Orientador: Pedro Laudinor Goergen / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-07-13T23:43:13Z (GMT). No. of bitstreams: 1 Kulesza_WojciechAndrzej_D.pdf: 15433314 bytes, checksum: cbe0a73fa7e97ceac4fa7d6869727d56 (MD5) Previous issue date: 1991 / Doutorado

Made available in DSpace on 2016-03-15T19:48:11Z (GMT). No. of bitstreams: 1 Michelle Razuck Arci.pdf: 941033 bytes, checksum: 2a0e99247d27113ab540cb6fbd838fec (MD5) Previous issue date: 2010-12-13 / Universidade Presbiteriana Mackenzie / In 1988 Constitution and in the enactment of law 9,475 of July 22 1997, which altered LDB/1996 section 33, Religious Education is to be part of the grounds of citizenship education, integrating the curriculum of Elementary Public Schools. We intend, through the present work, to meet the constitutional grounds of the confessional school and confessional education, concluding that the Constitution and the rights protected in it, guarantee the existence, the functionality and viability of confessional educational in Brazil today. Religious Education classes, in the confessional approach, should not be limited to liturgical practice alone, once the school is not a church extension. However, the main concept of protestant confessional education, is centered on the student's formation as a whole and the method is the indissociable from teaching, from moral and mercy; having an integrated and integrating vision. The present work aims to identify the indissociable factor from teaching, moral, and mercy as fundamental grounds to Protestants Religious Education classes and to personality formation, through faith teaching. It was necessary to examine the historical and legislative evolution of Religious Education in the Brazilian Constitution and in Diretrizes e Bases da Educação Nacional, as well as identify the main ideas and practices concerning the subject. Furthermore, we seek the constitutional base to its existence and viability of confessional education. Thereafter, it also describes Comenius educational proposal to the full formation of the student, on the educational, social, moral, ethical and religious sphere, in order to, subsequently, identify the indissociable factor from teaching, moral and mercy as fundamental principle of confessional protestant teaching. / Na Constituição de 1988 e a partir da promulgação da Lei nº. 9.475 de 22 de julho de 1997, que alterou o artigo 33 da LDB/1996, o Ensino Religioso passa a fazer parte da formação básica do cidadão, constituindo-se componente curricular das escolas públicas de Ensino Fundamental. Procurou-se, no presente estudo, encontrar a base constitucional da escola confessional e da educação confessional, concluindo-se que a Constituição Federal e os direitos nela reconhecidos, garantem a existência, a funcionalidade e exiquibilidade da educação confessional no Brasil contemporâneo. As aulas de Ensino Religioso na modalidade confessional, não pode ser limitada a apenas práticas litúrgicas, uma vez que a escola não é uma extensão da igreja. Todavia, o postulado central da educação confessional protestante e, logo, do ensino religioso confessional protestante, jaz na formação integral do aluno e o método é a indissociabilidade do ensino, da moral e da piedade, tratando-se de uma visão integrada e integradora. O presente estudo teve como objetivo identificar a indissociabilidade do ensino, da moral, e da piedade como princípio fundamental para as aulas de Ensino Religioso Protestante e para a formação da personalidade, por meio do ensino da fé. No caminho para atingir tal objetivo, foi necessário discorrer acerca da evolução histórica e legislativa do Ensino Religioso nas Constituições Brasileiras e nas Leis de Diretrizes e Bases da Educação Nacional, bem como identificar as principais ideias e práticas em torno desta disciplina, além de buscar a base constitucional para a existência e exequibilidade da educação confessional. Em seguida, procurou-se também descrever a proposta educacional de Comenius para a formação plena do aluno, no âmbito educacional, social, moral, ético e religioso, para num terceiro momento identificar a indissociabilidade do ensino, da moral e da piedade como princípio fundamental do ensino confessional protestante.

