<p>The aim of this dissertation is to study learning through deliberative dialogue, the social climate of the classroom, and certain aspects of student participation in civic education in upper secondary schools, as well as aspects of deliberative didactics. It takes its theoretical point of departure in John Dewey’s texts on democracy and education. An additional perspective on the social and moral aspects of democratic life is provided by Axel Honneth’s studies on disrespect and a morality of recognition. An empirical study is presented in which students and teachers were interviewed in focus groups about their opinions and experiences, on the basis of the aim of the dissertation and the research questions addressed.</p><p>The analysis reveals a potential to learn civics thorough dialogue and discussion. A dialogue with deliberative qualities is characterized as one with a clearly defined purpose and relevant knowledge content. In the course of such a dialogue, the participants apply and develop certain abilities, some of which are identified in the study. Regarding the social climate in the classroom, especially during learning through dialogue and discussion, several difficulties and problematic situations were mentioned in the focus group interviews. These were problems related to “disturbing silence” and “troubling speech”. Honneth’s theory of moral recognition is in such situations seen as a basis for teachers’ professional reflections and for deliberative dialogues involving teacher and students. Concerning student participation and the civic education classroom as a form of democratic community and a public sphere, both students and teachers interviewed spoke of a balancing act between many different interests, some of which are discussed with a focus on the formation of interests. Other aspects studied are how a sense of community can be created and how the private and individualistic meet the public and common in civic education. It is concluded that the civic education classroom, considered as a public sphere, can be an arena for deliberation and thus develop a sense of community and a deliberative competence for use in a wider citizenship perspective.</p><p>In the final chapter it is concluded that deliberative didactics can be seen as a didactic dimension of reflexive cooperation. It is characterized as a reflexive approach whereby the teacher invites the students to deliberate on issues of subject content, ways of working, the social climate of the classroom, and different aspects of participation and common interests. It is also argued that the practical cooperation – the actions and their consequences – following from intersubjective speech are as important as the dialogue itself.</p><p>Keywords: citizenship education, deliberative communication, classroom climate, morality of recognition, reflexive cooperation, student participation, deliberative didactics, Dewey, pragmatism, focus groups.</p>

Syftet med denna studie är att med hjälp av fokusgruppsintervjuer få en bild av hur eleverna upplever att demokratiuppdraget gestaltas i skolan och om eleverna uttrycker sig på ett sätt som indikerar att de demokratiska värderingarna är förankrade hos dem. Resultatet visar att skolan inte når fram till eleverna i sitt arbete med demokratiuppdraget och att många elever upplever skolan som meningslös och sitt eget inflytande över situation i skolan som oviktigt. När det gäller förankrade demokratiska värderingar hos eleverna uppkommer en splittrad bild med vissa elever som uttrycker sig i linje med de demokratiska värderingarna i Lpo 94 samtidigt som andra elever ger uttryck för värderingar som går helt emot läroplanens demokratiuppdrag. Undersökningen visar att när elever verkligen får möjligheten att prata kring värdegrundsfrågor så upplever de detta som meningsfullt och spännande. Skolan måste ta vara på detta intresse och avsätta tid för samtal om värdegrundsfrågor för att skapa en mer demokratisk skola som ger eleverna förutsättningarna att utvecklas till demokratiska samhällsmedborgare.

The purpose of this study is to investigate how six students at a Secondary School describes interaction patterns among teachers when students express in a way that the teacher perceives as racist and/or xenophobic, by presenting a qualitative interview study. The interviews were analyzed by two opposing models of value education: the traditional and the constructive model. The results show that students divide teachers in different categories based on five qualities: 1) they listening, 2) they accept students' opinions, 3) they allow discussion, 4) they are knowledgeable and 5) they can express their own opinions. These qualities are included in the value pedagogical model for deliberative conversations, whose strategies for interaction aim to create an understanding of different rules and values, thereby creating skills of rules by using a democratic approach. In contrast to this model, the rule-based moral education, in which the teacher uses his authority and refers to rules without giving an explanation for why they occurred, as strategies.

Jag har undersökt ifall det är möjligt att väcka ett ökat elevintressse för skolans matematikundervisning under deliberativa klassrumssamtal med en metod som jag själv utvecklat, foto-matematik. Foto-matematik är även ett försök att väcka lärarens, i detta fall pedagogens, intresse att vilja använda sig av denna metod i sin skolundervisning. Det visar sig att genom denna metod ges eleven ett mera aktivt och lustfyllt lärande, samtidigt som lärarnas förståelse för elevens resonerande, svårigheter och problemlösande kring matematiken ökar genom positiva överraskningar i klassrummen. Även matematiksvaga och/eller passiva elever i klassen visar på ett starkt engagemang och vilja.

