La investigación tuvo como objetivo general contribuir en la organización de un conjunto de criterios para la evaluación del desarrollo axiológico del profesorado de la Escuela de Educación de la Universidad de los Andes, a fin de promover programas de desarrollo profesional, personal y de evaluación que garanticen mejoras en la institución. Constituye el requisito indispensable para optar al Título de Doctor del Programa de Doctorado: Innovación y Sistema Educativo. Para su desarrollo, se prestó atención especial a descriptores referidos a la moralidad, eticidad, desarrollo profesional, desarrollo personal, evaluación, mejora educativa, códigos deontológico y valores educativos. Unido al propósito central, el desarrollo de la investigación permitió el establecimiento de fines secundarios que apuntaron a determinar implicaciones pedagógicas que se generan cuando el profesorado alcanza y mantiene un desarrollo axiológico adecuado, contribuir con el desarrollo teórico y práctico de la concepción axiológica de la mencionada escuela la cultura de la evolución institucional y del profesorado, contribuir en la elaboración de una tabla o escala de valores que oriente el comportamiento moral y ético del profesorado y proporcionar el establecimiento de códigos deontológico en la escuela objeto del estudio.La investigación se sustentó en varios pilares teóricos. Destacan aquellos que están referidos a los distintos modelos contemporáneos que explican el problema de la ecuación moral; en especial, se colocó énfasis en el modelo de educación moral como proceso cognitivo - evolutivo sustentado en la teoría de Lawrence Kohlberg. Asimismo, se apoya en los modelos de evaluación del profesorado; en particular, se colocó atención a la evaluación del profesorado y mejora educativa. De igual manera, se encuentran referencias teóricas que contribuyeron a dilucidar el problema de los valores, la eticidad y la moralidad. Además de los anteriores soportes teóricos, la investigación, está dirigida sobre la creencia de que la mejora educativa sólo es posible si es adelantada por el profesorado que demuestra y mantiene cierta madurez en sus estructuras axiológicas.El diseño metodológico que se empleó corresponde al modelo holístico - inductivo de tipo descriptivo y de campo, bajo las consideraciones y permisas que orientan la investigación cualitativa. Resalta por ser un "estudio de casos instrumental". El escenario donde se desarrollo, la contituye la Escuela de Educación de la Universidad de los Andes de Mérida - Venezuela. La población objeto de estudio estuvo formada por los profesores, alumnos y administradores que hacen vida en la citada escuela, las distintas muestras fueron seleccionadas por medio de "muestreo no probabilísticos". En particular, se aplicó el "muestreo accidental o causal" y el "muestreo internacional u opinático". Para recabar la información se diseñó una serie de instrumentos. A los alumnos se les consultó en tres oportunidades a través de tres instrumentos con escala tipo Likert y escalas de clasificación, a los profesores en dos ocasiones, por medio de una encuesta y el autoinforme, y a los gerentes y administradores a través de una entrevista cualitativa en profundidad. Todos los instrumentos empleados fueron revisados y sometidos a consideración de expertos, se estimó su validez de contenido por medio del Coeficiente de Proporción de Rangos (CPR). Los datos fueron presentados y analizados a través del Modelo Interactivo de Miles y Huberman, lo cual permitió el diseño de esquemas, dibujos, gráficos y mapas conceptuales que coadyuvan a la comprensión de información recabada. Las conclusiones apuntan que para pretender mejoras educativas es necesario la interrelación de procesos que abarquen la evaluación del profesorado, el desarrollo profesional y personal y la gestión de la calidad educativa. Para que ello sea posible es inminente y de gran importancia que el profesorado sea colocado como el foco de atención. En este sentido, y en atención a estos presupuestos, la investigación permitió recoger algunas impresiones de los profesores de la escuelo objeto del estudio y, con todo ello elaborar unas conclusiones y propuestas. Descriptores: Desarrollo axiológico, evaluación del profesorado, desarrollo personal, desarrollo profesional, ética, moral, valores, mejora educativa. / The general objective of the research was to contribute to the establishment of a group of criteria for the evaluation of the axiological development of the faculty of the School of Education of the Universidad de los Andes with a view to promoting professional, personal and evaluation programs that would guarantee improvements in the institution. This research is a requisite for candidacy to the title of Doctor of Philosophy under the Doctoral Program: Innovation and the Educational System. In its development special attention was paid to key words related to morality, ethics, professional development, personal development, evaluation, educational improvement, deontological codes and educational values. Together with the principal objective, the carrying out of the reaches and maintains adequate axiological development, the promotion of a culture of institutional and faculty evaluation within the context of the previously mentioned school, the contribution towards the elaboration of a table or scale of values to orientate the moral and ethical development of the faculty can be evaluated and the promotion of the establishment of deontological codes in the school under study.The research is based on several theoretical pillars, the foremost being those