Submitted by Onia Arantes Albuquerque (onia.ufg@gmail.com) on 2018-10-26T14:42:20Z No. of bitstreams: 2 Tese - Maria Marta da Silva - 2018.pdf: 2962558 bytes, checksum: 2f049e3633d25baf35077ce6279a439b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-10-29T10:32:52Z (GMT) No. of bitstreams: 2 Tese - Maria Marta da Silva - 2018.pdf: 2962558 bytes, checksum: 2f049e3633d25baf35077ce6279a439b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-10-29T10:32:52Z (GMT). No. of bitstreams: 2 Tese - Maria Marta da Silva - 2018.pdf: 2962558 bytes, checksum: 2f049e3633d25baf35077ce6279a439b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-10-08 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The present research is inserted in a reality marked by the lack of pedagogical clarity on 'how to organize' the processes of initial formation of Mathematics teachers and the teaching of Mathematics at schools. The purpose of this study was to investigate the actions of Mathematics teachers in formation to understand the process of appropriation of the constituent aspects of their pedagogical activities. In order to achieve this goal, we started from the understanding that thinking about the problem of the organization of teaching learning in Mathematics implies understanding the aspects of the pedagogical activity of this teacher as an object of investigation. In connection with this objective and object of research, we organized ourselves to answer the following question: What teachers in formation`s actions give evidence of the development of the constituent aspects of the appropriation process of the Mathematics teacher`s pedagogical activity? In this sense, we sought to apprehend beyond the pseudoconcrete appearance and its singular and particular expressions, to identify the essential relations that constitute and define that peculiar social activity in which teachers and their students are engaged as agents of transformation of the surrounding reality. The empirical data for the analysis were obtained based on the development of a training experiment carried out with ten senior student teachers who were attending the Supervised Internship II course of their Mathematics Program in an IES (Higher Education Institution) in Goiás. The theoretical basis was the Cultural Historical Theory and the philosophical and methodological foundations that derive from Historical-Dialectical Materialism. The categories of movement, contradiction, qualitative change and totality, and the concept of consciousness were highlighted. From the data three units of analysis were build: 1st - The indications of appropriation of the lesson plan as an aspect of the pedagogical activity; 2nd - Contents: the understanding of its role; 3rd - Evaluation: integrating element of the pedagogical activity. In line with the units, episodes were build, consisting of scenes from which the flashes were taken. This analytical structure was able to develop the appreciation of the constitution of teaching learning through the Mathematics teaching of basic education. Therefore, the objective was to apprehend what the aspects that constitute the pedagogical activity of the Mathematics teacher would be. The results achieved stress three aspects: planning, content and evaluation, and they also highlighted the interface between them, being it understood as a system in which these elements mutually condition one another, making it a possible universal trait of pedagogical activity of the mathematics teacher in the totality of the capitalist society. The data also showed the formation of principles for the organization of the formative process of Mathematics teachers, connected to the teaching of Mathematics in basic education. They also highlighted that the relationship between the aspects of the pedagogical activity planning-content-assessment is not presented to the teacher in a pure way and can not be thought of in itself, but within the interdependences in reciprocal conditioning movement. In addition, data point that the relation of the aspects of pedagogical activity is manifested and accomplished in a unique way, the teacher has to organize it considering the classroom heterogeneity and recognizing the development as a singular-particular expression of universal laws inherent to the subject. Thus, the student teacher´s knowledge on the general laws and driving forces of the development of a universal-abstract character must articulate with the mathematical knowledge on the particular circumstances of the improvement of his/her students. Therefore, it reveals the particular-concrete expression of general laws, in a movement of ascension from the abstract to the concrete. / A presente pesquisa insere-se em uma realidade marcada pela falta de clareza pedagógica acerca de ‘como organizar’ os processos de formação inicial de professores de Matemática e do ensino da Matemática escolar. Teve-se por objetivo investigar as ações de professores de Matemática em formação para que se compreenda o processo de apropriação dos aspectos constituintes de suas atividades pedagógicas. Para alcançar tal objetivo partiu-se do entendimento de que pensar o problema da organização da aprendizagem da docência em Matemática implica compreender os aspectos da atividade