{"id":{"repo_id":"brazil-ufpb","oai_identifier":"oai:repositorio.ufpb.br:123456789/2051"},"canonical_url":"https://search.dev.ndltd.org/etd/brazil-ufpb/oai:repositorio.ufpb.br:123456789/2051","repository":{"repo_id":"brazil-ufpb","name":"Brazil UFPB","base_url":"https://repositorio.ufpb.br/oai/request"},"display":{"title":"A escola como ambiente para relações de alteridade","abstract":"Discussing the theme about “school as environment for relations of otherness” means to bring to present, the reflexion about the elements which form the school environment, understood as the process of management, teaching staff, curriculum, plans and so on. The main objective of this research was to investigate experiences which of occur in the environment school of a good living with the differences. Focusing on researching the objective, we developed, initially, a reflexion about the meaning of school environment. Continuing with the theoretical reference, we treat questions of learning to live together with the differences by basing on the reflexion developed about the Four Pillars of Education, by Jacques Delors. By the same perspective of trying to comprehend the complex phenomenon of living together with the different persons, we try to understand the ethics of care, suggested by Leonard Boff. Still trying to detail the problem, we are basing on the concept of otherness suggested by Emmanuel Lévinas and Dala Rosa. To develop an Educational Process for dissimilarity demands attention to an anthropological way which conceives a humanity of the ‘me’ associated to the humanity of the ‘other’, in a subjectivity which turns into hospitality. Education to the difference consists in preparing a student, since from the softest age to understand that to be different doesn't mean to be uneven, but a being who makes sense to his or her own existence. From the theoretical reference, this field research was achieved in a qualitative form, with the aim of identify and comprehend situations in the school environment whose relation of receptions and care could be verified, specially, in the relations to the student. The achieved results point out that the situations of holding the dialogue of care, of the respect to the differences, of the moment to hear and of the responsibility for the others are characterized as fomented situations from the relations of otherness in the school environment.","abstract_html":"Discussing the theme about “school as environment for relations of otherness” means to bring to present, the reflexion about the elements which form the school environment, understood as the process of management, teaching staff, curriculum, plans and so on. The main objective of this research was to investigate experiences which of occur in the environment school of a good living with the differences. Focusing on researching the objective, we developed, initially, a reflexion about the meaning of school environment. Continuing with the theoretical reference, we treat questions of learning to live together with the differences by basing on the reflexion developed about the Four Pillars of Education, by Jacques Delors. By the same perspective of trying to comprehend the complex phenomenon of living together with the different persons, we try to understand the ethics of care, suggested by Leonard Boff. Still trying to detail the problem, we are basing on the concept of otherness suggested by Emmanuel Lévinas and Dala Rosa. To develop an Educational Process for dissimilarity demands attention to an anthropological way which conceives a humanity of the ‘me’ associated to the humanity of the ‘other’, in a subjectivity which turns into hospitality. Education to the difference consists in preparing a student, since from the softest age to understand that to be different doesn't mean to be uneven, but a being who makes sense to his or her own existence. From the theoretical reference, this field research was achieved in a qualitative form, with the aim of identify and comprehend situations in the school environment whose relation of receptions and care could be verified, specially, in the relations to the student. The achieved results point out that the situations of holding the dialogue of care, of the respect to the differences, of the moment to hear and of the responsibility for the others are characterized as fomented situations from the relations of otherness in the school environment.","abstract_has_math":false,"creators":["Santos, Severino Félix dos"],"institution":"Universidade Federal da Paraíba","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015","date_published":"2015","updated_at":"2026-07-24T01:18:27Z","subjects":["Gestão escolar","Ética","Alteridade - ambiente escolar"],"languages":["por"],"rights":["Acesso aberto"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repositorio.ufpb.br/jspui/handle/123456789/2051","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Santos, Severino Félix dos"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-09-12T11:58:34Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-09-12","2017-09-12T11:58:34Z"]},{"key":"dc:date.issued","label":"Date","values":["2015"]},{"key":"dc:publisher","label":"Institution","values":["Universidade Federal da