related to the different contemporary models that explain the problem of moral education. Special emphasis is placed on the moral education model as a cognitive-evolutive process based on the theory of Lawrence Kohlberg. It is also based on models for faculty evaluation; in particular, attention is placed on the evaluation of the professional development of the faculty and on the assumptions on which faculty evaluation and educational improvement are based. Likewise, theoretical references are found that contribute to the explanation of the problem of values, ethics and morality. Besides the preceding theoretical bases, the research is guided by the belief that educational improvement is possible only if it is promoted by a faculty that demonstrates and maintains certain maturity in its axiological structures.The methodology used was the holistic-inductive model of a descriptive and field type, using at the considerations and premises that orientate qualitative research. It is predominantly an "instrumental case study". The research was carried out at the School of Education of the Universidad de los Andes in Mérida, Venezuela. The population under study was composed of professors, students and administrators of the school. The different samples were taken by means of "chunk sampling". In particular, "accidental or casual sampling" and "purposive or opinion sampling" were used. A series of instruments was designed for gathering information. Students were consulted on three occasions using three instruments with Likert type scales and classification scales, the professors on two occasions by means of a survey and a self-survey, and the managers and administrators through an in-depth qualitative interview. All the instruments used ere reviewed by and submitted for the consideration of experts. Their content validity was estimated by using the Range Proportion Coefficient (RPC). The data were presented and analyzed by means of the Miles and Huberman Intercative Model, Wich allowed diagrams, drawings, graphs and conceptual maps to be made that contributed to the comprehension of the information gathered. The conclusions indicate that in order to obtain educational improvements the interrelation of processes that encompass the evaluation of the faculty, professional and personal development and the attaining of quality education is necessary. For this to be possible, it is necessary and of great importance that the faculty be the focus of attention. In this respect, and in view of these assumptions, the research allowed the gathering of some of the impressions of the professors of the school under study and thereby the drawing of conclusions and the elaboration of conclusions and the elaboration of proposals.Key words: Axiological development, faculty evaluation, personal development, professional development, ethics, morals, values, educational improvement.

Syftet med studien är att ta reda på pedagogers perspektiv och förståelse för hur barn blir bemötta enligt riktlinjer om normer och värden i den reviderade läroplanen för förskolan, Lpfö 98 (Skolverket 2010). Forskningsfrågor i studie är: Hur tolkar pedagoger läroplanens riktlinjer om normer och värden? Vilket förhållningssätt utifrån normer och värden använder pedagoger sig av i förhållande till barn i verksamheten? Hur kan pedagogers perspektiv av normer och värden uttrycka sig i praktiken? Undersökningen i studie grundar sig på en kvalitativ forskningsstrategi. Skriftlig intervju och observationer med nio respondenter och sju ostrukturerade observationer på flera förskolor. Av resultatet från de skriftliga intervjuerna ser vi att diskussion om normer och värden på förskolorna är viktiga för att få en förståelse för riktlinjer i läroplanen, Lpfö 98 (2010). Att visa respekt mot barn är något som pedagogerna ansåg vara viktigt. Vilket uttrycktes av pedagoger på olika sätt. Resultatet av vår studie i stort är att normer och värde upplevs som svårtolkat av pedagoger. Barn blir bemötta på olika sätt av pedagoger. Det är viktigt att pedagoger har förståelse för sin maktposition i förhållande till barn. Pedagogers bemötande och förhållningssätt har betydelse för hur barn upplever pedagogers maktposition. / The study aims to find out the teachers' perspective and understanding of how children are treated in accordance with guidelines on norms and values ​​in the revised curriculum for preschool, Lpfö 98 (National Agency for Education 2010). Research issues in the study is: How do you interpret educators curriculum guidelines on standards and values​​? Which approach based on norms and values, use the educators themselves in relation to children in preschool? How can teachers' perspectives of norms and values ​​express themselves in practice? The survey of study based on a qualitative research approach. Written interviews and observations with nine respondents and seven unstructured observations at several preschools. By the results of the written interviews, we see that the discussion of the norms and values ​​of the preschools are important for an understanding of the guidelines in the curriculum, Lpfö 98 (2010). To show respect towards children is something that teachers deemed important. As expressed by teachers in various ways. The results of our study in general is that norms and values ​​are perceived as difficult to interpret by educators. Children are treated differently by teachers. It is important that educators understand their position of power in relation to children. Educators approach and attitude influences how children perceive teachers' position of power.

