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This paper examines the relationship between memoir and truth, and the implications of that relationship for the rhetorical work that memoirs do. It uses the grounding example of Tara Westover's 2018 memoir Educated and looks at how the recreation of events within her life works both in conjunction with the way she portrays them in the text and juxtaposed against other competing narratives, such as her mother's 2020 memoir Educating. This essay continues the work done by literary theorists such as Phillipe LeJeune, applies the critical framework developed by Katherine Mack and Johnathan Alexander in their article "The Ethic of Memoir," and encourages the reader to consider the ways in which memoirs are rhetorically acting upon the culture at large through their narrative and emotional aspects. / Master of Arts / This paper looks at the relationship between memoir and truth in memoirs. Using rhetoric as its basis, it examines memoirs in their contexts using Tara Westover's 2020 memoir Educated as a case study. It looks at the way that memory is used to build narratives, and more specifically, the way that lived personal experiences are represented in the form of the memoir genre. In considering these ideas, this paper explores questions of objective "truth" and how lived experiences can be affected by internal emotional narrative, and by extension, how that emotional narrative is depicted in memoir.

Esta pesquisa teve como objetivo principal estudar como se dá a utilização da imagem pelos professores de História do ensino básico em escolas públicas da região central da cidade de São Paulo, por meio da análise do discurso dos professores. Utilizou-se, para esse fim, de uma metodologia de inspiração etnográfica e de outros referenciais para compreender a dinâmica da sala de aula e o discurso dos professores à luz da teoria das representações sociais desenvolvida por Roger Chartier e Serge Moscovici. Por meio dessa teoria procurou-se compreender como o professor de História do Ensino Básico lida com as imagens na sala de aula: se ele permite aos alunos lê-las, compreendê-las e interpretá-las. Para o desenvolvimento desse trabalho foram utilizadas as reproduções das obras de Pedro Américo e Victor Meirelles, artistas referenciais da época do II Império brasileiro, que estão na base da construção de uma identidade nacional e que estão presentes na maioria dos livros didáticos de história do Ensino Fundamental. / This ressearch aimmed realize a study of the use of images by History teachers in the Secondary School, in public schools of central region of São Paulo city, by the analysis of their speech. For this, it has been made use of a methodology of ethnographic inspiration and also another references to understand the dynamical in classroom and teacher?s speech, enlightened by social performances theory developed by Roger Chartier and Serge Moscovici. By this theory, it has been tried to understand, how History teacher of the Secondary School deal with the images in classroom: if he allows to the pupils really ?read?, understand, and interpret them. For the development of this work it has been made use of reproductions of pictures made by Pedro Américo and Victor Meirelles, painters of respect of the Second Brazilian Empire, that are in the foundation of an national identity and who are present in most of didactic History books of Secondary School. This ressearch aimmed realize a study of the use of images by History teachers in the Secondary School, in public schools of central region of São Paulo city, by the analysis of their speech. For this, it has been made use of a methodology of ethnographic inspiration and also another references to understand the dynamical in classroom and teacher?s speech, enlightened by social performances theory developed by Roger Chartier and Serge Moscovici. By this theory, it has been tried to understand, how History teacher of the Secondary School deal with the images in classroom: if he allows to the pupils really ?read?, understand, and interpret them. For the development of this work it has been made use of reproductions of pictures made by Pedro Américo and Victor Meirelles, painters of respect of the Second Brazilian Empire, that are in the foundation of an national identity and who are present in most of didactic History books of Secondary School.

