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Fundamentos multiparadigmáticos da formaçäo humana : Contribuições dos paradigmas transpessoal, intercultural e da espiritualidade para a educação no Brasil e na França.

Abstract : This thesis sought to investigate how the transpersonal content-experiences and the expressions of spirituality in the Brazil-France intercultural context could expand the knowledge of the process of multidimensional human formation, in order to understand the dilemmas of theorizing and educational practice nowadays. The theoretical framework was anchored in the transpersonal, spirituality and intercultural paradigms and in the studies around human formation. Three studies were carried out with different methods. Study 1 aimed to understand the perception of Brazilian and French educators about the possible contributions of transpersonal and spirituality paradigms to the processes of human formation. Based on the constructivist paradigm, an intuitive transpersonal investigative approach was adopted, with a semi-directed interview with five professors in Brazil and five in France. The lexicometric (IRAMUTEQ) and phenomenological analyzes were developed. As main results, it was understood that the multiparadigmatic perspectives of human formation, involve the epistemic-ontological and epistemic-methodological axes for the French group. In the point of view of Brazilian teachers, they involve the epistemological (transpersonal and spirituality) paradigms and the transpersonal integrative approach. The 18 regions of meaning mapped converged to the four open categories generating the network meanings, Dimensional Mosaic, Contours of Formation and Paradigmatic axes constitute, with the godsend, the pillars of the proposed multidimensional human formation model. Study 2 sought to adapt and validate in France, the research tool Inventory of Expressions of Spirituality (ESI-R), in order to compare the results of this validation with those of Brazil. Based on the post-positivist paradigm, we adopted the integral transpersonal approach, using Douglas MacDonald's inventory of spirituality expressions, applied to a sample of 209 French, developed descriptive statistical analyzes (SPAD 8.3), factorial (SPSS21 and AMOS21 ) and implied (CHIC 6), and compared with the Brazilian sample of 492 participants. It was validated the adaptation of the ESI-R questionnaire for use in France and proved the equivalence between the French and Brazilian samples. Study 3 sought to delineate the contours of the intercultural paradigm with the purpose of subsidizing the self-formation research carried out in the Franco-Brazilian context. Based on the transformative paradigm, the organic transpersonal approach was adopted, using the autobiographical report, developed the hermeneutical analysis with the support of the lexicometric (IRAMUTEQ), phenomenological and cross analysis. From the self-formation research that emerged with intercultural experience, the absence of the "body" in education, human contradictions as an instrument for the development of human formation, and the importance of empathy in educator-educating relationships were perceived. In this way, the proposed model brings together the elements (contexts, dimensions, formations, paradigmatic axes, godsend) that enable human formation. Intentionally, the human can give meaning to each of these elements or their combination, circulating the gift, the godsend, the surrender of oneself in search of an unfinished process, which we called multidimensional human formation. In other words, it is a model that leads to the gift of educating oneself.
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Submitted on : Monday, May 25, 2020 - 8:29:29 PM
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Djailton Pereira Da Cunha. Fundamentos multiparadigmáticos da formaçäo humana : Contribuições dos paradigmas transpessoal, intercultural e da espiritualidade para a educação no Brasil e na França.. Education. Université de Lyon; Universidade federal de Pernambuco (Récife, Brésil). Faculdade de Direito, 2017. Portuguese. ⟨NNT : 2017LYSE2031⟩. ⟨tel-02619723⟩

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