Este estudo aborda a visão que o professor possui das dificuldades de aprendizagem. Tem como base teórica a Epistemologia Genética, focando mais especificamente a Tomada de Consciência. Delineou-se a pesquisa através de uma metodologia embasada na investigação qualitativa. O problema de pesquisa procurou questionar a visão que o docente tem de seus alunos com dificuldades de aprendizagem. Os dados foram coletados através de entrevistas semi-estruturas, inspiradas na abordagem clínica piagetiana, com docentes de ensino fundamental e médio. As categorias de análise foram criadas no estudo dos dados coletados. Seus achados demonstram desconhecimento das patologias de aprendizagem por parte dos professores, assim como ausência de tomada de consciência das relações entre o uso de uma metodologia inadequada e as dificuldades de aprendizagem. Os docentes demonstram que não avaliam sua forma de ensino, nem tampouco se questionam em relação ao fracasso da aprendizagem dos alunos. Relatam como causa das suas limitações a restrita formação universitária. Como conclusão, afirmase o desconhecimento do professor das dificuldades de aprendizagem e a necessária adequação dos currículos universitários, tendo em vista a inclusão de disciplinas que tratem das alterações na aprendizagem encontradas pelos docentes em sala de aula. / This study approaches the teachers' vision of the learning difficulties. Its theoretical base is Genetic Epistemology, specifically focusing on Becoming Conscient. The research is delineated through a methodology based in the qualitative inquiry. The research problem questioned the relation between the docent and students with learning difficulties. The data was collected from interviews semi-structures, inspired by Piaget's clinical boarding, with docents from both Junior High and High School. The categories of analysis were created during the study of the collected data. Its results demonstrate the teachers' unfamiliarity to learning pathologies, as well as absence of Becoming Conscient about the relation between the use of an inadequate methodology and the difficulties of learning. The docents demonstrate that they do not evaluate their own teaching methods, neither question themselves on the failure of the learning. They claim that the cause of their limitations is the restricted university graduation. As conclusion, the unfamiliarity of the professor with the learning difficulties is noticed, as the necessity of adequacy in the university programs, in which disciplines focusing the learning alterations the professors find in the classroom must be enclosed.

Made available in DSpace on 2014-07-29T16:17:46Z (GMT). No. of bitstreams: 1 dissertacao leonardo historia.pdf: 616881 bytes, checksum: 631648834d6528ae2257c1fe889bf3d2 (MD5) Previous issue date: 2009-12-09 / This dissertation aims to establish a relation between the thought of Gilles Deleuze and historical science. We started from the concept of realism, as it was worked by the historian Jacques Rancière. According to this concept, the thought of the current story is marked by Nihilism, and especially by the thought of the Possibility. The thought of the possibility is a determination of the Historical event from its possibility s, a subsumption of the event to the possibility system of a certain time. It is through the possibility thought that we try to elaborate a relation between the thought of Deleuze and historical science. The thought of this author gives us "lines of flight or fight", which shifts the history of thought as possible. However, before that, one another issue still requires our attention: the critique Deleuzian criticism to the history. Is there a radical and exclusive critique of the history in the thinking of this author? After examining this issue, giving a negative answer, we present some points from the philosophy of Difference and Repetition, in order to outline the design of singular conception of history in this system. The hypothesis here is that this notion of history is not constructed on the thought of possibilities but in the thought possible, but in the thought of the virtual. In this sense, rather than being subsumed in a negative ontology of the event and a time of anti-event, elements that correspond to the thinking of the possible, the notion of history produced by the philosophy of Difference and Repetition is a history that has an affirmative ontology of the event and a time that is the time of the event / Esta dissertação tem por objetivo elaborar uma relação entre o pensamento de Gilles Deleuze e a ciência histórica. Para isso, partimos do conceito de realismo, tal como este foi trabalhado pelo historiador Jacques Rancière. De acordo com este conceito, o plano de pensamento da história atual é marcado por um