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Search Results: 1 - 10 of 3752 matches for " Claus Dieter Stob?us "
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Contributions of Gadamer to the Teachers Education in the Perspective of Full/Inclusive Education  [PDF]
Marlene Rozek, Claus Dieter Stobus
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.714197
Abstract: This article proposes to analyze the contributions of the philosophical hermeneutics of Hans- Georg Gadamer for teachers’ education in the perspective of Full/Inclusive Education. It was conducted from discussions among the authors, based on Rosek Doctoral Thesis, with our experiences in the field of Full/Inclusive Education. In the educational context, it is necessary to understand the production of meanings about becoming and being a teacher and the act of educating, for teacher education can be also considered as a hermeneutic relationship, just as a way of productive relationships. The education of teachers, a practice that understands and interprets, reveals and makes sense, is contributing to the expansion of the horizon of understanding teacher relationships with their students in the school inclusion processes. The hermeneutic perspective in understanding the teaching shows it is relevant because it allows the construction of interpretive horizons about himself and the others, which allows broader understanding of human interpersonal relationships and own educational act. It is also important to remember and reflect on the influences of other topics, such as knowledge and skills of teachers who work in Special/Inclusive Education, including the concepts they use and how they see that it operates, as well as affectivity and healthier interpersonal relationships.
Teachers Dealing with Learning Difficulties during the Process of Schooling  [PDF]
Marlene Rozek, Claus Dieter Stobus
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.717252
Abstract: This paper presents a survey that aimed to detect the main learning difficulties presented by children and adolescents who received care in a psycho-pedagogical support service of g to a university in Rio Grande do Sul, between 2011 and 2012. The theoretical framework takes into account authors of Pedagogy, Psychology, Educational Psychology and Inclusive Education. Data collected from medical records of 28 children were analyzed using Content Analysis. The results show a high rate of affective and emotional difficulties of these children. The findings demonstrate the importance of understanding the role of emotional processes in the development of learning disabilities. In addition, it is necessary to reflect on teacher education that problematizes this issues. Education should not be limited to the ownership of a technical instrumental that offers a recipe for efficiency. The development of an appropriate education for children with emotional difficulties necessarily requires a teaching practice that reflects on the teacher-student-family-school relationships, investing in building a dialogue that respects the coexistence between the sides, characterized by listening the other, discovering their desires, understanding and respecting the student as a person who brings/carries their own history with their difficulties. But they should always be seen as a subject endowed with potentialities.
Perception of Institutional Wellbeing  [PDF]
Karina Pacheco Dohms, Claus Dieter Stobus
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.810107
Abstract:
Based on the results of Dohms Thesis, which dealt with Institutional Welfare in a Brazilian Basic Education Marist Institution, and discussions with its advisor, this article presents data of the qualitative approach, contemplating two specific objectives: 1) Verify perceptions of teachers, students, managers and employees about the Institution of which they are part; and 2) Monitor the implementation of the National Curricular Matrix in this school and the development of actions from Strategic Planning, recording the observations as field diary notes, at the same time being a researcher who is available to the develop of didactic activities, trying to describe the perception of these participants where they work and study, regarding the institutional well-being and aspects addressed in the interventions carried out, in order to reflect and contribute to their well-being. A total of 220 participants collaborated in the study, answering the questions with open answer of the Institutional Welfare Questionnaire, complemented with the Field diary notes. To analyze the data and the content analysis technique of Bardin. The theoretical framework is based on Esteve, Jesus, Dohms, Mendes and Stobaus & Mosquera. Based on the participants’ answers, they were five categories: a) Definition of Welfare, b) Aspects that generate Welfare, c) Actions for Welfare, d) Perception of relationships in the Institution, and e) Promotion of well-being. This shows that respondents and observers, in general, perceive well-being as health and relate it to belonging (spirit of family), possibility of dialogue and positive personal relationships. More positive evaluation that the person performs of itself, better is the evaluation that he/she performs of the Institution. That is, better levels of Subjective Wellbeing also reflect in better and more positive degrees of Institutional Wellbeing. We conclude that in this institution the participants cry out for appreciation and recognition, and understand that the family spirit, coexistence and interpersonal relationships promote more their wellbeing, being group spirit and teamwork primordial. They also point out aspects related to education, improvement and continuous education as necessary to promote and maintain the wellbeing in their educational institution.
Special Education Teachers Life Stories: Subjectivity and Education  [PDF]
Marlene Rozek, Claus Dieter Stobus
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.812133
Abstract: This article is about study of subjectivity and the teacher education process of students with special needs, intending?to?understand the movements and paths of the personal and professional formation process of the subject-teacher, as well as the productions of meaning that configure teaching with students who present a diagnosis of special needs, as intellectual deficiency and/or multiple deficiency, associated or not with psychic disorders. Considering that human subjectivity is characterized by the production of meanings, the present study points to the understanding of the subjective senses attributed to the different experiences lived in the context of teaching with students with disabilities. It was intended to produce, through the understanding, analysis and argumentation, effects of meaning that make it possible to advance the understanding of the complex field of teacher education in Inclusive Education. The research was based on the Narrative-Life Stories approach of two teachers of the State Public School System of Porto Alegre-RS city, with a long teaching experience in Special Education, whose biographic trajectories were interpreted in the light of the philosophical hermeneutics of Hans-Georg Gadamer. That is, we sought to understand the discursive horizons that constitute the teacher of students with disabilities and, thus, life stories were understood from four categories: dialogue, otherness, experience and the construction of oneself. They seek to discuss the horizons they demarcate and constitute the training path of the teachers. In this way, it becomes possible to think philosophically the teacher’s formation, seeking to give a singular look/sense to the concept of formation, because it is considered fundamental to understand how the subject-teacher is constructing and configuring his existence as a teacher of students with disabilities. This understanding of teaching as a relationship experience can allow the quest for the know-how to live with oneself and with the other.