Paraíba"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Educação"]},{"key":"dc:type","label":"Dc Type","values":["TCC"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Gestão escolar","Ética","Alteridade - ambiente escolar"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["por"]},{"key":"dc:rights","label":"Dc Rights","values":["Acesso aberto"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repositorio.ufpb.br/jspui/handle/123456789/2051"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Discussing the theme about “school as environment for relations of otherness” means to bring to present, the reflexion about the elements which form the school environment, understood as the process of management, teaching staff, curriculum, plans and so on. The main objective of this research was to investigate experiences which of occur in the environment school of a good living with the differences. Focusing on researching the objective, we developed, initially, a reflexion about the meaning of school environment. Continuing with the theoretical reference, we treat questions of learning to live together with the differences by basing on the reflexion developed about the Four Pillars of Education, by Jacques Delors. By the same perspective of trying to comprehend the complex phenomenon of living together with the different persons, we try to understand the ethics of care, suggested by Leonard Boff. Still trying to detail the problem, we are basing on the concept of otherness suggested by Emmanuel Lévinas and Dala Rosa. To develop an Educational Process for dissimilarity demands attention to an anthropological way which conceives a humanity of the ‘me’ associated to the humanity of the ‘other’, in a subjectivity which turns into hospitality. Education to the difference consists in preparing a student, since from the softest age to understand that to be different doesn't mean to be uneven, but a being who makes sense to his or her own existence. From the theoretical reference, this field research was achieved in a qualitative form, with the aim of identify and comprehend situations in the school environment whose relation of receptions and care could be verified, specially, in the relations to the student. The achieved results point out that the situations of holding the dialogue of care, of the respect to the differences, of the moment to hear and of the responsibility for the others are characterized as fomented situations from the relations of otherness in the school environment."]},{"key":"dc:title","label":"Title","values":["A escola como ambiente para relações de alteridade"]}]}],"canonical_facts":{"dc:creator":["Santos, Severino Félix dos"],"dc:date.accessioned":["2017-09-12T11:58:34Z"],"dc:date.available":["2017-09-12","2017-09-12T11:58:34Z"],"dc:date.issued":["2015"],"dc:description.abstract":["Discussing the theme about “school as environment for relations of otherness” means to bring to present, the reflexion about the elements which form the school environment, understood as the process of management, teaching staff, curriculum, plans and so on. The main objective of this research was to investigate experiences which of occur in the environment school of a good living with the differences. Focusing on researching the objective, we developed, initially, a reflexion about the meaning of school environment. Continuing with the theoretical reference, we treat questions of learning to live together with the differences by basing on the reflexion developed about the Four Pillars of Education, by Jacques Delors. By the same perspective of trying to comprehend the complex phenomenon of living together with the different persons, we try to understand the ethics of care, suggested by Leonard Boff. Still trying to detail the problem, we are basing on the concept of otherness suggested by Emmanuel Lévinas and Dala Rosa. To develop an Educational Process for dissimilarity demands attention to an anthropological way which conceives a humanity of the ‘me’ associated to the humanity of the ‘other’, in a subjectivity which turns into hospitality. Education to the difference consists in preparing a student, since from the softest age to understand that to be different doesn't mean to be uneven, but a being who makes sense to his or her own existence. From the theoretical reference, this field research was achieved in a qualitative form, with the aim of identify and comprehend situations in the school environment whose relation of receptions and care could be verified, specially, in the relations to the student. The achieved results point out that the situations of holding the dialogue of care, of the respect to the differences, of the moment to hear and of the responsibility for the others are characterized as fomented situations from the relations of otherness in the school environment."],"dc:identifier.uri":["https://repositorio.ufpb.br/jspui/handle/123456789/2051"],"dc:language":["por"],"dc:publisher":["Universidade Federal da Paraíba"],"dc:publisher.department":["Educação"],"dc:rights":["Acesso aberto"],"dc:subject":["Gestão escolar","Ética","Alteridade - ambiente escolar"],"dc:title":["A escola como ambiente para relações de alteridade"],"dc:type":["TCC"]},"updated_at":"2026-07-24T01:18:27Z"}