Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-02-01T19:55:44Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) juliano_aparecido_souza.pdf: 3379704 bytes, checksum: 6874df50898c55f3839b04200e5db12a (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-02-03T12:16:20Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) juliano_aparecido_souza.pdf: 3379704 bytes, checksum: 6874df50898c55f3839b04200e5db12a (MD5) / Made available in DSpace on 2018-02-03T12:16:20Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) juliano_aparecido_souza.pdf: 3379704 bytes, checksum: 6874df50898c55f3839b04200e5db12a (MD5) Previous issue date: 2017 / A disserta??o a Gest?o das Escolas Municipais da Cidade de Diamantina (MG): Similaridades e Contradi??es na Implanta??o da Gest?o Democr?tica, tem como objetivo principal desvelar as similaridades e contradi??es na implanta??o da gest?o democr?tica na Secretaria Municipal de Educa??o e em 02 (duas) escolas do ensino fundamental do Munic?pio de Diamantina (MG). A op??o pela tem?tica justifica-se em fun??o do princ?pio da gest?o democr?tica estabelecido pela Constitui??o Federal da Rep?blica de 1988, e o Plano Nacional de Educa??o (2014-2024), regulamentado pela Lei n? 13005, de 25 de junho de 2014, em que foi estabelecido na meta 19, o per?odo de 02 (dois) anos para a implanta??o da gest?o democr?tica. O desenvolvimento da pesquisa esteve amparado por pressupostos te?ricos de Bo bbio (2011), onde o mesmo faz uma reflex?o sobre as formas de estado e governo e a sua import?ncia e influ?ncia na elabora??o das constitui??es e Cury (2007) que faz uma an?lise do direito educacional nas constitui??es brasileiras e as interven??es estatais no sistema de ensino. No que se refere a metodologia o estudo apoiou-se na pesquisa documental, tendo em vista que a investiga??o pautou-se em legisla??es, sites oficiais e outros documentos dispon?veis nas institui??es. Nesta perspectiva, o desenvolvimento da pesquisa ocorreu em tr?s momentos, a saber: sele??o de documentos acesso a eles e a an?lise de conte?do. Tendo em vista a an?lise e discuss?o das informa??es optou-se pela realiza??o de uma an?lise de conte?dos, pautado no arcabou?o te?rico de Franco (2005). Em rela??o aos resultados, h? que se considerar o curto prazo estabelecido para uma grande mudan?a organizacional e cultural, todavia ap?s a an?lise dos documentos foi vislumbrado similaridades e contradi??es que necessitam de aprimoramento e retifica??es de alguns atos. Tendo em vista a natureza de um mestrado profissional, apresentou-se como produto um quadro cujo intuito foi estabelecer quest?es, indicadores e estrat?gias inerentes a gest?o democr?tica, norteadoras para a elabora??o de cartilha com objetivo de orientar o gestor municipal, gestores escolares e os demais integrantes desse processo, em rela??o a pontos e a??es necess?rias para a concretiza??o da meta em an?lise. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The dissertation on the Management of Municipal Schools in Diamantina, Minas Gerais State (MG): Similarities and Contradictions to implement a Democratic Management has its purpose in disclosing the similarities and contradictions about the implementation of democratic management at the Municipal Education Office, and two Elementary schools in Diamantina. The subject of this study remains on the principle of democratic management established by the Federal Constitution of 1988, also the National Education Plan (2014- 2024) regulated by Law no.13005, June 25th, 2014. The Law has established in goal 19 the period of two years to implement a democratic management. The research has been supported by the theoretical assumptions of Bobbio (2011) who discusses the state and government types and the importance and influence on constitution elaboration. This work also takes into account the analysis of Cury (2007) about the educational right in brazilian constitutions and govermental interventions in the education system. Regarding the methodology, this study is supported by documentary research, bearing in mind that the research was based on legislation, official websites and institutional documents available. In this perspective, the research development occurred in three areas, namely: document selection, access, and analysis of content. Considering the analysis and discussion of information, the content analysis has been chosen based on the theoretical framework of Franco (2005). With respect to the results, it is necessary to consider the short term established for a great organizational and cultural change. However, after an analysis of documents, the similarities and contradictions raised the need of improvement and revisions of some acts. In view of the nature of a professional master program, a framework has been presented, which goal is to establish issues, indicators and strategies related to democratic management to guide a booklet preparation. This framework can lead the municipal manager, school managers and other members of this process, in relation to the points and actions necessary to achieve the goal under analysis.

