A investigação procura inventariar e analisar, numa perspectiva histórica, as práticas discursivas e institucionais instauradas pelas pedagogias missionárias, protagonizadas por cinco congregações religiosas femininas em vilas operárias do complexo carbonífero do sul de Santa Catarina, entre os anos de 1950 a 1980. Foram elas: Irmãs Beneditinas da Divina Providência, Irmãs do Instituto Coração de Jesus, Pequenas Irmãs da Divina Providência, Pequenas Irmãs Missionárias da Caridade e Filhas do Divino Zelo. O principal objetivo do estudo foi compreender tais pedagogias em ação, junto aos operários e suas famílias, especialmente filhos, filhas e esposas. Com a finalidade de desdobrar tal problemática, foram explicitadas questões intimamente relacionadas, a saber: o que levou à vinda das freiras para as vilas operárias do complexo carbonífero? Que movimento operou-se no âmbito da Igreja Católica, nos anos de 1950, e como repercutiu na inserção das cinco congregações religiosas femininas nas vilas operárias? Como se produziu a aliança entre as congregações religiosas femininas e as elites locais ligadas ao complexo carbonífero da região sul de Santa Catarina? Como se caracterizaram as pedagogias missionárias instauradas pelas congregações nas vilas operárias? Quais os discursos que proliferaram no âmbito dessas pedagogias? Quais as continuidades e, principalmente, as descontinuidades nos processos educativos protagonizados pelas religiosas? Como os trabalhadores ligados às empresas do complexo carbonífero, seus filhos, filhas e esposas se apropriaram dos procedimentos e dos discursos das pedagogias missionárias? A pesquisa assentou-se num amplo corpus empírico, notadamente documentos orais, produzidos a partir da História Oral, e colhidos junto a participantes das diversas iniciativas empreendidas pelas congregações religiosas femininas. Também reuniram-se documentos escritos e iconográficos, conservados pelas congregações. Três importantes documentos foram localizados, depositários de indícios preciosos dessas práticas, minuciosamente descritas e registradas. Estes foram contrastados com os demais documentos da pesquisa com o intuito de promover uma maior aproximação às práticas protagonizadas pelas congregações religiosas femininas, junto às famílias operárias do complexo carbonífero. A partir desses indícios foi possível observar a ação insidiosa das religiosas na “reeducação” das famílias. Procuraram instituir novos hábitos e valores nas práticas cotidianas das vilas operárias e, para que isso se concretizasse, envolveram, de forma diferenciada, os operários, suas esposas, filhos e filhas, em várias ações de caráter social, educativo e religioso. Utilizaram-se para tal fim da combinação de vários saberes e enunciados discursivos. Em que pesem as resistências e as transgressões por parte dos sujeitos envolvidos, as pedagogias missionárias funcionaram como um amálgama para unir os operários em torno dos interesses das empresas, atenuando as condições críticas de vida, colaborando para que se tornassem mais produtivos. As pedagogias missionárias, assim, difundiram práticas sociais e culturais, ou, em outras palavras, ensinaram pensamentos e comportamentos, um saber fazer e saber ser, não só em relação aos trabalhadores, suas famílias e filhos, mas às próprias religiosas e suas congregações, tanto quanto as instituições de assistência, os médicos, os empregadores e o próprio Estado, diferentes sujeitos implicados nas vilas operárias do complexo carbonífero. / The investigation aims to inventory and analyze, in a historical perspective, the discursive and institutional practices set by the missionary pedagogies, done by the five female religious congregations in working villages in the coal region in the South of Santa Catarina, between the years of 1950 to 1980. They were: ‘Irmãs Beneditinas da Divina Providência, Irmãs do Instituto Coração de Jesus, Pequenas Irmãs da Divina Providência, Pequenas Irmãs Missionárias da Caridade and Filhas do Divino Zelo’. The principal objective of this study was to understand such pedagogies in action, with the workers and their families, especially their sons, daughters and wives. With the aim of comprehending such a problem, questions intimately related were explained. They are: what led to the coming of the sisters to the working villages in the coal region? What movement happened in the Catholic Church environment, in the years of 1950, and how did it reflect into the insertion of the five female religious congregations in the working villages? How did the alliance between the female religious congregations and the local elites connected with the coal region in the South of Santa Catarina was produced? How were the missionary pedagogies set by the congregations in the working villages characterized? Which discourses proliferated in the environment