Anthony Comstock was a moral crusader who abhorred all things lewd and obscene, and who was successful in introducing the Comstock Law to help his fight against it. His lifelong battle against vice at the end of the nineteenth-century had an impact on literature and the literary world as it transitioned from Victorian prudery to modernist realism. Comstock’s influence negatively affected publishers, distributers, and writers, in particular, canonical Americans Walt Whitman and Theodore Dreiser. His methods were unconventional, and in the name of morality, Comstock often behaved immorally to achieve his goals of protecting youth from being corrupted by obscenity. The question of the value of censorship was present then, as it still endures today, and centered on the potential harm of viewing or reading obscene materials. Although Comstock presented an impressive record of confiscations and arrests, his crusade did not have a lasting effect beyond the fin de siècle. / vi, 99 leaves ; 29 cm

Parmi les critiques visant l'Organisation mondiale du commerce (OMC), il est souvent reproché à celle-ci d’accorder trop peu d’importance aux préoccupations non commerciales des consommateurs et des États, reflet de leurs valeurs sociétales ou culturelles, sous prétexte de lutter contre les entraves au commerce international. Pourtant, dans le domaine du commerce des marchandises, l’article XX du GATT prévoit certaines exceptions générales, permettant éventuellement aux États de justifier une mesure restrictive pour le commerce, notamment pour des raisons de protection de la moralité publique. Or, cette « exception de moralité publique », rarement invoquée à ce jour, est au cœur du différend commercial opposant actuellement le Canada à l’Union européenne, après l’embargo adopté en 2009 par celle-ci sur les produits issus de la chasse au phoque, considérée comme cruelle par de nombreux Européens. Dans ce mémoire, nous avons tenté d’envisager l’issue possible de ce litige. À cette fin, nous avons réalisé une étude préliminaire du concept de moralité publique en droit international public et présenté en détails le contexte, notamment politique, de ce différend; puis nous avons procédé à son analyse par étapes, selon la méthode retenue à ce jour par l’Organe de règlement des différends (ORD). À l’issue de nos réflexions, nous avons conclu que l’ORD devrait constater que la mesure européenne contestée vise à répondre à un réel souci de protection de la moralité publique en Europe; toutefois, il est probable, selon nous, que l’embargo européen ne soit pas considéré comme « nécessaire » à cette fin, au sens de l’article XX du GATT : en effet, l’ORD estimera sans doute que l’Union européenne aurait pu mettre en œuvre des solutions moins incompatibles avec ses obligations au titre du GATT. Nous pensons donc, hélas, que l’issue de ce litige ne satisfera pas ceux qui réclament une plus grande ouverture de l’OMC vis-à-vis de considérations non commerciales légitimes. / Among other criticisms, the World Trade Organization (WTO) is often blamed for not taking sufficient account of non-trade concerns, which express consumers and States’ societal or cultural values, under the pretext of international trade liberalization. Concerning trade in goods, though, GATT article XX provides certain general exceptions, allowing States to justify trade-restrictive measures intended to protect public morals. Now, this rarely-invoked "public morals clause" is at the very heart of a pending trade dispute between Canada and the European Union (EU), after the EU decided in 2009 to ban products derived from seal hunt, which is seen as cruel by many Europeans. In this report, the author tries to predict what the outcome of this dispute could be. To this end, the report first examines the public morals concept in public international law. Then, it describes in details the context of this conflict, in particular at the political level. Finally, the author makes an assessment of an article XX defense, following the method adopted to date by the Dispute Settlement Body (DSB). This report concludes that the DSB is likely to consider that the challenged measure aims at addressing a real concern about the protection of public morals in Europe; however, in the author’s view, the European ban will not be deemed "necessary" to achieve this end under GATT article XX. Indeed, the DSB will most likely consider that the European Union had less trade-restrictive available options that are more compatible with its obligations under the GATT. Regrettably, the author believes that the ORD decision in this dispute will not satisfy those who call for a better recognition of legitimate non-trade concerns by the WTO.