Esta tese de doutorado aborda o processo de formação e a prática profissional dos educadores da rede pública municipal e estadual da cidade de Igrejinha, RS. Este é um estudo de caso que segue a teoria materialista e utiliza as categorias filosóficas do Materialismo Dialético, as categorias sociológicas do Materialismo Histórico e também as categorias da Economia Política de Marx. A partir do Materialismo Dialético, analisamos os princípios, as leis e as categorias que estão imbricadas no processo de formação dos professores e também envolvidas em sua prática profissional. Esta tese é caracterizada como um estudo de caso que procura analisar as contradições existentes entre a formação e a prática profissional dos professores da rede pública municipal e estadual de ensino dentro de uma visão de totalidade. Com esta tese procuramos conhecer e compreender as contradições existentes entre a formação e a prática profissional e, num segundo momento, sugerimos ações concretas e viáveis no sentido de melhorar a prática dos educadores em sala de aula e, conseqüentemente, contribuir para a melhoria do nível de qualidade da educação pública na cidade de Igrejinha, RS. Nesta tese, afirmo que as contradições existentes entre a formação e a prática profissional dos educadores estão relacionadas com o baixo nível de qualidade da educação igrejinhense e também contribuem para que haja um clima de desânimo e desmotivação entre os professores, alunos e os diferentes profissionais que estão envolvidos com a educação. Os dados que expusemos nesta tese são provenientes de pesquisas em fontes bibliográficas e documentais e, como técnicas de coletas de dados, utilizamos a entrevista semi-estruturada e a observação semi-dirigida das aulas de dez professores. A partir desta tese, podemos afirmar que é urgente a viabilização de projetos destinados a organização de ações concretas voltadas à formação continuada/permanente dos professores para que estes consigam harmonizar mais a dimensão teórica com a dimensão prática presentes no processo pedagógico. O aumento dos investimentos em educação para a concretização de uma política salarial justa, bem como o aumento dos salários, são soluções que se impõem em regime de urgência como saída para estimular os professores que lutam em diferentes salas de aula em diversas turmas de alunos. Preconizamos que a educação e a formação são fenômenos políticos capazes de contribuir no processo de emancipação dos seres humanos e, a partir disto, preparar os jovens para o exercício consciente da cidadania e, desta forma, estaremos criando condições para aperfeiçoar a democracia e transformar a sociedade. / This doctoral thesis addresses the educators’ professional training and practice process of the municipal and state public network of the city of Igrejinha, RS. This is a case study that follows the materialist theory and uses the philosophical categories of the Dialectical Materialism, the Historical Materialism sociological categories and also Marx's Political Economy categories. From the Dialectical Materialism we discuss the principles, laws and categories that are interlinked in the training process of the teachers and also involved in their professional practices. This thesis is characterized as a case study that tries to analyze the existing contradictions between the municipal and state public network education teachers’ training and practice within a vision of totality. With this thesis we try know and understand the contradictions between the professional training and practice, and at a second time, we suggest concrete and viable actions in the sense of improving the educators’ practice in the classroom and thus contribute to improving the level of quality of public education in Igrejinha, RS. In this thesis I state that the existing contradictions between the educators’ professional training and practice are linked to the low quality level of Igrejinha’s education and they also contribute to a discouragement atmosphere and demotivation among the teachers, students and various professionals who are involved with education. The data that we outlined in this thesis come from research in bibliographic and documentary sources, and as data collection techniques, we used the semistructured interview and the semi-directed observation of ten teachers’ lessons. From this thesis we can claim that the viability of projects for the organization of concrete actions focusing on teachers’ continuing/permanent education is urgent so that they can harmonize more the theoretical dimension together with the practice dimension present in the pedagogical process. The education investment raise to the achievement of a fair wage policy, as well as the wage raise, are solutions that are required under the emergency regime as a way out to stimulate teachers who struggle in different classrooms in various students’ groups. We advocate that education and training are political phenomena able to contribute in the process of emancipation of human beings and from that prepare young people to the conscious exercise of citizenship and thus we are creating conditions for enhancing democracy and transform the society.