of these pedagogies? What were the continuities and, mainly, the discontinuities in the educational processes done by the sisters? How did the workers connected with the coal region enterprises, their sons, daughters and wives appropriated the procedures and discourses of the missionary pedagogies? The research was based on an empirical corpus, especially oral documents, produced from Oral History, and gathered with the participants of the many initiatives done by the female religious congregations. Written and iconographic documents kept by the congregations were also gathered. Three important documents were found, with valuable indications of these practices, thoroughly described and registered. These were compared with other documents of the research with the aim of promoting a broader approximation to the practices done by the female religious congregations, with the working families of the coal region. From these signs it was possible to observe the insidious actions of the sisters in the “reeducation” of the families. They tried to create new habits and values in the daily practices of the working villages and, so that this would come true, they involved, in a differentiated way, the workers, their wives, sons and daughters, in many social, educational and religious actions. They used, for this objective, a combination of various knowledge and discourses. Despite the resistance and transgressions of the subjects involved, the missionary pedagogies worked to unite the workers around the interests of the enterprises, reducing the critical living conditions, so that they would be more productive workers. Thus, the missionary pedagogies disseminated social and cultural practices, or, in other words, taught ideas and behaviors, a know-how and how-to-be, not only in relation to the workers, their families and children, but to the sisters themselves and their congregations, as well as the social institutions, the physicians, the workers and the State itself, different subjects involved in the working villages of the coal region.

Esta Tese analisa as representações de índio brasileiro em sete narrativas fílmicas da produção nacional a partir de 1970: Como era gostoso o meu francês, Avaeté. Semente da vingança, O Guarani, Hans Staden, Caramuru. A invenção do Brasil, Tainá. Uma aventura na Amazônia e Tainá 2. A aventura continua. À luz dos Estudos Culturais em Educação, procura fazer uma análise textual das narrativas, investigando possíveis recorrências e deslocamentos nos modos de narrar esse personagem; considerando que o cinema se inscreve no campo do que temos entendido como Pedagogias Culturais, o estudo parte do princípio de que as narrativas fílmicas, em seu encontro com o espectador, ensinam sobre o índio brasileiro. Em tempos atuais, em que os discursos de valorização da diferença proliferam em todos os espaços sociais, o objetivo da pesquisa centrou-se na compreensão dos modos como estão sendo narrados os índios brasileiros, usando para isso, de forma especial, as películas que narram as aventuras de Tainá. Tais narrativas, ao serem cruzadas com as demais histórias nesta pesquisa enfocada, demonstram que o modo colonialista de representação ainda tem grande força sobre como o índio é narrado na contemporaneidade. Para a compreensão de tal condição, operou-se com os conceitos e teorizações propostas por Hardt e Negri (2003), em Império, e com conceitos de inspiração foucaultiana, que possibilitaram apontar para o que aqui é entendido como “fenômeno arco-íris”, um conjunto discursivo que, capturando e subjetivando os sujeitos em nossa cultura, atende aos movimentos de valorização da diferença, ao mesmo tempo que fortalece a ordem imperial. / This thesis analyses the representations involving the Brazilian Indian in seven film narratives produced in the country since 1970: Como era gostoso o meu francês, Avaeté. Semente da vingança. O Guarani, Hans Staden, Caramuru. A invenção do Brasil, Tainá. Uma aventura na Amazônia and Tainá 2. A aventura continua. In the light of Culture Studies in Education, it aims to develop a textual analysis of narratives through the investigation of possible recurrences and movements in the ways to narrate this particular character; by considering that the cinema is part of what we understand as Cultural Pedagogies, the study is based on the principle that film narratives, when they involve the spectators, teach about the Brazilian Indian. Nowadays, when discourses valuing differences reach all social environments, this research focused on the comprehension of the ways the Brazilian Indians are being narrated specially in films which describe the adventures of Tainá. Such narratives, when crossed with other stories used in the research, show that the colonialist way of representation still has strong influence on how the Indian is narrated in contemporaneity. To comprehend such condition, concepts and theorizations proposed by Hardt and Negri in Empire (2003) were used as well as concepts inspired in Foucault, which pointed out to what is understood as “rainbow-phenomenon” a set of discursive elements which captures and makes subjective the individuals in our culture, responding not only to the movements of valuing differences but also strengthening the imperial order.