We live in a society where the individual is prioritised over the collective. Newspaper articles abound lamenting adolescents' lack of personal responsibility and social commentators are increasingly highlighting the need to recapture and interweave an agenda of personal responsibility into the social fabric. Personal responsibility has been defined as being accountable to oneself and the needs and well-being of others (Ruyter, 2002). Doherty (1998) has argued that there is an increasing trend in society to refuse accountability and to blame others for one's situation. Despite these assertions, there is little empirical research that has attempted to define and examine personal responsibility. This dissertation is about the role of personal responsibility in the lives of adolescents. The research program was divided into three studies utilising quantitative and qualitative research methods to answer four research questions. Study 1: How do adolescents and teachers understand 'personal responsibility?' Study 2: Can a quantitative questionnaire define and measure an adolescent's level of personal responsibility? Study 3: Can a program aimed at enhancing the personal responsibility level of adolescents be taught in a high school and demonstrate measurable effect? Is there a relationship between personal responsibility, emotional intelligence and self-esteem? Study 1 used focus groups to address research question 1. Four focus groups with a total of 20 Year 11 students, and two focus groups with a total of 10 teachers were conducted. The results revealed that key components of the personal responsibility variable were choices and consequences, behavioural control, thoughts and feelings, and consideration for others. This finding complemented the definition derived from the literature review. Additionally, the focus group data served to inform Study 2, the development of the Personal Responsibility Questionnaire and Study 3, the creation, implementation and evaluation of the Personal Responsibility Program. Study 2 involved examining appropriate literature, focus group data from Study 1, and related measures to create a quantitative measure assessing personal responsibility in adolescents. A 100-item measure was created and tested on more than 500 adolescents. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to determine a final 30-item Personal Responsibility Questionnaire with two factors (factor 1 - 'self control of emotion and thoughts' and factor 2 - 'self control of behaviour'). This measure was to serve in the evaluation of the Personal Responsibility Program. A fundamental aim of the study was to determine whether a Personal Responsibility Program could be implemented in a high school and demonstrate measurable effect. Study 3 involved the creation of the Personal Responsibility Program through examining other values-based education programs and the focus group data obtained in Study 1. Once created, the five-lesson program was implemented twice in one high school, with approximately half of the Year 11 students undertaking the first implementation (the experimental group), and the remaining Year 11 students completing the program during its second implementation (the control group). To assess whether the program had generated any changes in the adolescents' levels of personal responsibility, the Personal Responsibility Questionnaire developed in Study 2 was administered pre- and post-intervention to both the experimental and control groups. Additionally, the well-established constructs of emotional intelligence and self-esteem were assessed using the Emotional Intelligence Scale (Schutte et al., 1998) and the Rosenberg Self-Esteem Scale (Rosenberg, 1965) to determine potential relationships between these variables and to provide additional construct validity for the measure. The results from Study 3 revealed no significant findings on any variable at any time (pre- or post-intervention). Despite this finding, certain data trends were apparent between males and females across the experimental and control groups. Overall, females demonstrated slightly higher mean scores on emotional intelligence and personal responsibility than males, while males had slightly higher mean scores than females on self-esteem. In order to gather additional feedback about the program and the students' learning, qualitative data were gathered from the students and the teachers by completion of a feedback sheet at the end of each lesson and a teacher focus group interview after the first implementation of the Personal Responsibility Program. In relation to student learning, the qualitative data offered by the students showed that learning in the key areas targeted had occurred, with students reflecting on their growth and changing understandings about personal responsibility. With reference to the program, the students commented that the program was fun, interesting, relevant, valuable, and enabled them to learn new things about themselves. Feedback from the teachers highlighted that the students appeared to engage with the program, and that teaching it was rewarding. This research program has contributed to the literature by providing a theoretically and empirically derived definition of personal responsibility. The focus group process highlighted that personal responsibility could be understood and considered by adolescents due to the cognitive and moral sophistication that develops early in this developmental timeframe. Study 2 generated a Personal Responsibility Questionnaire that can be used to assess personal responsibility in adolescents, and Study 3 contributed a Personal Responsibility Program which has been developed from conceptual and empirical literature. The program was designed to be "teacher friendly' and allowed the schools to gather qualitative and quantitative feedback on the success of the program's implementation. As school administrators and teachers often lament the lack of personal responsibility in their students (Lickona, 1992), this program could be used to address this concern and put the issue of personal responsibility firmly on the agenda in high schools.