Made available in DSpace on 2016-03-22T17:26:32Z (GMT). No. of bitstreams: 1 rauelDissertacao.pdf: 498380 bytes, checksum: e550daca23c2a003fa7cf7636e6a49e1 (MD5) Previous issue date: 2011-02-28 / This dissertation work is a requirement for completion of the masters in social policy of the Universidade Católica de Pelotas/ RS (Catholic University of Pelotas/RS) and it is linked to the line of research: social issues, human rights and access to justice, whichexamines the paradigms in the social and legal context, involving Law, Public Space and Citizenship, with special emphasis oncitizenship participation in the effectuation processes of social and human rights. The present work aims as object of research the educational practices- in terms of education existing and inprospective, in the 5th Penitentiary Region of Rio Grande do Sul, in prisons A and B. Education, object of this study, is contextualizedin a punitive system, which proposes itself legitimate through the promise of (re)insert the individual in society, without going into the motivations for crime. The empirical fact is that the prison population has characteristics and profile, among other things, low schooling, thereby suggesting that providing education is, besides guaranteeing a constitutional right, an important strategy.The work is based on a dense review of the Educating for Freedom Project, created in 2005, by the federal government, to attend educational demand within the prisons environment. This work is grounded in theoretical references from Pierre Bourdieu and Michel Foucault. Ouvir Beyond the theoretical study on education prison, interviews were held with technicians of the prisons, administrators of correctional institutions, prisoners, Regional Education Coordination, Municipal Education Department, penitentiary precinct and teachers. The survey allows us to analyze regional/local realities, though marked out by national guidelines, to produce not only more precise knowledge, but also develop basement, knowledge and strategies for its approach / Este trabalho de dissertação é requisito para a conclusão de Mestrado em Política Social da Universidade Católica de Pelotas/RS e está vinculado à linha de pesquisa questão social, direitos humanos e acesso à justiça, o qual estuda os paradigmas no contexto das relações sociais e jurídicas que envolvem Direito, Espaço Público e Cidadania, com destaque especial à participação da cidadania nos processos de efetivação dos direitos sociais e humanos. O presente trabalho visa como objeto de pesquisa as práticas educacionais - em termos de educação - existentes, e em perspectivas, na 5ª Região Penitenciária do Rio Grande do Sul, nos presídios A e B. A educação, objeto desse estudo, se contextualiza num sistema punitivo, o qual se propõe legítimo através da promessa de (re)inserir o indivíduo na sociedade, sem entrar aqui no mérito das motivações para o crime. O dado empírico é que a população encarcerada possui características e perfil, entre outras coisas, de baixa escolaridade, sugerindo, então que oferecer educação é, além de garantir um direito constitucional, uma estratégia importante. O trabalho se assenta em uma densa revisão ao Projeto Educando para Liberdade, criado no ano de 2005, pelo Governo Federal, para atender à demanda educacional dentro dos ambientes prisionais. O trabalho esta pautado num referencial teórico de Pierre Bourdieu e Michel Foucault. Além do estudo teórico sobre educação/prisão, foram feitas entrevistas com técnicos dos presídios, administradores das instituições prisionais, presos, Coordenadoria Regional de Educação, Secretarias Municipais de Educação, delegacia penitenciária e professores. A pesquisa permite analisar realidades regionais/locais, ainda que balizados por diretrizes nacionais, para se produzir, não só conhecimento mais preciso, mas também desenvolver embasamento, conhecimento e estratégias adequadas para sua abordagem

A presente investigação teve como alvo analítico a aliança discursiva entre cidade e educação na atualidade, a partir de um tipo de problematização fundamentado no pensamento de Michel Foucault. Mais especificamente, foram mobilizadas as teorizações foucaultianas sobre representação, verdade, história e genealogia com o intuito de embasar os procedimentos de endereçamento às fontes eleitas. Para tanto, partiu-se da constatação de uma profusão de iniciativas voltadas ao fomento de medidas de cunho pedagógico/formativo nos mais diversos contextos e equipamentos urbanos contemporâneos, nos quais práticas educacionais são flagradas permeando variadas circunstâncias externas ao âmbito exclusivamente