Thesis (Ph.D.)--Saint Mary's University, 2009. / Includes abstract. Advisor: Albert J. Mills. Includes bibliographical references (leaves 325-352).

Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 1984. / Includes bibliographical references (leaf 69).

Thesis (Ph.D) -- University of Western Sydney, 2006. / Thesis submitted for the degree of Doctor of Philosophy to the University of Western Sydney, College of Arts, School of Education. Includes bibliographical references.

Thesis (M.A.)--Trinity Evangelical Divinity School, 2007. / Abstract. Includes bibliographical references (leaves 92-96).

Thesis (Ph.D.) - Carleton University, 2007. / Includes bibliographical references (p. 226-235). Also available in electronic format on the Internet.

Thesis (M.A.)--Trinity Evangelical Divinity School, 2007. / Abstract. Includes bibliographical references (leaves 92-96).

Orientador: Marcelo Siqueira Ridenti / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-16T02:01:19Z (GMT). No. of bitstreams: 1 Zeferino_Mateus_M.pdf: 486244 bytes, checksum: 330c023bf607776a7b815e91e520af1e (MD5) Previous issue date: 2010 / Resumo: O presente trabalho procura analisar alguns aspectos do pensamento sociológico de Michael Löwy, suas principais premissas sociológicas e a sua relação com pensadores como Karl Mannheim e Max Weber. Em relação a Weber, tentaremos analisar a proposta de Löwy a respeito da incorporação do método weberiano de uma forma não eclética, mas dialética. Em um segundo momento, este trabalho também procura analisar o conceito de "afinidades eletivas" na obra de Michael Löwy. O surgimento de tal conceito no âmbito das Ciências Sociais se deu através de Max Weber, sobretudo em "A ética protestante e o espírito do capitalismo". Este é um outro aspecto do pensamento de Weber que Löwy se apropria, e utiliza-o para analisar figuras como "judaísmo libertário" e "teologia da libertação". Porém, afirmamos que o estudo de Löwy acerca da Teologia da Libertação possui alguns aspectos que precisam ser rediscutidos, pois ele dá uma ênfase na "fusão" e "simbiose" entre as duas figuras que estão se relacionando, o marxismo e o cristianismo. Procuramos, com base no pensamento de Antonio Gramsci, argumentar que a ênfase na "fusão'' entre as figuras acaba por travar o movimento dialético e não perceber a necessidade de continuidade do movimento / Abstract: The present work seeks to analyse some aspects in Michael Lowy's sociological thought, its main sociological premises regarding thinkers as Karl Mannheim and Max Weber. Regarding to Weber, we will try to analyse Lowy's proposals about the incorporation of the weberian method on a dialectic instead of the eclectic way. In a second moment, this work also seek to analyse the concept of "elective affinities" in Michael Lowy's works. Such concept arises through Max Weber in the scope of Social Scienses, above all in the "The Protestant Ethic and the Spirit of Capitalism". This is another aspect of Weber's thought wich Lowy has appropriated and utilized to analyse some pictures as the "liberation judaism" and the "liberation theology". However, we states that the Low's studies about Freedom Theology have some aspects that need to be discussed again, because he emphasizes the "fusion" and "simbiosis" between two pictures related to each other: the marxism and the christianism. We seek, based on the Antonio Gramsci thoughts, to argue that the emphasis in the fusion between the pictures end up hindering the dialectic movement, not realizing the needs of such movement to be continued / Mestrado / Teoria Sociológica / Mestre em Sociologia

