Orientador: Jose Claudinei Lombardi / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-06T03:12:29Z (GMT). No. of bitstreams: 1 Cavalcante_TatyanaMurer_M.pdf: 724832 bytes, checksum: 12286df353af6a7f30562e6305497135 (MD5) Previous issue date: 2006 / Resumo: Investigar aspectos educacionais da obra de Santo Tomás de Aquino e, notadamente, o papel do mestre no ensino constituem o objetivo deste trabalho. Para a explanação considerou-se fundamental abordar as matrizes teóricas do autor, bem como a relação entre seus escritos e os fatores históricos que os circunscrevem. O texto parte da investigação do tratamento conferido pelos autores de manuais de história da educação à educação medieval e a Santo Tomás de Aquino, para, em seguida, centrar-se nos pontos peculiares mas, no entanto, pouco aprofundados nos referidos manuais: universidade e escolástica no século XIII, especialmente na Universidade de Paris. Tomando a escolástica enquanto disputa doutrinal, explanam-se três textos do Aquinate, de crucial importância à educação e ao ensino, reinserindo o autor no contexto escolástico. Entende-se que o conflito doutrinal que Santo Tomás resolve, não diz respeito à conciliação entre Santo Agostinho e Aristóteles, mas às contradições do século XIII, no qual razão e fé são fundamentais. A educação tomasiana é totalmente vinculada à sua ¿teologia filosofante¿; em ambas valoriza-se a atividade humana enquanto necessária à bem-aventurança / Abstract: The subject of this study is the investigation of educational aspects of the work of Saint Thomas Aquinas and especially the role of the master in the teaching. It was considered fundamental for the explanation of the question to approach the theoretical matrices of the author, as well the relation between his writing and the historical factors that circumscribes them. The text starts from the investigation of the treatment given by the authors of manuals of history of the education to the medieval education and to Saint Thomas Aquinas, for, after that, focus in the peculiar but little deepened points in the above-mentioned manuals: university and scholastic in the XIII century, especially in the university of Paris. Taking the scholastic as a doctrinal dispute, it expounds three texts from the Aquinate of crucial importance to the education and teaching, reinserting the author in the scholastic context. It is understood that the doutrinal conflict that Saint Thomas decides does not say respect to the conciliation between Saint Augustin and Aristotle, but to the contradictions of the XIII century, in which reason and faith are fundamental. The Thomasian education is totally tied with its "philosophical theology"; in both it valued the human activity as a necessity to the well-being / Mestrado / Historia, Filosofia e Educação / Mestre em Educação

梁偉明. / 論文(碩士) -- 香港中文大學硏究院歷史學部,1995. / 參考文獻: leaves i-ix (5th group) / Liang Weiming. / Chapter 一、 --- 前言 --- p.1-8 / Chapter 二、 --- 政治取向探索期(1946 ´ؤ 1954) --- p.9-32 / Chapter 一一 --- 中文中學復員的困難和分裂 / Chapter 一一 --- 中文中學面對的困難 / Chapter (1) --- 辦學經費 / Chapter (2) --- 師資與敎材 / Chapter (3) --- 學生出路 / Chapter (4) --- 會考課程與辦學方針 / Chapter 一一 --- 小結 / Chapter 三、 --- 經濟需求促變期(1955 ´ؤ 1965) --- p.33 -53 / Chapter 一一 --- 政治民族意識的消磨 / Chapter 一一 --- 中文中學面對的困難 / Chapter (1) --- 學生出路 / Chapter (2) --- 學生流失 / Chapter (3) --- 資金和校舍 / Chapter (4) --- 敎材與課程 / Chapter (5) --- 工業發展對資源分配的壓力 / Chapter (6) --- 香港中文大學的成立 / Chapter 一一 --- 小結 / Chapter 四、 --- 學術目標轉向期（1966-1975 ) --- p.54 -81 / Chapter 一一 --- 中文敎育新路向 / Chapter 一一 --- 中文中學面對的困難 / Chapter (1) --- 學生流失 / Chapter (2) --- 中國語文課程的困局 / Chapter (3) --- 來自政府的壓力 / Chapter (4) --- 中文的地位 / Chapter ´ؤ一 --- 小結 / Chapter 五、 --- 新生角色醞釀期(1976 ´ؤ 1982) --- p.82 ´ؤ107 / Chapter 一一 --- 中文中學面對的困難 / Chapter (1) --- 在學人數縮減 / Chapter (2) --- 僑校意識、政治意識的淡化 / Chapter (3) --- 來自考試的壓力 / Chapter (4) --- 第二次中文運動 / Chapter (5) --- 混亂的語文現象 / Chapter ´ؤ´ؤ --- 新角色的思考 / Chapter ´ؤ´ؤ --- 小結 / Chapter 六、 --- 結論 --- p.108´ؤ118 / 附錄一：中文、中英文中學學校及學生數目一覽表 / 附錄二：國內中學與香港一般中學課程比較表 / 附錄三：1951年頒佈之香港中文中學高中畢業會考中文科課程內容 / 附錄四：〈曾钰成校長訪問稿〉 / 附錄五：1872-1982年創校，現在仍然運作的中文中學一覽表 / 參考書目 / 中文 --- p.i-vi / 英文 --- p.vii-ix