<p>Jag har undersökt ifall det är möjligt att väcka ett ökat elevintressse för skolans matematikundervisning under deliberativa klassrumssamtal med en metod som jag själv utvecklat, foto-matematik. Foto-matematik är även ett försök att väcka lärarens, i detta fall pedagogens, intresse att vilja använda sig av denna metod i sin skolundervisning.</p><p>Det visar sig att genom denna metod ges eleven ett mera aktivt och lustfyllt lärande, samtidigt som lärarnas förståelse för elevens resonerande, svårigheter och problemlösande kring matematiken ökar genom positiva överraskningar i klassrummen. Även matematiksvaga och/eller passiva elever i klassen visar på ett starkt engagemang och vilja.</p>

Syftet med min undersökning var att undersöka vilka arbetssätt och metoder några gymnasielärare använder sig utav i sin undervisning för att främja grundläggande demokratiska värderingar. Jag har valt att genomföra en kvalitativ intervjustudie med tre gymnasielärare som undervisar i ämnet samhällskunskap. I min undersökning framkom att gymnasielärarna använder sig av deliberativa samtal för attfrämja elevernas demokratiska värderingar. Lärarna beskriver även att de använder sig av studiebesök, föreläsningar, grupparbete samt tvärgruppsredovisningar. De berättar även att de bemöter elever som uttalar sig främlingsfientligt med fakta och sakargument samt påvisar att fördomarna saknar grund. Lärarna beskriver att demokratiska arbetsformer för dem är att ge eleverna inflytande över sina studier samt skapa arbetsformer där eleverna tränar sin samarbetsförmåga. Eleverna får även vara med och påverka redovisningsform. Min slutsats avinformanternas beskrivning är att de arbetar mycket medvetet och metodiskt för att främja eleverna demokratiska värderingar, men att det saknas en gemensam samsyn på de skolor därde berörda lärarna arbetar.

Tendo em vista o pluralismo religioso e a importância política que as tradições religiosas e as comunidades de fé assumiram nos últimos anos, essa dissertação se dedica ao estudo do conceito moderno de tolerância a partir da interpretação pós-secular de Jürgen Habermas, a qual toma como base a concepção enunciada por Rainer Forst. Tal conceito tem papel de destaque na formação deliberativa da vontade de cidadãos que desejam reconhecer-se como iguais em sociedades marcadas por uma profunda diversidade cultural. O desafio foi, diante do multiculturalismo das sociedades modernas pluralizadas e secularizadas, identificar um procedimento capaz de atender à exigência que se impõe com o fato do pluralismo - um conceito de justiça eticamente neutro - sem, contudo, que isto se desse à custa do desrespeito às minorias religiosas e culturais. A reflexão acerca da tolerância e das dificuldades de sua realização nas sociedades contemporâneas tomou, em grande parte do estudo, o ponto de vista da diversidade religiosa e do crescente papel que a religião desempenha na esfera pública. / Considering the religious pluralism and the political significance that religious traditions and communities of faith have taken recently, the subject of this dissertation is the modern concept of toleration, starting from the post-secular perspective of Jürgen Habermas, which takes as its basis the conception enunciated by Rainer Forst. Such a concept plays a major role in the deliberative will-formation of citizens who wish to recognize themselves as equals in societies characterized by a deep cultural diversity. The challenge has been, in face of the multiculturalism of secular and pluralized modern societies, to identify a procedure capable of meeting the requirement that is imposed by the fact of pluralism - an ethically neutral concept of justice - without, however, disregarding religious and cultural minorities interests. The reflection on toleration took, most of the time, the point of view of the religious diversity and of the increasing role played by religion in the public sphere.