This study examines the myth of the surrogate power of canonicity by exposing the condition of liminality of the Zimbabwean short story genre within African literary canon. Building on the hypothesis that canonisation distorts literature the study postulates that literary canon produce predictable biases in construing the position of the short story. It fossilises and condenses the marginal genres to the extent that the existing canon repertoire hardly recognises them. The peripheral but de facto canon of the short story genre entertains a strong relationship of heteronomy to the mainstream/central canon. This thesis studies this relationship which determines canon formation within the African literary systems. It challenges the prevailing status quo in which the short story is polarised against other literary modes. The polarity creates a charged diametric force between the presumed canonical genres and the supposedly non-canonical short story mess. What lacks in this equation of conflicts is a sense of revival, reformation and continuity of the short story canon. The marginality of the short story canon is predicated on factors external to the genre itself, such as the influence of colonial institutions, collegiate institutions and publishers on writers. These factors pervade the dialectics of canonical marginality of the genre. The study, which argues that there is no unanimity on theory of canon, proposes Africulture, as both a theory and praxis of Afrocentricity, to function as an arbiter of short story literary reputation and consecration. The research reveres the autonomous value of African story-telling tradition which withstood the test and movement of time, in the process, surviving not only the historical-cum-cultural threat of colonial loss and canonical displacement, but also the throes and will power of new media and digital technologies. The ascendancy of the electronic short story genre to canonical status remains questionable. Critical controversies abound about the canonicity of electronic literature. The study employs Technauriture as a theoretical model for rethinking the transcendence of the electronic short story canon. The study concludes that, by virtue of its resilience, the short story ought to be treated as a wholesale and independent genre, worth of full scale appreciation. / African Languages / D. Litt. et Phil. (African Languages)

In my diploma thesis entitled Implementing the Gold Rule of Morality in Crisis Planning for Population Protection, I will try to draw on the ideas and conclusions of my bachelor thesis, in which I investigated whether members of the Integrated System Can use the golden rule of morality in an emergency. I have come to the conclusion that the members of the individual components of the integrated rescue system are guided by the valid legislation and orders of the commander of the intervention. Nevertheless, they would welcome in certain situations the possibility of deciding according to the golden rule of morality, which briefly tells us: "I do not want to do the other to you." Translated into situations in the event of an extraordinary event may mean deciding in tedious situations so, as if you were the Rescued and not the savior. The aim of my thesis is to find out whether it is possible to implement this idea in the crisis plans themselves and, above all, whether the intervening members of the integrated rescue system themselves would use this rule in certain situations. The association of two seemingly incompatible worlds seems at first glance absurd, but research and interviews with individual members of the integrated system have convinced me that the philosophical questions and the name of Imanuel Kant can very closely mingle with the world of extraordinary events and the salvation of Human lives, health and property of the population. I would very much like to work with this bachelor thesis together with my previous bachelor thesis, tried to create a unified whole as an idea that can motivate us to think whether it is necessary to change the current state of legislation or whether the legislation itself is set as a form of golden rule of morality .

