃrico. Do outro lado, encontramos uma filosofia que valoriza o desenvolvimento da ideia de liberdade em todas as suas mediaÃÃes â do momento mais abstrato atà o mais concreto â sendo esse desenvolvimento completo, sistemÃtico: a filosofia hegeliana. A partir desses dois extremos està a moralidade. Enquanto que Kant concebe o conteÃdo da aÃÃo moral destituÃdo de um interesse especÃfico, a aÃÃo moral em Hegel possui interesse; somos motivados, portanto, pela paixÃo, inclinaÃÃo, entre outros sentimentos. à diante dessas diferenÃas que Kant e Hegel contribuÃram bastante para a Ãtica, a Filosofia polÃtica, onde o tema da moralidade se apresenta. Em Kant, o conceito de autonomia torna o indivÃduo livre, independente, capaz de legislar em causa prÃpria, de controlar e orientar os seus atos segundo certos critÃrios e princÃpios. Jà em Hegel, a liberdade se internaliza na moralidade de modo tal que o sujeito dispÃe a assumir, conscientemente, as consequÃncias de seus atos se responsabilizando por eles. Por esta razÃo, a relaÃÃo entre as filosofias kantiana e hegeliana à extremamente frutÃfera e nÃo se pode preterir uma em detrimento da outra de forma absoluta. A crÃtica de Hegel a Kant à possÃvel na esteira tanto da Moralidade quanto o da HistÃria, pois Kant lanÃou todas as condiÃÃes para que fosse posteriormente criticado. Ou seja, a partir dos questionamentos à metafÃsica tradicional, o filÃsofo de KÃnigsberg dà margem a diversas interpretaÃÃes. Dentre estas interpretaÃÃes, encontra-se Hegel com a sua noÃÃo de Eticidade. / The issue of morality can be studied through an apparently simple question: how I must act? This question, however, unchains a series of new questions: how can I judge my actions and other peopleâs actions? What are the criteria according to which I make this judgment? Which principles and values must guide my actions? What is the relation between individual morality and social normativity? Answering all these questions do not deplete the problem of morality, since each question may generate a multitude of others which, in their turn, demand more elaborated answers each time. Immanuel Kant and Georg Wilhelm Friedrich Hegel try, in their own way, to give a satisfactory reply to this polarization. In fact, the object of main analysis of morality is the individual, the citizen who acts in the world. It is in the world that societies create criteria and values, so that the actions of individuals can be recognized in the world. However, to be sure that their actions become valid, the individuals externalize their wills and inclinations in the institutions: family, civil society and the State. On these grounds, we find Kantian philosophy as opposite to Hegelian philosophy. On the one hand, we find a philosophy which excludes the sensitivity of human actions in order to claim the existence of a being that surpasses the empiricist, the sensitiveness: Kant and his Categorical Imperative. On the other hand, we find a philosophy which values the development of the idea of freedom in all its mediations â from the most abstract moment to the most concrete one â seeing this development as complete and systematic: the Hegelian philosophy. Between these two divergent viewpoints, there is morality. Whereas Kant conceives the content of moral action in an uninterested way, that is, the fulfillment of our actions only for the sake of our duty. The moral action in Hegel doesnât happen without interest; we are motivated, therefore, by passion, inclinations, desires amongst other feelings. Despite all these differences, Kant and Hegel contribute a lot to the problematic of morality either in Ethics or in the realm of political philosophy. In Kant, the concept of autonomy makes the individual independent and capable of legislating in his/her own favor, controlling and guiding their act according to certain criteria and principles. In Hegel, freedom is internalized into morality, so that the individual assumes, conscientiously, the consequences of his/her own actions, being responsible for them. For this reason, the relation between the two philosophies is extremely fruitful and we cannot neglect one in detriment of the other. Hegelâs critique of Kantian moral philosophy is possible either in the realm of morality or in the realm of History because Kant himself gave the seeds to be criticized later. In other words, from the questionings about traditional metaphysics, the philosopher of KÃnigsberg is a target for many different interpretations. Amongst these interpretations, Hegel is found with his notion of Ethicity.