Idén bakom studien är sprungen ur tanken att hitta en aktivitet för studie- och yrkesvägledare där man i den vida vägledningen ges möjlighet att både arbeta med kunskap och värdegrundande arbete; skolans dubbla uppdrag. Det deliberativa samtalet blev den aktiviteten som kom att testas i denna studie och också det som blev syftet med studien. Vad jag ville undersöka var om elever upplever effekter i form av ökade kunskaper och ökad medvetenhet kring begränsningsfaktorn kön, vilket kan leda till ökad valkompetens och perspektivvidgning. Studien genomfördes som ett fältexperiment med en experimentgrupp och en kontrollgrupp där deliberativa samtal var den nyckelvariabel som testades. Genom ett kunskapsprov samt genom semistrukturerad intervju i en fokusgrupp har empiri samlats in och analyserats. Således begagnar sig studien både av kvalitativ samt kvantitativ ansats. Resultaten visar att deliberativa samtal är en gångbar pedagogisk metod att använda sig av i den vida vägledningen, främst kopplat till medvetandegörandet hos elever gällande rådande strukturella förhållanden vid val till gymnasiet. Detta eftersom elevernas perspektiv vidgas. Metoden har viss positiv inverkan på elevers självkännedom, vilket påverkar valkompetensen i positiv bemärkelse. Gällande ökande kunskaper är metoden inte sämre än andra pedagogiska metoder och för vissa till och med bättre. / The idea behind the study has sprung from the thought of finding an activity for career counselors, where you in school based guidance is provided with the opportunity to work with knowledge and value-based work; school's dual assignment. The deliberative conversation became the activity that was being tested in this study and also what became the purpose of the study. What I wanted to investigate was whether students experience effects in terms of increased knowledge and increased awareness about the gender as limitation factor, which could lead to increased career management skills and perspective enlargement. The study was conducted as a field experiment with an experimental group and a control group where deliberative conversations were the key variables that were tested. Through a knowledge test and through semistructured interviews in a focus group, empirics have been collected and analyzed. Thus, the study uses both qualitative and quantitative approaches. The results show that deliberative conversations are a viable educational method to use in school based guidance, primarily linked to make pupils aware of current structural conditions regarding their choice of further education. This is because the students' perspective is widened. The method has a certain positive impact on pupils' self-knowledge, which influences career management skills in a positive sense. Existing increasing knowledge, the method is not worse than other educational methods and for some even better.