escolar. Destaca-se aí a proposta internacional de cidade educadora, a qual constitui a temática fulcral em análise neste estudo, sendo considerada um horizonte tão apregoado quanto fugidio de articulação entre determinadas formas de organização citadina e modos de existência possíveis aos seus habitantes. Com base na hipótese de que o lastro educacional de iniciativas dessa ordem não seria algo exclusivo do tempo presente, optou-se por perspectivar tal horizonte segundo um plano estratégico composto por outros modelos de cidade considerados ideais em diferentes momentos históricos. Assim, a primeira parte da investigação consiste na forja de um cenário analítico que se debruçou sobre alguns projetos urbanos ficcionais; dentre eles, quatro referências históricas receberam destaque: A República, de Platão; Utopia, de Thomas More; Cidade do Sol, de Tommaso Campanella; e Walden II, de Burrhus Frederic Skinner. Visou-se, então, esquadrinhar cada um desses modelos idealizados, adotando como vetor de leitura os arranjos educacionais a eles atinentes. Uma vez percorrido tal cenário e tendo em vista o que ele permitiu esboçar acerca das relações entre educação, modos de governar e processos de subjetivação, o problema urbano-educativo contemporâneo foi examinado mais detidamente. Em uma espécie de jogo de claro-escuro analítico, tratou-se ora de interpelar as racionalidades que o sustentam, ora de confrontá-lo com os ideais de cidade previamente analisados, de modo que, ao final, fosse possível posicioná-lo no bojo de um panorama complexo no qual se emaranham tanto linhas acirradas de governo das condutas, quanto irrupções heterotópicas imprevistas pelas idealizações que o promovem. Mediante tais ponderações críticas, pode-se admitir que a educação ocupa um lugar paradoxal no encontro entre a cidade e seus homens, sendo convocada, ao mesmo tempo, a afiançar o exercício da liberdade e a sujeitá-lo aos intentos do ordenamento urbano. / The present study aims at analysing the discursive correlation between contemporary city life and education, starting from one kind of problematization founded on Michel Foucaults thought. More specifically, Foulcautian theories on representation, truth, history and genealogy were mobilized so as to serve as a basis for the investigation procedures addressed to the selected sources. For that aim, the starting point was detecting a plethora of initiatives geared toward prompting pedagogical/formative measures in the most different contexts and contemporary urban devices, in which education practices are found to permeate various circumstances which are external to the school sphere. In this sense, the international proposal of educating city is emphasized, as it comprises the thematic support under analysis in the present research, and is deemed both a proclaimed and fugacious horizon of articulation among certain modes of city organization and ways of existence for its dwellers. Based on the hypothesis that the educational foundation of initiatives of such an order would not be something related exclusively to the present times, the choice was made for putting it in a strategic plan consisting of other city models considered ideal in different points in history. Thus, the first part of the investigation consists of framing an analytical scenario targeted to some fictional urban projects; among them four historical references were given emphasis: Republic, by Plato; Utopia, by Thomas More; The City of the Sun, by Tommaso Campanella; and Walden II, by Burrhus Frederic Skinner. Following this, an inquiry was made into each of these urban idealized models, by adopting as reading vector the education arrangements related to them. Once such a scenario was explored, and bearing in mind what it offered to build a sketch of the relations among education, modes of government and subjectification processes, the contemporary urban/educational issue was more thoroughly examined. Through a sort of analytical chiaroscuro game, the aim was now to question the rationalities which support it, now to confront it with the city ideals previously discussed, in order to finally be able to place it in the core of a complex panorama, which reveals an entanglement between rigid lines of government of lifestyles and heterotopical irruptions unforeseen by the idealizations which proclaim such a contemporary scenario. By reflecting on such issues, it is possible to state that education performs a paradoxical position in the encounter between the city and its dwellers, being at the same time invited to sanction the exercise of freedom and to subject it to the intents of the urban order.