Paru en 1932, Les deux sources de la morale et de la religion (Les deux sources) est le dernier ouvrage principal d'Henri Bergson. Il y a de nombreux travaux consacrés à la confrontation de sa philosophie morale et sociale avec la sociologie durkheimienne, mais ils n'examinent pas son mobilisme dans Les deux sources. La réalité est mobile. C'est une idée qui apparaît sans cesse dans ses travaux dans son Essai sur les données immédiates de la conscience (publié en 1889) jusque dans Les deux sources, où il affirme que la morale ouverte est la mobilité même. Le mobilisme est essentiel à sa philosophie morale. De ce point de vue, nous nous proposons de déterminer la position de Bergson vis-à-vis du débat sur la science des mœurs, suscité par l'ouvrage de Lucien Lévy-Bruhl (1903), La morale et la science des mœurs dans les années 1900. Dans cet ouvrage, Lévy-Bruhl, inspiré par Auguste Comte et Émile Durkheim, cherche à fonder une science objective de la réalité morale (qu'il appelle« science des mœurs ») en adoptant la méthode sociologique, mais en écartant la« morale théorique», qui n'observe pas la réalité morale, comme la morale théologique, la morale utilitaire et la morale kantienne. Si nous situons Les deux sources dans ce contexte historique, la philosophie morale de Bergson n'apparaîtrait-elle pas comme la troisième étape de la pensée morale par rapport à la première étape (la morale théorique) et à la seconde étape (la science des mœurs) ? Ne pourrait-on pas qualifier cette troisième étape de « mobilisme », qui avance la recherche de la réalité morale ? C'est cette hypothèse que nous examinerons dans cette thèse. / Released in 1932, The Two Sources of Morality and Religion (The two sources) is Henri Bergson's last major work. There are many works devoted to the confrontation of his moral and social philosophy with Émile Durkheim's sociology. But these works don't explore his "mobilism" in The two sources. Reality is mobile. This is a recurring idea in his work from his Time and Free Will: An Essay on the lmmediate Data of Consciousness (published in 1889) to The two sources, where he asserts that open morality is mobility. Mobilism is essential to his moral philosophy. From this perspective, we propose to determine Bergson's position regarding the debate on the science of morals aroused by the work of Lucien Lévy-Bruhl (1903), Ethics and Morale science (La morale et la science des mœurs) in the year 1900. In this work, Lévy-Bruhl, inspired by Auguste Comte and Durkheim, seeks to establish an objective science of moral reality (which he called "science of morals") by adopting the sociological method, but by removing the "theoretical ethics", which don't observe morale reality, such as theological, utilitarian and Kantian ethics. If we locate The two sources in this historical context, Bergson's moral philosophy might appear as the third stage of moral thought, in relation to the first stage (theoretical ethics) and the second stage (science of morals). If such is the case, this third stage might be called "mobilism", which advances the research of moral reality? This is the assumption that this dissertation is investigating.