Magistrinis darbas susideda iš dviejų dalių. Pirmoje dalyje pateikiama Socrates/Comenius 1 projektų 1998-2006 metais vykdytų Lietuvoje kiekybinė ir tematinė apžvalga. Antroje dalyje pristatomas empirinis projekto dalyvių – mokytojų – tyrimas, kuriuo buvo siekiama nustatyti mokytojų požiūrį į dalyvavimo projekte poveikį mokytojų profesiniam tobulėjimui. Darbo pabaigoje pateikiamos tyrimo išvados bei rekomendacijos. Tyrimo tikslas – ištirti mokytojų požiūrį į Socrates/Comenius 1 projektų poveikį jų profesiniam tobulėjimui. Projekto dalyvių - mokytojų - empirinis tyrimas buvo atliekamas anketinės apklausos metodu. Gauta 110 tinkamų analizuoti anketų. Apibendrinus tyrimo rezultatus daroma išvada, kad dalyvavimas projektuose turėjo didelės įtakos mokytojų profesiniam tobulėjimui. Dalyvavimas projekte praturtino tiek pačius mokytojus, tiek ir mokinius, ką minėjo dauguma apklaustųjų. Dauguma mokytojų patobulino savo užsienio kalbų žinias, vadybinius gebėjimus, praplėtė tarpkultūrinį pažinimą, projekto metu surinktą medžiagą naudojo pamokų metu. Taip pat darbe buvo siekiama atskleisti, su kokiomis problemos dažniausiai susidūrė projektų vykdytojai, bei remiantis dalyvių patirtimi ir literatūros šaltiniuose surinkta informacija, pateikti rekomendacijas esamiems ir būsimiems tarptautinių mokyklų bendradarbiavimo projektų vykdytojams. / This work consists from two main tasks. In first part of it is presented quantitative and thematic review for Socrates/Comenius 1 projects in Lithuania in the year 1998-2006. In second part you can find the empirical research of participants of project – teachers, which was aimed to identify teacher’s point of view to an influence of participating in project to their professional development. And in the end are presented conclusions and recommendations. The subject of this work is to explore the approach of teachers to the influence of Socrates/Comenius 1 projects to their professional development. This empirical research of project participants – teachers was organised on the basic of questionnaires. We have got 110 questionnaires good for analyses. With conclusion of this work we can say, that participating in the projects had strong influence for teacher’s professional development. Work in the project made richer teachers as well as students – many participants mentioned that. Majority of teachers improved their knowledge of foreign languages, abilities of using IT as well as management abilities extended their intercultural knowledge, products of projects they used in lessons. I also wanted to show, what kind of problems had participants of projects, and on the strength of their experience and information of literature sources, to give recommendations for present and future participants of international schools cooperation projects.

There is a wide consensus that including mathematical modeling into the curricula is an important aim. A lot of attention has been spent on the realistic problems whereas their embedding in a classroom situation is less investigated so far, although the methodical arrangements are of major importance for initiating students’ activities. In this paper, the implementation of the modeling task “swimming pool” in mathematics education in two lessons is compared concerning learning arrangement and teaching methods in depth with respect to the students’ activities. Two videos about this implementation will be shown and discussed in this workshop. They are supposed to demonstrate in which different ways teachers engage in modeling. The aim is to show teachers, especially those without experience in teaching modeling, how modeling tasks can be implemented.