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-03T12:38:28Z No. of bitstreams: 1 sylviahelenadossantosrabello.pdf: 11599427 bytes, checksum: 147a15e6adb27d69377ddebf2851d9c4 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-03T19:38:57Z (GMT) No. of bitstreams: 1 sylviahelenadossantosrabello.pdf: 11599427 bytes, checksum: 147a15e6adb27d69377ddebf2851d9c4 (MD5) / Made available in DSpace on 2018-04-03T19:38:57Z (GMT). No. of bitstreams: 1 sylviahelenadossantosrabello.pdf: 11599427 bytes, checksum: 147a15e6adb27d69377ddebf2851d9c4 (MD5) Previous issue date: 2012-11-26 / PROQUALI (UFJF) / A presente pesquisa foi empreendida a partir de um curso de Educação em Sexualidade, componente da parte diversificada do currículo escolar do 9º ano do ensino fundamental de uma escola pública do município de Juiz de Fora – MG, Brasil. Sexualidade e gênero são tomados em seu conceito amplo, entendidos como construções históricas, sociais e culturais. Os objetivos específicos visaram identificar e analisar representações de sexualidade e gênero sustentadas pelos/as alunos/as bem como analisar o conteúdo de sexualidade e gênero presente em pedagogias culturais e sua utilização em contextos de ensino. A metodologia adotada para a coleta dos dados foi de natureza qualitativa, do tipo observação participante, em que a pesquisadora atuou também como professora do curso. A análise dos dados apoiouse na análise de conteúdo das manifestações dos/as alunos/as obtidas a partir das transcrições das aulas, que foram gravadas em áudio. Também foram analisadas produções escritas dos/as alunos/as e artefatos de mídia que abordam temas de sexualidade e gênero. Os resultados indicaram que os/as alunos/as sustentam representações de sexualidade associadas, sobretudo, às práticas sexuais. As relações de gênero foram reconhecidas como desiguais e naturalizadas, mesmo quando as diferenças e desigualdades foram atribuídas a fatores sociais. As discussões em classe, porém, oportunizaram a reflexão a respeito do conceito de sexualidade bem como sobre as relações de gênero, favorecendo a incorporação de novos elementos para sua consideração. As pedagogias culturais, de modo geral, veiculam noções essencialistas e biologizantes a respeito da sexualidade e do gênero, veiculando representações estereotipadas que merecem a problematização em contextos de ensino. As implicações da pesquisa referemse à contribuição para a produção do conhecimento na área, favorecendo o planejamento de estratégias didáticas com vistas a ampliar a noção de sexualidade e gênero dos/as estudantes, abrangendo os aspectos sociais e culturais. / This research was undertaken from a course of Sexuality Education, part of the diversified component of the school curriculum in the 9th grade of elementary school at a public school in the city of Juiz de Fora - MG, Brazil. Sexuality and gender are taken in its broadest dimension, understood as historical, social and cultural constructions. The specific objectives aimed at identifying and analyzing sexuality and gender representations held by students as well as analyzing the content of sexuality and gender in this cultural pedagogies and their use in educational contexts. The qualitative methodology was taken for data collection, like participant observation, in which the researcher also served as a teacher of the course. Data analysis relied on content analysis of the students speech that were obtained from transcripts of classes activities, which were audio-recorded. Students written productions and media artifacts were also analyzed. The results indicated that the students maintain representations of sexuality as sexual practices. Gender relations were recognized as unequal and naturalized, even when differences and inequalities were attributed to social factors. The class discussions, however, allowed the reflection about the concept of sexuality as well as gender relations, promoting the incorporation of new elements for consideration. The cultural pedagogies, in general, present biologizing and essentialist notions about sexuality and gender, conveying stereotypical representations that deserve questioning in teaching contexts. The implications of the research refer to the contribution to the knowledge in the area, favoring the planning of teaching strategies in order to broaden the notion of sexuality and gender of the students, covering social and cultural aspects.