niilismo, e, principalmente, por um pensamento do possível. O pensamento do possível é uma determinação do acontecimento histórico a partir de sua condição de possibilidade; uma subsunção do acontecimento ao sistema de possibilidade de uma determinada época. É através deste pensamento do possível que tentamos elaborar uma relação entre o pensamento de Deleuze e a ciência histórica. Já que o pensamento deste autor nos fornece linhas de fuga , que desloca a história do pensamento do possível. Todavia, antes dessa, um outra questão ainda requer a nossa atenção: a crítica deleuzeana à história. Será que há uma crítica radical e exclusiva à história no pensamento deste autor? Após examinarmos esta questão, dando-lhe uma resposta negativa, apresentamos alguns pontos da filosofia da diferença e da repetição, com o intuito de esboçar a singular concepção de história contida nesse sistema. A hipótese que lançamos aqui é a de que esta noção de história não está calcada num pensamento do possível, e sim num pensamento do virtual. Nesse sentido, ao invés de estar subsumida a uma ontologia negativa do acontecimento e a um tempo do anti-acontecimento, elementos que correspondem ao pensamento do possível, a noção de história produzida pela filosofia da diferença e da repetição é uma história que possui uma ontologia afirmativa do acontecimento e um tempo que é o tempo do acontecimento

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-26T20:00:32Z No. of bitstreams: 2 Ludmilla_Witzel2017.pdf: 2931742 bytes, checksum: ca03cfe2a26a94c407a3428a013ade62 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-26T20:00:32Z (GMT). No. of bitstreams: 2 Ludmilla_Witzel2017.pdf: 2931742 bytes, checksum: ca03cfe2a26a94c407a3428a013ade62 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-09-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Who am I? The initial question from the novel, set in Paris, Nadja (1928) express well one of the main concerns of the following work, that sets in relationship the novel from the surrealist Andre Breton and La invención de Morel (1940) by Adolfo Bioy Casares, a narrative that takes place on an island. A connection that is done primarily by the observation of a series of interweaving between male and female, the triggers set by one when in touch with the other: by one side Nadja and Breton – character from the novel; from the other side, Faustine and the anonymous island inhabitant. Therefore, the following directions includes a brief contextualization about the novels century, pointing out some important aspects for the understanding of the novels as a result of a certain specific time in history that do not limit them, but with which the works dialogue; a study of the theories that sustain the present analysis and, ultimately, the intersection of the novels in the perspective of comparative studies, observing aspects of similarity and difference. For doing it, some authors and sources were fundamental, such as Jozef (1974, 2005); Komosinski (2001); Fuentes (1976); Breton (1924, 2007); Gombrich (1988); Deleuse & Guattari (1995-1997); Bachelard (1978-1998); Batchelor (1998), Fer (1998), Nichols (2001), Jung (1964-2008), Willer (2007-2016), Freitas (2006), Lispector (1998), Jaffé (1964), Franz (1964), Nietzsche (2002), Willer (2007-2016), Durand (2012) and Zourabichvili (2004). / Quem sou? O questionamento inaugural do romance, cujo cenário é a cidade de Paris, Nadja (1928) expressa bem uma das principais preocupações do trabalho realizado a seguir que tem como base a relação entre essa obra do surrealista Andre Breton e La invención de Morel (1940) de Adolfo Bioy Casares, a qual tem como cenário uma ilha. Conexão que se forja principalmente a partir da observação dos imbricamentos entre masculino e feminino, os gatilhos acionados por este quando do encontro com aquele: De um lado Nadja e Breton – personagem do romance; de outro, Faustine e o anônimo habitante da ilha. Para tanto, as direções seguidas compreendem uma breve contextualização do século no qual as obras se inserem apontando questões relevantes para sua compreensão enquanto resultado de um momento histórico específico que não as limita, mas com o qual elas dialogam; um estudo das teorias que amparam a análise e por fim, a interlocução na perspectiva comparada entre os romances, observando proximidades e distanciamentos. Para tanto, foram fundamentais os autores a seguir: Jozef (1974, 2005); Komosinski (2001); Fuentes (1976); Breton (1924, 2007); Gombrich (1988); Deleuse & Guattari (1995-1997); Bachelard (1978-1998); Batchelor (1998), Fer (1998), Nichols (2001), Jung (1964-2008), Willer (2007-2016), Freitas (2006), Lispector (1998), Jaffé (1964), Franz (1964), Nietzsche (2002), Willer (2007-2016), Durand (2012), e por fim, Zourabichvili (2004).

