En la historia de la filosofía, se pueden reconocer épocas indeleblemente marcadas por la necesidad de comprender un complejo proceso de cambios, con alcances sociales y políticos. Allí están las disquisiciones filosóficas del siglo II D.C., tratando de hacer comprensibles las relaciones entre la filosofía y el cristianismo naciente. También encajan en dicha descripción los escritos filosóficos del siglo XII que procuraban hacer viable una relación entre el aristotelismo, recién llegado de oriente, y la filosofía cristiana asentada en occidente. En mi opinión, son casos emblemáticos de tal historiografía: el conjunto de escritos filosóficos del siglo XVI encaminados a comprender la modernidad y la ciencia, así como los escritos del siglo XVIII esclareciendo el siglo de las luces.

This thesis is a study of inquiry. Drawing upon the work of American pragmatist John Dewey, this work seeks to contribute to our understanding of the construction of knowledge within the social system of communities of inquiry. The process of inquiry that is traced in this work is one effected in the course of architectural designing. An ethnographically informed study of an architectural masterplan project is used to illustrate Dewey's ideas and how they are played out in design practice. This thesis is understood to correspond with the growing interest of the students of organisational learning and knowledge management in knowledge creation and the underlying social processes. It is further seen as a response to the claim that the key processes of knowledge creation remain largely an enigma. Agreement has been established with Dewey that knowledge is not just an end in itself but a form of action, a medium of change and social transformation. The formation of knowledge, however, within the operation of inquiry is not a matter that “naturally” runs its course. The process of inquiry as studied both in theory and practice has shown just how much its results, which by definition constitute knowledge, are shaped by the institution and control of a problem. A problem is a social construct and the product of the purposeful selection and arrangement of pieces of information. Inquiry is therefore considered a process of controlled knowledge formation. That which counts as knowledge in the realm of social phenomena has been shown to be a matter not so much of agreement between actions and their consequences but agreement in terms of intellectual acceptance. What “satisfies” as a solution (such as the final masterplan) has therefore been shown to be not necessarily a question of its logical status.

Made available in DSpace on 2016-04-27T14:31:57Z (GMT). No. of bitstreams: 1 George Franca dos Santos.pdf: 2571457 bytes, checksum: fd66cff2dbe9dcb259c27b2a674d88fe (MD5) Previous issue date: 2006-12-15 / The present work is an investigation about some different conceptions on the production of knowledge in Learning Hypermedia Environments. This knowledge has fundamental characteristics inside the educational contemporary context, regarding the information and communication technologies and languages advances. In this context, we seek to study and to verify those characteristics. The thesis is based on John Dewey's educational theories and had its support and object of study in a interaction group of developed compose by university teachers. They were interviewed and invited to join a debate forum, which central theme was the production of knowledge, its characteristics, its processes and the differences between its presencial and online modalities. In its five chapters all the processes were documented, including historic register, theoretical references, methodological principles, the analysis of the study and, at last, our own conclusions about the work. These elements pointed to the conclusion that the knowledge is produced inside the Learning Hypermedia Environments (LHE), but there are a series of conflicts and emergent issues that, in some cases, makes its production harder. This final conclusion is the result of the analysis of the teachers' reports about the LHE together with our own opinions about the related cases / O presente trabalho trata de um estudo sobre algumas das formas de concepção sobre a produção do conhecimento em Ambientes Hipermidiáticos de Aprendizagem. Conhecimento esse que possui características fundamentais dentro do contexto contemporâneo educacional, tendo em vista os avanços nas linguagens e tecnologias da informação e comunicação. Dessa maneira, buscamos questionar, estudar e verificar tais características. A tese é fundamentada nas teorias educacionais do filósofo-educador John Dewey. Teve como suporte e objeto de estudo um conjunto de medições desenvolvidas por um grupo de professores universitários. Docentes que foram entrevistados e convidados a participar de um fórum de debates, cuja temática central era a produção do conhecimento, suas características, seus processos e por fim as diferenciações entre as modalidades presenciais e online. Em cinco capítulos, são narrados todos os processos que incluem o histórico, os referenciais teóricos, os princípios metodológicos, a apreciação de estudo de caso e por fim nossas próprias análises conclusivas do trabalho. Os elementos trazem a visão de que o conhecimento é produzido nos AHA, mas, no entanto, existe uma série de conflitos e questões emergentes que, em alguns casos, dificultam a sua produção. Essa observação conclusiva é o resultado da análise dos relatos dos professores sobre o AHA, junto à nossa apreciação frente aos casos estudados