Esta tese de doutorado aborda o processo de formação e a prática profissional dos educadores da rede pública municipal e estadual da cidade de Igrejinha, RS. Este é um estudo de caso que segue a teoria materialista e utiliza as categorias filosóficas do Materialismo Dialético, as categorias sociológicas do Materialismo Histórico e também as categorias da Economia Política de Marx. A partir do Materialismo Dialético, analisamos os princípios, as leis e as categorias que estão imbricadas no processo de formação dos professores e também envolvidas em sua prática profissional. Esta tese é caracterizada como um estudo de caso que procura analisar as contradições existentes entre a formação e a prática profissional dos professores da rede pública municipal e estadual de ensino dentro de uma visão de totalidade. Com esta tese procuramos conhecer e compreender as contradições existentes entre a formação e a prática profissional e, num segundo momento, sugerimos ações concretas e viáveis no sentido de melhorar a prática dos educadores em sala de aula e, conseqüentemente, contribuir para a melhoria do nível de qualidade da educação pública na cidade de Igrejinha, RS. Nesta tese, afirmo que as contradições existentes entre a formação e a prática profissional dos educadores estão relacionadas com o baixo nível de qualidade da educação igrejinhense e também contribuem para que haja um clima de desânimo e desmotivação entre os professores, alunos e os diferentes profissionais que estão envolvidos com a educação. Os dados que expusemos nesta tese são provenientes de pesquisas em fontes bibliográficas e documentais e, como técnicas de coletas de dados, utilizamos a entrevista semi-estruturada e a observação semi-dirigida das aulas de dez professores. A partir desta tese, podemos afirmar que é urgente a viabilização de projetos destinados a organização de ações concretas voltadas à formação continuada/permanente dos professores para que estes consigam harmonizar mais a dimensão teórica com a dimensão prática presentes no processo pedagógico. O aumento dos investimentos em educação para a concretização de uma política salarial justa, bem como o aumento dos salários, são soluções que se impõem em regime de urgência como saída para estimular os professores que lutam em diferentes salas de aula em diversas turmas de alunos. Preconizamos que a educação e a formação são fenômenos políticos capazes de contribuir no processo de emancipação dos seres humanos e, a partir disto, preparar os jovens para o exercício consciente da cidadania e, desta forma, estaremos criando condições para aperfeiçoar a democracia e transformar a sociedade. / This doctoral thesis addresses the educators’ professional training and practice process of the municipal and state public network of the city of Igrejinha, RS. This is a case study that follows the materialist theory and uses the philosophical categories of the Dialectical Materialism, the Historical Materialism sociological categories and also Marx's Political Economy categories. From the Dialectical Materialism we discuss the principles, laws and categories that are interlinked in the training process of the teachers and also involved in their professional practices. This thesis is characterized as a case study that tries to analyze the existing contradictions between the municipal and state public network education teachers’ training and practice within a vision of totality. With this thesis we try know and understand the contradictions between the professional training and practice, and at a second time, we suggest concrete and viable actions in the sense of improving the educators’ practice in the classroom and thus contribute to improving the level of quality of public education in Igrejinha, RS. In this thesis I state that the existing contradictions between the educators’ professional training and practice are linked to the low quality level of Igrejinha’s education and they also contribute to a discouragement atmosphere and demotivation among the teachers, students and various professionals who are involved with education. The data that we outlined in this thesis come from research in bibliographic and documentary sources, and as data collection techniques, we used the semistructured interview and the semi-directed observation of ten teachers’ lessons. From this thesis we can claim that the viability of projects for the organization of concrete actions focusing on teachers’ continuing/permanent education is urgent so that they can harmonize more the theoretical dimension together with the practice dimension present in the pedagogical process. The education investment raise to the achievement of a fair wage policy, as well as the wage raise, are solutions that are required under the emergency regime as a way out to stimulate teachers who struggle in different classrooms in various students’ groups. We advocate that education and training are political phenomena able to contribute in the process of emancipation of human beings and from that prepare young people to the conscious exercise of citizenship and thus we are creating conditions for enhancing democracy and transform the society.