pedagógica desse professor como objeto de investigação. Conexo a esse objetivo e objeto de pesquisa, nos organizamos para dar respostas à seguinte questão: Quais ações dos professores em formação nos dão indícios do desenvolvimento do processo de apropriação dos aspectos constituintes da atividade pedagógica do professor de Matemática? Nesse caminho buscou-se apreender para além da aparência pseudoconcreta e de suas expressões singulares e particulares, identificar as relações essenciais que constituem e definem essa peculiar atividade social em que professores e alunos se engajam como agentes de transformação da realidade circundante. Os dados empíricos para a análise foram obtidos com base no desenvolvimento de um experimento formativo realizado com dez professores em formação matriculados na disciplina de Estágio Supervisionado II do quarto ano de licenciatura de Matemática em uma IES goiana. A base teórica foi a Teoria Histórico Cultural e os fundamentos filosóficos e metodológicos que derivam do Materialismo Histórico-Dialético. Deu-se ênfase às categorias movimento, contradição, mudança qualitativa e totalidade e ao conceito de consciência. A partir dos dados construíram-se três unidades de análise: 1ª - Os indícios de apropriação do planejamento como aspecto da atividade pedagógica; 2ª - Conteúdos: a compreensão do seu papel; 3ª - Avaliação: elemento integrador da atividade pedagógica. Em consonância com as unidades estabeleceu-se os episódios que se compuseram de cenas de onde foram destacados os flashes. Essa estrutura analítica mostrou-se capaz de realizar a apreciação da constituição da aprendizagem da docência por meio do ensino de Matemática da educação básica. Nesse caminho, objetivou-se apreender quais seriam os aspectos que constituem a atividade pedagógica do professor de Matemática. Os resultados alcançados dão ênfase a três aspectos: planejamento, conteúdo e avaliação, e colocaram também em evidência a interface entre eles, sendo esta entendida como um sistema no qual esses elementos se condicionam reciprocamente, sendo isto, um possível traço universal da atividade pedagógica do professor de Matemática situada na totalidade da sociedade capitalista. Os dados também revelaram a formação de princípios para a organização do processo formativo de professores de Matemática, conexo ao ensino da Matemática na educação básica. Evidenciam ainda que a relação entre os aspectos da atividade pedagógica planejamento-conteúdo-avaliação não se apresenta ao professor de forma pura e não pode ser pensada em si mesma, mas no interior de interdependências em movimento de condicionamento recíproco. Além disso, os dados apontam que a relação dos aspectos da atividade pedagógica se manifesta e se concretiza de forma singular, tendo o professor de organizá-la considerando a heterogeneidade da sala e reconhecendo o desenvolvimento como expressão singular-particular de leis universais inerentes ao sujeito. Dessa forma, o conhecimento pelo professor em formação das leis gerais e forças motrizes do desenvolvimento de caráter universal-abstrato deve se articular ao conhecimento matemático sobre as circunstâncias particulares do desenvolvimento de seus alunos. Assim, revela a expressão particular-concreta das leis gerais, num movimento de ascensão do abstrato ao concreto.

Através deste trabalho de pesquisa, pretende-se apresentar uma análise sobre a representação do desenvolvimento tecnológico na dramaturgia de Bertolt Brecht na peça teatral “A Vida de Galileu Galilei”. Na primeira parte, apresenta-se o panorama histórico do século XX, tema que serve como base ao assunto tratado. Na segunda parte do trabalho, apresentam-se as referências que articulam a tecnologia como tema político, no âmbito do período analisado. Por último, a análise refletirá sobre a relação social da tecnologia com a sociedade no decorrer do século XX, investigando a hipótese de que a tecnologia faz parte da ideologia social hegemônica mas pode ser usada também pela militância cultural e democrática. A peça analisada retrata o início da Ciência moderna, e evidencia como desde o seu início a ciência nunca foi imparcial frente aos conflitos ideológicos e sociais. Portanto, analisar a peça e colocá-la no contexto da história contemporânea permite entender a relação da tecnologia com a linguagem e com a estética no escopo de cada período. / In this research work we intend to present an analysis on the representation of technological development in the dramaturgy of Bertolt Brecht. In the first part of this work the 20th century will be presented as the historic base for this study. The second part will reflect on the social relation between technology and society throughout the 20th century, an era in which technological rationality cursed the paths of History. At last, the analysis will be made taking for model the play “Life of Galileo”. The play takes as a scenario the initial phase of the Modern Age, making it clear that Science has never been neutral to ideological and social conflicts. Therefore, making an analysis of this play and putting it in comparison with the events of Contemporary History allows us to understand the relation between technology, language and aesthetics in the scope of each historic period that is analyzed in this work.

