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You searched for subject:(integral experience). Showing records 1 – 3 of 3 total matches.

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Universidade do Estado do Rio de Janeiro

1. Ellen Christina Sá de Freitas. Educação Integral: reivindicação da experiência nos tempos e saberes pelos estudantes de Itaboraí.

Degree: Master, 2015, Universidade do Estado do Rio de Janeiro

A Educação Integral é vista nos discursos atuais como possibilidade de se atingir melhor qualidade da educação. Esta ideia na educação brasileira é alicerçada nas propostas de turno integral sugeridas na década de 1930 por Anísio Teixeira e na década de 1980 por Darcy Ribeiro, constituindo-se as obras desses autores, nas bases conceituais para nosso estudo. A forma com que o direito à educação vem sendo concretizado não tem conferido às escolas públicas brasileiras o atrativo necessário para manter os estudantes no espaço escolar. O presente estudo objetiva identificar atividades escolares que, ao promoverem experiências que despertem interesse dos estudantes no processo ensino-aprendizagem, possam conferir à educação a tão desejada integralidade. Nessa perspectiva, interessa-nos analisar a contribuição do Programa Mais Educação, que se apresenta como possibilidade de reinventar a Educação Integral a partir da ampliação das funções da escola. No entanto, com compromissos ampliados, o programa revela aspectos contraditórios e torna-se alvo de críticas. Com o propósito de refletirmos sobre as contradições que norteiam o processo educacional, buscamos rever o modelo de Educação Integral à luz do conceito deweyano sobre experiência. Em nosso percurso reflexivo, procuramos uma interlocução com os escritos de Jorge Larrosa que, na atualidade, constitui uma importante referência ao aprofundar a discussão sobre o hiato existente entre a dimensão das linguagens específicas dos saberes e das práticas escolares. Suas considerações nos permitem melhor refletir sobre os prováveis motivos de a experiência se tornar cada vez mais rara em nossas vidas e, em especial, na vida escolar. A questão curricular, de considerada complexidade, mereceu destaque ao apontar que o modelo educacional vigente ainda privilegia os aspectos cognitivos em detrimento de tantos outros saberes que, desprovidos de reconhecimento, passam a se tornar fatores de resistência. Por sua vez, a ampliação da jornada escolar, além de estar intimamente ligada à ideia de Educação Integral, chega até mesmo a ser confundida com ela, de tal modo que abordamos o aspecto multifacetado do tempo para que fosse refletida a possibilidade de sincronia entre o tempo dos estudantes e o tempo regulado pela escola. Tendo como foco as vozes dos estudantes, adotamos como instrumentos de pesquisa os inventários do saber adaptados de Bernard Charlot, questionário socioeconômico, bem como, entrevistas semidirigidas aos estudantes e aos demais atores envolvidos no processo educacional no contexto de duas escolas do município de Itaboraí: uma com proposta de Educação Integral através do Programa Mais Educação e outra com proposta elaborada pelo próprio município. A questão da cultura oral assumiu relevância na análise dos resultados, porque revelou estar na origem das atividades que despertavam maior interesse dos estudantes em relação às atividades ligadas à cultura escrita. Assim entendemos como legítima a reivindicação de experiência nos tempos e saberes dos estudantes de Itaboraí… Advisors/Committee Members: Ana Maria Villela Cavaliere, Inês Ferreira de Souza Bragança, Lúcia Velloso Mauricio.

Subjects/Keywords: Educação Integral; Experiência; Programa Mais Educação; Cultura oral; Integral education; Experience; More Education Program; Oral culture; EDUCACAO; Educação integral; Educação Brasil

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Freitas, E. C. S. d. (2015). Educação Integral: reivindicação da experiência nos tempos e saberes pelos estudantes de Itaboraí. (Masters Thesis). Universidade do Estado do Rio de Janeiro. Retrieved from http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=9493 ;

Chicago Manual of Style (16th Edition):

Freitas, Ellen Christina Sá de. “Educação Integral: reivindicação da experiência nos tempos e saberes pelos estudantes de Itaboraí.” 2015. Masters Thesis, Universidade do Estado do Rio de Janeiro. Accessed September 28, 2020. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=9493 ;.

MLA Handbook (7th Edition):

Freitas, Ellen Christina Sá de. “Educação Integral: reivindicação da experiência nos tempos e saberes pelos estudantes de Itaboraí.” 2015. Web. 28 Sep 2020.

Vancouver:

Freitas ECSd. Educação Integral: reivindicação da experiência nos tempos e saberes pelos estudantes de Itaboraí. [Internet] [Masters thesis]. Universidade do Estado do Rio de Janeiro; 2015. [cited 2020 Sep 28]. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=9493 ;.

Council of Science Editors:

Freitas ECSd. Educação Integral: reivindicação da experiência nos tempos e saberes pelos estudantes de Itaboraí. [Masters Thesis]. Universidade do Estado do Rio de Janeiro; 2015. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=9493 ;


University of Tennessee – Knoxville

2. Cheek, Henry Brian. INTEGRAL PERSPECTIVES.

Degree: M. Arch., Architecture, 2017, University of Tennessee – Knoxville

Integral Perspectives is a method to architectural design that encompasses four different approaches. The four approaches, or perspectives, I chose to focus on include: Cultural, Experiential, Performance, and Systems. Designing with each of these perspectives in mind, I intend to create a more holistic and integral design solution. My thesis explores this methodology using the affordable housing crisis in Nashville, TN. Advisors/Committee Members: Robert M. Dekay, T. K. Davis, James Rose.