This dissertation aims to discuss the contradictions between the reality of educating and teaching practices of educators, found in the process of teaching and learning at school in the field: Municipal School of Education Elementary Santo Antonio do Agudo-RS municipality. For this, a qualitative research was conducted on-site observation, semi-structured interview and questionnaire the families of students. Therefore, we sought to reflect on the importance of rural education, historical knowledge and territory then highlighting the dynamics in these knowledge and relating to the inclusion of environmental issues in the teaching-learning process, and the theory of Paulo Freire as guiding. Additionally, this work also presents some theoretical reflections about the construction and reconstruction of the territory in the farmer's perspective. It is considered that, in order to have a chance of resistance to agribusiness pressure, to which the class is submitted, it is necessary to diversify the property in order to achieve self-sufficiency. / Esta dissertação objetiva discutir as contradições entre a realidade dos educandos e as práticas pedagógicas dos educadores, encontradas no processo de ensino-aprendizagem em escola localizada na zona rural do município de Agudo-RS. Para isso, foi realizada uma pesquisa qualiquantitativa com observação in loco, entrevista semiestruturada e questionário aplicado às famílias dos educandos. A pesquisa realizou-se nos anos de 2015 e 2016. Para tanto, buscou-se refletir a respeito da importância da educação do campo, saberes históricos e território, destacando a dinâmica existente nesses saberes. Relaciona-se essa problemática à questão ambiental no processo de ensino-aprendizagem. Além disso, este trabalho também apresenta algumas reflexões teóricas acerca do processo de construção e reconstrução do território na perspectiva do camponês. Considera-se que, para que se tenha uma possibilidade de resistência à pressão do agronegócio, ao qual os agricultores são submetidos, é necessário diversificar a propriedade e o currículo escolar na perspectiva da territorialização, efetivando o projeto da educação do campo.

Made available in DSpace on 2015-05-14T12:17:28Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2777798 bytes, checksum: 4e97ef83c5e24d5316b40730fbd70ed1 (MD5) Previous issue date: 2010-10-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The paper purports to examine the conflict over land between peasants and the State Government in the Irrigated Meadows Sousa (PIVAS) conceived in the 1950s and formalized in the late 1990s. The aim of the PIVAS is the production of irrigated fruits for export. For some authors the genre of waterbuck projects are part of the restructuring of the productive base of the Northeast. In 2002 the work was stopped by order of the Court of Audit (TCU) for finding irregularities in 2004 and started the conflict over land played by peasant families motivated by dissatisfaction and articulated by social movements. In 2010 the peasants' struggle six years old. The entry of the families in the productive process of PIVAS represents both a contradiction of the project as social movements, and a strategy of silent struggle, and it is in this context that guides the central objective of this research: Analyze the conflict over land played in the waterbuck by peasant families and the state, highlighting the points of contradiction in the formation of peasant territoriality for negotiation with the State Government and INCRA. As a result of the contradictions of agribusiness and strategies of the peasants there is a new subject peasant who comes to merge the mosaic of national classifications peasant, the farmer irrigating the meadow Sousa. / A dissertação em questão se propõe a analisar o conflito por terra entre camponeses e Governo do Estado no Perímetro Irrigado Várzeas de Sousa (Pivas) idealizado na década de 1950 e oficializado no final da década de 1990. O objetivo do Pivas é a produção de frutas irrigadas para exportação. Para alguns autores projetos do gênero do Pivas fazem parte do processo de reestruturação da base produtiva do Nordeste. Em 2002 as obras foram paralisadas por ordem do Tribunal de Contas da União por constatação de irregularidades e em 2004 iniciou-se o conflito por terras protagonizado pelas famílias camponesas motivadas pela insatisfação e articuladas pelos movimentos sociais. Em 2010 a luta dos camponeses completou seis anos. A entrada das famílias camponesas no processo produtivo do Pivas representa tanto uma contradição do projeto como dos movimentos sociais, e ainda uma estratégia silenciosa de luta, e é nesse cenário que se pauta o objetivo central desta pesquisa: Analisar o conflito por terra no Pivas protagonizado por famílias camponesas e pelo Estado, destacando os pontos de contradição na formação da territorialidade camponesa nos processos de negociação com o governo do Estado e o Incra. Como resultado das contradições do agronegócio e das estratégias dos camponeses surge um novo sujeito camponês que passa a mesclar o mosaico de nomenclaturas campesinas nacionais, o camponês irrigante das Várzeas de Sousa.

