Made available in DSpace on 2016-07-27T13:44:55Z (GMT). No. of bitstreams: 1 Alexandre Avelino Giffoni Junior.pdf: 1830384 bytes, checksum: 21eb9354ffab237bbbb50167f6ea3401 (MD5) Previous issue date: 2014-08-28 / The research deals with the problem of social inequality and educational inequality, specifically addressing the complex issue of pursuing quality in teaching and learning, in the sense of human development with autonomy and real emancipation aiming a better life, in formal education for pre-schoolchildren within social poverty situation (in IBGE-BRAZIL classification). The work shows the results from the investigation of processes of teachinglearning in the school for younger children maintained by Douglas Andreani Association, in the Monte Cristo-Oziel-Gleba B Community in Campinas (São Paulo, Brazil). Those educational processes joints school content (concepts, skills, values and affections), sociocultural and institutional motives and practices. The research takes place during the year 2012 in the settings with children (4-5 years), teachers, pedagogic coordinators, managers, and other employees of the institution, within the Community. This area of poor people is a favela in the classification of IBGE, with more than 35,000 inhabitants. This qualitative research is a case study in the form of a pedagogic-didactic intervention (interactivedialectic) based on the cultural-historical approach developed by Lev S. Vygotsky, Alexander R. Luria and Alexei N. Leontiev (activity theory) and contributors. Mariane Hedegaard and Seth Chaiklin have expanded this approach with the so-called radical-local teaching and learning theory from the basis of the human developmental teaching built by Vasily V. Davydov. The data analysis included the study of the social situation, learning and development of young schoolchildren through the research of the wholeness social situation proposed by Mariane Hedegaard and Marilyn Fleer. The experiences of daily life of the participants within the research provide the interpretations and analysis. The study has shown the relevance of the participant knowledge from their experiences in their social situations, in the teaching and learning actions, in articulation with the school knowledge, for the students to form daily and scientific (school) concepts. Thus, the personal and social subjectivities are constituents of the construction of new psychological formations by the students as a condition for human development and of personality (F. González Rey), in the inseparable unit of the emotional, affective, cognitive, aesthetic and moral aspects of psiche. The research also indicated didactic-pedagogic pathways in the area of teacher education, educational planning and qualitative research procedures, especially when developed in specific settings of the school and the classroom. This work aims to contribute to the teaching and learning research debate within the problem area of the public/private and the so-called third sector in contemporary Brazilian Education. It also intends to contribute to the field of social pedagogy tangentially developed with school pedagogy. / A pesquisa vincula-se à problemática das relações entre desigualdade social e desigualdade educativa abordando, especificamente, a complexa questão da busca de qualidade no ensinoaprendizagem, no sentido do desenvolvimento humano com autonomia e real emancipação visando a melhoria da vida, em instituições escolares da Educação Infantil para crianças em idade pré-escolar na condição social de pobreza (classificação do IBGE-BRASIL). São apresentados resultados de investigação de processos de ensino-aprendizagem na Escola Infantil mantida pela Associação Douglas Andreani, na Comunidade Monte Cristo-Parque Oziel-Gleba B, em Campinas (Estado de São Paulo, Brasil), onde se articulam conteúdos escolares (conceitos, habilidades, valores, afetos), motivos e práticas socioculturais e institucionais. Esta pesquisa foi conduzida durante o ano de 2012 tendo como cenários a escola, as crianças (4-5 anos), professoras, coordenadoras pedagógicas, gestores, demais trabalhadores da Instituição e pessoas nessa comunidade em situação social de pobreza, considerada pelos critérios do IBGE como favela. A investigação qualitativa é um estudo de caso e consistiu de ações de intervenção pedagógico-didática (dialético-interativa), dentro da abordagem histórico-cultural elaborada por Lev S. Vigotski, A. Luria, A. Leontiev (teoria da atividade) e V. Davydov (teoria do ensino para o desenvolvimento), ampliada pela teoria do ensino-aprendizagem radical-local proposta por Mariane Hedegaard e Seth Chaiklin. A análise dos dados incluiu o estudo da situação social, da aprendizagem e do desenvolvimento de crianças mediante pesquisa da totalidade da situação social proposta por Mariane Hedegaard e Marilyn Fleer, a partir do que foram realizadas análises e interpretações das vivências dos participantes. O estudo mostrou a relevância em ações de ensinoaprendizagem, do conhecimento que os participantes da pesquisa trazem do seu cotidiano, articulado ao conhecimento escolar, para a formação de conceitos cotidianos e científicos (escolares). Desse modo, as subjetividades pessoal e social são abordadas como constituintes da construção de novas formações psicológicas pelos alunos, como condição para o desenvolvimento humano e da personalidade (F. González Rey), na unidade inseparável dos aspectos: emocional, afetivo, cognitivo, estético e moral da psique. A pesquisa também indicou caminhos didático-pedagógicos para os estudos na área de formação de professores, planejamento didático e procedimentos de pesquisa qualitativa, principalmente quando desenvolvidos nos cenários concretos da escola e da sala de aula. Pretendeu, ainda, contribuir para o debate na área problema público/privado e do chamado terceiro setor, na Educação Brasileira contemporânea, e também para o campo da Pedagogia Social, que vem se desenvolvendo tangencialmente à Pedagogia Escolar.