As exigências atuais em relação ao professor se estabelecem em torno de sua capacidade e sensibilidade de construir, planejar e gerir um currículo capaz de formar um cidadão em condições de, além de tomar atitudes socialmente responsáveis, também consiga produzir mudanças em busca de soluções para problemas que enfrentam em seu cotidiano. Espera-se, portanto, que o professor desenvolva, planeje e elabore projetos educacionais. No entanto, as pesquisas mostram que a maioria dos professores nem sempre está em condições de implementar, executar e gerir tais projetos e, de forma geral, reproduz o ensino que teve nas experiências que vivenciou enquanto aluno. Em nossa pesquisa, buscaremos investigar a trajetória percorrida por dois professores de Física, participantes de um grupo de professores que buscaram pôr em prática um projeto de caráter interdisciplinar, visando compreender como o resgate da dimensão intelectual docente pode ou não contribuir para o desenvolvimento da autonomia profissional do professor de Ciências. Nossa pesquisa parte da hipótese de que muitas das dificuldades enfrentadas pelos professores relacionam-se com a identidade docente de cada professor, bem como suas concepções acerca do exercício de sua autonomia profissional. Assim sendo, escolhemos adotar a modalidade de pesquisa qualitativa denominada estudo de caso, por estarmos mais interessados na identificação de aspectos próprios da realidade docente e do âmbito escolar que interferem decisivamente na maneira como o ensino é praticado, para, assim, analisar como os aspectos intrapessoais, interpessoais e institucionais dos professores interferiram na execução do projeto; caracterizar a autonomia dos docentes de física e analisar se a mesma se desenvolveu ao longo da trajetória do resgate intelectual do ofício de professor. Portanto, na metodologia de coleta de dados, a pesquisa se constituirá de três fases: o planejamento, a tomada de decisão e a análise que os professores fazem das medidas pedagógicas adotadas. Para análise, utilizaremos os referenciais que estudam a autonomia docente relacionando-a com a identidade profissional do professor, fixando nossas atenções, principalmente, nos processos reflexivos a partir do estabelecimento do quádruplo diálogo e do desenvolvimento da alteridade. / The current demands on the teacher are established around their ability and sensitivity to build, plan and manage a curriculum capable of forming a citizen in a position, in addition to taking socially responsible attitudes, can also produce changes in search of solutions to problems they face in their daily lives. It is expected, therefore, that the teacher develop, plan and develop educational projects. However, research shows that most teachers are not always able to deploy, run and manage such projects and, generally, reproduce education who had the experiences they experienced as students. In our research, we will seek to investigate the career trajectory by two professors of physics, members of a group of teachers who, in a work of action research, sought to implement an interdisciplinary project in order to understand how the rescue of teaching intellectual dimension can or not contribute to the development of professional autonomy of science teacher. Our research starts from the hypothesis that many of the difficulties faced by teachers are related to the teaching identity of each teacher and their conceptions of the exercise of their professional autonomy. Therefore, we chose to adopt the method of qualitative research called case study, because we are more interested in identifying specific aspects of the teaching reality and the school environment that interfere decisively in the way teaching is practiced, to thus analyze how aspects intrapersonal, interpersonal and institutional interfered of teachers in project implementation; characterize the autonomy of physics teachers and consider whether it developed along the path of intellectual rescue Teacher craft. Therefore, data collection methodology, the research will consist of three phases: planning, decision making and analysis that teachers do pedagogical measures adopted. For analysis, we will use the benchmarks studying teaching autonomy relating it to the professional identity of the teacher, fixing our attention mainly on the reflective processes from establishment of the quad dialogue and the development of otherness.

O tema proposto para estudo é investigar, delimitar e compreender os graus de autonomia e interferência existentes dentro do Itamaraty durante o regime militar brasileiro. O objeto central da análise é, para tanto, a vida, carreira e atuação do ex-membro do corpo diplomático brasileiro, Antônio Francisco Azeredo da Silveira, Ministro das Relações Exteriores durante o governo de Ernesto Geisel, entre 1974-1979. As fontes utilizadas são basicamente o arquivo pessoal do diplomata disponibilizado e digitalizado pelo CPDOC/FGV além de documentação oficial da Comissão Nacional da Verdade disponível online, também são consultados periódicos. A base teórica parte de David do Nascimento Batista que aponta como Habitus Diplomático sendo capaz de indicar a reformulação de práticas pela qual o Itamaraty passou durante o regime militar, entretanto, sem encerrar a discussão sobre autonomia e identidade nacional dentro do Ministério das Relações Exteriores, a pesquisa procura ajudar a preencher uma lacuna na historiografia brasileira no que diz respeito a atuação diplomática brasileira durante o regime militar. / The subject proposed for study in this research is to investigate, delimitate and understand the different levels of autonomy and interference that existed inside the Itamaraty during the brazilian dictatorship. The main object of analysis is the life, career and performance of an ex-member of the brazilian diplomacy, Antônio Azeredo da Silveira, Foreign Relations Minister during the administration of Ernesto Geisel, in the years of 1974-1979. The sources used in this investigation are basically the Personal Archive of the diplomat, avaiable and digitalized at CPDOC/FGV. Besides that, are also used offical documents of the Comissão Nacional da Verdade avaiable online, were consulted as well some periodics and secundary sources. The theorical basis have as fundamental mark what David do Nascimento Batista points out as Habitus Diplomático being capable of indicate an reformulation of practices wich Itamaraty had been through during the dictatorship, nevertheless, do not put an end in the discussion about autonomy and national identity. This research intends to help to fullfill an important blank in the brazilian historiography about the performance of the brazilian diplomacy during the dictatorship.