Made available in DSpace on 2016-04-27T16:33:19Z (GMT). No. of bitstreams: 1 Ieda Abbud.pdf: 924886 bytes, checksum: 7c29b09e561d084c74318b648dcb89b0 (MD5) Previous issue date: 2007-02-28 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / In this research it was investigated the presence of John Dewey (1859-1952) in the debates on the child and its education in the United States, from the end of XIXth century to the first two decades of XXth century, when the kindergarten and child study movements were already opposed. The objective was to verify the process for which the ideas of Dewey regarding the child and its education had imposed itself to these two movements, and how they became victorious in the United States. By the examination of author s speeches and writings regarding the subject, it was concluded that the strategies he adopted in his trajectory toward the core of the American educational scene, as much the strategies he used in the elaboration of those speeches and writings, have been determinative for his accomplishment / Nesta pesquisa investigou-se a presença de John Dewey (1859-1952) nos debates sobre a criança e sua educação nos Estados Unidos, de fins do século XIX às duas primeiras décadas do século XX, quando já se opunham os movimentos kindergarten e child study. O objetivo da investigação foi verificar o processo pelo qual as idéias de Dewey a respeito da criança e sua educação se impuseram a esses dois movimentos e se tornaram vitoriosas nos Estados Unidos. Do exame dos ditos e escritos do autor a respeito do assunto, conclui-se que as estratégias que adotou em sua trajetória em direção ao centro do cenário educacional norte-americano, tanto quanto as de que se utilizou na elaboração daqueles ditos e escritos, foram determinantes para sua a realização

