Made available in DSpace on 2014-06-11T19:29:37Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-12-10Bitstream added on 2014-06-13T20:39:02Z : No. of bitstreams: 1 salvador_r_me_fran.pdf: 880014 bytes, checksum: c273bd1b9155287a3b404f6f7c19fc80 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O tema da Ética vem sendo constantemente apresentado sob óticas diferentes demonstrando a sua importância para o período histórico em que vivemos. A educação, objeto de tantos estudos e críticas, ocupa um papel fundamental na formação intelectual e moral do ser humano. Assim, Ética e Educação tornam possível a formação do ser humano comprometido com o entendimento, a compreensão, a solidariedade, o respeito, possibilitando o desenvolvimento de pessoas com claras noções de humanidade e de justiça. A presente dissertação de Mestrado tem como objetivo analisar e compreender como o corpo docente e discente da Escola Maria Amália Volpom de Figueiredo, do município de Morro Agudo, Estado de São Paulo, desenvolve a dimensão ética no cotidiano escolar e quais a mudanças ocorridas no comportamento dos envolvidos neste processo. No desenvolvimento da pesquisa investigamos a Ética e a Educação em diferentes períodos históricos e em suas várias dimensões e direcionamos as discussões para o caso particular da escola Maria Amália Volpon de Figueiredo em Morro Agudo-SP. / The subject of Ethics has been constantly presented under different perspectives demonstrating its importance to the historical period in which we live. Education, the subject of many studies and criticism, plays a key role in the intellectual and moral formation of the human being. Thus, Ethics and Education make possible the formation of the human being committed to the understanding, solidarity, respect, enabling the development of people with clear notions of humanity and justice. This dissertation of Master aims to analyze and understand how the faculty and students of School Maria Amalia Volpon de Figueiredo from the city of Morro Agudo, State of Sao Paulo, develops the ethical dimension in the daily school and what changes occurred in the behavior of those involved in this process. In developing of the search we investigated the Ethics and Education in different historical periods and in its various dimensions and focused discussions in the particular case of the School Maria Amália Volpon de Figueiredo in Morro Agudo-SP.

Orientador: Ubaldo Silveira / Banca: Wlaumir Doniseti de Souza / Banca: Helen Barbosa Raiz Engler / Resumo: O tema da Ética vem sendo constantemente apresentado sob óticas diferentes demonstrando a sua importância para o período histórico em que vivemos. A educação, objeto de tantos estudos e críticas, ocupa um papel fundamental na formação intelectual e moral do ser humano. Assim, Ética e Educação tornam possível a formação do ser humano comprometido com o entendimento, a compreensão, a solidariedade, o respeito, possibilitando o desenvolvimento de pessoas com claras noções de humanidade e de justiça. A presente dissertação de Mestrado tem como objetivo analisar e compreender como o corpo docente e discente da Escola Maria Amália Volpom de Figueiredo, do município de Morro Agudo, Estado de São Paulo, desenvolve a dimensão ética no cotidiano escolar e quais a mudanças ocorridas no comportamento dos envolvidos neste processo. No desenvolvimento da pesquisa investigamos a Ética e a Educação em diferentes períodos históricos e em suas várias dimensões e direcionamos as discussões para o caso particular da escola Maria Amália Volpon de Figueiredo em Morro Agudo-SP. / Résumé: The subject of Ethics has been constantly presented under different perspectives demonstrating its importance to the historical period in which we live. Education, the subject of many studies and criticism, plays a key role in the intellectual and moral formation of the human being. Thus, Ethics and Education make possible the formation of the human being committed to the understanding, solidarity, respect, enabling the development of people with clear notions of humanity and justice. This dissertation of Master aims to analyze and understand how the faculty and students of School Maria Amalia Volpon de Figueiredo from the city of Morro Agudo, State of Sao Paulo, develops the ethical dimension in the daily school and what changes occurred in the behavior of those involved in this process. In developing of the search we investigated the Ethics and Education in different historical periods and in its various dimensions and focused discussions in the particular case of the School Maria Amália Volpon de Figueiredo in Morro Agudo-SP. / Mestre

John Dewey (1859-1952) responde por reflexões pedagógicas de grande disseminação, encontradas em meio a uma vasta produção que trata de múltiplas questões prementes de seu tempo, em particular aquelas relacionadas à democracia. Partindo da premissa de que sua filosofia da educação é melhor compreendida quando associada a suas reflexões mais abrangentes, elegeu-se como objetivo desta pesquisa a análise da ressonância da ética de John Dewey em seus ideais pedagógicos, diante de sua concepção de sociedade democrática. O autor se opõe à compreensão da moral como reduto exclusivo da subjetividade sua ética é social e cultural, nascendo o exercício moral de um contexto que serve de base para a busca de alternativas diante de conflitos. Impulso, dever, desejo, interesse, hábito e consequência são componentes da deliberação moral, que