Neįgaliųjų integracija visuomenėje suvokiamas kaip natūralus ir negrįžtamas reiškinys. Bendrojo lavinimo mokyklose integruotai ugdomų specialiųjų poreikių turinčių mokinių dalis rodo švietimo prieinamumo, sutrikusios klausos vaikams, užtikrinimo laipsnį bei sąlygų socialinei jų integracijai sudarymą. Sėkmingesnį specialiųjų poreikių vaikų integracijos procesą užtikrina mokytojų pasirengimas ugdyti įvairaus amžiaus specialiųjų poreikių vaikus, bei sėkmingas specialistų, ugdymo įstaigų, tėvų ir vaikų bendradarbiavimas. Šiame darbe pristatomas sutrikusios klausos vaikų integruoto ugdymo specifiškumas. Integruotas ugdymas dažnai suprantama tik kaip formalus sutrikusios klausos vaikų perkėlimas iš vienos įstaigos į kitą nesuteikiant kvalifikuotos specialistų pagalbos. Nepakankamas dėmesys ugdant sutrikusios klausos vaikus bendrojo lavinimo mokykloje sudaro šio darbo problemą. Šis darbas leis atskleisti kompleksinės specialiosios pagalbos svarbą integruotai ugdant sutrikusios klausos vaikus . Šio darbo tyrimo tikslas – pateikti kompleksinės specialiosios pagalbos modelį integruotai ugdant sutrikusios klausos vaikus. Tikslui pasiekti buvo įgyvendinti uždaviniai: apibūdinti klausos sutrikimai ir jų įtaka kalbos ir kalbėjimo raidai, apžvelgti teisiniai dokumentai reglamentuojantys integruotą sutrikusios klausos vaikų ugdymą, išryškintas integruoto ugdymo specifiškumas, sukurtas ir pateiktas kompleksinės specialiosios pagalbos modelis integruotam sutrikusios klausos vaikų ugdymui... [toliau žr. visą tekstą] / The integration of the disabled to the society is understood as a natural and irreversible phenomenon. A part of pupils with special needs educated integrally at comprehensive schools shows the availability of education to children with disordered hearing, a degree of the guarantee and creating conditions for their social integration. A more successful integration process for children with special needs is ensured by the teachers’ preparation to educate with special needs of different age and successful communication among specialists, educative institutions, parents and children. In this work the specificity of the integrated educating children with disordered hearing is presented. The integrated education is often understood as formal transferring children with disordered hearing from one institution to another without giving qualified help by specialists. An insufficient attention by educating children with disordered hearing at a comprehensive school makes the problem of this work. This work allows revealing the importance of complex special help by integrally educating children with disordered hearing. The purpose of the research of this work is to give model of complex special help by integrally educating with disordered hearing. These tasks were fulfilled to reach this purpose: disorders of hearingand their influence on the development of language and speaking were defined, juridical documents to regulate the integrated educating children with disordered hearing... [to full text]

Šiuo darbu siekiama teoriškai ir empiriškai pagrįsti, kad meninis ugdymas yra efektyvi pagalbinė priemonė paauglių katalikiškajame ugdyme. Darbas pagrindžiamas Bažnyčios dokumentų mokymu, II Vatikano susirinkimo nutarimais, meno ir religijos pedagogų bei edukologų mokslinėmis gairėmis ir atliktais tyrimais, meninio ugdymo daromos įtakos mokinių tikėjimo ir dvasingumo ugdyme. Tyrinėjant problemą teoriškai parodomas meninio ugdymo, kaip pagalbinės priemonės efektyvumas ir svarba. Atliktu empiriniu tyrimu yra praktiškai įvertinamos integruoto į tikybos pamokas meninio ugdymo realizavimo galimybės mokinių religiniame ugdyme. Svarbiausi darbo išvadų rezultatai parodo ir teoriškai pagrindžia, kad meninis ugdymas yra tinkama pagalbinė priemonė paauglių katalikiškajame ugdyme. Jis yra reikalingas ir taikomas tikybos pamokose, nes turi stiprų poveikį mokiniams. Juo sudomindamas pamokas daro efektyvias ir motyvuotas. Skatina aktyvų dalyvavimą pamokose, kelia tikėjimo lygį, motyvuoja mokytis. Tokiu būdu meninis ugdymas puoselėja dvasingumą ir ugdo stipresnį mokinių tikėjimą. Todėl šiandien tikybos mokytojai turėtų savo pamokose naudoti ir kuo daugiau integruoti įvairias meninio ugdymo sritis, nes