Tese de doutorado defendida no Programa de Pós Graduação em Educação. Área de Concentração: História da Educação e Historiografia. Faculdade de Educação da Universidade de São Paulo.285p. ils.; tab;apêndice.Orientação: Profa. Dra. Diana Gonçalves Vidal. Co-orientação Prof. Dr. Wagner Rodrigues Valente. / Submitted by David Antonio Costa (david.costa@ufsc.br) on 2016-07-09T14:24:45Z No. of bitstreams: 1 TESE_RABELO_REV.pdf: 4439881 bytes, checksum: c560adead4779c7c8291c25acdd9d84c (MD5) / Made available in DSpace on 2016-07-09T14:24:46Z (GMT). No. of bitstreams: 1 TESE_RABELO_REV.pdf: 4439881 bytes, checksum: c560adead4779c7c8291c25acdd9d84c (MD5) Previous issue date: 2016 / A presente tese explora as contribuições de Edward Lee Thorndike e de John Dewey no campo da educação matemática. Especificamente, a pesquisa teve como objetivo investigar os processos de circulação das ideias desses educadores na formação matemática de professores do ensino primário no Brasil e as apropriações decorrentes desses processos, centrando a discussão entre as décadas de 1920 e 1960. Os conceitos de circulação, apropriação e história conectada, dentre outros, foram operados com base em autores tais como Roger Chartier, Serge Gruzinski, Pierre Bourdieu e Michel de Certeau. Constituíram-se enquanto fontes de pesquisa programas de ensino, manuais pedagógicos, relatórios de viagem, correspondência, jornais e revistas pedagógicas. A análise desenvolveu-se privilegiando os viajantes pedagógicos e os impressos. Quanto a este último, o foco recaiu nos programas de ensino, bibliotecas pedagógicas e manuais pedagógicos. Dentre as conclusões, observa-se o papel importante que os viajantes pedagógicos desempenharam na circulação das ideias de Dewey e de Thorndike, seja na forma de publicações que faziam referência aos educadores estadunidenses, ou por meio da atuação docente na formação de professores. Outros meios de promover essa circulação foram os programas de ensino e bibliotecas pedagógicas, nos quais constam títulos de Dewey e de Thorndike e manuais que a eles fazem referência. Em termos de apropriação, percebe-se a presença de Dewey para tratar de assuntos de escopo mais geral da educação, enquanto que Thorndike é mobilizado para discutir questões mais específicas de aritmética, tais como a importância de recorrer a situações e valores reais.

This dissertation will trace the emerging paradigm of transaction as a model for the dynamics of the reading process. The paradigm of transaction, implicit in John Dewey's writings as early as 1896 in "The Reflex Arc Concept in Psychology," was originally described in terms of "interaction" between organism and environment. Only in 1949, in the twilight of his career, did Dewey definitively distinguish between "transaction" and "interaction," ascribing a mutually transformative character to the former process. In Knowing and the Known, Dewey and co-author Arthur F. Bentley (1949) proposed adoption of a wholly new "transactional vocabulary" as a precision tool for a new mode of scientific inquiry, whereby inquiry itself was recognized as a species of transaction between inquirer and observed phenomena. Even before the publication of Knowing and the Known, literary theorist Louise M. Rosenblatt had applied an implicitly transactional model of the relationship between organism and environment to the relationship between reader and text. She described this dynamic model of the reading process in Literature as Exploration (first published in 1938), a work that has inspired an ongoing revolution in the teaching of reading and literature at all instructional levels. In the first edition of this work, Rosenblatt employed Dewey's original term--"interaction"--to describe the dynamic relationship between reader and text. Following the publication of Knowing and the Known in 1949, Rosenblatt began systematically to appropriate Dewey and Bentley's transactional terminology in her analysis of the reader-text relationship. Educators who share the transactional vision of Dewey and Rosenblatt tend to see the role of the teacher as that of a facilitator of reader-text transaction and of reader-reader transaction as arbitrated by the text, rather than as an imparter of authoritative interpretations of texts. Envisioning potentialities for students' growth through such transactions gives rise neither to sanguine optimism nor to despair, but rather to a hopeful meliorism. / Ph. D.

The study focuses on connections between the Progressive era educational theories of John Dewey and present-day bluegrass and traditional music programs in higher education in order to explore a pedagogical basis for such programs. The research specifically examines Dewey’s beliefs in experiential learning, individualization, and vocational education and their current applications in traditional music education. The study included two major components: historical research into Dewey’s writings and primary and secondary sources regarding traditional music education in the United States, and interviews of faculty members in college and university bluegrass and traditional music programs. The thesis of this study is that experiential learning historically has been part of traditional music education and that it is an essential aspect of bluegrass and traditional music programs in higher education in the present day, leading to students taking part in meaningful learning experiences that contribute to their occupational goals.