Subjects/Keywords: architecture; sustainability; design; housing; Nashville; East Nashville; integral Perspectives; Housing; culture; experience; Architectural Technology; Cultural Resource Management and Policy Analysis; Environmental Design; Urban, Community and Regional Planning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cheek, H. B. (2017). INTEGRAL PERSPECTIVES. (Thesis). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_gradthes/4862

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cheek, Henry Brian. “INTEGRAL PERSPECTIVES.” 2017. Thesis, University of Tennessee – Knoxville. Accessed September 28, 2020. https://trace.tennessee.edu/utk_gradthes/4862.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cheek, Henry Brian. “INTEGRAL PERSPECTIVES.” 2017. Web. 28 Sep 2020.

Vancouver:

Cheek HB. INTEGRAL PERSPECTIVES. [Internet] [Thesis]. University of Tennessee – Knoxville; 2017. [cited 2020 Sep 28]. Available from: https://trace.tennessee.edu/utk_gradthes/4862.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cheek HB. INTEGRAL PERSPECTIVES. [Thesis]. University of Tennessee – Knoxville; 2017. Available from: https://trace.tennessee.edu/utk_gradthes/4862

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


North Carolina State University

3. Newville, Sandra. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.

Degree: EdD, Adult and Community College Education, 2007, North Carolina State University

This study describes the framework that artists use to create works of art that foster emancipatory responses in viewers. Then it relates that framework to adult educators creating emancipatory learning experiences for their students. It uses phenomenological methods, involving participants as co-researchers in in-depth interviews, prolonged engagement and frequent member checks, to explore the artists' direct experience with the phenomenon. The conceptual framework for this study is found in John Dewey's (1934) Art and Experience with his definition of experience as the interaction of the self and the world, and Herbert Marcuse's (1978) Aesthetic Dimension and his concept of rebellious subjectivity. The theoretical framework rests on critical adult education theory, specifically, critical pragmatism. The study analyzes the philosophical framework, practice, and process of six artists whose paintings promoted an emancipatory response in the researcher. Three themes emerged as significant: 1) thinking and painting; 2) knowing yourself; and 3) trusting the process. "Thinking and painting" describes the complexity of artistic thinking. It involves the dynamics of feeling, seeing beyond the surface and thinking in a way that is open-ended, open to possibilities rather than being pre-planned. "Knowing yourself" is where emancipation happens. It involves knowing why we feel the way we do, the need to keep evolving and growing, being true to the heart and desire to be original, to create something new. "Trusting the process" explores imaginative power. It involves having intentions but not outlining outcomes, problem-solving in context of the whole, and staying spontaneous, allowing things to happen. The study relates the artists' themes to adult educators in an analysis of the connections between art and emancipation, consideration of emancipatory values, learning how to act from what we feel, and how to use the artists' process in our own experiences. It adds to an understanding in the discourse of why and how art is emancipatory and lays a foundation for further research in educators' self reflection, applications to emancipatory practice, methodology, curriculum, evaluation and the development of new ways of teaching and learning. Advisors/Committee Members: Dr. Colleen Aalsburg Wiessner, Committee Co-Chair (advisor), Dr. John M. Pettitt, Committee Co-Chair (advisor), Dr. Diane D. Chapman, Committee Member (advisor), Dr. Richard E. Peterson, Committee Member (advisor).

Subjects/Keywords: critical subjectivity; artists? process; emancipatory education; Dewey; diversity of knowing; The Aesthetic Dimension; adult education; abstract knowledge; worldviews; knowledge construction; knowing yourself; John Heron; John Dewey; artistic transcendence; artistic thinking; perceptual function; open-ended thinking; organic perspective; painting; critical consciousness; creativity; presentational knowing; pragmatism; practical mode; teaching from the heart; teaching by feeling; tacit knowledge; artistic intelligence; intuitive cognition; interpersonal intelligence; interaction of self and world; integration of self and world; integrated knowing; integral experience; inertia of habit; imagination; artist educator; art and reason; practical knowing; art and emancipation; Art and Experience; affect; affective mode; agency; analytic aesthetics; art; direct experience; democratic classrooms; Csikszentimihalyi; critical theory; conceptual mode; contextual learning; continuous reflection; phenomenology; phenomenological aesthetics; ways of seeing; whole person; whole person knowing; ways of knowing; unmediated experience; unified ways of knowing; aesthetic ways of knowing; aesthetic experience; trusting the process; The Art of Seeing; thinking and feeling; thinking and painting; thinking beyond reason; transcendental function; transformative learning; subjectivity; subjective reality; ruptura; relational knowing; reflection; rebellious subjectivity; propositional knowing; rational thinking; rational ways of knowing; objective reality; Marcuse; knowledge creation; imaginal mode; Herbert Marcuse; feeling; experiential knowing; emotional function; emotion; emancipatory experience; emancipatory learning; emancipatory values; perspective transformation; dynamics of feeling; critical reflection; critical creativity; critical pragmatism; cognitive function; centered knowing; authentic voice; authentic knowing; authentic experience; arts-based research; artists; artistic ways of knowing

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Newville, S. (2007). Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Thesis, North Carolina State University. Accessed September 28, 2020. http://www.lib.ncsu.edu/resolver/1840.16/3991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Web. 28 Sep 2020.

Vancouver:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Internet] [Thesis]. North Carolina State University; 2007. [cited 2020 Sep 28]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Thesis]. North Carolina State University; 2007. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.