Made available in DSpace on 2016-04-27T17:27:21Z (GMT). No. of bitstreams: 1 Rossano Soares Tavares.pdf: 1120689 bytes, checksum: 41a757f922141da3eb908c7649f6a13e (MD5) Previous issue date: 2007-10-16 / The purpose of this dissertation is to analyze on the set of production of John Dewey the philosophical reflection about technology and create a relationship with pragmatic theory. John Dewey, American philosopher, pragmatic, wrote about several subjects, between them, democracy, politics, liberty, knowledge and education. Dewey didn´t write directly about technology in his books and articles, but that subject always was considered. To make the development of that analyze the main books of John Dewey were studied and the books of professor Larry Hickman were too, professor Hickman is one the main commentator of Dewey´s production. The methodology used include too the read of several articles of newspapers and magazines, especially that from Society for Philosophy and Technology and Society of Technology. Technology came from technique (that affirmation will be detailed) and the application of technique by man date back for distant past and thus is salutary and necessary that this dissertation came back ancient Greece to search the techniques available in that epoch and supports the technology exist today. The technology nowadays has an important role in our society establish a multidiscipline relation with several areas. Only to give a example, technology is present on Mathematics, Medicine, Geography, Communication, Semiotics, Engineer and Science. Its sounds stranger, but the science got big advances because the development of technology. Without doubts, we can affirm that the modern society established a very high degree of dependence in relation the use and application of technology. Therefore, technology deserves to be object of reflection and critics by philosophers too, because the impacts generate to the society are enormous and them are directly related with theories and subjects largely studied by philosophy, for example: Esthetics, Ethics, Techniques, Power, Politics, Democracy and Knowledge. Technology reflects too and generates discussions in areas that are not object of studies of philosophy, for example: Economics. In such case, a philosophical discussion is necessary to support society in the inquiring by the truth and too in the solution of the problems presented by use and development of technology. If philosophy doesn´t treat the subject technology, we will be exposed to the risk of others disciplines make this, generating absolutes truths distant of society s needs. Have the technologist and technician knowledge to answers the demands of society? Is it possible society earn by the use of technology avoiding in secure way the risks inserted in this use? In that analyse is possible identify what Dewey was always concerned with these questions, and between others, focusing the positives aspects of using technology without disdain of risks involved / O intuito desta dissertação é avaliar e discutir, no conjunto da obra de John Dewey, sua reflexão filosófica sobre tecnologia, estabelecendo, também, vínculos teóricos com a doutrina do Pragmatismo. John Dewey (1859-1952), filósofo americano, foi aluno de Charles Sanders Peirce e professor em várias universidades nos Estados Unidos da América. Dewey visitou a Europa, a China e o México, com o objetivo de abrir novas fronteiras para o pensamento filosófico do Pragmatismo e suas nuances humanistas. Escreveu sobre diversos assuntos, dentre os quais democracia, política, liberdade, conhecimento e educação. Dewey não escreveu diretamente sobre tecnologia, entretanto, o assunto é constantemente abordado, de forma pontual, em seus livros, textos e ensaios. O estudo da obra do professor Larry Hickman, da Illinois University Carbondale (um dos principais comentadores de Dewey na atualidade), lastreia, sobremaneira, a estrutura teórica desta dissertação. A metodologia da pesquisa incluiu, também, o estudo dos principais livros de Dewey, dos livros de outros pensadores sobre tecnologia, ciência e/ou história, bem como de diversos artigos publicados em jornais e revistas sobre filosofia da tecnologia e Pragmatismo, especialmente os publicados pelas Society for Philosophy and Technology e pela Society of Technology. Tecnologia advém de técnica e a aplicação da técnica pelo homem remonta a um passado distante sendo, portanto, razoável que, nesta dissertação, sejam incluídos pontos históricos pertinentes ao desenvolvimento da tecnologia e das ciências. Dúvidas não há de que, atualmente, a tecnologia desempenha papel importante em praticamente todas as sociedades do mundo e estabelece uma relação multidisciplinar com diversas outras áreas. Somente para exemplificar, a tecnologia se relaciona com a matemática, medicina, comunicação, semiótica, engenharia, em resumo, com as ciências em geral. Pode parecer estranho, mas as ciências conseguiram grandes avanços em virtude do desenvolvimento da tecnologia. Podemos afirmar que a sociedade moderna estabeleceu um alto grau de dependência em relação ao uso e à aplicação da tecnologia, portanto, esta merece ser objeto de reflexão e de crítica também pelos filósofos, pois os impactos gerados para a sociedade são enormes e estão diretamente relacionados a teorias e assuntos amplamente estudados pela filosofia, como, por exemplo: estética, ética, técnica, poder, política, democracia e conhecimento. Cabe ressaltar, ainda, que a tecnologia também reflete e gera discussões em áreas que não são objeto direto de estudo por parte da filosofia, como, por exemplo, a economia. Assim sendo, a discussão filosófica é necessária para balizar a busca pela verdade e também para dar apoio à solução dos problemas apresentados pelo uso e pelo desenvolvimento de tecnologia. Será que tecnólogos e técnicos detêm todos os conhecimentos e respostas para as demandas da sociedade? É possível a sociedade se beneficiar do uso da tecnologia, evitando os possíveis riscos advindos desse uso? Na análise aqui proposta é possível identificar que Dewey sempre esteve preocupado com todas essas questões, focando os aspectos positivos do uso da tecnologia, sem desprezar os riscos envolvidos

Problem solving is a central activity of mathematics and has been throughout its history. Recognizing the problem of problem solving, however, seems to be less explicit in the historical record. In studying three principal contributors to the study of problem solving-Rene Descartes, John Dewey, and George Polya-I have found that problems arise in two broad categories. Mathematics itself generates more mathematical problems, and problems embedded in a wider context can generate mathematics. Recognizing a mathematical problem in a rich context-problem finding-has received much less attention. John Dewey recognized the importance of problem finding and emphasized its role in problem solving. Descartes and Polya spent less time on problem finding, Polya the least of all. / Department of Mathematical Sciences