Made available in DSpace on 2016-03-15T19:31:01Z (GMT). No. of bitstreams: 1 Claudia Segadilha Adler.pdf: 1118455 bytes, checksum: 071795320084e05077cd2e88bf1ab8c2 (MD5) Previous issue date: 2013-11-21 / Fundo Mackenzie de Pesquisa / Current research about dignity deals with universal aspects and particular aspects. In the work environment, more specifically, theses two aspects are treated as legal issues, market demands, particularities of certain careers and abusive situations. In this study, along with these two aspects of dignity, a third aspect is brought up: the singular one. Dignity is also taken as an experience of life, part of the core human process of Becoming. Hence, the main objective of this research is to understand how dignity, as a process of Becoming, is lived in the work environment. The comprehensive phenomenology was used to achieve it, because this approach allows understanding inter subjective human phenomena, and 20 professors were interviewed. The methodology used is emergent, what is consonant with these approach.It began with the description of the phenomena brought up in the interviews, than identified meaning fragments, the relationship between these meaning fragments (polithetic synthesis),the relationship between the polithetic synthesis (superior polithetic synthesis) and got to identify typifications (monothetic synthesis). So, as a way to resume the relationships found the movement of continuous exchanges it entails, were drawn figures to show such a dynamic. The interviews showed a deep and imbricated relationship between the process of becoming , the lived experience of teaching and the lived experience of dignity. The data showed that in the process of Becoming, the life goal is oriented by the type of person. This goal relates to the choice of being a professor and the way a person teaches, what shows a personalized way of teaching and leads to the perception of finding herself in the academic career. In such a self achieving experience, dignity is also lived. Still, dignity has many meanings. And all of this lived experience is situated in a larger context and exchanges with it. So management issues are discussed, pointing out to the possibility of building workplaces linked to the elements of the workers' process of Becoming. This link allows the experience of self achievement and dignity, which brings good performance. Nonetheless, respect is a sine qua non part of this workplace building. / A pesquisa atual em dignidade trata de seus aspectos universais e particulares. Mais especificamente no contexto do trabalho, esses dois aspectos são abordados a partir de questões legais, das demandas de mercado, vicissitudes de certas carreiras e situações abusivas. Neste estudo, além de trazer essas duas facetas do conceito, levanta-se seu terceiro aspecto: o singular. A dignidade é tratada também como uma vivência, parte do processo humano fundamental de vir a ser. Por esse motivo, objetivo geral da pesquisa é compreender como a dignidade, enquanto processo de vir a ser o que se é, é vivenciada no ambiente de trabalho. Para alcançá-lo, foram entrevistados 20 professores universitários e empregada a fenomenologia compreensiva, abordagem que permite a compreensão de fenômenos humanos intersubjetivos. Pertinente a esse olhar, utilizou-se um método de análise emergente, que permitiu vislumbrar as relações entre os processos vivenciais a partir dos dados. Foi identificada uma profunda e imbricada relação entre o processo de vir a ser (tornar-se quem se é), a vivência da docência e a vivência da dignidade. Do processo de tornar-se foi compreendido que o tipo de pessoa manifesto relaciona-se com a finalidade de vida buscada.E esta com a escolha por, e forma de, praticar a docência, que leva a uma maneira personalizada de exercer a docência e à percepção de encontrar a si mesmo nessa atividade.Nessa experiência, realizadora de si a partir do trabalho docente, há a vivência de dignidade.Dignidade essa dotada de diversos sentidos. E toda essa experiência vivencial é situada, ou seja, aberta à realidade circundante. Com isso, diversas questões de gestão são discutidas,apontando-se para a construção de espaços de trabalho em sintonia com os elementos do processo de tornar-se quem se é de suas pessoas. É essa sintonia que viabiliza as experiências de realização e de dignidade, que podem gerar bons desempenhos, pois ali a pessoa pode concretizar sua finalidade de vida. Contudo, o respeito é parcela sine qua non de toda essa proposta.