Esta dissertação surgiu a partir do desejo de contar a minha experiência como professora de Educação de Jovens e Adultos, como eu a vivi, o que aprendi e o que ainda quero descobrir. É nesta medida que, através deste trabalho, pesquisei e ouvi os relatos dos professores, pensando em suas práticas cotidianas, suas subjetividades e suas relações com os conteúdos escolares e com os saberes dos alunos, buscando identificar práticas emancipatórias em seus processos educativos cotidianos. As vozes dos alunos, tornam-se audíveis também, através das narrativas de suas vivências, que permitem, também, identificar atividades emancipatórias em meio aos seus processos de aprendizagem. Narrativas de alunos e narrativas de professores se entrelaçam criando uma trama da memória cotidiana, sobre a qual Nilda Alves (2008) chama a atenção por ser uma narrativa não linear e sujeita a diversas interrupções e introduções de outras histórias paralelas. Dessa forma, busquei fazer um entrelaçamento entre narrativas de professores e alunos, procurando tecer uma rede a partir da narrativa da vida e da literaturização da ciência. / This thesis came from the desire to tell my experience as an Education of Young and Adults teacher, how I lived it, what i learned and what I still want to discover. To that end, I have researched and heard the testimonies od the teachers, thinking about their daily work, their subjectivities and their relationships with school contents and with the knowledge of the students, looking to identify emancipatory practices in their daily educational processes. The students' voices also become audible, through the narrative of their experiences, which allows us to identify emancipatory activities in the midst of their learning processes. The narratives of both students and teachers connect weaving a web of daily memory, highlighted by Nilda Alves (2008) for being a non-linear narrative susceptible to various interruptions and introductions od other parallel stories. This way, I tried to make an intersection between narratives of teachers and students, looking to weave a web based on the narrative of life and the literarization of science.

This article discusses the historical trajectory of educational assessment in the Brazilian academic scenario, pointing out the influence of American literature on the Brazilian scientific production, its models break as well as the efforts in order to construct a theory and a practical assessment applied to the Brazilian reality. It supports the hypothesis that educational evaluation is still an area of knowledge that is in process of setting up and strengthening in the country, the last two decades enabled them to overcome the named «cultural transfer» in the field of scientific production, allowing the constitution and hegemony of an approach grounded on a emancipatory political-pedagogical character in the scientific community / En este artículo se discute históricamente la trayectoria de la evaluación educacional en el escenario académico brasileño, abordando la influencia de la literatura norteamericana sobre la producción científica nacional, el rompimiento con esa influencia, como los esfuerzos realizados para construir una teoría y una práctica de evaluación aplicada a la realidad brasileña. Se defiende la hipótesis de que, aunque la evaluación educacional en el Brasil todavía sea una área de conocimiento que se encuentra en proceso de fortalecimiento, las dos últimas décadas permitió superar la llamada «transferencia cultural» en el campo de la producción científica, posibilitando la constitución y hegemonía, en el ámbito de la comunidad científica brasileña, de un abordaje construido por investigadores brasileños, denominado de evaluación emancipadora.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O presente trabalho tematiza a ideia de emancipaÃÃo e liberdade para Zizek, um conceito de liberdade estritamente materialista e pÃs-metafÃsico. Se a Ãnfase, hoje, nos ideais do Esclarecimento (AufklÃrung) fornecidos pela modernidade à considerada um retrocesso diante de nossa realidade pÃs-moderna, Zizek encara o desafio de reintegrar tais princÃpios no cenÃrio filosÃfico atual de maneira muito singular. Seu mÃrito consiste fundamentalmente em abordar o cerne da questÃo contemporÃnea (no que tange à ciÃncia, ontologia, subjetividade e polÃtica) a partir dos ideais modernos que abrem a perspectiva de emancipaÃÃo e liberdade humana. Nosso trabalho tem, portanto, como tarefa explorar esse tema da liberdade nos tempos atuais, radicalizando, assim, o que Kant compreendia com o princÃpio da AufklÃrung, a saber, a saÃda do homem da minoridade, da qual ele mesmo à culpado. Nesse sentido, o tema serà dividido em quatro linhas temÃticas principais: i) ciÃncia e epistemologia, ii) ontologia, iii) subjetividade e iv) polÃtica emancipatÃria. No primeiro ponto à discutido o ideal de AufklÃrung para Zizek e como este se contrapÃe diretamente com a perspectiva de Habermas e seu projeto de uma modernidade inacabada. Para isso, tomamos