Building on Donald and Patricia Stewarts' The Life and Legacy of Fred Newton Scott (1997), this dissertation addresses aspects of Scott's life which have been ignored or left underdeveloped in the work of composition historians, including Scott's early education at the Indiana State Normal School and at Battle Creek College, along with his personal, academic and professional relationships with Dr. John Harvey Kellogg, John Dewey, and Joseph Villiers Denney. This examination, providing a more precise knowledge of Scott's academic and professional life, clarifies the significance and originality of Scott's contributions to the discipline.At the Indiana State Normal School, Scott was exposed to an innovative adaptation of Pestalozzian and Herbartian educational philosophies. The philosophy and methodologies employed at the school likely influenced Scott's thinking about teacher training, while encouraging his adaptation of psychology in the teaching of English.Scott again was exposed to a reform-minded educational agenda at Battle Creek College. There, Scott encountered an holistic educational program that sought to improve the intellectual, physical, and spiritual components of students' lives.Through his long friendship with Dr. John Harvey Kellogg, Scott gained an intimate knowledge of the medical profession, an awareness Scott utilized in his own writing about understanding student errors in composition. Scott's academic and professional relationship with John Dewey at the University of Michigan demonstrates their multiple shared interests and activities. The Thought News newspaper project illustrates their attempt to implement philosophy into practical arenas. Their working relationship, as well as Scott's educational background at the Indiana State Normal School and at Battle Creek College, suggests that Dewey has been erroneously viewed as the source of Scott's innovative approach to composition.Finally, Scott's collaborative relationship with Joseph Villiers Denney, the writer with whom Scott wrote his most popular textbooks, illustrates the importance Scott placed on collaboration as well as the competence of those with whom he collaborated. Denney's own scholarly work in composition demonstrates his originality and resourcefulness as an equal partner in their collaborations. / Department of English

Dissertação (mestrado) - Pontifícia Universidade Católica do Paraná, Curitiba, 2008 / Bibliografia: p. 93-101 / O presente trabalho descreve a trajetória da educação nas escolas da Rede Municipal de Curitiba no período de 1963 a 1996, enfatizando o início do ensino de Arte na Rede Municipal de Ensino. Para tanto, fizeram-se necessárias consultas bibliográficas e pe / The present work describes the path of the education in the schools of the Municipality Network of Curityba in period between 1963 and 1996, emphasizing the beginning of teaching Art in the Municipality Network of Teaching. For this were necessary look in

ix, 161 p. A print copy of this title is available through the UO Libraries under the call number: KNIGHT BD175.5.M84 B74 2001 / Charles Taylor, in his essay “The Politics of Recognition,” frames the issue of multiculturalism in terms of the relationship between recognition and identity. Upon what basis and to what degree can different identities be recognized in a democratic society committed to equality? He subsequently argues that the ongoing dispute over the issue of multiculturalism can be understood as resulting from the disparate emphasis disputants respectively place upon the notions of dignity and the modern conception of an inwardly derived identity, the former defending a “politics of equality” and the latter a “politics of difference.” Upon this analysis, however, the two opposing sides manifest in this dispute are not sufficiently clarified in order to convincingly support a resolution. In addition, Taylor dismisses all notions of cultural incommensurability, some form of which is required to adequately distinguish the “politics of difference” from the “politics of equality.” In order to sufficiently clarify the bases of the oppositional stands taken on the issue, it is necessary that the dispute over multiculturalism be understood as a conflict between adherents of two opposing traditions within political theory, formed in the colonial past, in their respective attempts to adapt those theories for use in the post-colonial present. Both liberal and dialectical political theories were initially formulated upon the presupposition of cultural homogeneity. Opposing efforts to adapt each of them for use in a context of cultural heterogeneity have led to the present impasse. The key to the successful adaptation of these theories to the present, and thus to a resolution of the impasse, lies in the removal of each of its respective metaphysical doctrines of a priori universalism. Such metaphysically cleansed constructions of dialectical theory and of liberal theory are found in the work of Frantz Fanon and John Dewey respectively. Most readily, one may derive the basis for a resolution to disputes over multiculturalism in Dewey’s conception of the democratic reconstruction of culture, which can be described as a dialectical liberalism and which aims merely to harmonize rather than to eliminate differences in the pursuit of equality. / Adviser: Dr. Cheyney Ryan