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-05-23T15:36:43Z No. of bitstreams: 1 fernandamarialeitewinterdeoliveira.pdf: 766604 bytes, checksum: ba5890b17df259a52870b0d0123efb6a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-05-24T17:50:02Z (GMT) No. of bitstreams: 1 fernandamarialeitewinterdeoliveira.pdf: 766604 bytes, checksum: ba5890b17df259a52870b0d0123efb6a (MD5) / Made available in DSpace on 2018-05-24T17:50:02Z (GMT). No. of bitstreams: 1 fernandamarialeitewinterdeoliveira.pdf: 766604 bytes, checksum: ba5890b17df259a52870b0d0123efb6a (MD5) Previous issue date: 2018-02-28 / Esta dissertação pretende analisar a relação entre subjetividade e cristianismo no pensamento de Søren Aabye Kierkegaard. Essa reflexão inicia-se com a reivindicação kierkegaardiana de que o cristianismo é um problema subjetivo e com sua consequente oposição a um tratamento objetivo dos conceitos cristãos. Sócrates será apresentado como importante influência sobre a obra do pensador dinamarquês, inclusive sobre o tema da subjetividade. Será analisado através dos pseudônimos Climacus, Haufinienses e Anti-Climacus, de que modo a antropologia kierkegaardiana, fundamentada em categorias cristãs, como aquelas do pecado e da fé, compreende que a subjetividade é a não-verdade e que ela só pode tornar-se a verdade através da relação com Deus, isto é, com o paradoxo cristão do Deus-Homem. No segundo capítulo será analisada a inter-relação entre subjetividade e fé, especialmente a partir da obra Temor e Tremor e, a partir de uma reflexão sobre a dialética “desespero e fé” / “pecado e fé” em A Doença para a Morte, a fé será enfatizada como a própria possibilidade do tornar-se si mesmo/tornar-se subjetivo. O terceiro capítulo apresentará o processo do tornar-se subjetivo como uma tarefa ético-religiosa, especialmente a partir do Pós-Escrito às Migalhas Filosóficas. Posteriormente, o amor será analisado, a partir de As Obras do Amor, como aspecto fundamental da tarefa ético-religiosa, e o processo do tornar-se subjetivo será enfatizado como a tarefa do tornar-se amoroso. Por fim, iremos refletir sobre como a tarefa do tornar-se subjetivo passa a ser também uma tarefa intersubjetiva quando vinculada ao amor. / This Thesis intends to analyze the relation between subjectivity and Christianity in Søren Aabye Kierkegaard‟s thought. This consideration begins with the kierkegaardian claim of Christianity as a subjective issue and its corresponding objection to an objective consideration of Christian concepts. Socrates will be presented as an important influence in the writings of the Danish philosopher, also in regard to the theme of subjectivity. It will be examined through the pseudonymous authors Climacus, Haufiniennses and Anti-Climacus, how the kierkegaardian anthropology, based in Christian categories such as sin and faith, understands that subjectivity is untruth and that it can only become truth through establishing a relationship with God, i.e., with the Christian paradox of the God-man. In the second chapter, the interrelation of subjectivity and faith, especially through the work Fear and Trembling, will be analyzed and, by reflecting upon the dialectic “despair and faith” / “sin and faith” from The Sickness unto Death, faith will be emphasized as the very possibility of becoming oneself / becoming subjective. The third chapter will present the process of becoming subjective as an ethical-religious task, especially through the Concluding Unscientific Postscript to Philosophical Fragments. Love will be subsequently analyzed, through Works of Love, as a fundamental aspect of the ethical-religious task and, the process of becoming subjective will be emphasized as the task of becoming a loving person. Finally we are going to reflect on how the task of becoming subjective becomes also an intersubjective task when connected to love.

Abstract In this study, I address the need for an in-depth understanding of the temporal nature of strategic change. Accordingly, I examine how strategic change emerges in time in a small Finnish software company. The data for the study consists of strategy-making discussions with three company managers during the course of two years. With this study I contribute to process organization studies in general and post-processual strategy research in particular. By following a process-relational view of becoming reality and adopting an “in-time” view of temporality, I add to discussions on the temporal nature of strategy work. The in-time view enables me to examine strategic change as the fluidity of the present, in which both the past and the future are immanent. In addition to highlighting that processuality cannot be reduced to human actions, I follow the notion of agentic time, which analytically gives agency to relational events. With the in-time view, I aim to unpack especially