Orientador: Maria Angela Miorim / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-07T08:13:45Z (GMT). No. of bitstreams: 1 Pereira_DenizaldeJosielRodrigues_D.pdf: 3684925 bytes, checksum: 80316dca98b854d0292a7ba2e6ac651c (MD5) Previous issue date: 2005 / Resumo: Nosso trabalho sobre o movimento que criou a Sociedade Brasileira de Educação Matemática (SBEM) está centrado no período que vai de 1985 a 1988, anos correspondentes à realização da VI Conferência Interamericana de Educação Matemática (CIAEM), em Guadalajara no México, e à fundação oficial da Sociedade Brasileira de Educação Matemática, na cidade de Maringá-PR. Ao ano de 1987 será dado especial destaque. Durante o Encontro Nacional de Educação Matemática (ENEM) na cidade de São Paulo, os participantes desse movimento decidiram empreender esforços, tendo em vista a criação de uma Sociedade que congregasse os educadores matemáticos brasileiros, sendo estabelecido o prazo de um ano para a construção coletiva de seus estatutos. Esse processo foi de uma riqueza ímpar: cerca de 1200 pessoas foram mobilizadas em seis grandes reuniões nacionais e cerca de sessenta reuniões regionais em um movimento nacional centralizado por uma Coordenação e descentralizado na base. O presente trabalho defende a Tese de que o movimento que criou a SBEM foi um movimento de caráter eminentemente democrático. Este movimento é caracterizado nesta obra contextualizado na história, mas se demarcando da concepção evolucionista como um desenrolar de fatos hierarquizados cronologicamente. Focamos a constituição de uma Comissão Central, que se estabeleceu no primeiro ENEM, realizado na PUC de São Paulo em fevereiro de 1987, como o marco fundamental deste movimento. Comprometidos com concepções teórico-metodológicas do Materialismo Histórico Dialético, o marxismo da maturidade de Marx, procuramos relacionar o movimento aqui exposto com o contexto histórico em que foi gerado, onde o ¿passado¿ ocupa sua devida importância como ¿presente rearticulado¿. XXVII No entanto, propomos como categoria central de análise um conceito de democracia não usual, distinto de seu sentido hegemônico: democracia, nesta Tese, tem sentido de trégua, de convivência com posições distintas, não como valor ideológico melhorativo, como harmonia, senão como resultado de impossibilidade, como resultante da luta de classes / Abstract: Our work about the movement which created the Brazilian Society of Mathematics Education (SBEM) is centered in the period that ranges from 1985 to 1988. This period of time corresponds to the accomplishment of the VI Interamerican Conference of Mathematics Education, in Guadalajara, Mexico and to the official foundation of the Brazilian Society of Mathematics Education in Maringá, Paraná, Brazil. In 1987 it was given especial highlight. During the National Meeting of Mathematics Education (ENEM) in São Paulo city, the participants of this movement decided to work hard in order to create a Society which congregated the Brazilian Mathematics teachers, and a term of one year for the collective creation of its statutes. This process was of unique importance: about 1200 people were mobilized in six large national meetings and approximately 60 regional meetings, in a national movement centered by a Coordination and historical context in which it was generated, where the ¿past¿ takes its real importance as ¿rearticulated present¿. However, we propose a concept of unusual democracy as central category, distinct from its hegemonical sense: democracy in this thesis, has the meaning of truce, of sociability, in distinct positions, not as an ideological improving a value, as harmony, but as a result of classes fight / Doutorado / Educação Matematica / Doutor em Educação