Orientador: Paulo de Salles Oliveira / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-07-24T23:10:27Z (GMT). No. of bitstreams: 1 Nori_Celio_M.pdf: 6654649 bytes, checksum: bb536c74840839ee848ea9b5e167b1fc (MD5) Previous issue date: 1998 / Resumo: O texto, ora apresentado, deriva-se de uma pesquisa elaborada sobre o Futebol de Praia que se desenvolve na cidade de Santos. Essa modalidade é organizada pelos Clubes de Praia, núcleos informais que por três décadas vêm ocupando determinados trechos das praias para a prática de uma atividade esportiva centrada em valores que se contrapõem à cultura esportiva predominante (oficial). A pesquisa permitiu detectar uma manifestação esportiva identificada prioritariamente com a sua característica lúdica, aliada a uma gestão autônoma e democrática de suas atividades e com a presença de intensa sociabilidade, envolvendo todos os seus agentes. O futebol de praia santista desvincula-se, desse modo, de atitudes consumistas e do espírito competitivo exacerbado. Apropriando-se de um espaço público de grande significado (a praia) e vivenciando continuadamente processos de interação e cooperação, os praticantes, nesse contexto, assumem a condição de cidadãos esportivos / Abstract: The text, now presented, arises from an elaborated research about beach soccer, which is developed in the city of Santos. That modality is organized by the beach clubs, informal teams that for three decades have been occupying certain spaces of the beaches for the practice of a sporting activity centered in values that are opposed to the predominant sporting culture (official). The research allowed to detect a sporting manifestation, first of ali identified with your leisure caracteristic, with an autonomous and democratic administration of its activities and with the presence of intense sociability, involving ali of its agents. The beach soccer from Santos is disconnected from consuming attitudes and exacerbated competitive spirit. When using a public space with great meaning (the beach) and experiencing interation and cooperation processes, the players, in that context, assume the condition of sporting citizens / Mestrado / Estudos do Lazer / Mestre em Educação Física

This essay looks into the use of Learner Autonomy, LA, in three different English course books of the upper secondary school level as well as in the curriculum for the non-compulsory school system, Lpf94. The essay also holds a discussion about what LA entails with the help of studies conducted by known LA researchers. The main aim of the essay is to find out if working with course books can be a way to incorporate LA in the classroom. The results do show that the use of LA or its building blocks are present in all three books as well as in the Lpf94. As to the main aim of the essay this study cannot fault the use of course books as a way to achieve LA in the classroom. It does however stress how the teacher uses the course books as well as how the pupils use them.

The concept of autonomy underlies many other issues in moral and political philosophy. This dissertation states that contemporary debates within Shi’i thought view autonomy as individualistic, and that this individualism brings it into conflict with tradition. It then argues that autonomy is not equivalent to individualism, and argues for an understanding of autonomy that is socially and historically embed- ded and discursive. This makes it possible to rethink the relationship between autonomy and tradition. This rethinking is done through a method of reflective equilibrium, where various ideas from various fields are brought into a coherent whole. There are two phases to this rethinking. The first is in clarifying the concept of autonomy and the second is bringing this concept of autonomy and Shi’i tradition into equilibrium. The dissertation begins by stating that Shi’i thought has already made room for autonomy, but that the concept of autonomy that is dominant is individualistic. An understanding of autonomy as socially and historically embedded is defended. The second phase is to reconcile this embedded notion of autonomy with Shi’i tradition. It is argued that autonomy is important for both the internalisation of tradition and the formation of tradition. Empirical evidence is provided through positive psychology that shows that the most effective means of internalising a belief is through contexts that support autonomy. This understanding of internal- isation is brought into equilibrium with the Shi’i concept of forbidding wrong. It is argued that one of the conditions of forbidding wrong is the condition of efficacy. Approaches to forbidding wrong that support autonomy meet this condition, while those that deny autonomy generally do not. Finally, it is argued that autonomy should be considered within the process of ijtihād because it has an epistemic gain. Autonomous individuals gain a certain level of expertise through their life experiences that are necessary to be incorporated in the ijtiḥād.