The thesis deals with the Czechoslovakian philosophy in the nineteen-sixties. It focuses not only to its historical description but intends to enter its philosophical thinking from inside and analyse its principal categories. Especially it focuses on the category of work and examines its various formulations, developed in different theoretical perspectives of Czechoslovakian philosophers. This allows distinguish these perspectives in their similarities on one hand and differences on the other. The thesis notably focuses on so called "Hegelian movement" and its evaluation of category of work. This movement, which is in fact the Czechoslovakian variation to the philosophy of praxis, formulates the category of work in its philosophical meaning, i. e. as an ontological category decisive for an origin of the reality and human being. It was originally Hegel, who developed this meaning of category, and Czechoslovakian Hegelian movement continued in developing his ontology adopted through Marx. The Czech philosophers enriched it with aspects of socialistic humanism. The thesis is divided into three parts. The first part explains historical conditions of philosophical scientific performance in Czechoslovakia. The second interprets the texts of Czechoslovakian Hegelian philosophers and their expositions of category...

The thesis deals with the Czechoslovakian philosophy in the nineteen-sixties. It focuses not only to its historical description but intends to enter its philosophical thinking from inside and analyse its principal categories. Especially it focuses on the category of work and examines its various formulations, developed in different theoretical perspectives of Czechoslovakian philosophers. This allows distinguish these perspectives in their similarities on one hand and differences on the other. The thesis notably focuses on so called "Hegelian movement" and its evaluation of category of work. This movement, which is in fact the Czechoslovakian variation to the philosophy of praxis, formulates the category of work in its philosophical meaning, i. e. as an ontological category decisive for an origin of the reality and human being. It was originally Hegel, who developed this meaning of category, and Czechoslovakian Hegelian movement continued in developing his ontology adopted through Marx. The Czech philosophers enriched it with aspects of socialistic humanism. The thesis is divided into three parts. The first part explains historical conditions of philosophical scientific performance in Czechoslovakia. The second interprets the texts of Czechoslovakian Hegelian philosophers and their expositions of category...

Originating from a disenfranchisement with the contemporary definition and realisation of Westernised architecture as a commodity and product, this thesis seeks to explore alternative examples of positive socio-spatial practice and agency. These alternative spatial practices and methodologies are drawn from participatory and grass-roots development agency in informal settlements and contexts of economic absence, most notably in the global South. This thesis explores whether such examples can be interpreted as practical realisations of key theoretical advocacies for positive social space that have emerged in the context of post-Second World-War capitalism. The principal methodological framework utilises two differing trajectories of spatial discourse. Firstly, Henri Lefebvre and Doreen Massey as formative protagonists of Western spatial critique, and secondly, John F. C. Turner and Nabeel Hamdi as key advocates of participatory development practice in informal settlements. These two research trajectories are notably separated by geographical, economic and political differentiations, as well as conventional disciplinary boundaries. However by undertaking a close textual reading of these discourses this thesis critically re-contextualises the socio-spatial methodologies of participatory development practice, observing multiple theoretical convergences and provocative commonalities. This research proposes that by critically comparing these previously unconnected disciplinary trajectories certain similarities, resonances and equivalences become apparent. These resonances reveal comparable critiques of choice, value, and identity which transcend the gap between such differing theoretical and practical engagements with space. Subsequently, these thematic resonances allow this research to critically engage with further appropriate surrounding discourses, including Marxist theory, orientalism, post- structural pluralism, development anthropology, post-colonial theory and subaltern theory. 5 In summary, this thesis explores aspects of Henri Lefebvre's and Doreen Massey's urban and spatial theory through a close textual reading of key texts from their respective discourses. This methodology provides a layered analysis of post-Marxist urban space, and an exploration of an explicit connection between Lefebvre and Massey in terms of the social production and multiplicity of space. Subsequently, this examination provides a theoretical framework from which to reinterpret and revalue the approaches to participatory development practice found in the writings and projects of John Turner and Nabeel Hamdi. The resulting comparative framework generates interconnected thematic trajectories of enquiry that facilitate the re-reading and critical reflection of Turner and Hamdi's development practices. Thus, selected Western spatial discourse acts as a critical lens through which to re-value the social, political and economical achievements of participatory development. Reciprocally, development practice methodologies are recognised as invaluable and provocative realisations of the socio-spatial qualities that Western spatial discourse has long advocated for, and yet have remained predominantly unrealised in the global North.