胡務. / 論文(博士)--香港中文大學, 2000. / 參考文獻 (p. 258-262) / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Hu Wu. / Lun wen (bo shi)--Xianggang Zhong wen da xue, 2000. / Can kao wen xian (p. 258-262) / Zhong Ying wen zhai yao.

Seeking to fill a gap in the historiography, this study provides a closely-observed but contextualised social history of Scotland’s rural schools from the late nineteenth century through to the end of the twentieth century. Though particularly concerned with the period following the Education (Scotland) Act, 1872, consideration is given to earlier developments to ensure a depth of understanding and an appreciation of the subtleties of local experience. Adopting an interdisciplinary approach, and combining qualitative and quantitative analysis, the thesis draws together three layers of research: a detailed regional case study of the Highland Perthshire parishes of Fortingall, Kenmore and Killin; a quasi-random sample of sixty-six rural districts from across Scotland; and a national overview. In doing so, it challenges oft-made generalisations about rural life and provides a more nuanced picture of change and continuity in educational policy and practice across Scotland. Focusing in on the relationship between the small rural schools and their communities, the social dimensions of educational provision are explored in depth with special attention being paid to who taught, attended and supported the schools, and how they operated as educational and social spaces. To frame and guide discussion, three core themes – gender, culture and citizenship – are explored throughout and elements of social theory are drawn on to aid analysis and interpretation.

Made available in DSpace on 2016-12-23T14:01:47Z (GMT). No. of bitstreams: 1 Sheila Siqueira da Silva.pdf: 1307882 bytes, checksum: cda2e079ab3f243c3fd43711f914b57d (MD5) Previous issue date: 2013-04-24 / This research aimed to historically investigate the Professional Education Federal Net, having as main focus the Artisan Apprentice Schools of Espírito Santo State (EAA-ES), between 1909 and 1930, its foundation and maintenance, regarding the proposals, functions and management actions. We start from the pretext that this Net, whose the initial representatives were the Artisan Apprentice Schools of Espírito Santo State (EAA-ES) founded in 1909 under the Decree 7.566, September 23rd, by President Nilo Peçanha, was one of the projects which were inserted in a greater proposal that was the construction of Brazilian nation from the idea of current modernity from that time. This way, we tried to identify which progress, work and educational representations were suitable by the intellectuality that defended the foundation of these schools and which actions (practices) were managed from this suitable representations. Thus, we based on Roger Chartier s thought and privileged the following sources: legislations related to the EAA s; reports from Business, Agriculture, Industry and Commerce State Department; reports and messages from the Presidents of Espírito Santo State; and documents issued by EAA-ES. We conclude that the first generation of republican intellectuality idealized the Professional Education Federal Net and forged its intentionality; a second generation created the EAA s and defined their functionality in a moment of disappointment about the direction the Young Republic was bound for; and a third generation, named modernist, remodeled the EAA s aiming to render the professional teaching more efficient. Then, throughout this research other functions for the EAA s were revealed which justify their distribution to cities that had advanced a little or did not advance anyway concerning industrialization, like Vitória, the capital of Espírito Santo State, that received a unit of this institution. More than qualifying labor force for the industry, the EAA s were employed to spread a new order, whose goal was to train a mass of workers, molded into the perspective of disciplined work and maintenance of the order. In reference to the EAA-ES, we can note that, in a general way, they presented the same difficulties to execute their functions as their congeners: lack of qualified staff to work in the workshops, inappropriate buildings, a high evasion of apprentices; and difficulty of the population in arrogating the benefits of the institution. Yet, it was possible to observe the curious attempt of extinguishment of the EAA-ES, by the government of Espírito Santo State / A pesquisa objetivou investigar historicamente a Rede Federal de Educação Profissional, com foco na Escola de Aprendizes Artífices no Espírito Santo (EAAES), entre os anos de 1909 a 1930, sua criação e manutenção, considerando as intencionalidades, funcionalidades e ações gestadas. Partimos do pressuposto de que essa Rede, tendo como representantes iniciais, as Escolas de Aprendizes Artífices (EAA s), criada em 1909 por meio do Decreto 7.566, de 23 de setembro, pelo Presidente Nilo Peçanha, foi um dentre outros projetos que estavam inseridos num propósito maior que era construir a nação brasileira a partir da ideia de modernidade corrente na época. Dessa forma, procuramos identificar quais representações de progresso, de trabalho e de educação foram apropriadas pela intelectualidade que defendeu a criação dessas escolas e quais ações (práticas) foram gestadas a partir dessas representações apropriadas. Para tanto, nos baseamos no pensamento de Roger Chartier e privilegiamos as seguintes fontes: legislação referente às EAA s; relatórios do Ministério dos Negócios da Agricultura, Indústria e Comércio; relatórios e mensagens dos Presidentes do Estado do Espírito Santo; e documentos produzidos pela EAA-ES. Concluímos que uma primeira geração da intelectualidade republicana idealizou a Rede Federal de Educação Profissional e pensou suas intencionalidades; que uma segunda geração criou as EAA s e definiu suas funcionalidades num momento de desencanto com os rumos que a jovem República estava tomando; e uma terceira geração, denominada modernista, remodelou as EAA s objetivando tornar o ensino profissional mais eficiente. Dessa forma, outras funcionalidades foram reveladas para as EAA s, ao longo de nossa pesquisa, que justificam sua distribuição em cidades que pouco ou nada haviam avançado em termos de industrialização, como era o caso de Vitória, capital do estado do Espírito Santo, que também recebeu uma unidade dessa instituição. Isto é, mais do que preparar mão de obra para a indústria, as EAA s foram utilizadas para disseminação de uma nova ordem, onde o objetivo da instituição era adestrar uma massa de trabalhadores, moldá-los na perspectiva do trabalho disciplinado e da manutenção da ordem. Com relação à EAA-ES, observamos que, de maneira geral, apresentou as mesmas dificuldades na execução de suas funcionalidades que as suas congêneres: falta de pessoal capacitado para atuar nas oficinas, prédios inapropriados, grande evasão dos aprendizes; e dificuldade de apropriação pela população dos benefícios da instituição. Ainda com relação à EAA-ES, observamos curiosa tentativa de apagamento dessa por parte do governo do estado do Espírito Santo