Integrative Review about Learning of the Elderly Person in Health Care Promotion  [PDF]
Maria Helena Gehlen, Claus Dieter Stobus
Creative Education (CE) , 2019, DOI: 10.4236/ce.2019.102025
Abstract: Human aging is a complex and global phenomenon. It is necessary to care for and educate both those who teach (professionals, caregivers) and those who are (self)educated in order to maintain their vitality, functionality and independence, according to their care needs, in their daily life. In this study we aimed to know the scientific productions that work themes related toabouthow the elderly use learning strategies to learn how to take care of their own health. For this purpose, an Integrative Review of Literature was carried out, consisting of the following steps: identification of the problem or guiding question, establishment of descriptors, temporal cut-off, sampling search in the literature, data collection, analysis of included studies, results and discussion of content synthesis. From the synthesis of the content of the articles, it was possible to carry out the analysis of the productions and to construct a thematic axis as a guide for discussion, considering that, in order to occur learning, it is necessary to value the dialogue, the knowledge, the exchange of experiences and information with the elderly, making it possible to consolidate a process of critical, meaningful and emancipatory teaching, as a way of empowering autonomy, independence for self-care,?and?self-control of health and maintenance of functional and participatory capacity.
Healthy Aging: Education, Health, Health Psychology and Leisure  [PDF]
Juan Juan Mouri?o Mosquera, Claus Dieter Stobus
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.79133
Abstract: In the recent years, we are seeing the aging of global population with transformations of growth curves, demands in the areas of Health, Psychology and Education, in particular addressing the better global preparedness for this healthy aging. Positive Psychology has been taking ground, with interfaces with Health Psychology, Education for Leisure and Recreation, Emotional Education and lifelong Health Promotion, connecting with areas that can be applied by professionals called educators and caregivers, assisting the human development from the point of view of higher life quality, especially the one connected to human development along adulthood, beginning at the end of adolescence and going until the death. After reading authors from these areas, as Seligman, Snyders, López, Ballesteros, Carr, Adrián, Baltes, Hué, Gardner, Goleman, Jesus, we see the alert for a performance and decision-making throughout life, toward the knowledge of how we work and we can improve our outsourcing behaviors and healthier way of improving the way of dealing better with emotions, the so-called Emotional Education, within the context of Neuroscience, as well as aspects of education and promotion for implications with health, leading to what we consider an Emotional Education, Health Education and Welfare.
A violência no contexto da saúde e da educa o
Algeri, Simone,Stobus, Claus Dieter
Educa??o , 2005,
Abstract: O artigo aborda aspectos relativos ao tema violência e suas implica es nas áreas de Saúde, de Educa o e nas suas interfaces, como a Educa o para a Saúde e Educa o em Enfermagem. Usa referências recentes e aborda aspectos da legisla o sobre o tema violência.
Síndrome de Rett e inclus o
Rafael Carre?o,Claus Dieter Stobus
Revista Educa??o Especial , 2008,
Abstract: O presente artigo revê a informa o contida na Monografia de Carrenho (2007) e discuss es com seu orientador (Stob us), centrando em interfaces desenvolvimentais e educativas. Palavras-chave: Educa o Especial. Inclus o. Educa o. Síndrome de Rett.
Discalculia: conhecer para incluir
Jussara Bernardi,Claus Dieter Stobus
Revista Educa??o Especial , 2011,
Abstract: O presente artigo resultou da pesquisa intitulada Alunos com discalculia: o resgate da autoestima e da autoimagem através do lúdico, desenvolvida como Disserta o de Mestrado em Educa o pela PUCRS. A investiga o foi realizada no Laboratório de Aprendizagem de uma escola pública municipal de Porto Alegre/RS no ano de 2006 e objetivou verificar a influência do lúdico na autoestima e autoimagem de crian as discalcúlicas. Após a interven o psicopedagógica lúdica notou-se uma eleva o nos níveis de autoestima e autoimagem e um incremento nas capacidades matemáticas dos participantes. Palavras-chave: discalculia; autoestima e autoimagem; lúdico.
Reading and Writing in Graduation: Requirement or Pleasure?  [PDF]
Milena Ramos, Claus Dieter Stobus, Maria Inês C?rte Victoria, Juan José Mouri?o Mosquera
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.517178
Abstract: This paper stems from discussions between the authors about the research survey Ramos held throughout the year 2013, focusing on research in the analysis of teaching practices considered positive, in order to create/foster a culture of reading and writing in Higher Education. Data collection for the study was conducted with 150 students from discipline Education and Children’s Literature, which is developed during the third semester of Pedagogy Undergraduate (Faculty of Education) at Pontifical Catholic University of Rio Grande do Sul-PUCRS, of which 11 testimonies were selected intentionally, why they answered all questions. The theoretical framework is based on approaches that understand the issue of reading and writing as a commitment to be assumed by the university, teachers and students, in order to identify potential for this crop is established, as well as vantages and limitations that challenge to overcome. Qualitative analysis of content showed that empathy with the teacher contributed to the rapprochement of students with writing and reading, both technically and by delight; the scarcity of reading and writing in this Higher Education stage; the need to undertake a joint and collective work between students and their teachers to the practice of reading and writing is seen as a commitment from all disciplines; the need to improve these skills; and the need for a work aimed to scientific literacy in Graduation, for the welfare of students in the institution. At the final of the article we present some suggestions for the development of reading and writing in Higher Education.
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