The research on "The healing touch of Nature in the context of pastoral therapy" illustrated the role of Nature in bringing healing to individual people in an urban context in South Africa. The role Nature plays in connecting the participants with God and how this positively affects their daily lives, has been central in the research. Through their interaction with Nature, the participants lead richer, more meaningful lives and experience a greater sense of well-being. Nature stimulates and elicits response as the digital world is set against the calm energy and "warmth of the earth". Through connection with God in Nature, the participants translate the healing metaphor into more tangible "language" – the "beautifying effect" of Nature. It is not the words that captivate, but the thoughts which the words carry. Mostly the research tells the story of the experiential knowledge of living in the intimate presence of God and the healing power of God‘s presence. This narrative is about a kind of knowing that can only come through Nature. The research offers a way of seeing Nature that could influence pastoral care today. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology with specialisation in Pastoral Therapy)

This dissertation demonstrates and illustrates the challenges involved in the construction of new realities when Duhl's (1983) idea of using metaphor to apply the ecosystems concept of wholeness of systems, was exercised in two ways. Firstly, the study was written in the form of an imaginary conversation between the author in the role of researcher and an imaginary peer consultant, about making sense of ways of thinking. Through presenting her observations to other observers, who are actually herself, a new reality was constructed for the author. Secondly, new individual and group realities were constructed by a group of social workers in the SANDF, who encountered their own ways of thinking through metaphorical means such as sculpting. Recommendations, co-constructed by the author, the imaginary peer consultant and two more imaginary colleagues, suggest possible uses of the ecosystems perspective in social work including in settings such as the SANDF. / Social Work / M.A. (Social Science (Mental Health))

Syftet med den här uppsats är att undersöka varför människor med barndomstrauma kan finna mytologiska symboliska berättelser i existentiell kultur läkande. De frågor som ställs är: På vilket sätt kan berättelser om superhjältar ge ökad förståelse om barndomstrauma, både för de som själva upplevt det, samt de som inte upplevt det? Hur kan berättelser om superhjältar verka psykiskt läkande vid barndomstrauma? Vilken betydelse har känslor i läkandeprocessen av barndomstrauma? Material som använts är TV-serien Moon Knight och kommentarer från YouTube. Teoretiska perspektiv som används är positiva psykologiska teorier, John P. Wilsons avgrundupplevelse och Viktor Frankls viljan till mening samt analytiska teorier om filmtolkning och hur det digitala samhället kan ge en existentiell kontext, med Jung, Tilander och Duppils forskning. Metoden som använts är grundad teori (GT). Tidigare forskning har visat ett samband mellan meningsskapande och populärkultur, främst berättelser om superhjältar, likaså de psykiskt läkande effekter film och TV-serier kan ha. Barndomstrauma har visat både negativa risker och positiva aspekter och har stor psykisk inverkan även i vuxen ålder. Den här uppsatsen visar ett samband mellan barndomstrauma och en ökad förmåga, förståelse, begär och upplevelse av existentiellt meningsskapande från mytologiska symboliska budskap från populärkultur, i uppsatsen benämns det existentiell kultur som även förklaras närmre. Det ger psykiskt läkande effekter och bidrar till välbefinnande och själslig helhet som kan jämföras med det som kan upplevas i religiösa sammanhang. Dessa resultat är viktiga eftersom barndomstrauma och meningsskapande i populärkultur är relativt outforskade områden men som kan komma till hjälp för barn och vuxna som upplevt barndomstrauma. Det blir ett sätt att både förstå och hjälpa dessa, likaså ett sätt för dem att enklare förstå sig själva för att sedan kunna läka och finna välbefinnande. / The aim of this paper is to investigate why people with childhood trauma can find mythological symbolic stories in existential culture healing. Questions asked: In what way can stories about superheroes provide increased understanding about childhood trauma, both for those who have experienced it themselves, as well as those who have not? How can stories about superheroes have a psychological healing effect following childhood trauma? What is the importance of emotions in the healing process of childhood trauma? Materials used are the TV series Moon Knight and comments from YouTube. Theoretical perspectives used are positive psychological theories, John P. Wilson's the abyss experience and Viktor Frankl's will to meaning as well as analytical theories about film interpretation and how the digital society can provide an existential context with Jung, Tilander, and Duppils’ research. The method used is grounded theory (GT). Previous research has shown a connection between meaning-making and popular culture, mainly stories about superheroes, as well as the psychological healing effects from films and TV series. Childhood trauma has shown both negative risks and positive aspects and has a large psychological impact even in adulthood. This paper shows a connection between childhood trauma and an increase in ability, understanding, desire and experience of existential meaning-making from mythological symbolic messages from popular culture, called existential culture in this paper, a term that will be explained. It provides psychological healing effects and contributes to well-being and a spiritual wholeness that can be compared to some religious experiences. These findings are important because childhood trauma and meaning-making in popular culture are relatively unexplored areas but can be helpful for children and adults who have experienced childhood trauma. It becomes a way to both understand and help these, as well as a way for them to understand themselves more easily, to heal and find an inner peace.