Orientador: Olinda Maria Noronha / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-28T04:08:26Z (GMT). No. of bitstreams: 1 Teixeira_AnaLauradaSilva_M.pdf: 994638 bytes, checksum: 5f4e4d863c56876f81b00f1895632871 (MD5) Previous issue date: 2015 / Resumo: O presente estudo tem como objetivo trazer a conhecimento os debates realizados em torno do conceito do trabalho como princípio educativo, sendo esse um construto teórico elaborado por Gramsci, e que vemos também em Saviani grandes apropriações. Para tanto, realizamos uma exposição das bases materiais brasileiras, em um recorte histórico feito da década de 1980 até os dias atuais, escolhido, devido ao fato do debate ter se iniciado nessa época, e ao longo da história ter se apresentado ora com maior, ora com menor visibilidade. Também explanamos sobre como se configura a educação nesse período, para que possamos entender em que contexto se dá a elaboração desses trabalhos. Como referencial metodológico, utilizamos o materialismo histórico dialético, por entender que, as condições materiais traçadas ao longo da história em nosso país nos permitem compreender as causas desse debate. O objetivo central é mostrar como se deu a trajetória desses aspectos em território nacional, mencionando alguns dos expressivos pensadores acerca do tema, entre eles: Paulo Sergio Tumolo, Sérgio Lessa, Ademir Quintilio Lazarini, Daniel Rodrigues e João Batista Zanardini. O debate tem como contexto de surgimento a década de 1980 após a ditadura militar, emergindo diante dos meios de veiculação das ideias pedagógicas, sendo que, nesse período não houve um debate propriamente dito, em que se confrontassem essas ideias, configurando-se assim, como um período de elaboração dessas ideias contra-hegemônicas. Conclui-se que, a partir da década de 1990, até os dias atuais, analisamos um contexto de profunda crise nas políticas públicas brasileiras, com o fracasso do socialismo real e a adesão brasileira aos ditames neoliberais, e a isso atribuímos o arrefecimento da discussão em torno do trabalho como princípio educativo, bem como o surgimento de algumas críticas que a ele se referem. Entretanto, essas críticas não propõem soluções práticas, de maneira que a classe trabalhadora possa se organizar mediante a aquisição de um conhecimento sistematizado, diferente disto, até o presente momento têm apenas fomentado publicações no meio acadêmico, e pouco contribuído para a construção de uma educação de qualidade / Abstract: This study aims to bring knowledge to the discussions around the concept of work as an educational principle, making a theoretical construct elaborated by Gramsci, and that we also see in Saviani large appropriations. To this end, we held an exhibition of Brazilian material bases on a historical portrait done of the 1980s to the present day, chosen due to the fact of having begun debate at that time, and throughout history have presented here more, now less visible. Also expounded on how to configure education in this period, for us to understand in what context gives himself to the preparation of these works. As methodological framework, we will use the dialectical historical materialism, understanding that the material conditions traced throughout history in our country allow us to understand the causes of this debate. The main objective is to show how was the trajectory of these aspects in the country, mentioning some of the significant thinkers on the subject, among them: Paulo Sergio Tumolo, Sergio Lessa, Ademir Quintilio Lazarini, Daniel Rodrigues and João Batista Zanardini. The debate has as contexto of outset the 1980s after the military dictatorship, emerging on the means of disclosure of the pedagogical ideas, and in this period there was no proper debate in which confront these ideas, and has thus, as a period of elaboration these counter-hegemonic ideas. It is concluded that , from the 1990s to the present day, we analyse the context of deep crisis in Brazilian public policies, with the failure of socialism and the Brazilian adherence to the neoliberal dictates, and this we attribute the cooling the discussion around work as an educational principle, as well as the emergence of some criticism that refer to it. However, these criticisms do not propose practical solutions so that the working class can be organized through the acquisition of systematized knowledge, different from this, until the present moment,has only fostered publications in academic circles, and little contributed to the construction of a quality education / Mestrado / Filosofia e História da Educação / Mestra em Educação

