Submitted by admin tede (tede@pucgoias.edu.br) on 2016-12-01T17:22:17Z No. of bitstreams: 1 CRISTIENE DE PAULA ALENCAR.pdf: 13395032 bytes, checksum: 6224583cfffece981d40cf3138a0e9c8 (MD5) / Made available in DSpace on 2016-12-01T17:22:17Z (GMT). No. of bitstreams: 1 CRISTIENE DE PAULA ALENCAR.pdf: 13395032 bytes, checksum: 6224583cfffece981d40cf3138a0e9c8 (MD5) Previous issue date: 2016-08-31 / The paper review part of Education Research, Society and Culture, proposed by a qualitative research bibliographic database to perform a critical-reflective reading of the Manifest of New Educativo Pioneers in 1932 Brazil, according to Teixeira, one of his 26 Signatories and philosopher Michel Foucault analyze as HAPPENING, SPEECH (training and annunciation) and TRUTH as expressed by their real devices. This is an important and recurring theme in terms of research in the field of Brazilian education in order to launch new comprehensive and interpretive lights because, considered a structural and political in the history of Brazilian Education. The aim in this thesis, verticalization of the analyzes with the guiding question the role of real devices, we selected, "Pioneers" and "New Education", his senses in order to make it legitimate, as set out by the famous Bahian educator Teixeira. The theoretical corpus was made up of the contributions of Foucault (1986, 1996, 1997, 2002, 2003), Ghiraldelli Jr (2003), Ianni (1978, 1992, 2003), Saviani (2012, 2013a, 2013b), Monarcha (1989), Cury (1988, 2001, 2007), among others. The empirical corpus consisted of an investigative theme bibliographical balance on theses and dissertations in education 2005-2015 (Source: BDTD) and intellectual production Teixeira 1920-1934 (Source: Virtual Library Teixeira-UFBA), 03 Literary- 1928,1934a and 1934b; 04 Periodicals-1924,1930,1932a and 1932b; 02 Speeches- 1924 and 1931, 02 Reports-e1928 1925; 02 Texts Unpublished- 1925 and 1927, 01 Brochure- 1925; 01 Translation- 1930. All theoretical and bibliographic contribution was assesed by content analysis methodology (FRANCO, 2008). The main findings pointed to the Manifest as detailed event by a particular historical-politicaleducational environment. The hypothesis of this research to compose this formulator speech, two truths devices "Pioneers" and "New Education" present in the Manifesto of the speech was proven. As devices, structured way seized in bibliographical works of 1920-1934 Teixeira. The device "New Education" enlightened by modern liberal ideas is more recurrent in making the Truth Discourse a legitimate political enunciation. / Este trabalho inserido na Linha de Pesquisa Educação, Sociedade e Cultura, propõe, por meio de uma pesquisa qualitativa de base bibliográfica, realizar uma leitura crítica-reflexiva do Manifesto dos Pioneiros da Educação Nova no Brasil de 1932, à luz do pensamento de Anísio Teixeira, um de seus 26 Signatários, e do filósofo Michel Foucault, a partir do recorte ACONTECIMENTO, DISCURSO (formação e anunciação) e VERDADE, expresso pelos seus dispositivos de verdade. O Manifesto tem se constituído historicamente como temática relevante e recorrente em termos de investigações no campo da educação brasileira, com o propósito de lançar sobre ela novas luzes compreensivas e interpretativas consideradas um marco estrutural e político na história da Educação Brasileira. Pretende-se, nesta tese, verticalizar as análises, tendo como questão norteadora o papel dos dispositivos de verdade, por nós selecionados, “Pioneiros” e “Educação Nova”, procurando desvelar seus sentidos a partir de sua enunciação pelo célebre educador baiano, Anísio Teixeira. O corpus teórico foi constituído pelas contribuições de Foucault (1986, 1996,1997, 2002, 2003), Ghiraldelli Jr (2003), Ianni (1978, 1992, 2003), Saviani (2012, 2013a,2013b), Monarcha (1989), Cury (1988, 2001, 2007), dentre outros. O corpus empírico foi constituído por um balanço bibliográfico temático investigativo acerca das teses e dissertações em educação 2005-2015 (Fonte: BDTD) e a produção intelectual de Anísio Teixeira 1920-1934 (Fonte: Biblioteca Virtual Anísio Teixeira-UFBA, 03 Obras Literárias-1928,1934a e 1934b; 04 Periódicos-1924,1930, 1932a e 1932b; 02 Discursos - 1924 e 1931; 02 Relatórios- 1925 e1928; 02 Textos Inéditos- 1925 e 1927; 01 Folheto- 1925; 01 Tradução- 1930. Todo o aporte teórico-bibliográfico foi avaliado à luz da metodologia de análise de conteúdo (FRANCO, 2008). As principais conclusões apontaram o Manifesto como acontecimento circunstanciado por uma determinada conjuntura histórico-políticopedagógica. A hipótese desta pesquisa de compor este discurso formulado a partir de dois dispositivos de verdade, “Pioneiros” e “Educação Nova”, presentes no interior do discurso do Manifesto, foi comprovada. Como dispositivos, estruturam os sentidos apreendidos nas obras bibliográficas 1920-1934 de Anísio Teixeira. O dispositivo “Educação Nova”, iluminado pelas ideias liberais modernas, é mais recorrente no sentido de tornar a Verdade do Discurso uma enunciação política legítima.

This is an unprecedented study integrating of Second Life (SL) and the currere approach to develop a virtual curriculum demonstration. The overarching purposes of this study were to understand the perceptions, self-reflection, self-understanding, educational growth of graduate students in education toward teaching and learning in a virtual interdisciplinary curriculum. The three-dimensional virtual world of Second Life is a distance learning platform and multimedia combination of animations, dynamic images, embedded videos, websites, simulative worlds, slide shows and media players. The theoretical framework is based on the currere approach?a curriculum technique used to reconstruct social, intellectual, and physical systems. Data was collected in two education graduate courses in 2011 at a public university located in central Texas. After participating with SL skill trainings, the participants engaged in two virtual SL exhibitions?war and ecology?which were designed in the framework of the four currere steps?regression, progression, analysis, and synthesis. Data was collected via observations, SL reflective writings, individual currere writings, and voluntary interviews. The results revealed how SL exhibitions, based on the four-step currere approach, benefit the participants. In the regressive step, the virtual installations stimulated participants' emotions and vivid memories toward the presented topics. In the progressive step, the SL exhibitions awakened participants' awareness to educate the public on the global issues and integrate them into school subjects. In the analytic step, the exhibitions allowed participants to ruminate and re-exam the past, present and future, as well as to reflect on their own consciousness. In the synthetical stage, participants reflected and inflected their own perspectives toward the learning materials. Using the exhibitions' target knowledge, individuals were able to develop a self-understanding, which propelled them toward self-mobilization and educational reconstruction. Regarding SL curriculum development, the participants indicated SL innovative installation assisted them in extrapolating ideas for subject integration and interdisciplinary curriculum. In terms of technological utilization, SL changed the participants' perception about how integrating virtual technology into a classroom makes teaching and learning accommodating for distant students. In addition, this further motivates students to understand content more concretely and effectively. With regard to autobiographic emotional involvement, SL delivered the powerful images and videos to participants, which allowed them to understand why they possessed certain kinds of emotions toward specific events.