Les innombrables articulations possibles entre les expressions de la voix et du corps ont traversé toute l’histoire du théâtre et constituent l’un des traits définissant les différentes esthétiques du jeu de l’acteur au fil du temps et des cultures. Or, à partir de la deuxième moitié du XXe siècle, cette problématique est ébranlée par les revendications de plus en plus effectives de l’hybridation des arts, de la valorisation du corps sur scène et d’un détachement du texte dramatique dans le théâtre occidental. Ce dernier aspect démultiplie aussi les possibilités d’agencement du son et du sens sur scène. Ainsi, le jeu de l’acteur, et plus précisément son travail vocal, se réinvente en cherchant de nouvelles manières d’articuler voix et corps, son et sens. Cette quête conduit à une idée d’indissociabilité, sous-entendue dans des termes formulés par des artistes, des formateurs et des chercheurs tels que « voixcorps », « corps vocal » et « vocalité ». Une telle revendication indique paradoxalement que voix et corps étaient perçus comme séparés. En même temps, la notion de « disembodied voice » (la voix désincarnée) devient de plus en plus centrale dans les arts de la scène, dévoilant une fascination pour la voix détachée de sa source charnelle, potentialisée par les nouvelles technologies. L’image d’une dichotomie comme séparation entre voix et corps recouvre ainsi plusieurs métaphores. Il en va de même pour l’idée de décomposer l’unité du son et du sens. Quelles sont les conséquences de ces métaphores dans la formation des acteurs ? Cette thèse porte sur la formation vocale de l’acteur à la lumière des tentatives de jonction et de mise en tension entre voix et corps, son et sens de 1970 à 2010. Il s’agit d’analyser les stratégies pédagogiques qui tentèrent de conjuguer voix et corps, son et sens, en s’appuyant sur un grand nombre de démarches de formation vocale de l’acteur, telles celles de Cicely Berry, Kristin Linklater, Zygmunt Molik, Francesca della Monica ainsi que sur le travail de direction d’acteurs de certains metteurs en scène pédagogues comme Maria Thaís, Anatoli Vassiliev et Antoine Vitez. Ainsi, « dichotomie » est ici comprise à la fois comme la division en deux que l’on sépare nettement et qu’on oppose mais aussi comme les ramifications d’un tronc commun qui bifurque donnant deux directions à une même racine (son sens botanique). Située dans l’entre-deux du corps et du langage, de la biologie et de la culture, du bruit et de l’articulation sensée, la voix a le pouvoir de relier ces catégories, pouvoir qui explique en partie la forte imbrication des dichotomies voix/corps et son/sens. Insister sur la corporéité de la voix dans le souci de relier l’acte de parler au corps peut avoir des impacts sur le rapport entre le son et le sens dans le travail vocal de l’acteur. Dans la même dynamique, les démarches d’interaction entre son et sens peuvent avoir une incidence sur la connexion entre voix et corps. Le rapport direct entre ces deux couples de dichotomies d’un point de vue pédagogique est le fond même de l’analyse que cette thèse souhaite mettre en lumière. / Countless articulations between voice and body have traversed the history of the theatre, constituting one defining trait of the esthetics of acting across different eras and cultures. Yet beginning in the second half of the Twentieth Century, this topic is upset by new and effective demands for the hybridization of the arts, for the enhancement of bodies on stage, as well as a disinterest in traditional dramatic text in Occidental theater. This latter aspect multiplies the possibilities of shaping sound and meaning on stage. The result is that acting styles, precisely relating to vocal work, are reinvented: one searches for new ways of articulating voice and body, sound and meaning. From such research an idea of indivisibility emerges, which is expressed through concepts of “voicebody”, “vocal body”, “vocality” by actors, teachers and researchers. Such a paradoxical turn indicates that the voice and body are perceived as separated. At the same time, the notion of the disembodied voice becomes more and more central in the scenic arts, revealing a fascination for the detached voice (augmented by the new creative possibilities of new technologies) from the fleshy body. The image of a dichotomy in the separation of voice and body thus covers multiple metaphors. A same effect occurs in the breaking of unity between sound and meaning. What are the consequences of these metaphors