Made available in DSpace on 2016-08-03T16:15:44Z (GMT). No. of bitstreams: 1 KarinaLPC.pdf: 419951 bytes, checksum: 36160b6ec07869b211abf101bb2ef58c (MD5) Previous issue date: 2014-03-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The hypothesis of the present thesis was Comenius and his thought compose one of the structural bases of the right to education, as it is currently understood. In order to discuss it, a dialogue between the thought of Comenius and the World Declaration on Education for All in Jomtien, 1990, UNESCO was sought. Jan Amos Comenius, educationalist and moravian bishop of the XVII century, endeavored in the creation and dissemination of his panshopic proposal in society, having the education as main part in the culture renovation. It was intended to present Comenius as a pioneer of education, considering his defense for an universal education within an unequal social context in mid sixteen hundreds, as well as the present, the recognition of his pioneering by the very UNESCO, considering him the Organizations spiritual antecessor. The educationalist aimed a knowledge systematization in panshopic key, represented by the triad omnes, omnia, omnino - teach everything in-depth to everyone. Therefore, the specifically objectives were : a) to know the phases of his life, covering his works, theological and pedagogical basis and experiences in his historical context; b) to present his educational thought; c) to comprehend specifically his panshopic proposal, that connects to the right to education. The methodological choice in the historical-documentary analysis, inspiration to the research, was the New History, based in Fernand Braudel, Jacques Le Goff, Marc Bloch and Peter Burke. Authors that served as reference on Comenius are, among others: Olivier Cauly, João Luiz Gasparin, Franco Cambi, Frederick Eby, Jean Piaget, Will Monroe, Sérgio Covello, Latourette and Walker. The conclusion of this philosophical-juridical work pointed to the verification of convergences between Comenius thought and the mentioned Declaration of Jomtien, evidencing notable presence in the concepts construction of right to education, as one of its fundamental columns in contemporaneity. The research was built on an universal ideal, that transcends seasons and find the intrinsically human desire of equality through knowledge and intend to serve as subsidy and motivation for new studies on Comenius thought related to the right to education. / Essa dissertação teve a seguinte hipótese de trabalho: Comenius e seu pensamento compõem uma das bases estruturais do direito à educação, como é entendido atualmente . Para discuti-la, buscou-se promover um diálogo entre o pensamento comeniano e a Declaração Mundial Sobre Educação Para Todos de Jomtien, 1990, UNESCO. Jan Amos Comenius, pedagogo e bispo morávio do século XVII, empenhou-se na criação e disseminação de sua proposta pansófica na sociedade, tendo a educação como papel central na renovação da cultura. Pretendeu-se apresentar Comenius como um pioneiro da educação , haja vista sua defesa por uma educação universal em meio a um contexto social desigual em meados dos anos mil e seiscentos, bem como na atualidade, o reconhecimento de seu pioneirismo pela própria UNESCO, considerando-o o antecessor espiritual daquela Organização. O pedagogo buscava uma sistematização do saber em chave pansófica, representada pela tríade omnes, omnia, omnino - ensinar tudo a todos e totalmente. Assim, objetivou-se especificamente: a) conhecer as fases de sua vida, que abarcam suas obras, bases teológicas e pedagógicas e vivências em seu contexto histórico; b) apresentar seu pensamento educacional e c) compreender especificamente sua proposta pansófica, que se liga ao direito à educação. A opção metodológica na análise histórico-documental, inspiração para a pesquisa, foi a História da Longa Duração, fundamentada em Fernand Braudel, Jacques Le Goff, Marc Bloch e Peter Burke. Autores que serviram como referência sobre Comenius são, entre outros: Olivier Cauly, João Luiz Gasparin, Franco Cambi, Frederick Eby, Jean Piaget, Will Monroe, Sérgio Covello, Latourette e Walker. A conclusão deste trabalho filosófico-jurídico apontou para a constatação de convergências entre o pensamento de Comenius e a citada Declaração de Jomtien, demonstrando sua notável presença na construção do conceito de direito à educação como um de seus pilares fundamentais na contemporaneidade. A pesquisa foi edificada sobre um ideal universal, que transcende épocas e encontra-se com o desejo intrinsecamente humano da igualdade através do conhecimento e pretende servir de subsídio e motivação para novos estudos a respeito do pensamento de Comenius relacionado ao direito à educação.

This study was made to determine the contributions of John Amos Comenius to the field of education and to analyze specifically his work in this field which would indicate that his philosophy contained concepts for industrial arts which are applicable today.