como fio condutor a polÃmica sobre o tema da biogenÃtica, e, a partir daÃ, procuramos demonstrar como que a concepÃÃo de modernidade para Zizek à ainda mais radical do que a de Habermas. No segundo capÃtulo, procuramos desenvolver o modo como Zizek fundamenta a base ontolÃgica da liberdade a partir da passagem de Kant a Hegel. O foco à depositado na mudanÃa paralÃctica do obstÃculo epistemolÃgico, em Kant, para a sua condiÃÃo ontolÃgica positiva, em Hegel. Ou seja, o modo como Hegel radicaliza o pensamento kantiano a partir de uma torÃÃo dialÃtica puramente formal. No terceiro capÃtulo, a perspectiva da liberdade à deslocada agora para o campo da subjetividade, na relaÃÃo dialÃtica entre a Lei moral kantiana e o gozo sÃdico. Nesse sentido, procuro mostrar primeiramente como que Lacan articula Kant com Sade, para, em seguida, pensar como que o psicanalista procura uma saÃda para o princÃpio de liberdade kantiana a partir da Lei do desejo, o que nos permite pensar um Kant sem Sade. No quarto e Ãltimo capÃtulo, passo para uma discussÃo propriamente polÃtica, onde questiono como à possÃvel uma polÃtica verdadeiramente emancipatÃria, vinculada à ideia de luta de classe e ato polÃtico. Em cada ponto tratado, esforÃamo-nos por radicalizar o princÃpio de liberdade humana em sua base materialista. O interessante na abordagem do materialismo dialÃtico de Zizek à que, em momento algum, cabe substituir nossa realidade por outra melhor, mas apenas â e isso à o fundamental â radicalizar o que permanece in potentia na nossa. / The present work discusses the idea of emancipation and freedom for Zizek, a concept of freedom strictly materialist and post-metaphysical. If the emphasis today on the ideals of the Enlightenment (AufklÃrung) supplied by modernity is considered a step backwards before our reality post-modern, Zizek sees the challenge of reintegrating such principles in philosophical scenario today in a very special way. His merit consists basically to approach the kernel of the contemporary question (in terms of science, ontology, subjectivity and politics) from the ideal modern that opens up the prospect of emancipation and human freedom. Our work has, therefore, as task to explore this theme of freedom in current times, in what Kant understood with the principle of AufklÃrung, namely, the leaving of man of minority, of which he himself is guilty. In this sense, the theme will be divided into four main thematic areas: (i) science and epistemology, (ii) ontology, (iii) subjectivity and (iv) emancipatory politics. On the first point it is discussed the ideal of AufklÃrung for Zizek and how it contrasts directly with the perspective of Habermas and his project of a unfinished modernity. For this, we take as a guide the controversy on the subject of biogenetic, and, from then on, we look for to demonstrate as that the conception of modernity for Zizek is still more radical than that of Habermas. In the second chapter, we are seeking to develop how Zizek justifies the ontological basis of freedom from the passage from Kant to Hegel. The focus is deposited in the parallax shift of epistemological obstacle in Kant, for his positive ontological condition, in Hegel. That is, the way as Hegel radicalizes the Kantian thought from a twist purely formal dialectic. In the third chapter, the prospect of freedom is now shifted to the field of subjectivity, the dialectical relation between the Kantian moral Law and the sadistic enjoyment. In this direction, I look for to show first as that Lacan articulates Kant with Sade, then think about how that the psychoanalyst seeks an outlet for the principle of Kantian freedom from the Law of desire, which allows us to think a Kant without Sade. In the room and last chapter, step for a discussion properly politics, where I question as one truly emancipatory politics is possible, linked to the idea of class struggle and political act. In each treated point, we strive to radicalize the principle of human freedom in its materialistic basis. The interesting approach in the dialectical materialism of Zizek is that, at any time, it is replace our reality by another better, but only - and this is crucial - radicalize what remains in potentia in ours.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / A educaÃÃo assume papel preponderante na execuÃÃo de programas, projetos e polÃticas sociais no Brasil, sejam desenvolvidos pela sociedade civil, sejam executados pelos governos municipal, distrital, estadual e federal, como à o caso de projetos produtivos que visam contribuir para inserÃÃo sociolaboral e financeira de parte da populaÃÃo pobre, por intermÃdio da oferta de microcrÃdito produtivo orientado, utilizando como instrumento os bancos comunitÃrios. Este trabalho busca compreender como se processa o carÃter educativo do microcrÃdito produtivo orientado, quando utiliza o banco comunitÃrio como instrumento que se propÃe a operar para inserÃÃo dos pobres no sistema financeiro e, consequentemente, na sua inserÃÃo sociolaboral e, desse modo, desvelar