in the training of actors? This dissertation examines the vocal training of the actor in the midst of such attempts at connecting or putting into tension the voice and body, sound and meaning from 1970 to 2010. Notably, this research analyses the didactic strategies that attempt to combine voice and body and sounds and meaning, working through a large corpus of vocal teaching methods of pedagogues such as Cicely Berry, Kristin Linklater, Zygmunt Molik, Francesca della Monica, as well as the approaches of theater directors, such as Maria Thais, Anatoli Vassiliev et Antoine Vitez. The concept “dichotomy” here comprises both “the division in two that denotes a clear separation and opposition”, as well as the ramifications of the bifurcation of a common branch that gives two directions to stem from one root (from botany).Situated in the space between body and language, biology and culture, noise and reasoned articulation, the voice has the power to reunite these categories: to explain, at least partly, the strong interconnection of the voice/body and sound/meaning dichotomies. To insist upon the corporality of the voice as a means of linking acts of speech and body does impact the vocal work of the actor, particularly in rapports between sound and meaning. Further, exploring the interactions between sound and meaning is revelatory of connections between voice and body. Analysing the direct relation between these two dichotomous couples from a pedagogical perspective is at the very heart of this research. / As articulações possíveis entre as expressões da voz e do corpo se mostraram problemáticas ao longo de toda a História do Teatro. Elas são inúmeras e constituem a especificidade de diferentes estéticas de interpretação em diferentes épocas e culturas. Contudo, a partir da segunda metade do século XX, essa questão se transforma profundamente com as frequentes e efetivas reivindicações de hibridação das artes, de valorização do corpo em cena e do desapego ao texto. Este aspecto multiplica as possibilidades de articulação entre som e sentido. Desse modo, a interpretação – e mais precisamente o trabalho vocal – se reinventa em busca de novas formas de agenciar voz e corpo, som e sentido. Esta conduz à uma ideia de indissociabilidade, subentendida em neologismos, cunhados por artistas, pedagogos et pesquisadores, como “vozcorpo”, “corpo vocal” e “vocalidade”. Tais termos indicam, paradoxalmente, que voz e corpo eram percebidos como entidades autônomas. Ao mesmo tempo, a noção de “disembodied voice” (“voz desencarnada”) se torna cada vez mais central nas artes cênicas, revelando um fascínio pela voz desconectada de sua fonte carnal, potencializada por tecnologias a partir do final do século XIX que possibilitaram a gravação, reprodução e amplificação do som. A dicotomia pode ser compreendida aqui como a separação franca entre voz e corpo, conforme diversas metáforas sobre o tema. A mesma imagem se aplica à ideia de desmembramento entre som e sentido. Quais as consequências dessas metáforas na formação dos atores?Esta tese investiga a formação do ator à luz das tentativas de junção e tensionamento entre voz e corpo, som e sentido, de 1970 a 2010. Trata-se da análise de estratégias pedagógicas de formadores vocais como Cicely Berry, Kristin Linklater, Zygmunt Molik, Francesca della Monica, e encenadores pedagogos como Maria Thais, Anatoli Vassiliev et Antoine Vitez. Nesse sentido, a dicotomia pode ser compreendida em sua outra acepção, botânica, de ramificação de um tronco comum que bifurca dando duas direções à uma mesma raiz.Situada no limiar entre corpo e linguagem; biologia e cultura; sonoridade, ruído e semântica, a voz tem o poder de unir essas categorias, poder que explica em parte a forte imbricação das dicotomias voz/corpo e som/sentido. Insistir na corporeidade da voz com a preocupação de conectar o ato de falar ao corpo pode impactar a relação entre som e sentido no trabalho vocal do ator. Na mesma dinâmica, os procedimentos de interação entre som e sentido podem ter uma incidência na conexão entre voz e corpo. A relação direta entre esses dois pares de dicotomias, de um ponto de vista pedagógico, é a essência de nossa análise.