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No. of bitstreams: 2 DISSERTAÇÃO PRONTA - FLÁVIO (1).pdf: 610182 bytes, checksum: 1d0c10e425dbd05ede7da373f2b5b2ce (MD5) ficha catalográfica dissertação - Santana, Flavio.pdf: 5148 bytes, checksum: cdaa409c6dbc6f9ac2ee0e335c558278 (MD5) / Esta dissertação – A relação entre o programa Mais Educação e o Manifesto dos Pioneiros da Educação Nova: nexos e determinações de duas proposições liberais – tem como objetivo geral analisar os fundamentos teóricos e pedagógicos do Programa Mais Educação a partir das relações e nexos entre as formulações de John Dewey (1930) e do Manifesto dos Pioneiros da Educação Nova (1932), procurando mostrar a função social da escola capitalista daí decorrente. Como aporte teórico, para elaboração deste trabalho, foram considerados alguns dos pressupostos da evolução histórica das concepções pedagógicas no Brasil, haja vista termos hoje a caracterização do Programa Mais Educação como uma medida educacional comprometida com a reprodução e disseminação dos valores pertencentes a institucionalidade democrática burguesa neoliberal. O corpus básico a ser analisado compõe-se de três Referenciais: os cadernos de Pressupostos para Projetos Pedagógicos de Educação Integral do Programa Mais Educação (“Programa Mais Educação: passo a passo”; “Programa Mais Educação: gestão intersetorial no município”; “Educação Integral: texto referência para o debate nacional”; “Programa Mais Educação: gestão intersetorial no território”; “Rede de Saberes Mais Educação: pressupostos para projetos pedagógicos de Educação Integral”), os documentos do Manifesto dos Pioneiros da Educação Nova (1932) e a concepção de Educação Integral defendida por Dewey (1930). Assim, a metodologia de análise foi documental, permitindo a realização das comparações necessárias sobre as semelhanças e os possíveis distanciamentos das propostas educacionais. A análise dos documentos possibilitou afirmar que há relevantes relações entre os mesmos, mas, estes apresentam contradições, vistas através do fato de sua concepção de educação integral está vinculada aos interesses burgueses de incutir os valores democráticos liberais e neoliberais. / ABSTRACT This dissertation - The relationship between the program More Education and the Manifesto of the Pioneers of the New Education: nexuses and two liberal propositions determinations - has as main objective to analyze the theoretical and pedagogical foundations of the More Education Program from the relationships and connections between the formulations John Dewey (1930) and the Manifesto of the Pioneers of the New Education (1932), trying to show the social function of the capitalist school would entail. As a theoretical basis for preparation of this work were considered some of the assumptions of the historical development of pedagogical concepts in Brazil, given today under the characterization of the More Education Program as a committed educational measure with the reproduction and dissemination of the values belonging to bourgeois democratic institutions neoliberal. The basic corpus to be analyzed consists of three benchmarks: the assumptions of notebooks for Integral Education Pedagogic Projects More Education Program: "More Education Program: step by step"; "More Education Program: intersectoral management in the municipality", "Integral Education: reference text for national debate"; "More Education Program: intersectoral management in the territory"; "Knowledge Network More Education: assumptions for educational projects of Integral Education" the Manifesto of the documents of the Pioneers of the New Education (1932) and the design of Integral Education advocated by Dewey (1930). Thus, the analysis methodology was documentary, allowing making the necessary comparisons of the similarities and the possible distances of educational proposals. The analysis of the documents made it possible to state that there are significant relationships between same, but these contradictions have seen through the fact that his conception of integral education is linked to the bourgeois interests of instilling liberal and neo-liberal democratic values