Educação, Arte e História da Cultura - Teses - CEFT Higienópolis
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- TeseEducar sob os princípios da alteridade ética de LévinasSilva, Maria Alice Moreira (2015-08-19)
Centro de Educação, Filosofia e Teologia (CEFT)
This work investigated the possibility to education based on the principles of ethic alterity – opening a space in the educational experience that enables the proximity with the other and the respect to the different, before any preoccupation with the transmission of curricular subjects, all based on technical dimensions. In its theoretical referential, this study is based on the thoughts of the following authors: Levinas (1906-1995) specially, whose concepts of education have their roots on the integration with the other through an ethic of acceptance and respect towards alterity; Freire (1921-1997), whose thinking is marked by the search of a school with active and interacting students through dialog; Bahktin (1895-1975) for his preoccupation with the self and the others, in the search of an ethic that could favor the implementation of an education raised from the principles of consideration to the alterity. The guidelines were based on the verification of teachers of a private large-sized college, considering the following: 1. to be possible, and in what way, to educate under the perspective of consideration of the ethic alterity; 2. whether those professors noticed interactivities between students and their professors and if they comprehended that interactivity as a necessity to the self and the exacerbation of the same self, that one can observe in human relations; 3. if they considered that interactivity as a resource that enables the consideration to the otherness in the educational process. The research method used to achieve the objectives of this investigation was the qualitative approach, the most appropriate to the interaction perspective. The data collection of this investigation occurred among five professors, the subjects of this research, as regards to the educational relation between the self and the other through guideline questions based on the reflection about educational experiences of the hereby researcher together with the assumptions of the thinkers upon whom the theoretical roots of this paper are based. The analysis showed that all the interviewees comprehended the interaction as a resource that enables the consideration to the alterity on the educational process. They signalized that the role of the institution, either collaborative or not, should be considered with all respect to the diversity, as well as the ethical and moral roots, together with the acting of the self. This possibility was conditional upon the preparation of the professor, their provided experience on students‟ sensitization and their role as a model to their students. The data recorded and analyzed have brought new queries. They suggest new researches and the challenge to broad this subject of study, giving it a continuity, nevertheless looking forward to the possibility of professors and institutions to teaching under the ethic of consideration to the alterity. - TeseFormação docente e relações étnico raciais na educação: reflexões sobre identidade afrodescendente dos alunos da faculdade Zumbi dos PalmaresCampos, Elane Silva (2016-02-15)
Centro de Educação, Filosofia e Teologia (CEFT)
The social context in different historical moments has established identity references, which model is tangled with conditional foundation, in which has determined identity as something stiff, besides all cultural shifts. This research has investigated the scholastic establishment, as well as the ethnic racial relations and afro-descendant identities in the education field. The question of this research is: Can Zumbi dos Palmares College support the formation/inclusion process in addition to the development of its afro descendant students identity? Regarding this issue, this essay’s goal lies in analyzing the diffusion and conception of identities in addition to the schooling of afro-descendant students from the Pedagogy Course from Zumbi dos Palmares College-SP. The methodology for this paper was guided by literature review in order to, theoretically, map a cultural social historical perspective of the relations of body, genre, race, ethnicity and identity, based, primarily in Michel Foucault (1992), Kabengele Munanga (2003), Paul Gilroy (2007) and Stuart Hall (2003), moreover, a case study, in order to analyze the context of these questions in the academic field. In favor of fulfilling the empirical research, Zumbi dos Palmares College - SP and 30 students of its Pedagogy Course were selected as the study scope for this research. In the first part of the research, it was applied a questionnaire with direct questions to these 30 students. In the second part, 7 selected students (out of the 30 ones), who decided spontaneously to participate in this second part, were interviewed, in order to go further in the question related to our study. To deal with historic questions and afro descendants access to education, Beatriz Petronilha (2003, 2007), Edward E. Telles (2004) e Abdias Nascimento (2004) were ellected and, as reference to the analysis of the collected data, Laurence Bardin (2011) and Maria L. P. B. Franco (2003). This research indicates that the ethnic racial relations and afro-descendant identities are interlaced in cultural, historical and social political processes. Data analysis demonstrates that the educational process, as well as the inclusion of these students, infiltrates the particularity of each subject in its own singularity. Different educational and socio-cultural aspects indicate that the education/inclusion, additionally to the identity construction of the analyzed subjects, gets intermingled with what’s known about race, and, most of all, what it is to be black, or not, in Brazil.