This study highlights the voices of six Indigenous graduate students (including the author) currently and previously enrolled in counselling psychology through a collective narrative that tells the stories of our educational experiences and dream for the future of counselling psychology education. The significance of this research lies in its unique methodological considerations and expansion of existing literature from professional perspectives. Indigenous methodology and qualitative organizational tools were used to explore the study’s research questions. The six kʌtyóhkwa who engaged in this study came from diverse backgrounds and lived experiences and had attended one of three educational programs: 1) mainstream counselling psychology; 2) Indigenous communities counselling psychology; and 3) Aboriginal communities counselling psychology. We explored the research questions through one-on-one storytelling visits, talking circle facilitation protocols, and dreaming for the future – all grounded in Indigenous principles of relationality. Findings demonstrate themes of: relationality, experiential learning, diversity in knowledge sharers, and relevancy of program members, as well as the importance of mandatory Indigenous pre-requisite courses, cultural humility, teachings about how to be a good person, rather than how to be a good counsellor, and interviews for program entry are part of the collective dream for the future. Areas of further research include: 1) a larger study with a broader circle of participants; 2) the prevalence of cultural isolation or fulfillment amongst Indigenous graduate students and their supervisors in counselling psychology; 3) in-depth exploration of programmatic policy changes necessary within counselling psychology programs; and 4) development of measures to assess the effectiveness, strengths, and areas for growth of a national Indigenous faculty and student mentorship pilot program in counselling psychology. / Graduate

Master thesis, Master of Science in Business Administration with specialisation in Entrepreneurship, Sustainability, and Social Change  Field of research: Business Administration, School of Business & Economics  University: Linnæus University, Växjö, Sweden Course code: 5FE06ESemester: Spring 2023Author: Felix Bause & Sophie JungbauerExaminer: Viktorija KalonaityteSupervisor: Marina JogmarkTitle: Bridging Entrepreneurship and Sustainability EducationSubtitle: Perspectives and Approaches from Swedish University Educators Background: Human-made climate change and its impact on humanity is one of the most severe challenges of modern times. Due to its complexity and global interconnectedness, it requires significant change and collaboration between different decision-makers. Entrepreneurs are seen as agents of change who can contribute to the transformation. Therefore, the importance of integrating entrepreneurship education in universities is repeatedly emphasised to provide students with sustainable entrepreneurial knowledge. Sustainability education is also repeatedly mentioned, and the importance of combining sustainable and entrepreneurial aspects in education is underlined. Research questions: How do university educators in Sweden work with and talk about entrepreneurship and sustainability? How is entrepreneurship and sustainability taught and intertwined in higher education in Sweden? Purpose: The purpose of the study is to increase the understanding of how entrepreneurship and sustainability are taught and perceived at Swedish higher institutions. Moreover, this thesis aims at raising awareness of the importance of sustainability and entrepreneurship education and shows their connection. Method: This research follows a qualitative approach and utilises semi-structured interviews to explore sustainability and entrepreneurship education at Swedish universities. Since empirical material and theories evolved simultaneously throughout the study, an abductive approach was applied. Conclusion: This study found that sustainability and entrepreneurship education is very intertwined in Sweden and that both sustainability in entrepreneurship education and entrepreneurship in sustainability education are taught. The findings show that sustainability is frequently addressed through ideas shared with the Planetary Boundary theory, and themes of Schumpeter's theory of innovation and entrepreneurship are regularly touched upon in entrepreneurship education. Although the teaching styles vary widely, reflective theory and constructivism are commonly used among Swedish university educators. Keywords: Entrepreneurship education, sustainability education, pedagogies, Sweden, higher education, entrepreneurship, sustainability, sustainable development, innovation, sustainable development goals

No description available.