Denna uppsats analyserar den medvetandefilosofiska debatten mellan Donald Davidson och Jaegwon Kim rörande Davidsons tes om det mentalas superveniens på det fysiska. Tesen utgör ett element i Davidsons generella teori om relationen mellan det mentala och det fysiska; anomal monism. Författaren frågar sig om Kim har rätt i att tesen om mental superveniens inte är tillräcklig för att garantera det mentala kausal kraft. I uppsatsen analyseras de båda filosofernas ståndpunkter i debatten med speciell tonvikt på deras respektive definitioner av superveniensbegreppet. Med utgångspunkt i detta argumenterar författarinnan att Kim i viss utsträckning kan sägas ha missförstått Davidsons superveniens-begrepp. Kim har definierat "svag" respektive "stark" och velat tolka Davidsons superveniens som tillhörande den sistnämnda sorten. Uppsatsförfattaren intar en ståndpunkt motsatt Kims och menar att Davidsons superveniensbegrepp snarare bör förstås som en variant av svag superveniens, men konstaterar samtidigt att det inte är helt säkert att dennes superveniens alls kan inordnas i någon av dessa kategorier; dessa refererar till "möjliga världar", vilka Davidson vägrar acceptera. / This paper analyses the debate between Donald Davidson and Jaegwon Kim concerning Davidsons idea of the supervenience of the mental upon the physical. This thought is part of Davidson's general theory of the relation between mind and body; anomalous monism. The author asks wherther Kim is right that mental supervenience is insufficient to gurantee the mental causal power. The paper analyses the standpoints of both philosophers, especially regarding their definitions of "supervenience" and argues that Kim, to some extent, can be said to have misunderstood Davidson's notion of supervenience. Kim has offered definitons of "weak" and "strong" supervenience and interpreted Davidsons supervenience as being of the kind last mentioned. The author takes a standpoint opposite of Kim's and argues that Davidson's notion of supervenience is better understood as weak supervenience, but at the same time notes that it is by no means obvious that Davidsons supervenience can be said to belong to either of these categories since these refer to "possible worlds", which Davidson refuses to accept.

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This essay is an attempt to conduct a reading of Jerusalem by Jez Butterworth through the lens of cultural materialism with John Stuart Mill’s On Liberty as intertext. The essay conducts a brief survey of previous scholarly treatment of the play, explains the theoretical background of cultural materialism that the essay operates on, and briefly introduces the intertext. The treatment itself is based around the invocation of historical and mythical roots in the play, exploring the relevant parts of the intertext, interspersed with close reading of the play itself. The essay culminates in the understanding that the climax and ending of the play is not an end to the concept of liberty evoked in the play, but that it is a call to action for it. While the play offers no unproblematic image which could guide the direction of action, it does offer liberty as a guiding principle.

By means of a case study of a small, socially mixed, and ecologically oriented community in South Africa, known as the Lynedoch Eco-Village, this thesis sets out to identify motivations of people from different socio-economic backgrounds for joining such a community, and as a result live a more sustainable life. The case was studied during a minor field study (MFS) in the South African spring of 2015, during which sixteen eco-villagers were interviewed. The study discovers a wide range of motives reported by the respondents; some motives stemming from materialistic concerns and others being of a more idealistic nature. The socio-economic comparison of the respondents´ accounts is analysed using post-material theory and, interestingly, some accounts directly contradict the accounts that this influential theory would predict, with respondents from a lower socio-economic background reporting highly idealistic motives and views.

I examine the way in which, in his work of the 1840s, Ruskin uses methods and assumptions derived from eighteenth-century Materialist, Mechanist and Vitalist Natural Philosophy, especially his assertion that the meanings which he reads into natural phenomena are objectively present and can be quantified, and the way in which therefore aesthetic concepts, responses and judgements can be quantified, and their values fixed. I examine the ways in which Ruskin seeks to demonstrate the relationship between the unity of Nature and the Multipilicity of Phenomena, not only as existing objectively in the external world, but also as reflected in the paintings of Turner. I suggest that his attempt at demonstration features a problematic relationship between his accounting for a material reality and the spiritual significances which he sees as immanent in it, and that resistance to the dynamism of contemporary industrial and social change is implicit in his celebration of an eternalised natural order. I examine four features of his correspondence during the 1840s: his dealings in the art market, his outright opposition to a number of modern developments, his urgent desires to see his favourite European architectural heritage preserved, and his strident xenophobia, and suggest relationships between the last two and his resistance to the modern. I examine the shift in his interests in the 1840s and 1850s from Nature and Art to Architecture and Man, and thence to Political Economy, and examine available accounts which rely too heavily on references to his psychological development, or on his claims to regular epiphanies, or on a significant shift in focus which can be explained by revealing the internal continuities in his work. I conclude with an attempt to demonstrate that what I have called the "broad sweep" approach obscures the confusions and contradictions in his position in the late 1840s and 1850s, and suggest that his social and intellectual inheritance, which is of a highly conservative and unremittingly paternalistic nature, crucially limits his work as ~ social critic. I offer three appendices: on the problem of the relationship between the Unity of Nature and the Multiplicity of Phenomena as that had been addressed in the Natural Philosophy on whose assumptions Ruskin draws; on eighteenth century Materialist, Mechanist and Vitalist theories of matter; and on the work of Edmund Burke and Sir Charles Bell.

