Japan obtained equal status with the west imperialism, like Britain and North America, after defeating Russia in 1905. For promoting their mainland policy, they set up the semi-official and semi-private company- South Manchuria Railway (SMR). It owned a huge Research Bureau to investigate some aspects like railway, natural resources, transportation and military, not only for satisfying colonial goal but also for producing rich, valuable and multidimensional knowledge .During forty-years, the Research Bureau attracted and enrolled many Japanese who had interests on, or preference to China. Japanese took this process as a approach or domain to contact with China. This process also reflected their own ideology, image and relative location to China by the rise of the Empire of Japan. This dissertation starts from reviewing important research results, such as Shina Resistance Report, Nōson Chūgoku Kankō Chōsa Surveys. The discussion goes further to four researchers in the SMR: Shūmei Ōkawa, Tachibana Shiraki, Amano Waranosuke and Itō Takeo, who were with various academic background and even standpoint. The investigators attempted to construct their own research approach and meanwhile suffered from dealing it with the subjective power structure. The last section focuses on the academic debate after the war time, in term of controversial interpretation about Mantetsu knowledge from Japanese Sinology. From these three perspectives, the dissertation intends to take Mantetsu as a example to portray the context, power relationship and conflicts within research institute in Japan. It would therefore generalize objectivity, autonomy and path-dependence from the Mantetsu knowledge.

Made available in DSpace on 2014-07-29T15:13:41Z (GMT). No. of bitstreams: 1 Lueli_Nogueira.pdf: 716690 bytes, checksum: 2113d44e611ba9e83dc3bbd16419250e (MD5) Previous issue date: 2011-07-07 / This study discusses how the relationship theory and practice is formulated in contemporary approaches to teacher formation which claim that research is a educational and formative principle in the formation and practice of the teacher, particularly the action-research undertaken by teachers themselves into their own educational practice, with or without the collaboration of university specialists. It starts from the premise that the conception of the relationship theory and practice which is being formulated in these formation approaches is based on a dual perspective: first, they separate them and then try to identify or organize these instances. Using the Critical Theory of the Frankfurt School as a basis, especially in Adorno and Horkheimer, the relationship established between theory and practice is understood to be one of contradiction. Therefore, there would be no identity between these instances not to mention continuity or simple interface. This theoretical study selected research-based approaches to formation which focus, above all, on practical and critical perspectives. Within these perspectives, those foreign authors most frequently cited and appropriated by Brazilian researchers were selected, including Dewey, Schwab, Stenhouse, Elliott, Schön, Zeichner and Carr & Kemmis. This study set out to understand the concepts and ideas about teaching, research, curriculum, teacher as well as the relationship theory and practice. It concluded that the implications of this conception of the dual perspective of the theory and practice relationship in approaches in research-based formation, on the one hand, represent a risk of practicism in education or the prevalence of practice over theory. On the other hand, it also represents the risk of an instrumentalized theory, at times geared towards solving educational problems and at other times towards directing or informing teaching action. Both contain educational implications which contribute towards the maintenance and reinforcement of the technical and scientific rationality of education. / Este trabalho discute como a questão da relação teoria e prática é formulada nas abordagens contemporâneas de formação de professores que defendem a pesquisa como princípio educativo e formativo na formação e na prática do professor, particularmente a pesquisa-ação realizada pelo próprio professor sobre sua prática educativa, contando ou não com a colaboração de especialistas da universidade. Parte-se do suposto que a concepção da relação teoria e prática que vem sendo formulada nessas abordagens de formação se sustenta em uma dupla perspectiva: inicialmente separa e depois tenta identificar ou articular essas instâncias. Com base na Teoria Crítica da Escola de Frankfurt, sobretudo em Adorno e Horkheimer, entende-se que a relação que se estabelece entre teoria e prática é de contradição. Portanto, não haveria entre essas instâncias identidade, tampouco mera continuidade ou simples articulação. Este estudo teórico selecionou as abordagens de formação centrada na pesquisa que contemplam, em particular, a perspectiva prática e a perspectiva crítica. Foram selecionados os autores estrangeiros mais citados e apropriados pelos pesquisadores brasileiros, como Dewey, Schwab, Stenhouse, Elliott, Schön, Zeichner e Carr e Kemmis. Buscou-se, no estudo desses autores, uma compreensão das ideias e dos conceitos sobre ensino, pesquisa, currículo, professor e relação entre teoria e prática. Concluiu-se que as implicações dessa concepção de dupla perspectiva da relação teoria e prática nas abordagens de formação centrada na pesquisa representam, por um lado, o risco de um praticismo na educação, ou a prevalência da prática sobre a teoria. Por outro lado, há o risco de uma teoria instrumentalizada, ora orientada para solucionar problemas educacionais, ora para guiar ou informar a ação docente. Em ambos os casos, existem implicações educacionais que concorrem para a manutenção e o reforço da racionalidade técnica e cientificista da educação.