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2016-10-11T20:53:21Z No. of bitstreams: 1 Novaes, Flávio Santos.pdf: 1569915 bytes, checksum: e2ec2286f432c8c17766d42d09e1b7f5 (MD5) / Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2017-02-15T19:03:55Z (GMT) No. of bitstreams: 1 Novaes, Flávio Santos.pdf: 1569915 bytes, checksum: e2ec2286f432c8c17766d42d09e1b7f5 (MD5) / Made available in DSpace on 2017-02-15T19:03:55Z (GMT). No. of bitstreams: 1 Novaes, Flávio Santos.pdf: 1569915 bytes, checksum: e2ec2286f432c8c17766d42d09e1b7f5 (MD5) / Esta pesquisa analisa a efetividade deliberativa de conselhos gestores de habitação em três municípios baianos: Salvador, Vitória da Conquista e Camaçari. Para tanto, recorre a técnicas qualitativas como entrevistas, pesquisa documental e observação, e se classifica como um estudo de caso múltiplo. O estudo discute os limites da democracia representativa brasileira, ainda com traços autoritários, conservadores e centralizadores do Estado, apesar dos esforços de movimentos sociais e de gestores públicos para ultrapassá-los, introduzindo instituições participativas na gestão pública. Para compreender os meios de ampliação da democracia representativa e o papel que os conselhos municipais de habitação podem exercer, este estudo utiliza conceitos como democracia participativa e deliberativa, deliberação pública e efetividade deliberativa. O objetivo é avaliar a efetividade deliberativa dos conselhos municipais de habitação, mediante a deliberação, aprovação e fiscalização de políticas públicas que supostamente contribuiriam para a universalização do direito à moradia e a solução de sérios problemas habitacionais dos municípios. Foram utilizadas categorias de análise como o contexto de criação desses fóruns e a ação da gestão municipal para assegurar seu caráter deliberativo, a ação de representantes da sociedade civil nas discussões e deliberações, a influência de interesses do capital imobiliário e da construção civil sobre as políticas municipais de habitação, e os efeitos das políticas habitacionais das esferas federal e estadual sobre as políticas municipais e os seus conselhos. Os resultados da pesquisa indicam que os conselhos de habitação não apresentam efetividade deliberativa na universalização do acesso à moradia de interesse social, pois carecem do apoio de gestões municipais, que não liberam recursos financeiros para os fundos de habitação, não convocam regularmente as reuniões ou não implementam integralmente suas deliberações. Os conselhos gestores e as políticas locais de habitação sofrem a influência indireta de interesses do capital imobiliário e da construção civil, interessados em projetos padronizados e de grande porte, a despeito de projetos diversificados de requalificação urbana em comunidades carentes. Os conselhos de habitação também perdem sua capacidade deliberativa quando os municípios dependem de transferências de recursos e se resumem à mera operacionalização de políticas habitacionais aprovadas por outros entes da federação. Assim, o caráter deliberativo dos conselhos de habitação é comprometido pelos resquícios autoritários e centralizadores do Estado brasileiro, pelo controle desses fóruns por representantes da gestão municipal, nem sempre comprometidos com sua democratização e com o seu fortalecimento, revelando uma assimetria de poder e de recursos, o despreparo técnico e político de conselheiros que representam segmentos da sociedade civil. Esses fatores impedem o avanço em direção a uma democracia participativa ou deliberativa, configurando o que conceituo como pós-participativismo na gestão pública. / This research analyzes the deliberative effectiveness of housing councils in three municipalities in Bahia: Salvador, Vitoria da Conquista and Camaçari. In order to accomplish this, it uses qualitative techniques such as interviews, documentary research and observation, and is classified as a multiple case study. This study discusses the limits of Brazilian representative democracy, still with authoritarian traits, conservative and centralized state, despite the efforts of social movements and public managers to overcome them, introducing participatory institutions in public administration. To understand the expansion of means of representative democracy and the role that municipal housing councils can exercise, this study uses concepts such as participatory and deliberative democracy, public deliberation and deliberative effectiveness. The objective is to evaluate the deliberative effectiveness of housing councils through deliberation, approval and monitoring of public policies that supposedly contribute to the universal right to housing and the solution of serious housing problems of municipalities. Further, categories of analysis were used as the context of creating these forums and the action of municipal management to ensure its deliberative character, the action of civil society counselors in their discussions and deliberations, the influence of interests of real estate capital on municipal housing policies, and the effects of housing policies at the federal and state levels on municipal policies and their councils. In addition, research results indicate that housing councils do not have deliberative effectiveness in universal access to housing of social interest because they lack the support of municipal administrations, which do not release budget for housing funds, do not regularly convene meetings or do not fully implement its deliberations. The management councils and local housing policies suffer the indirect influence of real estate capital interested in standard designs and large scale projects, despite diverse projects of urban regeneration in disadvantaged communities. Also, Housing councils lose their deliberative capacity when municipalities rely on funds transfers and reduce to mere operationalization of housing policies adopted by other federal entities. Thus, the deliberative character of housing councils is committed by Brazil's authoritarian remnants; the control of these forums by representatives of the municipal administration, not always compromised to democratization and its strengthening, revealing an asymmetry of power and resources, and civil society counselor’s lack of technical and political skills. These factors thwart progress toward a participatory or deliberative democracy, setting up what I conceptualize as ‘pós-participativismo’ in public management.