Modern software organizations produce increasingly complex and sophisticated products that build on the effort of multiple individuals and teams. This reality highlights the critical importance of collaboration and the support of its various facets, which are still central concerns for software engineering research and practice. Software organizations also aim to motivate their developers and teams and help them be productive. Knowledge work research highlights the importance of autonomy in work design for satisfaction and happiness. The now pervasive adoption of agile methods and advocacy of self-organization have made autonomy and its challenging practical application a mainstream focus for software engineering research and practice. Employee autonomy and effective collaboration are thus essential for software companies to motivate developers and help them deliver successful software products. Yet, essential as it might be for organizations to combine them, autonomy and collaboration seem conceptually and practically at odds with one another; is it possible for people or teams that are working together on something be autonomous? One can imagine teams finding it challenging to organize the development work of autonomous developers. Furthermore, on the organizational level it can be difficult to align autonomous agents towards a desirable company strategy. Finally, management may need to be revisited as a function when individuals or teams have autonomy in their work. Given the complex landscape that software teams are part of in today’s mod- ern organizations, we need to understand how they collaborate in the context of their environment. This dissertation builds on three substantial, diverse case studies based in industry, capturing various ways that several software organizations organize collaborative development work. In the first study I examined how 24 commercial software teams in di↵erent companies organize their development work through their use of GitHub. In the second study I probed how Atlassian scales the practices of its rapidly growing development teams and enacts a culture that keeps them aligned to the strategic goals. In the third study I explored the role of engineering managers at Microsoft and how they support software developers and teams to organize their own work and generate quality outcomes that meet organizational goals. The studies are primarily qualitative and I have used a variety of data collection methods including interviews, observations, documentation review, and surveys. Tension between autonomy and collaboration surfaced in the studies and it be- came the central challenge I investigate in this dissertation. By understanding the meaning of autonomy for the studied organizations, the definition and characteristics of autonomy evolved and, upon synthesis of the findings, I argue that autonomy is not incompatible with collaboration but rather that the two concepts build on each other. I articulate and propose a conceptual framework of collaboration via aligned autonomy for software companies in this dissertation. This represents a holistic view of organizations and includes four areas to consider when making autonomy the foundation of collaboration: team collaboration practices, scaling strategies, cultural values, and manager roles. The framework has implications for the study of collaborative software development by proposing to look beyond the combination of independence and coordination as the basis of collaboration. At the same time, the framework can guide commercial software teams and organizations on how to empower development teams, yet not compromise strategic vision. / Graduate

- 1 - Abstract The thesis focuses on specific aspects of relationship between the lessor and the lessee with emphasis to the principle of the autonomy of the will and its restrictions. The most significant restrictions occur in the area of rental housing in relation to its substantial social impacts. Increased tenant protection results in decrease of the rights of the other party and it happens so through imperative norms. The purpose of my thesis is to analyze balance between the rights of the parties and the possibility to affect its contents. The introductory part outlines general legislation on the lease law. The following chapters Two and Three deal with terminology, describe the principles on which the relationship of the parties is based and define lease law in terms of rental housing. Chapter four is subdivided into three parts, each of them dealing with different aspects of limitation of the basic principles in relation to specific institutes of the lease law. Part one focuses on unlawful agreements in the contract, part two on the restriction on agreements that would limit the rights given to the lessee and part three describes selected rights given to the lessee. Conclusions are drawn in the Summary chapter and provide an outline of the most significant problems in relationship between the parties.

This thesis sets out to examine the place of patient choice in English health care, primarily within the National Health Service and in relationship to English law with regard to (a) informed consents and information and risk disclosure, and (b) confidentiality and privacy in relation to the access to and management of patient information. The analysis in underpinned with a limited review of the associations between choice and respect for individual autonomy. Health policy rhetoric has been laden with references to pro-patient choice in recent years and yet this research re-affirms that in law (still) it is the negative patient choice that carries weight in matters of consent to treatment. There is (still) no place for real demand. Similarly, in individual medical information access and management there is no sanction for demand, even negative patient choice is bounded. In both aspects of health care the ‘choices’ are (rightly) limited and can hardly constitute choice as the consumer-patient might see it. What the three papers contribute is the recognition that restrictions in patient choice are necessary; to be supported and for some individuals should be even more fettered than that of the general public in the interest of that general public. The papers examine the language of choice and find it lacking in transparency, with the reality dissociated from patient engagement, information dissemination and shared decision making; so compromising trust. If the health care system is to genuinely respect the individual autonomy of the capable adult and not utilise choice language as covert method of policy implementation, the language of what is on offer and why, the reasons for information acquisition and use and why, needs to be part of the patient-practitioner discussion as well as clarified in policy.