Minoritized students in public schools in Texas and across the nation continue to underachieve academically compared to their white peers. Despite similar academic achievement and socioeconomic backgrounds, minoritized students are often perceived more negatively by a predominantly white teacher workforce. The idea of cultural dissonance or mismatch between teachers and their students has led to the development of pedagogical frameworks such as culturally responsive teaching (CRT) that seek to bridge this cultural gap. This embedded multiple case study examined the perceptions, lived experiences, and level of preparedness of four school principals and one assistant superintendent in a white-majority school district with rapidly changing demographics. My findings support previous studies that show the limited resources and continued failure of universities and school systems in building educator capacity in culturally responsive school leadership CRSL. Furthermore, culturally responsive and visionary leaders may be more critical than previously thought due to school systems imbued with the dominant white culture and its deeply ingrained stereotypical views towards minoritized individuals. Despite these findings, my study also provides compelling evidence that meaningful relationships and diverse experiences alone can play an important role in fomenting and enhancing individuals' cultural proficiency, regardless of their racial/ethnic background. Finally, the implications of these findings are discussed in detail, followed by recommendations.

A presente dissertação tem como objetivo principal a análise e a discussão das contradições das concepções de bons professores de Inglês como língua estrangeira. Para tanto, realizamos uma pesquisa em que procedemos à coleta de dados, constituídos de observações de aulas de Língua Inglesa (18 horas) e entrevistas com alunos, professores e diretores (20 horas) de duas escolas públicas da grande São Paulo. O quadro teórico-metodológico que fundamenta nosso estudo é baseado na perspectiva etnográfica de pesquisa aplicada à sala de aula, a qual ressalta, principalmente, os aspectos intersubjetivo e ideológico que estruturam os fenômenos sociais. Abordamos, igualmente, o conceito de habitus pedagógico elaborado por Bourdieu e Passeron a fim de investigarmos a nossa hipótese, a saber: como concepções heterogêneas e conflitantes de bons professores de Inglês como língua estrangeira emergem das experiências dos sujeitos que compõem as comunidades escolares estudadas. Dado o caráter instável e conflitante do habitus pedagógico, concluímos que não há evidências de uma interpretação monolítica que possam ser depreendidas dos repertórios discursivos dos alunos, professores e diretores das comunidades escolares. Concluímos, também, a partir das críticas e das re-visões do conceito de habitus, que as questões relacionadas às mudanças sociais e à democracia na educação devem ser entendidas fora da imobilidade social apregoada pelo conceito de habitus, tornando-se necessário ir além dos preceitos difundidos pelas perspectivas reprodutivistas em educação. Propomos esse deslocamento levando em conta os pressupostos da pedagogia crítica e da possibilidade, os quais vislumbram uma conscientização mais democrática e transformadora do processo de ensino/aprendizagem no ensino público. / The main purpose of the present dissertation is the analysis and discussion of the contradictory conceptions of good teachers of English as a foreign language. To carry this study out, we focused on the data research analysis which is based on English Language classes observation (18 hours) and interviews with students, teachers and school directors (20 hours) from two state school communities in the greater São Paulo region. Our theoretical and methodological framework includes the ethnographic research perspective and attitude applied to the classroom which postulates principally the inter subjective and ideological character of social phenomena. The concept of pedagogical habitus proposed by Bourdieu and Passeron is put forward in order to investigate our hypothesis, namely, how