tokios pamokos mokiniams yra patrauklesnės. / This work attempts to substantiate theoretically and empirically the necessity to the fine arts as a effective toll for educating in Catholic faith. The paper justifies substantiating by the works of the Church, the rulings of the Vatican Council II, the scientific guidelines and research works of the art and religion teachers and educators. When the problem is analyzed theoretically, the necessity to deepen to the fine arts as a tool for its effectiveness and importance. The research shows that integrated evaluation of religious lessons for the fine arts realization in education opportunities for schoolchildren to exercise religious education. The most important part of this work findings is to reveal and substantiate theoretically the need of the fine arts as a right tool for educating youths in the Catholic faith. It is needed and applied in religion lessons, because it has a strong impact on the students. Enticing them makes the lessons more effective and motivated. Encourage active participation in the lessons, raise the level of the faith, motivated to learn. That way the fine arts raise the spiritually and develop the Catholic faith by making it stronger. For this reason the religion teachers should use and more integrated varieties of the fine arts, because lessons with art educating in the Catholic faith are more attractive.

Tyrimo objektas – kūrybiškumo ugdymas per kūno kultūros pamokas. Hipotezės: 1. Moksleivių ir mokytojų poţiūris į kūrybiškumo ugdymą kūno kultūros pamokose skiriasi. 2. Mergaičių ir berniukų poţiūriai į kūrybiškumo ugdymą kūno kultūros pamokose skiriasi. Tyrimo tikslas – išsiaiškinti kūno kultūros mokytojų ir moksleivių poţiūrį į kūrybiškumo ugdymą per kūno kultūros pamokas. Tyrimo uţdaviniai: 1. Išanalizuoti mokslinę literatūrą ir aptarti kūrybiškumo sampratą, veiksnius lemiančius ir slopinančius kūrybiškumą bei kūrybiškumo ugdymą kūno kultūros pamokose. 2. Nustatyti moksleivių poţiūrį į kūrybiškumo ugdymą per kūno kultūros pamokas. 3. Palyginti mergaičių ir berniukų poţiūrį į kūrybiškumo ugdymą. 4. Palyginti IX – X klasių ir XI – XII klasių moksleivių poţiūrį į kūrybiškumo ugdymą per kūno kultūros pamokas. 5. Nustatyti kūno kultūros mokytojų poţiūrį į kūrybiškumo ugdymą per kūno kultūros pamokas. 6. Palyginti kūno kultūros mokytojų ir moksleivių poţiūrį į kūrybiškumo ugdymą per kūno kultūros pamokas. Išvados: 1. Vieningos nuomonės mokslinėje literatūroje apie kūrybiškumo sampratą nėra, bet mano nuomone, tai asmens gebėjimas išspręsti uţduotis ir problemas originaliai, lanksčiai ir efektyviai. Kūrybiškumą lemia paveldėjimas, aplinkos įtaka ir abu veiksniai kartu. Kūrybiškumą labiausiai slopina kritika, vertinimas ir nepalanki asmenybės augimui politinė sistema. Tik kūrybiškas mokytojas gali ugdyti kūrybiškas asmenybes. Todėl šiuolaikiškos kūno kultūros pamokos... [toliau žr. visą tekstą] / Research object – creativity education in physical education lessons. Hypotheses: 1. Students and teachers opinion about to creativity education about physical education lessons is different. 2. Girls and boys attitudes towards the education of creativity in physical education lessons are different. Research target – find out teachers and students attitudes towards the education of creativity in physical education lessons. Research objectives: 1. Analyze scientific literature and discuss the concept of creativity, factors influencing and inhibit creativity and creativity in education physical education classes. 2. To determine student„s approach to creativity education during physical education lessons. 3. Compare girls and boys attitude about creativity education. 7 4. Compare the IX – X and XI – XII classes‟ students approach to creativity education during physical education lessons. 5. Set the physical education teacher's approach to creativity education during physical education lessons. 6. Comparison of physical culture teachers' and students' attitudes towards the education of creativity in physical education lessons. Conclusions: 1. Consensus in the scientific literature on the concept of creativity is not, but in my opinion, this is a person's ability to solve tasks and issues an original, flexible and efficient. Creativity leads to inheritance, environmental influences, and both factors together. Creativity inhibits criticism, evaluation and personal growth... [to full text]