Christian Spirituality, Church History and Missiology / M. Th. (Practical Theology)

Christian Spirituality, Church History and Missiology / M. Th. (Practical Theology)

This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education.

This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education.

The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be a whole teacher from the perspective of the philosophy of Jiddu Krishnamurti, a philosopher/spiritual teacher. Four participants (teachers) were interviewed from the Oak Grove School, an alternative, holistic school founded by Krishnamurti in 1974. This inquiry probed into teachers’ thinking, teachers’ lives, teachers’ inner lives, teachers’ contemplative practices, teachers’ calling/vocation and teachers’ pedagogy. The findings of this inquiry reveal the awareness that exists among the participants with regards to their understanding of Krishnamurti’s educational philosophy and the way in which this philosophy has shaped their lives and the lives of their students (both implicit- ly and explicitly) The findings from this research further show that Krishnamurti’s philosophy has certainly had an impact on the participants’ wholeness. Krishnamurti was never interested in imposing his philosophy on the teachers to think in a narrow groove. Rather, he challenged them to arrive at wholeness or a holistic approach towards living by their own volition, by putting aside all philosophy, including his own. This research points towards the possible ways in which wholeness can be developed using: Innate wisdom (teachers’ inner life, teachers’ calling); wisdom gained through experiencing life (teachers’ life, teachers’ thinking); wisdom gained through their teaching experience (teachers’ pedagogy) and wisdom gained through practices that bring harmony to the mind, body and spirit (teachers’ contemplative approaches). An experiential model titled, The Flower Model: An Experiential Metaphor – which integrates the three stages of awareness – was developed using Krishnamurti’s approach towards wholeness. This model can be used to guide teachers with their respective psychological conditionings that reside or exist in their thinking, lives, inner lives, contemplative practices, vocation and pedagogy/curriculum design.

The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be a whole teacher from the perspective of the philosophy of Jiddu Krishnamurti, a philosopher/spiritual teacher. Four participants (teachers) were interviewed from the Oak Grove School, an alternative, holistic school founded by Krishnamurti in 1974. This inquiry probed into teachers’ thinking, teachers’ lives, teachers’ inner lives, teachers’ contemplative practices, teachers’ calling/vocation and teachers’ pedagogy. The findings of this inquiry reveal the awareness that exists among the participants with regards to their understanding of Krishnamurti’s educational philosophy and the way in which this philosophy has shaped their lives and the lives of their students (both implicit- ly and explicitly) The findings from this research further show that Krishnamurti’s philosophy has certainly had an impact on the participants’ wholeness. Krishnamurti was never interested in imposing his philosophy on the teachers to think in a narrow groove. Rather, he challenged them to arrive at wholeness or a holistic approach towards living by their own volition, by putting aside all philosophy, including his own. This research points towards the possible ways in which wholeness can be developed using: Innate wisdom (teachers’ inner life, teachers’ calling); wisdom gained through experiencing life (teachers’ life, teachers’ thinking); wisdom gained through their teaching experience (teachers’ pedagogy) and wisdom gained through practices that bring harmony to the mind, body and spirit (teachers’ contemplative approaches). An experiential model titled, The Flower Model: An Experiential Metaphor – which integrates the three stages of awareness – was developed using Krishnamurti’s approach towards wholeness. This model can be used to guide teachers with their respective psychological conditionings that reside or exist in their thinking, lives, inner lives, contemplative practices, vocation and pedagogy/curriculum design.