ocasionalmente entram em disputa e contam com o apoio da razão e da sensibilidade para descobrirem formas de se harmonizar esse ajuste é a ética, que se efetiva ao considerar as possibilidades de crescimento pessoal e comum que uma decisão traz. Importa a Dewey devolver a ética ao homem comum, nas sua ações cotidianas, para que cada um possa tomar parte das responsabilidades sobre si mesmo e sobre a vida comunitária. Somos constituídos por nossos atos e, portanto, a conduta expressa o caráter. Por isso, o autor confere importância aos hábitos, enquanto resposta rápida às demandas da vida prática, mas assegura à inteligência o papel de conduzi-los, interrompendoos sempre que não respondem adequadamente. Porque não estamos sozinhos no mundo, a ética se faz necessária e é condição para a convivência. Todavia, esse contato não é apenas restritivo; é também chave para uma expansão de sentidos da experiência e para a descoberta de dimensões mais profundas de existência. Essa relação complexa com o outro desafia a inteligência a prospectar alternativas mais integrativas quando escolhemos a democracia. Com isso, a imaginação moral é imprescindível para que o homem desvende novos caminhos em situações de crise. Ela permite ao sujeito um deslocamento para variadas posições, viabilizando a empatia efetiva por interesses alheios. Logo, a imaginação moral é vista por Dewey como um ensaio dramático, em que antecipamos mentalmente resultados esperados em diversos cursos de ação. Essa variedade de opções é criada pela imaginação, cuja liberdade em desenhar mundos possíveis deriva de sua capacidade de articular razão e sensibilidade. Para Dewey, a educação fomenta hábitos e valores, ou seja, promove um certo tipo de cultura. Assim, para que se volte a uma ética democrática, precisa cotidianamente trabalhar com práticas e princípios condizentes. Deve formar hábitos flexíveis e alargar a imaginação, para que esta possa se expressar viva e criativamente. Educação, democracia e ética têm como sujeito o homem comum, que pode forjar um caráter para si e, ao mesmo tempo, participar da condução do mundo que habita. Apenas pelo uso de meios democráticos, em que o interesse pessoal e o comum se articulam, pode uma sociedade se tornar democrática: a filosofia da educação de Dewey ressoa em suas muitas proposições a busca ética por essa harmonia. / John Deweys (1859-1952) pedagogical ideas are largely propagated, as part of a vast body of intellectual work dealing with several pressing issues of his time, especially those related to democracy. Assuming that his philosophy of education is best understood when associated to his broadest reflections, the main objective of this research is the analysis of the resonance of John Deweys ethics on his pedagogical ideals, in face of the authors conception of democratic society. Dewey opposes the idea of morality confined in subjectivity; his ethics is social and cultural, since moral exercise emerges in a context that serves as basis for the search of alternatives before conflicts. Impulse, duty, desire, interest, habit and consequence are components of moral deliberation, occasionally confronting each other; it is through the aid of reason and sensibility that they find ways of harmonizing this adjustment is ethics, which becomes effective through the consideration of possibilities for personal and collective growth implied in its decisions. Dewey is concerned in returning ethics to the common man, throughout his daily actions, so that every person can be responsible for himself and for the community. We are made from our actions and, therefore, conduct expresses our character. Hence, the author attributes great importance to habits, understood as fast responses to the demands of practical life; however, intelligence also has its role, interrupting habits when they do not function properly. Because we are not alone ethics is necessary, it is prerequisite to cohabitation. Nonetheless, this social contact cannot be seen as solely restrictive; it is also key to an expansion in the meaning of experience and to the discovery of a deeper understanding of existence. This complex relationship with others challenges intelligence to search for more unifying alternatives, whenever we live in democracy. Thus, moral imagination is necessary for man to find new paths in a crisis situation. It allows us to shift to other perspectives, effectively enabling sympathetic feelings. Accordingly, moral imagination is seen as a dramatic rehearsal, through which we mentally anticipate expected results of multiple courses of action. This variety of options is created by imagination, whose freedom to design possible worlds derives from its ability to articulate sense and sensibility. For Dewey, education fosters habits and values, i.e., it promotes a certain kind of culture. Therefore, in order to be in agreement with democratic ethics, education must work daily with appropriate practices and principles. It must form flexible habits and broaden imagination, in order for it to express itself lively and creatively. The common man is the subject of education, democracy, and ethics. It is he who can forge his own character and, simultaneously, take part in the making of the world in which he lives. Only through the use of democratic means, where personal and common interests are articulated, can society become democratic: Deweys philosophy of education states in many of its propositions this ethical search for harmony.

