Orientador: Rodrigo Pelloso Gelamo / Banca: Elisete MedianeiraTomazetti / Banca: Eladio Constantino Pablo Craia / Banca: Rodrigo Barbosa Lopes / Banca: Pedro Angelo Pagni / Resumo: Esta tese tem por objetivo problematizar o ensino de filosofia no Ensino Médio Técnico dos Institutos Federais, pensando a atitude do exercício de si como a tarefa filosófica para a educação tecnológica. A pesquisa parte do referencial teórico de Michel Foucault, principalmente nos conceitos da ontologia do presente e da estética da existência, para pensar uma prática filosófica que se realize como atitude crítica e como modo de vida. A filosofia entendida como problematização das práticas de si é o fio condutor pelo qual pensamos a formação ético-política. Estes conceitos nos conduziram a seguinte questão norteadora da tese: como praticar, no ensino médio técnico, a filosofia como exercício de si? Nossa hipótese interpretativa é de que a constituição da tecnicidade biopolítica da subjetividade moderna conduziu ao esquecimento da capacidade de exercitar-se a si mesmo como condição de ultrapassagem do assujeitamento do indivíduo, esse diagnóstico pode ser percebido tanto na educação tecnológica, como também no ensino de filosofia quando predomina a transmissão abstrata do conhecimento, não permitindo que aconteça o exercício de si como prática da liberdade. O ensino de filosofia na educação tecnológica constituiu nosso objeto de problematização e lugar de fala, onde pudemos diagnosticar a produção de uma subjetividade relacionada à ordenação dos processos técnicos da vida (biotécnica). Por isso, no decorrer dessa tese analisamos tanto a educação tecnológica e um determinado us... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The aim of this thesis is to inquire the teaching of philosophy in the technical high school in the Federal Institutes thinking of the attitude of the exercise itself as a philosophical task for the technological education. The search starts from the theoretical reference from Michel Foucault, mainly in the concepts of ontology of the present and of the aesthetics of the existence to think the philosophical practice which can be achieved as a critical attitude and as a lifestyle. The philosophy understood as a problematization of the practices themselves is the conducting wire in which we think about the ethical policy formation. These concepts conducted us to the following question which guided us in this thesis: How can we practice in the technical high school the philosophy as an exercise itself? Our interpretive hypothesis is that the constitution of the bio political technicity of the modern subjectivity conducted to the forgetfulness of the capacity to exercise ourselves as a condition to overtaking the individual's assembling. This diagnosis can be noticed both in technological education and in the teaching of philosophy when it predominates the abstract transmission of the knowledge not allowing that happens the exercise itself as a practice of freedom. The teaching of philosophy in the technological education compose our object of investigation and the place of speech, where we could diagnose the production of a subjectivity related to the order of the life's technic... (Complete abstract click electronic access below) / Doutor

This thesis develops a multi-faceted picture of competency based training and the impact it is having on vocational education. The thesis is a personal attempt to act agentically by deconstructing the discourse of vocational education within which I am positioned in my working life. It is an attempt to push back the boundaries of the discourse and to explore and create spaces for contestation. In order to do this I undertake three different readings of a set of texts. The texts come from two sources. The first is a set of documents identified in the Framework for the Implementation of Competency Based Training and which represent the official government position on competency based training. The second is a set of interviews I undertook with teachers at the Canberra Institute of Technology regarding their views about competency based training. Details of the texts are provided in Section 2 of the thesis. The body of the thesis is a set of three readings of these texts. The particular view of 'reading' used in the thesis is a post structuralist one. Each of the readings brings into play the understanding of the texts created within a particular discourse. I draw on the work of Michel Foucault for the understanding of discourse used in the thesis. The first reading is from within the discourse. It is a reading which seeks to understand competency based training in its own terms, and in relation to the critical debates within the literature of vocational education. I argue in this reading that competency based training emerges as a grand but flawed vision for the future of vocational education. The second reading takes the viewpoint of the work of Michel Foucault, and in particular his book Discipline and Punish. It uses the metaphor of the panopticon to explore the nature of power/knowledge within competency based training and the regime of truth which it brings into being. The final reading is from a feminist post structuralist position. I argue in this reading that the discourse of competency based training is phallocentric. I explore the liberatory claims of the discourse and conclude that the claims are limited because they do not challenge the fundamental and powerful dualisms through which competency based training is constituted. Finally in the conclusion I briefly explore whether I have achieved the aim of the thesis. I question what it means to act agentically and whether the type of thesis I have undertaken constructs the possibility of doing so.

The provision of work experience opportunities for students at the Canberra Institute of Technology (CIT) is an important feature in promoting the practical application of theory learned in the classroom. At the outset of this study, the variety and scope of work experience programs at CIT was not known and there were no apparent efforts to co-ordinate this activity. The effectiveness of these programs was not known, and there were no strategies in place to measure their worth. The purpose of this study was to identify and describe work experience programs, to analyse existing evaluation methods and to propose a Model of Evaluation appropriate to the maximum number of programs. The review of related literature resulted in the selection of Stake's comprehensive Countenance Model (1967), chosen for its consideration of the complexities of purpose and the wide variety of experiences which students may encounter. A significant part of the application of Stake's Model was the development of an Evaluation Kit for Work Experience Co- Ordinators at CIT and the subsequent trial on the Work Placement subject of the Certificate in Travel course in the School of Tourism and Hospitality. Stake's Countenance Model of Evaluation appears to embody an appropriate structure to measure the worth of programs. Recommendations for future directions include the wider trial of the Kit in a greater number of programs to further establish its usefulness to decision-makers, and the need to remain alert to emerging issues and trends in work experience practice in Australia.

Thesis (Ph. D.)--University of Notre Dame, 2007. / Thesis directed by George Marsden for the Department of History. "July 2007." Includes bibliographical references (leaves 420-442).

Thesis (M.Ed.)--University of Hong Kong, 1988. / Includes bibliographical references (leaf [80-83]). Also available in print.

Thesis (M.M.S.)--Memorial University of Newfoundland, 2005. / Bibliography: leaves 85-91.

Thesis (M.S.)--Virginia Polytechnic Institute, 1951. / Abstract. Vita. Includes bibliographical references (leaves 30-31). Also available via the Internet.

Thesis (M.A. in Art Education) -- School of the Art Institute of Chicago, 2005. / Includes bibliographical references (leaves: 78-86)

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