Orientador: Ernesta Zamboni / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T03:42:36Z (GMT). No. of bitstreams: 1 Miranda_SoniaRegina_D.pdf: 6317664 bytes, checksum: eeb92ef9d88b4a269c53840a0ef56fe0 (MD5) Previous issue date: 2004 / Resumo: Esta tese busca contribuir para o campo de reflexões acerca dos saberes docentes e aprofundar a compreensão sobre como diferentes cenários de cultura interferem na variabilidade do conhecimento que professores sem formação específica têm a respeito da História. Partindo de um quadro teórico constituído em função de autores que advogam a especificidade do conhecimento escolar, e particularmente da compreensão de que a H istória ensinada na escola configura um conhecimento específico em face de sua matriz disciplinar acadêmica, enveredou-se por uma pesquisa que priorizou a investigação de como instituições escolares distintas lidam com o conteúdo histórico prescrito para o ensino nas séries iniciais. Foram selecionadas, como focos específicos de análise, duas escolas em diferentes cidades mineiras, selecionadas dentre os resultados públicos do Programa de Avaliação Educacional de Minas Gerais. A partir de então, cada instituição escolar foi estudada com o objetivo de auxiliar no entendimento de como diferentes quadros culturais interferem tanto na conformação das práticas escolares como no conhecimento histórico dos professores, o que não deixou de ter repercussões importantes para o desvelamento de aspectos que ficam obscurecidos em meio às estatísticas oficiais. Ao priorizar a cultura urbana como foco de análise, a discussão relativa aos projetos de memória - e do esquecimento - projetou-se como tema privilegiado de reflexão e compreensão a respeito dos processos de constituição dos saberes docentes / Abstract: This thesis seeks to contribute to the field of reflections concerning professors' knowledge and deepen the understanding on how different cultural scenarios interfere with the variability of the knowledge that professors without a specific field of study have regarding H istory. Starting from a theoretical picture established due to authors who advocate the specificity of school knowledge, and particularly of the understanding that H istory taught in school configures a specific knowledge in its academic disciplinary matrix, the study led to a research that prioritized the inquiry of how distinct school institutions deal with the prescribed historical content for education in the initial school years. Two schools in different cities in Minas Gerais were selected as specific foci of analysis, selected amongst the public results of the Programa de Avaliação da Educação de Minas Gerais. From that point on, each school institution was studied with the purpose of assisting in the understanding of how different cultural pictures interfere with the conformation of the school practices as well as in the historical knowledge of the professors, that didn't fail in leaving important repercussions for the unraveling of aspects that are overcast in official statistics. When prioritizing the urban culture as focus of analysis, the discussion regarding the projects of memory - and the forgetfulness - was projected as privileged issue of reflection and understanding regarding the process of constituting teachersl knowledge / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutor em Educação

In this study I am concerned with understanding how the emergence of participatory or, broadly understood, existential approaches to education has shifted the nature of the student/lecturer relationship. Historically, the difference was represented through the in loco parentis trope which contains implicit understandings as to the nature of the lecturer's authority and the ethical parameters of the relationship. With the emergence of more participatory approaches this relationship and its constitutive elements have to be re-imagined. In the first chapter I place this enquiry in the contemporary context in which the very identity of the university is changing as a result of massification and the accountability regime. In the second chapter I look at bell hooks' pedagogy as an example of such a participatory approach to education at higher education institutions. I describe her practice as a deconstructive pedagogy that is as powerful as it is because of the operation of a difference constitutive of it. In the third chapter I ask whether representing this difference in terms of the pre-modern master/apprentice offers a useful response to the questions raised by an existential praxis.

The study sought to investigate the system of knowledge production at AISA and assess the challenges of producing knowledge at the institution. The objectives of the study were to: identify AISA‟s main achievements in knowledge production; determine AISA‟s challenges in producing knowledge; find out how AISA‟s organizational culture impacts on internal knowledge production; and suggest ways of improving knowledge production at AISA. A case study was used as a research method and purposive sampling used to select 50 cases out of a study population of 70. Questionnaires were prepared and distributed to AISA employees and where possible face-to-face interviews were conducted. Both quantitative and qualitative methods were used to analyze the data which were collected. Findings of the study may be used by governments across sub-Saharan Africa to produce relevant knowledge for formulating and implementing economic, social and technological policies. It is also important in identifying challenges that may hinder the successful production of knowledge. The study revealed that AISA has a well defined system of knowledge production and has had many achievements that have contributed to its relevance as a think tank today. The study found out that AISA has faced different challenges with the main one being organizational culture. From the findings, the researcher recommended that AISA should establish itself as a knowledge-based organization. It should also create a knowledge friendly culture as a framework for addressing the issue of organizational culture.