Made available in DSpace on 2015-04-17T15:01:51Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 971678 bytes, checksum: 4112b27588056a193981a5ed27cdb083 (MD5) Previous issue date: 2012-06-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research presents the Religious Teaching in the six State Schools of Salgado of São Félix, inside Paraíba, involving 06 teachers and the students of the 6ª to the 9ª year of the Fundamental Teaching. It is a proposal that was born because many professionals supply your classes according to your religious inclinations and they don't have nor formation and nor training on that theme. On the other hand, more and more, it increases the specialists' interest in deepening that knowledge area for being essential in the basic education. Our objective was to investigate the forms as the teachers they supply the classes, proceeding or not the present beginnings in the article 33 of LBD, that proposes an education without proselytism. To base our research we dialogued with renowned authors like Junqueira (2002), Croatto (2001), Oliveira (2008), Kuhn (2005), among others. We opted to accomplish a qualitative research, once the religious dimension opens possibilities to notice the feelings, the silences, the emotions, the gestures, finally a fan of the present subjectivity in the people with which we had opportunity to interact. We made the choice for a participant methodology for we be one of the teachers that act at the investigated schools. We adopted as research instruments the participant observation, the field diary, the questionnaire and the interview semiestruturada. The research appears for the improvement need in the Religious Teaching at personal and social level and of investing in the professionals' formation that you/they supply an education citizen, contributed in the laws and in the vital beginnings for the humanity. / Esta pesquisa apresenta o Ensino Religioso nas seis Escolas Estaduais de Salgado de São Félix, no interior da Paraíba, envolvendo 06 professores e os alunos do 6º ao 9º ano do Ensino Fundamental. Trata-se de uma proposta que nasceu porque muitos profissionais ministram suas aulas conforme suas inclinações religiosas e não têm nem formação e nem capacitação sobre esse tema. Por outro lado, cada vez mais, cresce o interesse dos estudiosos em aprofundar essa área de conhecimento por ser essencial na educação básica. O nosso objetivo foi investigar as formas como os professores ministram as aulas, seguindo ou não os princípios presentes no artigo 33 da LBD, que propõe uma educação sem proselitismo. Para embasar a nossa pesquisa dialogamos com autores renomados como Junqueira (2002), Croatto (2001), Oliveira (2008), Kuhn (2005), dentre outros. Optamos por realizar uma pesquisa qualitativa, uma vez que a dimensão religiosa abre possibilidades de perceber os sentimentos, os silêncios, as emoções, os gestos, enfim um leque da subjetividade presente nas pessoas com as quais tivemos oportunidade de interagir. Fizemos a escolha por uma metodologia participante por sermos uma das professoras que atuam nas escolas investigadas. Adotamos como instrumentos de pesquisa a observação participante, o diário de campo, o questionário e a entrevista semiestruturada. A pesquisa aponta para a necessidade de melhoria no Ensino Religioso a nível pessoal e social e de investir na formação de profissionais que ministrem uma educação cidadã, aportada nas leis e nos princípios vitais para a humanidade.

The main topic of this thesis is dedicated to morality and education in the sermons of Jan Kollar, the priest in Pest. The main source I use, is his two-volume publication Nedělnj, swátečné i přjležitostne kázně a řeči and his manuscript Česká kázání v letech 1821 1849. His sermons react on the negative condition of the Evangelical church in Pest and it's denationalization, therefore a part of his sermons describes also a nationalistic factor. As well as to the etics, I pay attention to Kollar's vision on freedom and proper functioning church.