Anotation Personality Jan Amos Comenius is viewed from different sides. There are a number of expert works which accommodates the personality of assorted sides about Jan Amos's Comenius's professional activities and human destiny. Me, I have not concerned his professional public and even organizational activity and intrigued me rather its human searching security in life through faith. Therefore, the subject of my work are more or less his fictional writings, therefore Letters to Heaven, Mournful, and The Labyrinth of the World and the Paradise of the Heart. I believe that if real life Comenius uses the term "consolatory", you can search just finding his comfort in his own creating and then in the tone in these works. Although these works are subjects of the harshest reality in his time. I think an interesting document is his correspondence expressing his worries mostly, but also sometimes the joy of his own works, as well as its human joy of universal recognition of his work. I most relied on the autobiography of John Amos Comenius, the work of Jan Blahoslav Čapek, work by Jaroslava Pešková, Pavel Říčan, Jan Václav Novák and of course my own reading Comenius's works from the sources.

In this work we tried to look into the life of John Amos Comenius. Simultaneously we dismantle his ideological basis, with respect to pansophia. We paused at Comenius perception of faith in God and the individual points Panorthosia. In main chapter, we compared the Comenius pedagogical bases with current educational trends. In conclusion we came to the findings that we specify differences between Comenius thinking and contemporary times. We have pointed out that in the general scale of the world is closer to the ideals of Comenius. As regards the actual pedagogical research, the current education seeks to upgrade its educational methods, but in some places groping through the influence of different opinions. The problem of the present time we have found the utilization of the contemporary world , together with a lack of time. The disadvantages include the still poorly organized curricula, while lack of respect for the teachers. By contrast, a clear positive of today we added the currently open views, efforts to link a multicultural pupil's confidence tendency to wake up in the truest sense.

John Amos Comenius, the seventeenth century realist, and Francis Wayland Parker, the nineteenth century pragmatic idealist, presented new educational theories and practices. Both men, products of their own times, through their wide learning, great imagination and sympathy with the intellectual and social climate of their day, offered to the world a new outlook on education -- an education focused on the needs and the interests of children. / Thesis (PhD) — Boston College, 1967. / Submitted to: Boston College. Lynch School of Education. / Discipline: Education.

Os desafios em educação pressupõem um processo reflexivo contínuo, já que é a sua implementação que desvenda as sociedades do futuro. O exercício de uma cidadania em pleno é altamente condicionado por uma sociedade sofisticadamente tecnológica, que facilmente pode incitar ainda a mais desigualdades. A Escola Pública enverga a missão de fomentar a dignidade da pessoa humana, de incrementar um ensino de qualidade que permita aos jovens da nossa comunidade concretizarem os seus objetivos. O sucesso passa indubitavelmente pela necessidade de ligar todas as componentes do ser humano, aliar tradição e contemporaneidade numa expressão de multiculturalidade. É necessário dotar os cidadãos de ferramentas úteis para a produção de conhecimento e para a aquisição de competências, surgindo neste contexto o Inglês como língua global, sendo o seu domínio uma aptidão vital para o exercício de cidadania. O contacto direto entre indivíduos de culturas diferentes é essencial para o alargamento dos princípios democráticos, melhorar o respeito pela diversidade e o entendimento das idiossincrasias humanas, e o Programa Comenius é um expediente privilegiado para permitir à escola recursos de forma a efetivar esse contacto direto entre alunos e professores das mais variadas nacionalidades que integram a culturalmente imensa Europa. A globalização tem repercussões fortes em todos os domínios da sociedade alterando os paradigmas do mundo económico e consequentemente do emprego. A empregabilidade torna necessária uma constante adaptação do ser humano, a qual só é conseguida através da Aprendizagem Ao Longo da Vida, a qual oferece uma diversidade de itinerários como forma de resposta às crescentes necessidades do progresso humano.