This thesis investigates conditions from an aesthetic and ethical viewpoint under which an artistic expression such as dance can exist in the realm of general education. In the thesis dance and education are regarded as acts of transgression and change. Efforts are made to define spaces where the acts of dancing and education take place and to enquire whether dance and pedagogy can share such space gainfully. The focus of the study is on dance in its own right, as an artistic mode of knowledge and expression, and as a manner of being with others. Dancing in teaching and curriculum learning activities is left outside the scope of this study. Research questions are asked about the essence and distinctive character of dance, its possibilities to bring about experiences of aesthetic and ethical nature and to provide a space in education for people to come together, dance and be with each other while finding knowledge and meaning in doing so. Questions are asked to the learner, i.e. the child, the pupil, the student, in this inquiry to two groups of students in teachers’ education, to describe their encounters with dance in a designed experiment. The accounts are analysed from an aesthetic and ethical angle and conclusions are drawn with implications for pedagogy and the educator. The theoretical framework to the study is informed by John Dewey’s and Maxine Greene’s thinking on arts and experience and on aesthetic education and literacy, in dialogue with Gert Biesta’s post-structural thinking on education and subjectivity, as well as the stances of Merce Cunningham and other creators in postmodern and contemporary dance. The empirical study consists of a field study at a teacher education program at Södertörn University. Data were collected, transcripts from two student group conversations concluding a series of instructional seminars in creative dance within a freestanding course on children’s existential questions. Methodologically, discourse analysis with Wetherell and Potter’s analytic tool interpretative repertoire were applied. The results of the study, analysed in accordance with the method, indicate that the participants through their utterances, making use of a variety of linguistic tools and metaphors, constructed meaning in their experiences of dancing primarily in terms of relational actions. Spaces were created in which these actions unfolded, characterised by presence, concentration, togetherness, speechless communication, proximity, trust, consideration, receptiveness and intensified perception. Creating dance appeared to be experienced in Dewey’s sense of aesthetic experience, and the relations described could be understood as ethical in line with Arendt’s and Levina’s philosophical thinking applied to education, fundamental in Biesta’s and Greene’s visions of education as a space for new beginnings and possible change. Resistance was experienced and dealt with in a range of manners and strategies. The creative aspect of dancing was experienced with great affect and an awareness of an intersubjective and disjunctive space of action. Conclusions of aesthetic and ethic nature may suggest that conditions can be provided to have people come together in an educational setting and dance and appear in front of one another, when consideration is taken to both the specific demands of dance and pedagogy as art expression and transgressing discipline, entailing the need of a clear and conscious design for the activities and the pedagogue’s readiness to guide the children and young to explore their individual dance expression, emotions and lived experiences.  Further implications and issues for continued research are to which extend dance as free expression can be maintained and granted a space in education when addressing specific urging social and ethical issues of coexistence and plurality in a rapidly changing global world, how academic and artistic research can cross-fertilise each other, how practical professional artistic and pedagogical knowledge and theory can inform one another, and to further investigate adequate research methods, designed experiments and appropriate linguistic means for research in the intersection of arts and science, dance and pedagogy.

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