103 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-30T18:40:07Z No. of bitstreams: 1 Dissertacao_Raquel Rodrigues.pdf: 512255 bytes, checksum: 351310df080eb681ac6d7cda14db7d3c (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-11T18:46:46Z (GMT) No. of bitstreams: 1 Dissertacao_Raquel Rodrigues.pdf: 512255 bytes, checksum: 351310df080eb681ac6d7cda14db7d3c (MD5) / Made available in DSpace on 2013-06-11T18:46:46Z (GMT). No. of bitstreams: 1 Dissertacao_Raquel Rodrigues.pdf: 512255 bytes, checksum: 351310df080eb681ac6d7cda14db7d3c (MD5) Previous issue date: 2007 / O nosso trabalho aborda a formação de professores, especificamente dos professores de Educação Física na Universidade Estadual de Feira de Santana/UEFS. Com o objetivo foi em contribuir teoricamente para a construção de referências sintonizadas com a formação omnilateral para a (re)organização do Estágio Supervisionado no currículo dos cursos de formação de professores de Educação Física, buscando responder à seguinte problematização: o processo de reconfiguração da disciplina Estágio Supervisionado, a partir do novo ordenamento legal – diretrizes curriculares - para formação de professores no curso de Educação Física na UEFS contribui, na essência, para uma formação ampla e sólida ou trata-se de mudanças fenomênicas que mantém a fragmentação e desqualificação dos futuros professores? Como fundamento teórico-metodológico nos aproximamos do materialismo histórico-dialético, destacando a categoria realidade/possibilidade; estamos empregando a pesquisa bibliográfica, subsidiada pela análise de documentos; o instrumento de análise utilizado foi a hermenêutica-dialética, tendo como fontes de análise documentos de orientação geral para a formação edocumentos do curso de Educação Física/UEFS. Dos resultados destacamos que, as diretrizes de Educação Física não apontam o Estágio Supervisionado como eixo articulador do conhecimento cientificamente produzido no currículo; há incongruência entre as Diretrizes da Educação Física e as Diretrizes Curriculares Nacionais para Formação de Professores da Educação Básica/nível superior/licenciatura/graduação plena. Além disso, a reestruturação do curso de Educação Física/UEFS mantém essencialmente a sua organização do trabalho pedagógico de forma fragmentada e conservadora - conseqüentemente a disciplina Estágio Supervisionado - não contribuindo para alterar a formação do futuroprofessor na perspectiva omnilateral. / Salvador

TITLE: Education as a Way to Freedom in Philosophy of Jan Patočka AUTHOR: Bc. Lukáš Kalina DEPARTMENT: Social Sciences and Philosophy Department SUPERVISOR: doc. PhDr. Naděžda Pelcová, CSc. ABSTRACT: This master's thesis will show the concept of education as the way to freedom in the philosophy of Jan Patočka. It will deal with common phenomenological basis of philosopher to education for freedom and the concept of freedom, and also philosopher's viewpoint to the instrumental education and general link between instrumentality and free human beings. What means ''to raise/educate'' or ''to be raised/educated'' and how Jan Patočka thinks in the meaning of educational/raising methods. KEYWORDS: Upbringing, Freedom, Phenomenology, Three Movements of Human Life, Shake, Truth, Patočka

Made available in DSpace on 2016-08-03T16:16:07Z (GMT). No. of bitstreams: 1 Moacir Guets.pdf: 453920 bytes, checksum: 551933fdcd3c261e69d4bf71f9a946b5 (MD5) Previous issue date: 2008-10-07 / The aim of this paper is to analyse the perception of the students, professors and job market about the technological courses offered by colleges and universities from ABC paulista and the historical research about this profession. Through this analysis we could have the conception of this course and it was integrated by the current brazilian society. It is represented by the region of ABC paulista and questions about social, economic and cultural conditions of these students besides the analysis of the accomplished interview with students, professors and current works. Summing up it was possible to identify the ingress and egress profile of the students since all the possible mechanisms are indicated for this formation.(AU) / Esta dissertação trata das percepções dos alunos, dos professores e do mercado de trabalho sobre os cursos superiores de tecnologia na região do grande ABC paulista, com a indicação histórica desta formação profissional. Através da análise de fatos que levaram à concepção desta modalidade de ensino e de como ela se integrou na sociedade brasileira atual, representada pela região do grande ABC paulista e do questionamento sócio, cultural e econômico de alunos que estão matriculados em uma instituição de ensino nela situada, bem como a análise das entrevistas realizadas com discentes, docentes e representantes do mercado de trabalho foi possível estabelecer o perfil de ingresso e de egresso destes alunos, uma vez que estão indicados todos os mecanismos possíveis para o percurso estabelecido por esta formação.(AU)

