2 resultados para well-being work
em Lume - Repositório Digital da Universidade Federal do Rio Grande do Sul
Resumo:
Esta dissertao expe a fundamentao do conceito de bem comum no pensamento de JOHN MITCHELL FINNIS. Este jusfilsofo tem como ponto de partida para sua reflexo uma reinterpretao da tica tomista. Dela interessa o tratamento dado separao das quatro ordens de conhecimento, particularmente a separao entre ordem natural e prtica. A ordem prtica de conhecimento tem suas prprias diretrizes. Logo, assim como na ordem natural de conhecimento a primeira diretriz o princpio da no contradio, na ordem prtica o primeiro princpio o bem para ser feito e buscado e o mal evitado. Estes postulados no so imperativos e nem indicativos, mas diretivos; e, no caso da ordem prtica, uma diretiva para ao. A implicao epistemolgica est em que a fundamentao imediata do agir humano no reside na natureza humana, mas na percepo prtica de bens a serem realizados e dos males a serem evitados. H um nmero determinado de bens humanos bsicos, que so as razes primeiras para o agir humano. Eles so objetivos, incomensurveis, auto-evidentes e pr-morais. O rol que FINNIS prope vida, conhecimento, matrimnio, excelncia na realizao, sociabilidade/amizade, razoabilidade prtica e religio. O contedo da moral resulta destes bens humanos e tem como princpio supremo toda a escolha deve favorecer e respeitar o bem humano integral. Alm de sintetizar a correo para o agir individual, a moral tambm fundamenta e demanda um agir social correto, que est expresso no conceito de bem comum. FINNIS define bem comum nos seguintes termos: um conjunto de condies que tornam aptos os membros de uma comunidade a alcanar por si mesmos objetivos razoveis, ou realizar razoavelmente por si mesmos o(s) valor(es) pelos quais eles tm razo em colaborar uns com os outros (positiva e/ou negativamente) em uma comunidade. O contedo especfico do bem comum da comunidade poltica constitudo pela justia. O direito o objeto da justia e, assim, meio pelo qual o Estado a realiza e, por conseqncia, o bem comum.
Resumo:
The aim of the present study was to investigate the teachers perception about working both with individuals with autism and with Downs syndrome. A semi-structured interview was performed with 10 teachers, in two special schools, in the interior of the state of Rio Grande do Sul. Each one of these interviews was compound of a range of questions, dealing with topics such as teachers identification, etiologic notions about the syndrome, intellectual development and clinical characteristics of the children, ways of educational intervention and finally the difficulties and feelings of the teachers concerning their work in this area and also their educational strategies. The analysis of the obtained material revealed that there are similarities and differences in the way in which the teachers perceive their students with the Downs syndrome or Autism. One fundamental aspect which was identified related to the circumstances that led the teacher to work with these children, which were not always founded on choice. One of the concerns, which mostly differentiated the teachers discourse, was in relation to pleasure when working with these children. This appears more clearly regarding the students with Downs syndrome, indicating a feeling of well-being and satisfaction of the teacher, due to the social reciprocity and communication in the relationship with the children. On the other hand, stereotyped ideas; worries with behaviors that are not specific to the anxiety and lack of self-confidence were aspects which characterized the teachers perception about autism. This picture might have influenced their management strategies. For example, in order to alleviate their conflicts and anxieties the teachers used strategies to maintain the students systematically busy to attempt to control the autism. However, the practice of sheltering by means of flexible work and encouragement of the autonomy based on the exercise of choice were also identified in some of the teachers. Another aspect that deserves attention is in the relation to the beliefs about the etiology of autism, specifically those concerning the mother-child bond. A simplistic view of this issue was identified, which was understood as a direct relationship of cause and effect rather as a reciprocal process, where each element of the dyad contributes to its quality. Finally, the results of this paper point to a complexity but not impossibility of the educational process of the so-called special student. However, attention should be paid to the need of founding the educational practice on knowledge, thus avoiding the emergency of distorted ideas and subsequently practices incoherent with the individuals development.