Submitted by Reginaldo Soares de Freitas (reginaldo.freitas@ufv.br) on 2016-09-16T17:00:53Z No. of bitstreams: 1 texto completo.pdf: 1965528 bytes, checksum: 04bbea08956ccfce0db0030c57d4286c (MD5) / Made available in DSpace on 2016-09-16T17:00:53Z (GMT). No. of bitstreams: 1 texto completo.pdf: 1965528 bytes, checksum: 04bbea08956ccfce0db0030c57d4286c (MD5) Previous issue date: 2016-02-29 / Fundação de Amparo à Pesquisa do Estado de Minas Gerais / Este estudo trata do tema da participação social nas audiências públicas como instrumento de interação entre Estado e Sociedade, problematizando sua operacionalização e buscando verificar sua eficácia no avanço da democracia. Entretanto, percebe-se que alguns desses canais participativos, como as audiências públicas, além de serem pouco exploradas nas pesquisas científicas, têm-se tornado uma prática tecnificada quando o cidadão comum se sente excluído do processo participativo. Ou seja, às vezes as audiências públicas são conduzidas por seus mediadores (ou organizadores) de maneira muito formal, sem espaços para esclarecimentos e aprofundamento na temática abordada. Nesse sentido, a unidade de análise consistiu nas audiências públicas realizadas pela Câmara Municipal de Viçosa-MG, por considerar que este município possui uma realidade peculiar no que tange ao desenvolvimento da participação social em seu território frente à presença de uma renomada Universidade Federal na cidade que contribui para a promoção da cidadania de forma pontual, mas que poderia contribuir muito mais para a realidade de Viçosa-MG, e por outro lado, há a falta de uma gestão mais democrática no município, visto que não há um plano diretor vigente, dentre outros assuntos que serão aprofundados. A principal problemática da pesquisa retrata se as audiências públicas da referida Câmara Municipal constituem-se em avanço democrático ou mera formalidade da participação social. Tendo em vista que as audiências públicas quando bem executadas, no sentido de inserir e estimular o cidadão comum a dela participar, configuram um avanço democrático. Porém, se as audiências públicas forem realizadas como mais uma técnica de trato social, essa sinalizará apenas uma mera formalidade. Desse modo, a presente pesquisa teve como objetivo geral analisar o desenho institucional das audiências públicas realizadas pela Câmara Municipal de Viçosa-MG e suas implicações no processo de participação social. Em termos metodológicos a pesquisa é de natureza eminentemente qualitativa, consistiu em um estudo de caso na perspectiva de Robert Yin (2010) e utilizou-se da análise documental, da observação não participante e de entrevistas com roteiro semiestruturado como instrumentos de coleta de dados. A estratégia de análise dos dados teve por base a análise de conteúdo (BARDIN, 2011) e como variável o desenho institucional na perspectiva de Faria & Ribeiro (2010) e adaptada por Clemente (2011). Após a realização da pesquisa, percebeu-se, por meio das dimensões da variável desenho institucional e a análise das entrevistas, que há uma necessidade de redesenhar a dinâmica da deliberação, pois a participação popular é ainda limitada quanto ao interesse pelo tema, consciência cidadã, tempo quantitativo da fala dos cidadãos e dentre outros fatores destacados na análise. Ou seja, verificou-se que este estudo apresenta indícios que leva o pesquisador a pensar que em Viçosa-MG há mais uma participação institucionalizada, não sendo possível afirmar que haja de fato uma participação social mais efetiva com relação ao número de habitantes no município. Portanto, este estudo demonstrou ser um início de um caminhar nas veredas da democracia deliberativa, evidenciando algumas percepções e necessidades de aprimoramento nas audiências públicas realizadas pela Câmara Municipal de Viçosa-MG. / This study deals with the issue of social participation in public hearings as a means of interaction between state and society, questioning its operation and seeking to verify its effectiveness in advancing democracy. However, it is clear that some of these participatory channels, such as public hearings, and are little explored in scientific research, they have become a tecnificada practice when ordinary people feel excluded from the participatory process. That is, sometimes the public hearings are conducted by its mediators (or organizers) in a very formal way, with no space for clarification and deepening the theme. In this sense, the analysis unit consisted of public hearings held by the Municipality of Viçosa-MG, considering that this city has a peculiar reality with respect to the development of social participation within its territory against the presence of a renowned Federal University in the city which contributes to the promotion of citizenship in a timely manner, but could contribute much more to the reality of Viçosa-MG, and on the other hand, there is the lack of a more democratic management in the city, since there is not a current master plan, among other issues to be deepened. The main problem of the research depicts that the public hearings of the said City Council are in democratic or formality of social participation advance. Considering that public hearings when well executed, in order to insert and encourage ordinary people to participate in it, constitute a democratic breakthrough. But if the public hearings are held as more a social tract technique, this will signal a mere formality. Thus, the present study aimed to analyze the institutional design of the public hearings held by the Municipality of Viçosa-MG and its implications in the process of social participation. In terms of methodology research is essentially qualitative, consisted of a case study from the perspective of Robert Yin (2010) and used the documentary analysis, non-participant observation and interviews with semi-structured as data collection instruments. The data analysis strategy was based on content analysis (Bardin, 2011) and as the institutional design variable in view of Faria & Ribeiro (2010) and adapted by Clemente (2011). After the research, it was realized through the dimensions of institutional design variable and the analysis of the interviews, there is a need to redesign the dynamics of deliberation, because the popular participation is still limited as the interest in the subject, citizen awareness, quantitative time speech of citizens and among other factors highlighted in the analysis. That is, it was found that this study presents evidence that leads researchers to think in Viçosa- MG for more institutionalized participation, it is not possible to say that there is in fact a more effective social participation with the number of inhabitants in the municipality. Therefore, this study proved to be a beginning of a walk in the paths of deliberative democracy, showing some perceptions and improvement needs in the public hearings held by the Municipality of Viçosa-MG.