Orientador: José Luis Sanfelice / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-14T20:19:19Z (GMT). No. of bitstreams: 1 Melo_SandraMariaBarrosAlves_M.pdf: 70383875 bytes, checksum: f8fde5639c5c4acf27bd8b65744f8123 (MD5) Previous issue date: 2009 / Resumo: Esta pesquisa analisa a trajetória histórica da formação de professores no Estado do Maranhão, enfocando os antecedentes, a criação e constituição do Instituto de Educação do Maranhão em 1939, como centro de referência para a formação do professor primário, dentro do contexto político e social do Estado Novo, instituído a 10 de novembro de 1937. O Governo ditatorial de Vargas se utilizou da educação como instrumento basilar para a formação e consolidação da mentalidade nacional preconizada pelo estadonovismo. A criação do Instituto de Educação, tida como uma ação modernizante e pautada nos métodos novos, teve como objetivo principal a fixação de diretrizes políticas e doutrinais que permitissem ao estado a conformação da sociedade aos seus postulados, ou seja, certa preparação política dos cidadãos. As fontes documentais utilizadas constituem-se de Legislação, Relatórios da Interventoria Federal dirigidos ao Presidente da República, Livros Atas de Resultados Finais do Curso Normal do Instituto de Educação, diploma, entre outros, coletadas em arquivos públicos, privados e na própria instituição, complementadas por bibliografia especializada. Para análise das fontes, utilizou-se o método descritivo-analítico. Concluiu-se que a Escola de Professor Primário do Instituto de Educação teve a medida exata de instituir um padrão exigido à época e períodos subsequentes, preconizando a formação do professor primário dentro da ordem e conservação do modelo de sociedade. / Abstract: This research analyzes the historical trajectory of the teacher's formation in the State of the Maranhão, focusing the antecedents, the creation and constitution of the Maranhão's Educational Institute in 1939, as center of reference for the formation of the primary teacher, inside of the social and political context of the New State, instituted on November 10th, 1937. The education was a fundamental instrument for the formation and consolidation of the national mentality praised by the dictatorial of the Vargas' Government. The Educational Institute's creation was a modern action, ruled in new methods, its main objective was setting political and doctrinal guidelines that allowed to the state the conformation of the society to its postulates, in other words, a specific political preparation of the citizens. The used documental sources consist of Legislation, Reports of the Federal Interventoria directed the President of the Republic, Books Acts of Final Results of the Normal Course of the Educational Institute, diploma, among others, collected in public and private archives and in the proper institution, complemented for specialized bibliography. For analysis of the sources, the descriptionanalytical was the chose method. One concluded that the School of Primary Teacher of the Educational Institute had the accurate measure to institute a demanded standard the posterior time and periods, praising the formation of the primary teacher inside of the order and conservation of the society model. / Mestrado / Filosofia e História da Educação / Mestre em Educação