two underlying tendencies behind theorizations of strategic change: first, the overemphasis on managers as the principle, controlling agents of strategic change, and second, the reduction of the complex and fluxing change processes into simple, static models. With the empirical analysis, I identify five ways in which the agency of time perceptibly manifests in strategic change: unforeseen events, the becoming meaning of events, the immediacy and irreversibility of an emerging situation, the immanent past in the present, and the conditionality of time. I also show the paradoxical tension between organizing processes efficiently over time and experiencing and reacting to novel events in time. Furthermore, I illustrate the multi-event nature of strategic change and show how the managers’ intentionality emerges from within relational events. In contrast to the prevailing view of strategic change as a pre-planned, future-oriented managerial activity, with this study I add to our understanding of strategic change as a continuous, unpredictable process emerging through the mutually constitutive relation between unowned events and human actions. Accordingly, I argue that temporality should be treated as a fundamental characteristic of reality, which defines the dynamics of strategic change, rather than as an objective background or subjective construction of strategy-making. / Tiivistelmä Tällä tutkimuksella vastaan tarpeeseen ymmärtää syvällisemmin strategisen muutoksen ajallista luonnetta. Sen vuoksi tarkastelen tässä työssä, miten strateginen muutos kehkeytyy ajassa pienessä suomalaisessa ohjelmistoyrityksessä. Tutkimusaineistoni koostuu yrityksen kolmen johtajan kanssa käydyistä strategiakeskusteluista kahden vuoden ajalta. Tutkimukseni kontribuoi yleisesti prosessuaaliseen organisaatiotutkimukseen ja erityisesti jälkiprosessuaaliseen strategiatutkimukseen. Tuon tutkimuksessani esille ajallisuuden näkökulman muutosprosessiin. Seuraan prosessi-relationaalista aikakäsitystä, jossa menneisyys ja tulevaisuus nähdään läsnä olevina alati kehkeytyvässä nykyhetkessä. Sen mukaisesti korostan ajan agenttista luonnetta prosesseissa ja keskityn analyysissäni yksilöiden sijaan relationaalisiin tapahtumiin keskeisimpänä muutosvoimana. Tällä näkökulmalla pyrin ohittamaan erityisesti kaksi vallitsevaa strategiatutkimuksen ongelmaa: yritysjohdon roolin ylikorostamisen muutoksen hallitsijana, sekä monimutkaisen ja dynaamisen muutosprosessin liiallisen redusoimisen staattisiksi malleiksi. Tutkimuksessani tunnistan viisi ajan agenssin ilmenemismuotoa strategisessa muutoksessa: odottamattomat tapahtumat, tapahtumien ajassa muuttuva merkitys, elettyjen tilanteiden välittömyys ja peruuttamattomuus, menneisyyden läsnäolo nykyisyydessä, sekä ajan ehdollisuus. Lisäksi osoitan työssäni paradoksaalisen jännitteen ajan yli jatkumaan ja kehittymään suunniteltujen käytäntöjen, sekä ajassa kehkeytyvien hallitsemattomien tapahtumien kohdatessa. Korostan työssäni myös muutostapahtumien monitahoista ilmentymistä ja osoitan, kuinka johtajien tarkoitukselliset toimet muodostuvat tapahtumien sisällä. Tutkimuksellani kyseenalaistan käsityksen strategisesta muutoksesta suunniteltuna, tulevaisuusorientoituneena prosessina. Sen sijaan kuvaan sen jatkuvana ja ennustamattomana prosessina, joka kehkeytyy hallitsemattomien tapahtumien ja yksilöiden toimien sisäisenä dynamiikkana. Väitän, että ajallisuus tulisi nähdä todellisuutta luovana voimana joka määrittää strategisen muutoksen prosessuaalisen luonteen, eikä pelkästään tapahtumien objektiivisena taustana tai ihmisten subjektiivisena tulevaisuuden ja menneisyyden tulkintana strategiatyössä.

The contemporary juridico-political and bioethical debate over physician assisted dying has emerged as one of the most divisive of the late 20th and early 21st centuries. Commonly strained through Western conceptions of individual rights and near ubiquitous calls for the respect an abstractly defined human dignity, popular discourse on assisted dying tends to promote universal understandings of both human beings as well as ethical, legal, moral action. This thesis, however, holds these debates in abeyance preferring rather to explore the ways in which the possibility of an assisted death creates a more meaningful dying space for many Canadian advocates. And though I cannot answer for everyone, for many of the 24 individuals I spent months interviewing, “hanging out” with and generally following around to various meetings/training sessions, the assisted death is not some nihilistic response to the suffering of our materially bounded/feeling bodies, but a contemporary recurrence of a deeply spiritual, relational and artful dying.