Abstract Embodied evolves around the tactility of the present body, in relation to the eternal absence and the perishability of itself end the world that surrounds it. I work with ceramic sculpture, where the body in relation to the material and the world is both my theme and my method. The body is always present and a basic condition to experience and make objects; it is the subject, the objectand the execution in my work. The written part of my examwork is based on my process and studiowork.

A number of recent objections to physicalism are based on the apparent gap between physical knowledge and phenomenal knowledge. In response, some physicalists accept the epistemic gap, but deny the inference from the epistemic gap to a metaphysical gap. One popular strategy is to argue that there is something unique about our phenomenal concepts, the concepts that we use to think about our phenomenal states in terms of their subjective character, that explains the apparent gap. I develop a version of this strategy.Specifically, I argue that phenomenal-physical identities are necessarily true. These identities only seem contingent due to peculiarities of our phenomenal concepts. Phenomenal concepts have a unique connection to their referents; they are "self-presenting" concepts, which include their referents as components of the concepts themselves. Regardless of how we conceptualize the world, a phenomenal concept will always refer to the phenomenal state. But this is not true of non-phenomenal concepts, even concepts like `H2O' that seem to get at the essence of their referents. There is always an element of contingency in the connection between a non-phenomenal concept and its referent.When we consider an identity between a phenomenal concept and a non-phenomenal concept, like `pain = the firing of p-neurons', the more intimate connection between the phenomenal concept and its referent generates the intuition that the two concepts could come apart. This is true in a sense. If we were to adopt conceptualize things differently, the physical concept might not refer to the same state. For example, if we were to adopt a different theory of neuroscience, we might not conceptualize the firing of p-neurons as `the firing of p-neurons'. Phenomenal concepts, on the other hand, will always pick out the same referents, regardless of how we represent the world. For this reason, the concepts `pain' and `the firing of p-neurons' do come apart, but not in a sense that makes trouble for physicalism. What is possible is not a world in which pain isn't identical to the firing of p-neurons, but only a world in which pain isn't conceptualized as the firing of p-neurons.

The aim of this thesis is to identify and examine the factors influencing environmentally-significant consumption (ESC) by higher-income households (HIH) to provide theoretical and social marketing insights. Income is highly related to levels of energy consumption and associated environmental damage, but despite research documenting the links between income and energy use, there is a lack of enquiry into what shapes the ESC patterns of HIH and therefore how behavioural interventions might be best fashioned to reduce energy use. A postmodern approach to consumption that recognises the interplay between the psychological, the social and the cultural (a psycho-socio-cultural approach), indicates that ESC is not an automatic consequence of wealth but rather mediated through the way consumption practices are symbolically connected with the satisfaction of underlying needs, including the need for identity and other psychological orientations. These connections are not universal or static but socially and culturally contextual and influenced by many factors, particularly marketing. Social marketing, as marketing for social good, therefore has a critical role to play in altering these symbolic connections and therefore consumption behaviour. To design and market alternative lower energy consumption through social marketing interventions, an understanding of how environmentally-significant consumption is connected with modes of need satisfaction and psychological orientations is necessary. Additionally, an understanding of constraints to even higher levels of consumption is useful. This study provides initial research momentum, using a HIH sample from South Devon. Primary data from a quantitative questionnaire was supported in design by qualitative interviews. These provide descriptive and correlational results about what shapes the consumption of; leisure flights, large-engine cars and new durable products, as well as the role of environmentally-significant psychological orientations, specifically: values; materialism; environmental concern and identity. The research also provides a comparative analysis between a group of HIH who have participated in Global Action Plan’s EcoTeam programme, and the general sample of HIH.