The main objective of this thesis, entitled "Teacher's Authority from Students' Points of View in Second Stage of Basic Education," is to discover the views of pupils on the teacher's authority and to map potential differences in the answers of students depending on their sexes and school success. The thesis is divided into two parts. The first part systematically describes theoretical knowledge related to the teacher's authority. At first it defines the concept of authority as a general term, followed by a section that focuses on the teacher's authority and its crisis and connection between and the upbringing and discipline in the classroom. The second part of the thesis focuses on empirical research, where methods of the questionnaire were used.

The thesis focuses on educational methods and principles of those working with children with autistic spectrum disorders. The theoretical part describes the typical symptoms of autism, reasons for development of autism. Also, It covers the conditions of inclusive education and the influence of children's free/quality time on their educational process. The empirical part describes the specifics of the work of special educators and peda?gogických staff working with children with autism spectrum disorder after-school club. The research joined seven respondents from primary/secondary schools in Prague. The aim of this part is to set particulars for educators working with children with autistic spectrum disorders. The research can be determined that the communication skills of children with autism spectrum disorder, require the teacher to preserve a coherent communication style with the principle of structuring communication. Social behavior in children with autism spectrum disorders is distorted. Based on respondents' answers the need for the teacher in the educational process, enable the child to integrate into a group of their peers. Recreation and leisure activities include the development of children and youth with autism spectrum disorder. The principle of voluntary and elective underpins formal and informal education of children.

Esta tese aborda um conjunto variado de práticas que constituem modos sensíveis de criação infantil, que fazem parte um processo mais amplo de psicologização das camadas médias ocorrido nas últimas décadas no Brasil. Trata-se de uma pesquisa etnográfica na qual se transitou por diversos espaços vinculados ao “parto ativo”, à “criação com apego” e à educação engajada de crianças. Inicialmente, argumento que a noção de apego, ao (re)configurar o choro infantil como manifestação de um comportamento natural de agenciamento do bebê por vínculo afetivo e contato corporal, opera uma configuração totalizante que entrelaça o corpo ao ambiente. Nesse sentido, o ambiente e as relações experimentadas pela criança recobram um papel fundamental, sendo produzidos dois “tipos” de ambiente. Um capaz de atuar com intensidade sobre a criança de modo a conformá-la, representado pelas noções de aculturação, transmissão e socialização. E outro que opera de maneira mais sutil, em comunhão com a capacidade de a criança agenciar sua própria aprendizagem a partir de seus gostos, desejos, necessidades, percepções e sentimentos, que tem no horizonte o desenvolvimento da autonomia. Tentando escapar da reprodução de dualismos como natureza/cultura e indivíduo/sociedade, volto minha atenção para as práticas cotidianas a fim de investigar como essa aprendizagem acontece e como os adultos se recriam enquanto criam seus filhos, evidenciando as gramáticas emocionais em jogo. Por fim, argumento que práticas de criação infantil nas quais são criticadas a disciplina e a normalização, ao passo em que são exaltados o protagonismo, a liberdade e a autonomia (em suma, o governo de si), podem estar articuladas a outros modos mais sutis de governar os outros. / This dissertation approaches a set of practices that constitute what I have called sensitive modes of child rearing, as part of a broader psychologization process of the middle classes seen in Brazil in the last decades. I conducted ethnographic research among different spaces linked to “active birth”, “attachment parenting” and engaged child education. Initially, I argue that the notion of attachment, as it (re)configures infant crying as a manifestation of a natural behavior of baby agency towards affective bond and bodily contact, operates a totalizing configuration that interweaves the body and the environment. In this sense, the environment and the relationships experienced by the child play a fundamental role, producing two "types" of environment: one able to act intensely upon the child in order to conform it, represented by the notions of acculturation, transmission and socialization; and another that operates more subtly, in communion with the child's ability to organize his/her own learning from his/her tastes, desires, needs, perceptions and feelings, which has on the horizon the development of autonomy. Avoiding the reproduction of dualisms such as nature/culture and individual/society, I turn my attention to everyday practices to investigate how this learning happens and how adults recreate themselves as they raise their children, evidencing the emotional grammars at play. Finally, I argue that child-rearing practices in which discipline and normalization are criticized, while protagonism, freedom, and autonomy (in short, selfgovernment) are exalted, may be articulated in other, more subtle ways to govern others.

