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Educação ambiental e valorização da ética para o cuidado do ambiente escolarAlmeida, Tereza Joelma Barbosa 24 February 2018 (has links)
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Previous issue date: 2018-02-24 / Esta dissertação intitulada, “Educação Ambiental e Valorização da Ética para Cuidado no
Contexto Escolar”, tem por objetivo compreender os fatores que mobilizam estudantes do
Ensino Fundamental e Ensino Médio a depredarem o patrimônio escolar, os sentidos que
atribuem aos conhecimentos aprendidos sobre educação ambiental e os modos como
representam e se relacionam com o ambiente escolar onde estudam. A ideia original para a
pesquisa surgiu ao considerar os aspectos de depredação escolar e sua inter-relação com a
questão da educação ambiental. O campo empírico da pesquisa é a escola pública estadual,
Colégio Estadual Professora Sílvia Ferreira Brito, ambiente escolar onde os aspectos de
depredação é uma problemática, e por isso adotada neste estudo para análise e compreensão.
Nessa perspectiva, optei por uma pesquisa de natureza qualitativa, com uma abordagem (auto)
biográfica, cujos instrumentos para produção do gênero literário foram os grupos focais e as
entrevistas narrativas. Na análise do material produzido emergiram categorias como as
representações sociais dos estudantes como um referencial de vida e para compreendê-las
busquei estabelecer diálogos com autores como Moscovici (2015) e Halbwachs (1990);
revelaram-se as projeções afetivas dos estudantes, cuja dimensão do afeto se apresenta como
guia orientador das escolhas e condutas estudantis, as quais analiso alicerçada nas ideias de
Piaget (1999), Vygotsky (2000), Morin (2015), Cortella (2015), Puig e Araújo (2007); destaco,
também, os sentidos dos tipos de valores humanos, dos quais a ética do cuidado é ressaltada
como um valor essencial para a vida, nessa reflexão estabeleci uma conexão com autores como
Milton Rokeach (1973), Schwartz (1999), Pimentel (2004), Vinha e Tognatta (2009), Chauí
(2007), Boff (2012), Gadotti (2003) e Dias (2004). Os resultados da pesquisa revelam uma
complexidade de fatores que provocam a problemática ambiental dentro do contexto escolar,
os quais permeiam a dimensão das relações intrapessoais, interpessoais e ambientais,
envolvendo a construção dos valores humanos e a formação da personalidade do adolescente
como fase crucial para estruturação destes valores e sinalizam a ética para o cuidado do
ambiente escolar como um valor essencial para a vida. Nesse sentido, percebo que a educação
ambiental necessita ser vista a partir uma educação socioambiental, que permita aos estudantes
reconhecer e reconstruir valores pessoais, sociais e ambientais a luz da reflexão ética para o
cuidado. E vislumbro na Pedagogia de Projetos essa possibilidade educativa para a formação
dos estudantes. / This dissertation, entitled "Environmental Education and Valuation of Ethics for Care in the
School Context," aims to understand the factors that lead elementary and high school students
to depredate school assets, the meanings they attribute to knowledge learned about
environmental education, and the ways they represent and relate to the school environment
where they study. The original idea for this research study emerged from considering aspects
of school depredation and its relationship with the issue of environmental education. This study
was conducted at the State School Teacher Sílvia Ferreira Brito, a school where the aspects of
depredation are problematic. The purpose was to analyze and understand this environment. A
qualitative research with a (auto) biographical approach was adopted, and focus groups and
narrative interviews were the instruments chosen. In the analysis of the material produced
emerged categories as the social representations of the students as a reference of life and to
understand them I tried to establish dialogues with authors like Moscovici (2015) and
Halbwachs (1990); (1999), Vygotsky (2000), Morin (2015), Cortella (2015), and the other
students' , Puig and Araújo (2007); I also point out the meanings of the types of human values,
of which the ethics of care are emphasized as an essential value for life, in this reflection I
established a connection with authors such as Milton Rokeach (1973), Schwartz (1999),
Pimentel (2004) ), Vinha and Tognatta (2009), Chauí (2007), Boff (2012), Gadotti (2003) and
Dias (2004). The results of the research reveal a complexity of factors that provoke
environmental problems within the school context, which permeate the dimension of
intrapersonal, interpersonal and environmental relations, involving the construction of human
values and the formation of the adolescent personality as a crucial phase for structuring these
values and indicate ethics for the care of the school environment as an essential value for life.
In this sense, I realize that environmental education needs to be seen from a socioenvironmental
education, which allows students to recognize and reconstruct personal, social
and environmental values in the light of ethical reflection for care. And I see in Project
Pedagogy this educational possibility for the formation of students.
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A qualitative exploration of experiences of others and accounts of self in the narratives of persons who have experienced traumatic brain injurySmit, Martinus Jacobus 06 November 2007 (has links)
Traumatic brain injury (TBI) affects thousands of people in South Africa. Our knowledge regarding this phenomenon has expanded rapidly and the problematic psychological wellbeing of persons who have been injured through TBI has been well documented. When reviewing the published literature regarding TBI it would appear that the majority originate from a positivist epistemology, quantitative methodology, and focus mainly on cognitive and/or motor ability changes of the injured individual. Furthermore, literature regarding interaction between the injured person and others tend to focus on uninjured family members’ experience of and adaptation to the injured person – generally ignoring the injured person’s experience of others. This study addressed this gap in the literature by making use of a qualitative research design to explore how injured persons' experience of others might contribute to the challenges, other than those related to cognitive and physical changes, persons face following TBI. Specifically, this study investigated whether themes that suggest a "loss of self" could be identified in the narratives of the participants' experiences of others. While not being able to support the idea of “loss of self” in the participants' narratives, there are indications that experiences of others may add to the challenges injured persons face following TBI. / Dissertation (MA (Counselling Psychology))--University of Pretoria, 2007. / Psychology / MA / unrestricted
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