a dinÃmica da educaÃÃo para contribuir na implantaÃÃo de polÃticas pÃblicas. Fundamentado nas concepÃÃes freiriana de educaÃÃo e na concepÃÃo de J. Dewey, quando enfatiza a importÃncia de considerar a educaÃÃo pela experiÃncia, a interpretaÃÃo do objeto se pautou, primordialmente, em abranger as diferentes visÃes dos sujeitos envolvidos, considerando suas vivÃncias e experiÃncias. Caracteriza-se como pesquisa qualitativa de cunho interpretativo e descritivo, utilizando a estratÃgia estudo de caso, consolidada pela experiÃncia cotidiana do banco RevelaÃÃo, um grupo de homens e mulheres (11 pessoas), apoiados pela ANDE desde 2003, unidos pela necessidade e vontade de gerar trabalho e renda, por meio do microcrÃdito produtivo orientado, no intuito de modificar a sua situaÃÃo de pobreza e desemprego. Para alcance dos resultados, foram utilizadas a observaÃÃo e as interpretaÃÃes de depoimentos e registros no decorrer da pesquisa de campo. Foi observado tanto o plano da sociabilidade inerente ao grupo, como as relaÃÃes que seus integrantes estabelecem fora dele, revelando no texto a intenÃÃo de captar como os sujeitos se apropriam do microcrÃdito e qual o sentido dado à educaÃÃo quando estes se propÃem pertencer ao grupo banco RevelaÃÃo. Embora nÃo se revelando um estudo etnogrÃfico, recebeu contribuiÃÃo da etnografia, pois desvendou a cotidianidade do grupo, de modo a evidenciar o efeito educativo da metodologia de bancos comunitÃrios. Enfatiza o sentido da educaÃÃo utilizada na oferta de microcrÃdito produtivo orientado como sendo uma educaÃÃo que pode se configurar emancipatÃria e regulatÃria, no que respeita à concepÃÃo financeira adotada, se capitalista ou socioeconÃmica solidÃria. Notadamente, a educaÃÃo, quando trabalhada pelo instrumento banco comunitÃrio, assume papel importante na oferta de microcrÃdito produtivo orientado e parte da experiÃncia dos sujeitos; pode figurar-se como emancipatÃria e regulatÃria; dependendo da concepÃÃo financeira, pode reafirmar ou contrapor-se ao capitalismo vigente; a nÃo clareza da concepÃÃo financeira dificulta entender qual o sentido conferido à educaÃÃo; valoriza a participaÃÃo como ferramenta para que o âempoderamentoâ ocorra. / Education plays an important part in the lives of citizens. In Brazil, in addition to the educational system, there is education applied in non-schooling learning â non-formal or informal education â used by both Government and organized civil society as NGOs, networks, forums, and so forth. It is often articulated with programs, projects and actions for social development, as is the case of production projects intended to contribute to labor and financial integration for the poor through the provision of an oriented productive microcredit. The study aimed to understand what is the educational character of the oriented productive microcredit, when using the community bank as an instrument that intends to operate for inclusion of the poor into the financial system and, consequently, into society. Therefore, it reveals the dynamics of education to contribute to the implementation of public policies. It also intends to characterize the education and the context in which the microcredit fits, emphasizing the inclusion of the poor; understanding what is a community bank; exploring the meaning of education and its relations with the oriented productive microcredit; showing the experience featuring the Revelation bank learning mediated by the subjects, and finally, to explore the meaning of education revealed by the experiences of the Revelation bank subjects. A qualitative study, descriptive and explanatory, grown in the field of education, was carried out with the following theme concepts: poverty and unemployment related to supply and demand of an oriented productive microcredit. A strategic case study is used, based on the experience of the Revelation bank in CearÃ, supported by the National Agency of microenterprise development (ANDE), since the year 2003. Based on the analysis and the dialectic method of content analysis defended by Bogdan and Biklen (1994), and the contributions of the concepts of action research and ethnography, although not a true ethnograpy itself. It is based, especially on the concepts of Freireâs pedagogy and Deweyâs understanding, which emphasizes the importance of considering education as an experience. Semi-structured interviews were conducted; participation in meetings and participant observation, using a field journal, tape recorder and camera as the main instruments of data collection. It emphasizes, in terms of the members of the bank Revelation, the meaning of the education employed in the provision of the oriented productive microcredit, as an education that can be liberating, but also regulatory. Depending on the adopted financial conception, whether capitalist or communitarian, the provision of microcredit can reaffirm or contribute to counteract the capitalist system. The participation and solidarity are the key attributes used for the empowerment of individuals.