O presente trabalho propõe-se a analisar a controvérsia da experimentação animal por meio do método da dialética materialista a partir de duas unidades que compõem a temática: o teor dos argumentos usados por diferentes atores na controvérsia e as contradições que engendram os sistemas de atividade dos sujeitos. Por meio da dialética, buscou-se superar a dualidade dos argumentos apresentados, na busca por novas formas de divulgação científica. Sem julgar a validade e o mérito das argumentações, foram analisados o discurso de duas pesquisadoras, dois ativistas, um político e um representante do Conselho Nacional de Controle de Experimentação Animal. A partir do arcabouço estrutural da Teoria da Atividade, proposto por Engeström, buscamos compreender onde se localizam as contradições mais evidentes no discurso dos sujeitos e discutir como ações de divulgação científica poderiam propiciar um ambiente favorável para a superação dessas contradições e o desenvolvimento qualitativo do sistema de atividade. Por essa razão, queremos trazer, para esta investigação, as conferências de consenso como ferramenta inovadora de comunicação da ciência, em uma abordagem deliberativa e com participação ativa da sociedade, que nos auxilie no avanço desses conflitos. / This study proposes to analyze the controversy of animal experiments by the method of materialist dialectics from two units that make up the theme: the content of the arguments used by different actors in the controversy and contradictions that engender the activity systems subject. Through the dialectic, he sought to overcome the duality of the arguments made in the search for new forms of science communication. Without judging the validity and the merits of the arguments, we analyzed the speech of two researchers, two activists, a politician and a representative of the National Council for Animal Experimentation Control. From the structural framework of Activity Theory, proposed by Engeström, we try to understand where there are the most obvious contradictions in the discourse of subjects and discuss how science communication actions could provide a favorable environment for overcoming these contradictions and the qualitative development of the system activity. For this reason, we want to bring to this research, consensus conferences as an innovative communication tool of science, in a deliberative approach and active participation of society, to assist in the advancement of these conflicts.

De Quincey's writing has already been thoroughly examined from the point of view of his critical statements, and attempts have been made to resolve some of the many contradictions which occur in such statements. In this thesis, however, De Quincey's work is approached not from a consideration of critical theory but through an examination of his ideas and techniques as they related to the well established literary and psychological category of the sublime. De Quincey's interpretation of the sublime in literature relates closely to his theory of the literature of power, and provides a central standpoint from which to examine many different aspects of his writing. De Quincey's general application of the theory of sublimity reveals a concentration upon a certain number of fixed formulae which can be used as guidelines to his criticism of literature as well as his own creative processes. De Quincey's ideas relating to sublimity provide, in addition, a religious and philosophical background from which to approach both the areas of criticism and creation. Ideas connected with the sublime also allow a convenient approach to De Quincey's theory of symbolism, his use of opium, and the dreams which haunted his life and became the substance of his creative writing. To observe the close relationship between these various aspects of De Quincey's life and thought is to become aware of the patterns which dominated his literary processes. Having shown the various modes of the sublime as exemplified by De Quincey's works in general, the thesis proceeds to a detailed examination of some passages in his literary criticism as they specifically relate to these modes. The emphasis is not upon the value and meaning of the criticism per se, but rather upon the extent to which it expresses De Quincey's continuing search for the powerful or sublime effect in literature. The critical contexts examined are seen to function on the basic principles already established, and these same principles are then applied to De Quincey's major fiction. The same patterns, involving paradox, symbolism and revelation, are clearly in evidence, and, indeed, reveal the main intention of these works. The English Mail-Coach, The Confessions of an English Opium Eater, and the Suspiria De Profundis are all discussed in considerable detail, and while considerations other than that of the principle of the sublime are included, this principle remains always the basic starting point. From an analysis of the workings of the sublime principle in De Quincey's writing, a new kind of unity becomes apparent in his work, a unity of symbols and images, of mood and emotion. An awareness of this special kind of unity contributes to an understanding of a writer who seems, on many occasions, to be discontinuous, erratic and wildly mistaken. / Thesis / Doctor of Philosophy (PhD)