Submitted by Felipe Ziotti Narita (fznarita@gmail.com) on 2016-11-11T14:14:34Z No. of bitstreams: 1 Felipe Ziotti Narita - Tese.pdf: 2209523 bytes, checksum: b3b75e44ccd81ce588f1ecace4086f0d (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO null (luizaromanetto@hotmail.com) on 2016-11-17T13:22:11Z (GMT) No. of bitstreams: 1 narita_fz_dr_fran.pdf: 2209523 bytes, checksum: b3b75e44ccd81ce588f1ecace4086f0d (MD5) / Made available in DSpace on 2016-11-17T13:22:11Z (GMT). No. of bitstreams: 1 narita_fz_dr_fran.pdf: 2209523 bytes, checksum: b3b75e44ccd81ce588f1ecace4086f0d (MD5) Previous issue date: 2016-11-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Dans cette thèse, j’analyse le rôle de l’éducation, de la morale et de la religion dans la construction des images et des savoirs sur l’enfance à Rio de Janeiro au XIXe siècle. Cette démarche est delimité par des réformes importantes concernant l’enseignement primaire: la réforme du ministre Couto Ferraz en 1854 et la réforme du ministre Leôncio de Carvalho en 1879. Il s’agit d’une période où l’enfance est effectivement apparu à l’horizon politique de l’Empire brésilien à partir de processus sociaux d’éducation spécifiques: la publication des manuels scolaires, les débats des élites culturelles sur l’instruction et l’éducation et la formation des préoccupations institutionalisées à l’égard de l’enfance (écoles, conférences publiques, instituts d’enseignement, etc.). La recherche est basée sur rapports officiels de l’Empire, documents des institutions d’enseignement et charité, manuels scolaires, journaux et documentation manuscrite. Dans l’ordre politique impérial, instruction, éducation et moralisation forment un ensemble pour la structuration de l’enfance dans la mesure où cette dynamique constitue les rélations entre une sphère de l’éducation et sa cohérence dans une forme sociale fondée sur la routinisation des valeurs du champ de la moralité. / Neste trabalho pretendo analisar o lugar da educação, da moral e da religião na construção de imagens e de saberes sobre a infância na Corte imperial (Rio de Janeiro), especificamente no período compreendido entre as duas importantes reformas do ensino: a reforma do ministro Couto Ferraz, em 1854, e a do ministro Leôncio de Carvalho, em 1879. Trata-se de um momento em que a infância era efetivamente objetivada nas atenções do Império a partir de processos de educação específicos, já que, além da produção livresca destinada àquele público (tanto livros de leitura quanto livros didáticos), os grupos letrados debatiam dimensões da instrução/educação em congressos e periódicos, apoiando, inclusive, a formulação de preocupações intitucionalizadas para a educação da infância (escolas, conferências públicas, institutos para crianças cegas e surdas, asilos para crianças desvalidas e sociedades de instrução). A pesquisa está fundamentada, sobretudo, em relatórios oficiais do Império, documentos de instituições de ensino e de caridade, livros escolares, periódicos e pareceres manuscritos de professores. Instruir, educar e moralizar: três fundamentos para que os jovens engenhos fossem inseridos no conjunto da sociedade imperial – momento em que a infância era construída, sobretudo, no horizonte político do Império, estabelecendo alguns importantes nexos entre uma nascente esfera educacional e a coerência de sua forma social estruturada a partir da rotinização de valores do campo da moralidade. / In this thesis, my purpose is to analyze how education, morals and religion constitute structural relations in the formation of images and knowledge on childhood in nineteenthcentury Rio de Janeiro. I analyze this problem between two important political reforms in education: the first was conducted by minister Couto Ferraz in 1856, and the second was implemented by minister Leôncio de Carvalho in 1879. In formulating this cronological approach, I would like to emphasize this period as an important moment in the emergence of childhood on the political horizon of the Brazilian Empire, taking into account important social processes that took place in Imperial Brazil from the 1850s through the 1870s: schoolbooks publication, institutionalized attentions on the education of children (schools, public lessons, asylums) and debates concerning instruction and education. The research is based on official reports, schoolbooks, newspapers and manuscripts. Instruction, education and moralization are understood in terms of structuration process of an educational sphere which gives a definite form to a society through the prism of the routinization of values from the realm of morality.