Critical pedagogy is a philosophy of education developed to challenge forms of social oppression through the acquisition of agency, what advocates argue traditional teaching methods fail to accomplish. It is because of this and because writing is considered by many to be a gateway to learning that critical pedagogy as a teaching methodology in composition studies is a logical alternative to traditional theories guiding composition pedagogy today. Critical pedagogy is meant to help students gain the tools needed to become active participants, influencers, and decision-makers in society. This paper argues for the need for critical composition pedagogy in present times as well as attempts to mold critical pedagogical theory into reliable praxis for first-year composition (FYC) instructors, while also meeting the goals of FYC as established by the Council of Writing Program Administrators (the WPA). The ultimate goal in providing a model for critical composition pedagogy is not to provide a different vision than that of other critical composition pedagogues, but an alternative.

Thesis advisor: Patrick Proctor / Youth of color are owed an “education debt” from this country, built on systems that sought to disenfranchise people of color, from colonialism and slavery to legacies of redlining and present-day criminalization practices (Ladson-Billings, 2006). Black, Indigenous and Latinx youth have consistently been pushed out of schools at higher rates than other groups (Morris, 2016). In recognizing this problem, this dissertation examined the ways that one alternative program in an urban-area in the Northeast sought to re-engage youth of color through emancipatory pedagogical models. All students, except for one, were youth of color with the majority of students being of Caribbean origin (i.e. Haitian, Dominican, Puerto Rican, Trinidadian, St. Lucian, Jamaican). In examining a need for emancipatory pedagogies, I conducted interviews with alumni and focus groups with current students to understand the multitude of reasons that students had been pushed out of traditional schools in their previous educational experiences. I then conducted interviews with past and present staff, as well as observations in the program, to understand the different pedagogies that were created that promoted decolonization and liberation in this particular alternative program. I then analyzed the short and long-term impacts of the program, primarily in understanding how the program shaped student identities. This study employed a qualitative approach, including a Youth Participatory Action Research component, to examine the factors listed above. MAXQDA was used to code transcripts of focus groups and interviews to determine themes in understanding the development and impact of emancipatory pedagogical models. Findings indicated the importance of creating a foundation for emancipatory pedagogies through staff spaces and conversations to understand implicit biases and teaching philosophies. This work should then be enhanced by building deep and supportive relationships with students and teaching in ways that uplift students’ cultures and promote critical consciousness. Key impacts of these pedagogies were found in racial identity, which was tied to gender identity and academic identity. / Thesis (PhD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

This decolonizing interpretive analysis serves to provide bicultural researchers the opportunity to engage and challenge the dominant literature on pedagogy, curriculum, methodology, and schooling. Bicultural researchers have been forced to navigate the dialectical social terrain of dominant/subordinate tensions and contradictions, as part of their process of survival, as subaltern or subordinate cultural citizens and critical scholars. This study seeks to deconstruct Eurocentric epistemicides that compartmentalize knowledge, particularly within the fields of theology and education. Western Christianity tends to separate God from humanity. This is an epistemological problem. The nature of this study necessitates a process by which critical theory, critical pedagogy, and liberation theology serve to reconstruct traditional Westernized notions of the interrelatedness of theology and education. This study seeks to determine what can be learned from a critical pedagogy of Jesus Christ by examining His integration of theology and pedagogy as presented in His praxis detailed in the New Testament. Jesus is positioned as the literal embodiment of both theology and pedagogy, where both are procured through praxis for liberation, resulting in an emancipatory pedagogy that reconciles humanity back to God and God to humanity.