The Holocaust and post-war anti-Semitism-propelled migration changed the face of Poland, a country that for centuries has been the heartland of the Jewish diaspora. Remnants of the Polish Jewry that did not emigrate, regardless of whether they considered themselves Poles, Poles of Jewish descent or Polish Jews, often felt fearful about speaking of their ancestry, let alone acting upon it. Jewish organizations and social life did not disappear, but religious congregations in particular gradually diminished in number and activity. Post-socialist Poland has become an arena of profound transformation of Jewish communal life, fostered by stakeholders with distinct agendas and resources: empowered and politically emancipated Jewish Religious Communities, now-marginalized secular organizations of the communist era, a nascent generation of Polish Jewish activists and volunteers, and transnational Jewish non-governmental organizations. My thesis explores Polish Jewish communal life and experiences of being and becoming Jewish. It is a study after the ‘revival’, but revealing its looming presence in unsolved predicaments over a Jewish future, global structural dependencies, and temporal dynamics of programs of socialization. I argue that the post-socialist reality not only witnessed the coming of a new Polish Jewish generation, but also the emergence of a new sociality, shaped in two decades of continuous friction between ontologies, agendas and hopes originating in different locations within, and on different scales of, the Polish Jewish contemporaneity. This new Polish Jewish reality invites us to rethink the impact of globalization on the Jewish diaspora in Eastern Europe, and also offers a new perspective on the role of global NGOs in the contemporary world.

With the rising influence of digitalization and its immense penetration intoeven everyday life, the last decade of the 20th Century addressed to a critical threshold in the successive transformation process of the spatiality in its long-term run. The advanced digital technologies of ubiquitous computing and generative design, as well as the invention of smart materials in late 90’s (particularly the nano-technological materials that emerged as the programmable matters with their ability to evolve continously) have all provoked the fluid characteristics of spatiality, and strengthen the transformative capacities of the architectural space through the emergence of computer-augmented territories. Additionally, while they are becoming as the body extensions, the advent of novel apparatuses and gadgets further enhanced the inte- gration of the corporal and incorporal bodies with the spatio-temporal multiplicities, where the hyperdimensionality of the space has been triggered to its outmost range, in relation to the “soft and smart technologically augmented immanent millieu”, in Spuybroek terms. Thus, like Spuybroek points out as the “haptonomist” presence of the body merges itself with these diverse bodily extensions on one hand; and on the other hand, as the rising influence of nomadic view of the world further stimulates the unboundedness and endless fluidity of space, so that the spatiality becomes a landscape of successive transformations, a topology of emergence or a plane of becoming, which is merely defined by lines of forces, and occures as an alive territory rather than a limited space of predefined boarders. Therefore, this evolvable territory which is affectable and being affected by the lines of forces –inner and outer forces–, emerges as an animated existence, an interactive organism. So, by interacting with the Deleuzian Philosophy and their notions like lines of forces, folding, becoming, smooth space, territory, spatium, this article aims to reveal the relevance of these notions in architectural discourse, as well as the emergence of the smooth space in the contemporary architectural practice, by magnifiying one of the very initial examples of its kind; in terms of unfolding the Fresh Water Pavilion of NOX Architecture by Lars Spuybroek into question to reveal the essences of thecontemporary transformable-evolvable architectural spatiality.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-14T12:40:44Z No. of bitstreams: 1 alanwilliandejesus.pdf: 1402687 bytes, checksum: fa723190510c1c6b39ce561da9917145 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-14T15:50:49Z (GMT) No. of bitstreams: 1 alanwilliandejesus.pdf: 1402687 bytes, checksum: fa723190510c1c6b39ce561da9917145 (MD5) / Made available in DSpace on 2015-12-14T15:50:49Z (GMT). No. of bitstreams: 1 alanwilliandejesus.pdf: 1402687 bytes, checksum: fa723190510c1c6b39ce561da9917145 (MD5) Previous issue date: 2015-03-27 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / Buscando refletir o que se passa e o que constitui o ser professor neste movimento que, por opção, aqui chamamos de Mundo Atual Complexo, logo deparamo-nos com os desafios que vêm assolando o tempo presente e que, de alguma maneira, afetam a vida dos sujeitos e também o seu conhecimento e sua maneira de pensar, agir e se sentir no e com o mundo. As escolhas de vida dos sujeitos, diretamente entrelaçadas com a forma como vemos o mundo, mostram-nos sutilmente por onde perpassam