Syftet med denna uppsats är att undersöka elevers relation till läsning av skönlitteratur på fritiden och i skolan för att få bättre kunskap om hur en framgångsrik litteraturundervisning kan bedrivas. Undersökningen utgörs av en enkätundersökning som distribuerades till fyra klasser från olika program på en gymnasieskola i Jämtland. Mot en bakgrund av att unga läser i allt mindre utsträckning samt att skönlitteraturen hålls som självklart nyttig av skola och samhälle har frågor formulerats för att undersöka elevernas läsvanor och attityder till läsning generellt och läsning i skolan i synnerhet. Undersökningen visar att elever gör stor skillnad mellan att läsa hemma och att läsa i skolan och att det senare uppfattas som mer styrt. Enligt eleverna är fritidsläsningen en underhållande verklighetsflykt medan skolläsningen främst handlar om de efterföljande uppgifterna. Som teoretiskt ramverk för uppsatsen valdes John Deweys teori om lärande genom inquiry och de idéer om en elevstyrd undervisning som kallas pragmatismen. Det framgår i denna uppsats att om man vill få elever att läsa mer och dra lärdomar av det lästa bör man ge dem större frihet i valet av litteratur och arbetssätt. Det framgår också att elevers egna funderingar och frågor på det lästa är viktiga att arbeta med. Ett större fokus på en elevstyrd litteraturundervisning främjar elevernas läslust och kan bidra till en mer framgångsrik litteraturundervisning.

This thesis addresses a recent development of elementary school children. Curriculum shifted from societal need toward the particular interests and needs of children is supported by the author.

This study examines how art is used as an educational tool to improve inner-health. The study is conducted in India to gain a cultural perspective different from Sweden. In the study, unstructured qualitative interviews are made mainly with volunteers from the organization Saturday Art Class, but also with the principal at the Sir J. J. Collage of Architecture. The interviews focus on the respondents view on: art as an educational tool, art as a tool to deal with inner-health and the respondent’s view on art and emotions from a cultural perspective. A thematic analyze is applied to understand and structure the collected material and John Dewey’s theory on art, education and experience is used as a theoretical framework when discussing the result. The study discusses what it is about art that makes it improve inner-health and how art, as an educational tool, can help shape both individuals and the society. In relation to the respondent’s experiences, earlier research and Dewey’s theoretical approach, the study identifies three different and co-related perspectives within the art practice that can help art teachers conduct their education for it to benefit inner-health among students, which are: the art practice in itself, reflection through an interactive dialogue and emotional aims. The study also discusses the connection between artistic freedom and democratic values as well as the role of the art teacher during the artistic practice. Lastly, the cultural context in India and SAC is compared to Swedish art education.

No description available.

Föreliggande studie baseras på intervjuer med verksamma lärare för årskurs 4-6 i de samhällsorienterade ämnena. Syftet med studien har varit att undersöka vilka undervisningsstrategier lärare använder för att ta tillvara elevers erfarenheter samt vilka förekommande faktorer lärare upplever utgör hinder för att ta tillvara elevers erfarenheter.I studien intervjuades fyra olika lärare varpå intervjumaterialet sammanställdes och analyserades. Då två intervjuer liknade varandra valdes tre av intervjuerna ut att presenteras i studiens resultat. Intervjumodellen valdes utifrån Alvehus (2013) gällande olika intervjumodeller vilket ledde till att semistrukturerade intervjuer utfördes. Intervjuerna genomfördes på respektive lärares arbetsplats.Resultatet av studien visar att lärare som väljer tematiskt samt problembaserat arbetssätt i större utsträckning anser sig ta tillvara elevers erfarenheter i undervisningen. I enlighet med både Dewey och Vygotskijs teorier om att lärande sker i samspel med andra visar även resultatet att de lärare som bedriver den typen av undervisning också är de lärare som faktiskt planerar för och använder elevers erfarenheter i undervisningen. Dessutom visar resultaten att faktorer som lärarna upplever utgör hinder för tillvaratagandet av elevers erfarenheter främst utgörs av inre ramar så som tid, elevgruppens storlek samt alla elevers olika erfarenheter.

John Dewey was America's foremost authority on many of the critical issues in the twentieth century. Dewey dedicated his professional career as an expert on the major branches of philosophy. A neglected aspect of Dewey's philosophy is his writings on historiography, the philosophy of history, and his influence on American historians. Dewey affected several generations of historians from the Progressive historians to the practical realists of today. This study evaluates Dewey's pragmatism as a legitimate strain in American historiography. James Harvey Robinson and Charles Beard claimed Dewey as an influence. Later historians such as Richard Hofstadter and Joyce Appleby insist his methods make for more responsible-minded historians. There is enough material from American historians to assert that Dewey and Deweyan pragmatism influenced and still impacts historians into the twenty-first century.

Kenneth Burke and John Dewey each published books on aesthetics in the 1930s. These texts present parallel conceptions of aesthetics as holding a distinctly rhetorical role in society. My project is to line up these theories, focusing particularly on two key terms in each theory: Burke's eloquence and Dewey's expression. Together, these two terms explain what constitutes an aesthetic experience and explain how an aesthetic experience can open up individuals in a society to a variety of perspectives and identifications. As individuals are allowed to inhabit the experiences of others through their interactions with art, they are poised to become more cooperative and compassionate members of a democratic society.