Healthcare providers in emergency departments encounter victims of violence and crime daily. Such victims of violence and crime enter emergency departments in need of medical attention, and they carry forensic evidence on their bodies. Healthcare providers offer medical attention, but, in the process, they may inadvertently destroy forensic evidence this may later deny a forensic patient the right to justice. The guidance available to healthcare providers in their training is often unclear, and the legislation and policies on forensic care are somewhat ambiguous, and are left open to the interpretation of the healthcare providers. In this context, this research provides insight into how emancipatory practice development transformed forensic care in three level-one emergency departments in Gauteng, South Africa. The research approach used was action research, in a critical realist paradigm. An emancipatory practice development conceptual framework was applied. The study was conducted with the participants, using collaborative, inclusive and participatory processes. The research commenced with an exploration and explanation of the existing forensic care practised in emergency departments. Then the actual and expected forensic roles and responsibilities were explored with healthcare providers. Next, action plans were developed and implemented. Finally, the outcomes of the research were collaboratively evaluated. The findings indicated that limited forensic care was already being provided at the time of the study. The research increased awareness of forensic care in the participating departments, as healthcare providers took the initiative to preserve evidence better, making use of the knowledge and resources acquired while participating in the research. The participants pointed out that the emancipatory practice development process followed required outsider initiation, combined with sustained support and fostering of relationships. Finally, they indicated that the research process had connected the research to the practice for them. This study demonstrated that emancipatory practice development may increase awareness of forensic care, and may encourage the healthcare providers involved to take ownership. It may simultaneously contribute to changes in existing practice. Based on the findings, healthcare providers' forensic roles and responsibilities were structured into a framework to guide their practice. Furthermore, the steps taken to follow a systematic approach, as required by the emancipatory practice development conceptual framework, have been clarified this may provide some guidance to other researchers who wish to use the same process. / Thesis (PhD)--University of Pretoria, 2016. / Nursing Science / PhD / Unrestricted

Introduction: Non-invasive ventilation (NIV) is an alternative method for providing safe mechanical ventilatory assistance to adult patients presenting with acute respiratory failure. Internationally the utilisation of NIV has increased by 400% during the past decade. The clinical pathway for NIV was collaboratively developed by the multidisciplinary team in the critical care unit in 2012, but implementation into practice did not realise as anticipated. As the burden of chronic disease rises in South Africa, the healthcare system is under pressure to provide evidence-based and costeffective care to more patients. Avoiding endotracheal intubation reduces the patient’s risk of complications which lengthens the hospitalisation period and the cost of hospitalisation. The utilisation of clinical pathways in the South African context is limited. Aim: The overall aim of the study was implementation and evaluation of the outcomes of a person-centred clinical pathway for non-invasive ventilation in the critical care unit. Research methodology: Mixed method design through a personcentred practice development approach utilising emancipatory action research. Several data collection methods are used throughout the phases of the study. A critical realist worldview was held which incorporated the principles of a person-centred approach through collaboration, inclusion and participation. The study was conducted in three interdependent and interrelated phases. During Phase 1, the culture of the critical care units was assessed using a validated 37-item questionnaire to establish the perceptions of the critical care nurses related to evidence implementation. A total of twenty-three registered nurses participated. Additionally, the content of the clinical pathway was adapted following a rigorous literature review in collaboration with the internal facilitators and validated via a Delphi with critical care experts. Phase 2 was dedicated to the collaborative development of an implementation strategy for the implementation of the clinical pathway in the critical care unit. During Phase 3, the outcomes of the implementation of the clinical pathway for NIV was evaluated. Findings: The collaborative utilisation of a person-centred practice development approach for the implementation and evaluation of the clinical pathway for NIV, aided the researcher in identifying moral injury amongst critical care nurses, which inhibits the implementation of research evidence into practice. / Thesis (PhD)--University of Pretoria, 2020. / Nursing Science / PhD / Unrestricted

Thesis advisor: Thomas M. Crea / Thesis advisor: Scott D. Easton / This qualitative study collected and analyzed original interview data with mental health clinicians and survivor mentors exploring their perspectives on and experiences in aftercare/recovery work with survivors of domestic and international sex trafficking in the United States, through multidisciplinary and multisystemic contexts. This study addresses the significant gap of research on mental health recovery support with survivors of sex trafficking, which exists despite disturbing prevalence rates of sex trafficking, especially amongst girls and women of Color living in the United States. The study examined mental health providers’ perspectives on treatment approaches they employ, the processes they find to be effective, and their views on emancipatory approaches in recovery work. This study collected, transcribed, and analyzed semi-structured interview data with 13 mental health providers (including clinicians and peer/survivor mentors), and employed qualitative conventional content analysis. The study is the first to explore mental health providers’ experiences with service provision/accompaniment with a focus specifically on their work within multidisciplinary and multisystemic environments. It aims to increase understanding about the perspectives and approaches held by multidisciplinary therapists and survivor mentors, who specialize in accompanying survivors of sex trafficking, and may hold important insights into this complex work. The study found that therapists and peer mentors are challenged by barriers, and leverage key opportunities in their work through multidisciplinary and multisystemic contexts, and benefit from partnering with each other in survivor recovery work. It also found that survivor community and peer mentors are central to aftercare/recovery work, and that providers work to employ an intersectional/emancipatory healing lens. Analyses identified fifteen approaches to recovery work, organized into four categories: 1) integrated structural and trauma-sensitive emotional support; 2) community and emancipatory healing approaches; 3) peer mentor as a critical role; and 4) multiple systems challenge recovery. Implications for future research, clinical practice and policy are discussed. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Graduate School of Social Work. / Discipline: Social Work.