os posicionamentos e as relações com o conhecimento que o professor experiencia em seu cotidiano escolar. Suas Narrativas, que carregam em si o seu devir, possibilitam-nos compreendermos, através das experiências de vida, o sentido das situações escolares (CONNELLY; CLANDININ, 2008). Posicionando-se frente à fragmentação do ser e do saber (MORIN, 2007a), cujos processos paradigmáticos que procuraram dominar o ocidente disseminaram uma forma fragmentada de compreender o mundo e o homem, não obstante vemo-la perdurar no cotidiano escolar, uma vez que compreendemos que vida e conhecimento estão extremamente relacionados. Para isso, procuraremos compreender e buscaremos, a partir de uma forma outra de noção de sujeito, isto é, junto às contribuições da noção de sujeito compreendido pelo pensador Edgar Morin, desenvolver reflexões do devir professor e da professora a partir de suas experiências materializadas em sua própria voz e escrita. Assim sendo, nossa inquietação parte da pergunta como o professor e a professora do Ensino Fundamental de Escola Pública vem experienciando o devir professor? Nosso objetivo então é tecer, com as confissões do devir professor, possibilidades de inventar e reinventar um caminho histórico de acontecimentos na docência, que se constitui na relação com devires outros no cotidiano escolar, a fim de que o sujeito professor e professora possa melhor compreender o movimento de seu conhecimento. Nosso referencial teórico está pautado no diálogo com os intercessores Connelly e Clandinin (2008); Edgar Morin (2002a, 2002b, 2003a, 2005a, 2007a, 2007b, 2008b); Larrosa (2004); Marques (2001); Reis (2008) e Rancière (2002). Junto a esse movimento, trazemos a Narrativa como Investigação metodológica, ou melhor, uma Investigação Narrativa (CONNELLY; CLANDININ, 2008). Assim, percebemos que, enquanto Morin (2007a) nos dá a possibilidade de realizarmos uma pesquisa de natureza complexa, ou seja, sem apresentar um caráter julgador do objeto para se chegar a uma verdade, o pesquisador dialoga com o cotidiano, sendo um observador-observado em locus através de metapontos de vista provisórios; a proposta metodológica da Investigação Narrativa nos possibilita valorizar e emergir a subjetividade que habita o cotidiano escolar na tentativa de compreensão da realidade, convidando os investigados a falarem acerca de si próprios, não se limitando à análise de dados (REIS, 2008). / In an attempt to reflect on what happens and what becoming a teacher implies in this movement that, by choice, is here referred to as a Current Complex World, we are soon faced with challenges that have been sweeping present time, and which somehow affect an individual’s life, as well as their knowledge and their way of thinking, acting and feeling within and with the world. An individual’s life choice, which is directly intertwined with how we see the world, subtly shows us where the positions and relations with knowledge permeate that teachers experience in their daily life at school. Their narratives, which bring along their becoming, enable us to understand the meaning of school situations through life experiences (CONNELLY; CLANDININ, 2008). Nevertheless, by positioning ourselves before a fragmentation of being and knowing (MORIN, 2007a), whose paradigmatic processes that sought to take over the West spread a fragmented way of understanding the world and man, we see them persist in everyday school life, once we understand that life and knowledge are closely related. To this end, we shall try to understand it from another perspective of an individual’s manner, i.e., with the contributions of an individual’s notion as understood by thinker Edgar Morin, we will try to develop thoughts of becoming a teacher based on their materialized experiences in their own voice and writing. Therefore, our concern starts by questioning how a Public Fundamental Education School teacher has been experiencing the fact of becoming a teacher. Our goal then is to create, based on the confessions of what it is like to become a teacher, possibilities to invent and reinvent a historical path of events in teaching, which comprises the relations of other ways of becoming in everyday school life, so that the individual teacher can better understand the movement of their knowledge. Our theoretical reference is based on the dialogue with the intercessors Connelly and Clandinin (2008); Edgar Morin (2002a, 2002b, 2003a, 2005a, 2007a, 2007b, 2008b); Larrosa (2004); Marques (2001); Reis (2008) and Rancière (2002). Along with this movement, we present Narrative as methodological research, or rather a Narrative Research (CONNELLY; CLANDININ, 2008). Thus, we can see that while Morin (2007a) gives us the possibility of doing research of a complex nature, i.e., without giving it a judgment tone of the object to get to the truth, the researcher should have a dialogue with everyday life by being an observed observer in locus through provisional view meta-points; the methodological proposal for Narrative Research enables us to value and emerge the subjectivity that is present in the school routine in an attempt to understand reality by inviting respondents to talk about themselves, not limited to data analysis (REIS, 2008).