heterogeneous and conflicting good teachers of English conceptions emerged from the subjects experiences which shape the investigated pedagogical cultural loci. On account of the unstable and conflicting character of the pedagogical habitus, we reach the conclusion that neither a safe ground nor a monolithic interpretation can be visualized in students, teachers and school directors discourse repertoires. It is concluded, through the questioning and re-vision of the habitus concept, that issues of social changes and democracy in education has to be understood out of the social immobility which the habitus concept suggests; furthermore, it is relevant to go beyond the educational reproductive perspectives assumptions as well. Consequently, we propose such a dislocation taking into account the critical and possibility pedagogies insights as a wider response to a more democratic and transformative public schooling education consciousness.

Em uma época em que o excesso de informações, técnicas e padrões parecem sufocar o indivíduo; e ao mesmo tempo, incitá-lo a questionar a si próprio e ao próximo diante de situações a serem resolvidas; torna-se imprescindível pensar nas possibilidades de compreensão e simplificação de sua rotina, isso sem causar a perda da essência do que é de fato ser humano. Surgem daí questões fundamentais para investigar a sobrevivência e o convívio harmônico da espécie, ou seja, buscar princípios correspondentes ao anseio de viver juntos e em paz. Posto dessa maneira, a pesquisa em questão tem como objetivo dialogar sobre esses assuntos por meio da educação de novas metodologias frente à aprendizagem de diversos saberes nos quais envolvam o mundo, seus objetos e, por fim, suas relações. Desse modo, a fim de entender melhor as necessidades humanas no processo de aprendizagem, realizei um estudo sobre a teoria da mente, que foi seguido de uma pesquisa de campo cuja base foi observar as novas pedagogias postas em ação, especificamente, em duas escolas: a EMEF Desembargador Amorim Lima e Escola Waldorf. Ao cumprir essa demanda, entrevistei alguns professores para analisar quais motivos que levaram à adoção dessa nova diretriz em suas práticas de ensino. Opção tomada na busca de subsidiar a formação de seus alunos, no sentido de torná-los adultos capazes de criticar e refletir sobre a sua própria realidade, permitindo, assim, a criação de mecanismos de interação com o mundo ao seu redor. / In an age where the sheer breadth of information, techniques and patterns appear to stifle the individual, but at the same time, encourage him/her to question oneself and others in situations that need a resolution, it is important to try and understand and simplify ones approach so as not to lose the essence of what it is to maintain ones \"humanity\". This leads to fundamental questions regarding the survival and harmonious coexistence of the species, i.e., in the effort to find ways and principles that lead to living together in peace. As such, this research intends to address these issues through the promotion (and via education) of newer methodologies and current knowledge (as opposed to outdated knowledge and materials) of the world, its objects and, their complex relationships using the modern marvels of technology, art and other mechanisms heretofor not considered. In the effort to better understand human needs in the learning process, I conducted a study on the theory of the mind, followed by a field study/examination, the purpose of which was to observe how new teaching methods put into action, specifically in two schools: EMEF Desembargador Amorim Lima and Waldorf Schools. Accordingly, I interviewed several teachers to learn their motivations for the adoption of this new direction in their teaching practices, after they graduated from the traditional educational system. I found that their approach took into consideration subsidizing the education of their students in order to give them the opportunity to grow into thinking adults who are able to criticize and reflect on their own reality, thus allowing the creation of mechanisms of interaction with the world around them.