A pesquisa objetiva contribuir para ampliar a visibilidade jurídica e social do fenômeno denominado assédio moral no trabalho. O assédio moral é um mal que existe desde os primórdios das relações humanas. Tornou-se nos últimos anos forte preocupação social em razão de ser uma violência que causa impactos extremamente negativos à saúde e ao bemestar da vítima, devido aos desgastes que provoca. No entanto, sobretudo nas relações de trabalho, é considerado um fenômeno novo, sob o ponto de vista de sua visibilidade. A discussão acerca do tema no universo do trabalho está em pleno desenvolvimento, como demonstram as publicações de médicos, psicólogos, administradores, sindicatos, profissionais juslaboralistas, em nível mundial. Isso demonstra a preocupação de profissionais de diversas áreas do conhecimento, para com a efetiva tutela dos interesses das pessoas envolvidas nessa relação. Entretanto, a visibilidade jurídica e social do fenômeno ainda não tomou as proporções necessárias a sua efetiva prevenção e punição. A todo instante, incalculáveis vítimas são excluídas do trabalho, seja por serem forçadas a pedir demissão ou afastarem-se para licença médica, seja por serem induzidas a cometer erros que justifiquem uma justa causa. Por essa razão, o objetivo deste trabalho é de contribuir para ampliar a visibilidade jurídica e social do fenômeno denominado assédio moral no trabalho. Nesse sentido, a pesquisase propõe a elucidar o assédio moral no trabalho, por meio do estudo do fenômeno em suas origens, perfil dos envolvidos, métodos, e suas especificidades no mundo do trabalho, como os elementos caracterizadores, com destaque para a violação da dignidade da pessoa humana e a finalidade de exclusão da vítima do ambiente de trabalho o que evidencia discriminação arbitrária e perversa. Também estudar sob que formas o fenômeno recebe a tutela do sistema jurídico brasileiro, em especial à luz dos preceitos constitucionais fundamentais que tutelam a pessoa humana, bem como conhecer a magnitude das conseqüências que pode gerar na saúde da vítima, para os agressores, para o ambiente de trabalho, para o contrato de trabalho, para a organização da empresa, a fim de traçar políticas de prevenção e solução para o problema. A pesquisa envolve um estudo interdisciplinar, com instrumentais analíticos provenientes da Medicina, Psicologia, Administração e do Direito, por meio da técnica de pesquisa bibliográfica, análise de textos de periódicos, bibliografia e da posição jurisprudencial brasileira, bem como estudo das normas jurídicas estatais, descrição de fatos, enunciados ou proposições, incluindo a reconstrução de argumentos de autores analisados, devidamente citados, posicionamento crítico e exposição de argumentos, idéias e solução para os problemas levantados. Restará demonstrado que a informação é a melhor arma para prevenção e combate dessa chaga social. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-05-20T16:31:16Z No. of bitstreams: 1 Dissertacao Rosemari P de Avila.pdf: 1016915 bytes, checksum: f211704fd14334671f84fbf44475d59a (MD5) / Made available in DSpace on 2014-05-20T16:31:16Z (GMT). No. of bitstreams: 1 Dissertacao Rosemari P de Avila.pdf: 1016915 bytes, checksum: f211704fd14334671f84fbf44475d59a (MD5) / Moral harassment is a problem that exists since the foundation of human relation. It has become in recent years a strong social concern because it is a violence that causes extremely negative impacts on the health and welfare of the victim because of the damage it causes. However, especially in the work relations, it is considered a new phenomenon from the point of view of its visibility. The discussion about the subject on the work environment is in full development, as it can be evidenced by publications of doctors, psychologists, administrators, unions, labor lawyers, worldwide. This demonstrates the concern of professionals of several areas, for the effective protection of interests of the people involved in that relationship. However, the legal and social visibility of the phenomenon has not yet taken the proportions necessary for its effective prevention and punishment. The whole time, countless victims are excluded from work, either because they are forced to resign or leave is medical license, either because they are induced to commit mistakes that justify a just cause demission. For this reason, the objective of this work is to contribute to amplify the legal and social visibility called work moral harassment. Thus, the work is proposed to clarify the moral harassment at work, through the study of the phenomenon in its origins, profile of those involved, methods, and their specificities in the work environment, as characterizing elements, focusing the violation of dignity of the human been and on the purpose of exclusion of the victims of the workplace which shows arbitrary and perverse discrimination. And to study in which ways the phenomenon receives the shelter of the Brazilian legal system, especially in light of the fundamental constitutional precepts that protect the people, and to understand the magnitude of the consequences that can generate to the victims health, to the aggressors, the environment of work, for the employer, for the organization of the company in order to devise policies for the prevention and solution to the problem. The research involves an interdisciplinary study, with analytical instruments from Medicine, Psychology, Administration and Law, through the technique of literature review, analysis of texts, journals, literature and the Brazilian legal position, as well as study of legal state, description of facts, stated or propositions, including the reconstruction of arguments of the analyzed authors, properly cited, critical position and exposure of arguments, ideas and solution to the problems raised. Remain that the information is the best weapon to prevent and combat this social problem.