Performed research was set to the upbringing centre`s clients analysis. The study has the quantitative charakter. Subjects of the research were children{\crq}s and youth{\crq}s upbringing problems. The object of the research was the set of upbringing centre{\crq}s in České Budějovice clients with the diagnosis of behaviour disorder in period from May to the November in 2006. I used the secondary data analysis, the observation, the qustinary of choiced informants and the conversation with the clients for the research and confirmation of hypothesis. The aim of the study was the upbringing problems analysis of the upbringing centre{\crq}s clients from the perspektive of health care, psychology and welfare, examination of the effectiveness of care and the cooperation of family, wiew of its economics rear, the culture and the education of parents and those factor{\crq}s effect on the development of the behaviour disorder. The first hypothesis confirmed, that the interconnexion between health care, psychology care and welfare is more effective. The second hypothesis cogitated about probability of negative influences of the family with higher economics rear on the rising of the behaviour diorder. Last hypothesis proved, that higher effectiveness of remedy of behaviour diorder can be supposed by parents with higher economic rear.

Diploma thesis deals with altruistic behaviour of the professionals, such as teachers, nurses and doctors, who provide helping service. The work focuses not only on the professional part of the care but also on human care and feeling towards patients. Two proposed hypothesis were tested. The hypothesis H1: strictly brought up people working in the helping profession lead their patients to the passive dependency. The hypothesis H2: religiously brought up people working in the helping profession feel to be blame more often than the other people. A special questionnaire, containing 25 questions, was designed. Each of the questions offered various variants of answers which had to be mutually inconsistent. The questions can be divided into groups: one of them characterized the composition of the respondents, four served for the hypothesis testing and the rest of the questions enabled to fine distinguish various characteristics of the respondents and to mask the purpose of the questions. In the group of 97 respondents prevailed women in the age below 45 years of the nursery profession who practiced 1 to 20 years. Most of them were atheists. In the group of religious people prevailed the Catholics. The professional software EXCEL 3 was used to test both hypothesis and the special logic calculus was developed to make the answer evaluation easier. The output/input controls of the entering data were also used to find the occasional mistakes. The hypothesis was proved if more then 70 percent of the premises responded to the presumptive implications. Based on this criterion the hypothesis H1 was proved while the hypothesis was not approved.

I approached my thesis like a comparison between theory and practice. In theoretic part I deal with upbringing, leisure time and parents influent on children. I tried to find what is the most important thing on upbringing and how important role in children life have their parents. I wanted to penetrate to sphere about which have been writing many things and the people have been talking about this sphere more and more. Is it true, that children and youth do not have examples in their parents? Is it true, that children and youth cannot take advantage their leisure time meaningful? I tried think about this questions and clear this questions up in my practical part, where I made opinion poll. I presented my results in my practical part thanks to graphs.

The purpose of this study is to examine the schoolteachers and parents distribution of the responsibilities of the upbringing of children. To do so my aim is to examine what responsibilities was attributed to the schoolteachers as well as the parents and how the responsibilities could take shape. By utilizing protocols from the Childcare committee 1913-1924 (Barnavårdsnämnden) my aim is to link the questions to the material and examine how this manifested within the committee. I also examined if the committee applied a certain gender construction on the parenting. I have applied a power perspective derived from Foucault aswell as the usage of Durkehims and Marx theories about the schools role in society and a gender perspective developed by Joan Scott and Yvonne Hirdman. The results of the study shows that schoolteachers possessed a position of power where their responsibilities over the social upbringing of the pupils reached beyond the confinements of the schools. The schoolteacher was placed with disciplinary responsibilities and was expected to help raise pupils of high morality. Teachers held a high role of participation in the work of the committee and was expected to hold insights of their pupils home situations. The parents showed to be neglected far more in comparison with the teacher but parenthood was nonetheless expected to hold responsibilities. However, parents was not allowed to interfere with the responsibilities of the teacher whereas the teachers role was not constricted to the interior of the school. Regarding mother- and fatherhood the study shows that the mother was given a clear role of parenting while the fathers function was more of an authoritarian background figure. The father was expected to provide for the family and the mother to care for the upbringing. The study proved that the committee was in a position of power where they could affect the tasks of parenthood. Meanwhile the committee granted schools and teachers positions of power where the teacher’s professional role extended beyond the schools. Within the sphere of parenthood a position of power was showing whereas the mother was attributed a larger responsibilities over the children’s upbringing but with the father acting as the authority of the family.