As human beings, we come across situations where our reasons, experience, or guidance from adults can be contradictory. A teacher also experiences these contradictory situations in the educational setting. In such cases, what should be the teacher's philosophy is my main idea or research question of this paper. To address this question, I started my exploration with the  Philosophy of the Teacher  by Nigel Tubbs, which states that contradictions exist as part of the teaching process and narrates the experience of the teacher as master, servant, and/or spiritual teacher. As part of this reading, I understood that the central contradiction is how the teacher can communicate the truth to the student in an educational practice where freedom for the child is given importance. On the other hand, Sankara from Indian Advaita Vedanta Philosophy states that teaching is defect free with no contradictions in teaching Brahma Vidya (Inquiry of Brahman). This view of Sankara made me explore more of Advaita Vedanta philosophy. In this exploration process, I learned from Sankara's Dakshinamoorthy stotram that interpretation of truth or reality as Brahman and further to the question why teaching is free from contradictions, I explore Brahma Sutra Bhashyam with the aid of Ahdyasa Bhashyam (error analysis) of Sankara. Adhyasa Bhashyam employed the method of superimposition and elimination (neti-neti or negation) along with methods like questioning, illustration of examples, and story.

No description available.

Ce travail appréhende le corpus des romans utopiques dits classiques (1676-1710), en articulant trois démarches souvent dissociées. La première concerne leur apport idéologique dans le contexte d'une période de crise profonde de la pensée et s'interroge sur la notion problématique de modernité. La seconde s'attache à la constitution spécifique d'un univers fictionnel qui confronte deux mondes, le monde européen et le monde utopique, en recourant à des conceptions contemporaines de la fiction comme « monde possible » et comme « version du monde ». La dernière réfléchit l'inscription paradoxale des romans, entre perpétuation et subversion, dans la tradition philosophique et morale classique, et notamment les formes intertextuelles de cette inscription. Des ces options, découle un choix thématique : l'analyse se penche plus spécifiquement sur la vision anthropologique à l'œuvre dans les textes. Les textes projettent en effet dans un monde alternatif une représentation de l'homme faite de schèmes conceptuels et figuratifs qui sont issus de leur univers culturel et philosophique, mais qui sont agencés, recontextualisés et transformés, de manière à participer de déplacements importants, qui seront consolidés par les Lumières triomphantes du second XVIIIe siècle. / The present work focuses on the corpus of so-called “classical” utopian novels (1676-1710), combining three approaches, which are often used separately. The first method deals with their ideological dimension, within the context of a deep crisis in thought, and questions the problematic notion of modernity. The second method tackles the specific constitution of a fictional world, confronting two worlds – the European world and the utopian world –, by resorting to contemporary notions of fiction as “possible world” and as “version of the world”. The third method reflects on the paradoxical inscription of the novels within the classical philosophical and moral tradition, which it perpetuates or subverts, and focuses notably on the intertextual forms of this inscription. These options result in a thematic choice: the analysis focuses more specifically on the anthropological vision at work in the texts. The texts project, in an alternative world, a representation of man composed of figurative and conceptual patterns, which originate from their cultural and philosophical backgrounds, but which are recontextualized, organized and transformed, so as to partake of important displacements, which will consolidate in the triumphant Enlightenment, in the second half o the 18th century. Although modernity stems from a self-creating movement of rupture, in order to postulate a better world, it remains dependent on the old world it attempts to do away with. Classical utopias provide an exemplary laboratory of modernity, by textually actualizing the operations which embody modernity's dynamics, as well as some of its tensions, notably regarding the use of the notion of nature.