Orientador: Jose Luis Sanfelice / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T02:49:08Z (GMT). No. of bitstreams: 1 Betini_MariaEstelaSigrist_M.pdf: 686163 bytes, checksum: d9f5e288b303b210e0c7cadfa596491f (MD5) Previous issue date: 2004 / Resumo: O objeto desta dissertação é o estudo da história de uma escola de Ensino Fundamental (1ª à 4ª série), nos anos de 1997 a 2000, no bairro de Betel (Paulínia-SP). Visa registrar o trabalho desenvolvido por suas professoras em função da educação voltada às classes populares. As professoras consideraram e estudaram os alunos da escola em dois aspectos: a classe social à qual pertenciam, através da aproximação com suas famílias, e a análise de cada criança em suas particularidades. Analisaram e estudaram regularmente as práticas escolares em seus resultados, frente aos objetivos definidos no projeto político pedagógico da escola. As condições objetivas e as subjetivas, criadas pelas professoras, são aqui analisadas, procurando-se dar visibilidade às características das crianças e suas famílias, e mostrar como, hoje, as professoras vêm os resultados obtidos com seus alunos. O estudo faz, também, o entrelaçamento entre a análise da sociedade no seu aspecto global e como esta reflete na conjuntura local, além da relação dialética do trabalho das professoras com a cultura escolar, a resistência e o não-consentimento frente à política educacional. Em Betel, a educação de cada criança foi possível por terem sido consideradas em sua humanidade, como pessoa particular e como pertencente a uma classesocial / Abstract: The aim of this work is the study of the history of a primary school (1st to 4th grade), between the years 1997 and 2000 in the district of Betel. It aims to report the work developed by its teachers in terms of the education aimed at the underpriviledged classes. The teachers were concerned with and studied the students in two aspects: the social class they belonged to, through the contact with their families, and the analysis of each child in their particularities. The school practices were studied and analysed in their results vis-à-vis the objectives outlined in the school political-pedagogic project. Objective and subjective conditions produced by the teachers are analysed, while an attempt is made to focus on the characteristics of the children and their families, showing how, today, the teachers see the results obtained with their students. The study also intertwines the analysis of society in its global aspect and how it reflects on the local setting, in addition to the dialectic relationship among the work of the teachers, the school¿s culture, the resistance and unacceptance of the official educational policy. In Betel, the education of each child was possible since they were considered in their humanity, as a particular person and belonging to a social class / Mestrado / Historia, Filosofia e Educação / Mestre em Educação

Objectives: This study documented events contributing to historical trauma among American Indian mission boarding school survivors, described residual effects of that trauma, and verified the Dream Catcher-Medicine Wheel model as a culturally appropriate tool that enhanced storytelling. Research Design and Methods: Nine women from two Upper Plains tribes were located through snowball sampling and participant referrals. A descriptive exploratory qualitative approach facilitated them in relating their survival stories. Seven were tape-recorded and two were hand-written on the Dream Catcher-Medicine Wheel, a model specifically designed for this study; this, combined with traditional spiritual grounding ceremonies, enhanced perspective for researcher and participants alike. Data Analysis: Liehr and Smith's (2008) Story Theory guided the methodology in the data gathering and analysis process using the Dream Catcher-Medicine Wheel combined with taped and written storytelling sessions. Major themes were categorized and supported with interview quotes through inductive analysis of the two research questions: What were the health challenges faced by survivors of American Indian mission boarding schools over time?, and, How have American Indian mission boarding school survivors resolved the health challenges they have faced over time? The first theme, subdivided into Breaking and Silencing of Spirit, examined physical, mental, and sexual abuse. The second theme, Survival of Spirit, examined relationships/parenting, coping/substance abuse, and spirituality. Findings: The seven dimensions described in Lowe and Struthers' (2001) Nursing in Native American Culture Conceptual Framework provided the value structure used for interpretation of findings. Implications for practice and research were related to the seven dimensions as culturally appropriate parameters for nursing. / Data analysis identified disturbing themes; unanticipated candor emerged, possibly owing to the fact that the researcher is a historical trauma survivor. Despite having survived historical trauma through the survival of the spirit, each participant struggles to resolve health challenges to this day. Unable to voice mission boarding school experiences for most of their adult lives, each affirmed the rediscovery of Native spirituality empowering; all expressed appreciation for traditional methods woven into storytelling sessions, particularly the Dream Catcher-Medicine Wheel, and all indicated they experienced release and healing through telling their stories. Key words: American Indian; historical trauma; nursing; boarding school; Dream Catcher-Medicine Wheel. / by Barbara K. Charbonneau-Dahlen. / Thesis (Ph.D.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished