Dissertations / Theses on the topic 'Makarenko'

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The present thesis focuses on the subservience bias that the capitalist work relations go through, supported by the teachings of Émile Durkheim upon analyzing the process of social division of work. Confronting Durkheim s complexity, it considers Marx s revelations on the possibility of emancipation grounded on an educational principle which exists in the labor environment that is structured on the understanding of what Karl Marx defines as the emancipation of all mankind towards a new awareness of the social division of work. It points to the pedagogical collectivities which were reported and experienced by Anton MakarenKo as a possible description of Marx s emancipation process and speculates that the university may be the propelling agent for the emergency of an educational principle present in our contemporary world.
A presente dissertação aborda o viés de subordinação que atravessa a relação de trabalho capitalística, utilizando-se para esta afirmação dos ensinamentos de Émile Durkheim ao analisar o processo de divisão social do trabalho. Apresenta como contestação ao emaranhado durkheimiano a denúncia marxiana da possibilidade de emancipação a partir de um princípio educativo presente no próprio mundo do trabalho e que se estrutura justamente a partir do entendimento do que Karl Marx define como a emancipação de toda a humanidade por uma nova consciência do processo de divisão social do trabalho. Aponta os coletivos pedagógicos relatados e vivenciados por Anton Makarenko como uma possível descrição do processo marxiano de emancipação e conjectura que a universidade pode ser um fator propulsor de emergência do princípio educativo que se encontra presente neste mundo.

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The present thesis focuses on the subservience bias that the capitalist work relations go through, supported by the teachings of Émile Durkheim upon analyzing the process of social division of work. Confronting Durkheim s complexity, it considers Marx s revelations on the possibility of emancipation grounded on an educational principle which exists in the labor environment that is structured on the understanding of what Karl Marx defines as the emancipation of all mankind towards a new awareness of the social division of work. It points to the pedagogical collectivities which were reported and experienced by Anton MakarenKo as a possible description of Marx s emancipation process and speculates that the university may be the propelling agent for the emergency of an educational principle present in our contemporary world.
A presente dissertação aborda o viés de subordinação que atravessa a relação de trabalho capitalística, utilizando-se para esta afirmação dos ensinamentos de Émile Durkheim ao analisar o processo de divisão social do trabalho. Apresenta como contestação ao emaranhado durkheimiano a denúncia marxiana da possibilidade de emancipação a partir de um princípio educativo presente no próprio mundo do trabalho e que se estrutura justamente a partir do entendimento do que Karl Marx define como a emancipação de toda a humanidade por uma nova consciência do processo de divisão social do trabalho. Aponta os coletivos pedagógicos relatados e vivenciados por Anton Makarenko como uma possível descrição do processo marxiano de emancipação e conjectura que a universidade pode ser um fator propulsor de emergência do princípio educativo que se encontra presente neste mundo.

Esta pesquisa bibliográfica procura investigar os trabalhos pedagógicos de Moisey Mikhaylovich Pistrak na Escola Lepechinski, em Moscou - Rússia -, e Anton Semiónovitch Makarenko na Colônia Gorki, em Poltava e Khárkov - Ucrânia. Ambas experiências retratam o momento histórico de construção da União Soviética, na primeira década após a Revolução de Outubro. Tanto na educação escolar de Pistrak como na educação não escolar de Makarenko, as relações entre trabalho - como atividade constitutiva da condição humana - e educação se estabeleceram de maneira muito clara, caracterizando os modelos adotados por esses educadores como pedagogias críticas, de um caráter social e ligadas à realidade dos educandos. A formação de sujeitos autônomos, criativos e integrados a uma sociedade que valoriza o trabalho coletivo se constituiu no objetivo principal de cada um desses educadores. O presente trabalho procura destacar esses aspectos da pedagogia socialista de Pistrak e Makarenko, buscando contribuir para uma reflexão acerca dos valores da educação contemporânea e das características democráticas como fundamentos para a gestão educacional.
This research was made to study, in books, pedagogical work done by Moisey Mikhaylovich Pistrak in Lepechinski School, Moscow, Russia, and Anton Semiónovitch Makarenko in Gorki Colony, Poltava and Kharkov, Ukraine. Their experiments were held during the historical period of building Soviet Union, in the first decade post October Revolution. Both of their schoolarship educational programs, work relationships , as human constitutive conditon, and education had been stablished, were done in very clear basis, setting theirs as a criticism model of pedagogy, connecting the reality of the studentes in a stated social character. Autonomy, creative and integration among the individuals valued their team work providing autonomy to people. This work intends to highlight the socialist Pistrak and Makarenko aspects, in order to contribute to a valued contemporaty education and the democratic characteristics as educational administration basis.

Classé, en 1988, parmi les quatre pédagogues les plus influents du XXe siècle par l’UNESCO, Anton Makarenko demeure paradoxalement un « illustre inconnu » dans la recherche pédagogique francophone. Là où les études russes et allemandes abondent et, depuis plusieurs décennies déjà, contribuent à remettre en question la figure mythifiée de Makarenko diffusée par la propagande soviétique, la recherche francophone semble s’en être arrêtée au portrait « officiel » du pédagogue et, plus étonnamment encore, à l’image fictionnelle qu’en délivre son chef-d’œuvre : le Poème pédagogique. Partant de ce constat, notre recherche se propose d’examiner, en deux temps — « un pédagogue de fiction ? » et « une fiction de pédagogue ? » — les divers usages de la fiction inhérents à la vie et l’œuvre d’Anton Makarenko. Quand la première partie de notre thèse s’attache à comprendre les enjeux de la constitution, de la propagation et de la réception d’une représentation magnifiée du pédagogue soviétique — tâchant, à son terme, d’en reconstruire une biographie critique —, la seconde, elle, s’intéresse à l’œuvre fictionnelle de Makarenko et s’interroge, en particulier, sur les logiques présidant au choix de la fiction pour son Poème. Si elle prétend en éclairer les raisons contextuelles en présentant une traduction inédite de la correspondance entre le pédagogue et son mentor Maxime Gorki, en procédant à une analyse rhétorique du Poème, elle cherche à préciser les rouages et les effets escomptés de ce choix. Mais à travers la figure paradigmatique d’Anton Makarenko et son œuvre phare, ce que souhaite interroger plus généralement notre recherche c’est la nature des rapports inextricables qui lient fiction et pédagogie. La fiction n’est-elle d’ailleurs pas nécessaire à la pédagogie ? Tour à tour révélation, exaltation, mobilisation, contestation, anticipation, elle est aussi, comme ce qu’elle relate, une édification
In 1988, due to UNESCO decision Anton Makarenko was recognized as one of the four most influential pedagogues in the 20th century, however he paradoxically remains as a «man of mystery » in french pedagogical research. If russian and german studies abound and help to question, since decades, the mythical figure of Makarenko disseminated by Soviet propaganda, the french research seems to have stopped at the "official" portrait of the pedagogue and, even more surprisingly, at his fictional picture that delivers his masterpiece: The Pedagogical Poem. Based on this previous observation, our research propose to examine in two parts — « a fictional pedagogue? » and « a pedagogue of fiction ? » — the various uses of fiction in the life and the work of Anton Makarenko.The first part of our thesis attempts to understand the issues of the creation, the propagation and the reception of a mythologized representation of the soviet pedagogue and to rebuild a critical biography of Makarenko. The second part focuses on the fictional work of Makarenko and questions particularly the logic behind the choice of the fiction for his Poem. It claims, on one hand, to explain the contextual reasons for this choice with a new translation of correspondence between the pedagogue and his mentor Maxim Gorky. Secondly, it seeks to clarify the arcana and the expected effects of this choice through a rhetorical analysis of the Poem.But behind the paradigmatic figure of Anton Makarenko and his masterpiece, this research tries to question, more generally, the nature of the inextricable links between fiction and pedagogy. In a way, isn’t the fiction necessary to pedagogy ? Revelation, exaltation, mobilization, protest, anticipation, it is also an edification

Em Santos, São Paulo, Brasil, vivem 3.623 jovens de 14 a 18 anos em aglomerados subnormais, segundo o Instituto Brasileiro de Geografia e Estatística - IBGE/Censo 2010. A Secretaria de Assistência Social do Município desenvolve políticas públicas pautadas na emancipação desse público, como forma de garantir sua proteção e seus direitos básicos. Entre elas estão os Centros da Juventude, que por meio de oficinas envolvendo cultura, comunicação e cidadania, visam promover espaços de reflexão, expressão e formação, fazendo do adolescente sujeito na criação de alternativas libertadoras. Nesse contexto, essa pesquisa vem contribuindo com o poder público por meio de práticas na interface Comunicação-Educação desenvolvidas nos Centros da Juventude de duas áreas denominadas Zona Noroeste e Zona Leste. Os sujeitos do estudo são jovens em situação de vulnerabilidade social, que cotidianamente contracenam com fenômenos como violência, criminalidade, tráfico de drogas e pobreza. O trabalho in loco é apoiado na fundamentação teórica dos campos da Comunicação e da Educação, em suas interfaces, tendo a perspectiva pedagógica do ucraniano Anton Makarenko (1888-1939) como principal referência, além de contribuições da Psicologia Social Comunitária. A proposta utiliza como mediação os recursos das tecnologias digitais e da Comunicação, sobretudo do Jornalismo, para o exercício da cidadania, o desenvolvimento de potencialidades e da capacidade de expressão de meninos e meninas nascidos no berço da cibercultura, mas que carecem de uma legítima inclusão digital. No processo, a pesquisa observou enunciados de caráter negativo em relação à vida e averiguou se as práticas de campo modificam essas expressões em ações positivas, de trabalho colaborativo, de solidariedade, de responsabilidade social, amizade e alegria, na busca de uma perspectiva de mudança social
In Santos, São Paulo, Brazil, there is 3,623 young people with 14-18 years living in subnormal agglomerates, according to the Brazilian Institute of Geography and Statistics (IBGE) - 2010 Census. The Department of Social Services of the City develops public policies guided to the emancipation of this public, in order to ensure their protection and their basic rights. One of these is the Youth Centers, which through workshops involving culture, communication and citizenship, aimed at promoting opportunities for reflection, expression and training, making the adolescent a subject in creating liberating alternatives. In this context, this research has contributed to the government through practical Education-Communication interface developed in Youth Centers in two areas called North West Zone and East Zone. The study subjects are young people in situations of social vulnerability, which routinely living with phenomena such as violence, crime, drug trafficking and poverty. The work-site is supported in theoretical foundations of the fields of Communication and Education, in their interfaces, and the pedagogical perspective of Ukrainian Anton Makarenko (1888-1939) as the main reference, as well as contributions of Community Social Psychology. The proposal uses as mediation the resources digital technologies and communication, especially of Journalism, for the exercise of citizenship, developing of the potential and the capacity for expression of boys and girls that were born in the cradle of cyber culture, but lack a legitimate inclusion digital. In the process, the research observed set of negative character in relation to the life and examined whether the field practices modifies these expressions into positive actions, collaborative work, solidarity, social responsibility, friendship and joy, in the pursuit of a perspective of change social.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Esta pesquisa teve como objetivo geral evidenciar as contradições existentes na construção da coletividade, com foco na Turma Especial de Medicina Veterinária – UFPEL/PRONERA, bem como suas potencialidades práticas, no sentido da afirmação de uma educação voltada para a emancipação dos sujeitos. Além do objetivo geral, estabeleceram-se alguns objetivos específicos, sendo eles: situar historicamente a coletividade e sua formulação em Makarenko; observar quais são e como se efetivam os espaços coletivos da turma, no cotidiano do processo pedagógico; analisar como se apresenta a categoria da coletividade na proposta pedagógica da Turma Especial de Medicina Veterinária – UFPEL; identificar, sistematizar e analisar os elementos que se apresentam como obstáculos, ou que potencializam a construção da coletividade no processo educativo da Turma Especial de Medicina Veterinária – UFPEL. Orientada pela perspectiva dialética (KOSIK, 1976; TRIVIÑOS,2010), a pesquisa realizada teve enfoque qualitativo (MINAYO, 1994), sendo denominada, no que se refere ao tipo, um estudo de caso (TRIVIÑOS, 2010). A análise foi feita a partir do contexto histórico do MST e sua proposta educativa. A categoria da coletividade, no processo educativo, é trabalhada na perspectiva de Makarenko. As conclusões buscam retomar a totalidade do trabalho, bem como destaca os achados da pesquisa, principalmente no que se refere aos conhecimentos construídos no processo da investigação.
This research aimed to highlight the contradictions in the construction of the community, focusing on Special Class of Veterinary Medicine - UFPEL / PRONERA as well as its potential practices, towards the affirmation of an education aimed at the emancipation of the subject. In addition to the overall objective, set up some specific goals: to situate historically the community and its Makarenko formulation; observe what and how to actualize the collective spaces of the class, in the daily educational process; analyze how the category is presented in pedagogical collective of Veterinary Medicine Class Special - UFPEL; identify, classify and analyze the elements that stand as obstacles, or that enhance the construction of the community in the educational process of the Special Class of Veterinary Medicine - UFPEL. Guided by dialectical perspective (Kosik, 1976; TRIVIÑOS, 2010), the survey was qualitative approach (MINAYO, 1994), being named in relation to type, a case study (TRIVIÑOS, 2010). The analysis was made from the historical context of the MST and its educational proposal. The category of the community in the educational process is crafted from the perspective of Makarenko. The conclusions aim to take over all the work, as well as emphasize research findings, particularly in relation to knowledge constructed in the process of research.

El Consorcio Educativo Makarenko se dedica a la enseñanza en los niveles de inicial, primaria, secundaria escolar y preparación preuniversitaria. Los problemas que tiene son las deficiencias en el control y administración de la información en los procesos de matrícula, pagos, asistencia, notas y puntajes de los alumnos de colegio y academia, así como el control y administración de los datos del personal docente y trabajadores en general incluyendo su control de asistencia. Para ello se plantea implementar un sistema de gestión académica integral para Makarenko de las Flores, que es una institución del Consorcio Makarenko, la cual funciona como colegio y academia, que abarque los procesos antes mencionados para su automatización y optimización, la cual estará acorde con las políticas del Consorcio. Este servirá como prototipo para que se puedan implementar en los demás locales del Consorcio Educativo Makarenko. Los beneficios que tendrá el Consorcio Makarenko serán la optimización y eficiencia en la administración y control de la información correspondiente a los procesos antes mencionados. Otros de los beneficios será el de tener la información en tiempo oportuno para los administradores y empleados autorizados (que utilizan la información para la toma de decisiones) y también permitirá mostrar información en tiempo oportuno a sus alumnos y interesados. Con esta solución, Makarenko tendrá una ventaja competitiva con respecto a sus competidores y estará preparado para crecer de forma organizada y controlada en los próximos años. La solución propuesta, y su tecnología estará basado en la plataforma cliente/servidor y entorno Web, incluyendo fotocheck con fotografía digital y código de barra impresa para que esta sea leída por el sistema por medio de un lector de código de barra, para el control de asistencia y detección de deudores.
Trabajo de suficiencia profesional

La civilisation russe des XVIIIe et XXe siècles est ici analysée à travers les œuvres pédagogiques de N. I. Novikov (1744 – 1818) et A. S. Makarenko (1888 – 1939) avec, en problématique de fond, la question de l'idéal et de la réalité. Pour le XVIIIe, l'influence des pensées de Locke, de Rousseau et de la franc-maçonnerie russe sur la pédagogie de Novikov est étudiée, de même que, pour le XXe, les thèmes essentiels pour la civilisation soviétique du travail, du collectif, de la famille et de l'autorité à travers leur reflet dans la pédagogie de Makarenko. Au-delà est envisagé le modèle idéal auquel chaque époque tente de conformer l'homme nouveau qu'elle crée : derrière cette rupture, ne peut-on pas dégager une certaine continuité historique ? Cette continuité se révèlera dans la permanence de l'idéal proposé à la société russe, celui de l'union du peuple autour d'un pouvoir sanctifié par la foi
The Russian civilisation of the 18th and 20th centuries is hereby analysed through pedagogical works of N. I. Novikov (1744 – 1818) and of A. S. Makarenko (1888 – 1939), with the fundamental query concerning the issue of the ideal and the reality. For the 18th century, the influence of the thought of Locke, Rousseau and the Russian freemasonry on Novikov's pedagogy is studied, as are studied for the 20th century, the themes essential for the Soviet civilisation of work, of collective, of family and of authority through their reflection in Makarenko's pedagogy. Beyond this, the ideal model to which each society streams to match the “new man” which it creates is considered, and more generally, in this historical breakdown may we not perceive a certain historical permanence? This permanence will be revealed in the continuity of the ideal proposed to Russian society : the union of the people with a power sanctified by faith

У доповіді подано короткий зміст дослідження щодо моливості використання педагогічних погдядів А. С. Макаренка у контексті формування особистісті майбутнього фахівця у вищій школі
The report contains a brief content of the research on the peculiarity of the use of pedagogical pogdady A. S. Makarenko in the context of the formation of the of a future specialist at a higher school.

Сучасний ритм життя, розвиток науки, техніки і технологій докорінно змінили уявлення людини про себе і навколишній світ. Тепер вже не лише бажанням, а й необхідністю обумовлено здобуття людиною інформації з різних джерел. Інтернет і телебачення багатьом замінили бібліотеки, архіви, музеї. Проте, так було не завжди. Століттями чи не єдиним джерелом знань були книжки. Їхнє створення потребувало часу, знань, досвіду, художньої майстерності, смаку, вміння вдало поєднати текст з ілюстративним наповненням, яке презентувало зміст видання. Ці, без перебільшення, шедеври створювалися вручну. Вони певним чином віддзеркалювали свою епоху, відповідали мистецьким та естетичним уподобанням сучасників, а зараз є унікальним джерелом інформації й об’єктом дослідження для нащадків.

Сучасна переорієнтація грошово-кредитної політики центральних банків розвинених країн з відверто експансійного до помірно стиму- лювального напряму зумовлена переходом від кризової фази розвитку до пожвавлення економіки. Це невідворотно відіб'ється на вартості грошових ресурсів глобального та міжнародних фінансових ринків і здорожить зовнішні запозичення для українських суб'єктів господарю­ вання. Як відомо, до останнього часу процентна ставка міжнародних фінансових ринків LIBOR перебувала на позначках, нижчих за 1 %, що дозволяло залучати кошти за кордоном (при задовільних рейтингах компаній і банків) за прийнятними цінами.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico
This research has its origin in the text "The Socialist Construction and the Birth of the New Man - Makarenko: The path to Life" written in 1951 and taken from a German compilation of the work of G. Lukacs (1971), especifically, volume II of a subset of three volumes, which is entitled "Problems of Realism." In this research, this text of Lukács is proposed as a reference in the analysis of educational problems, considering that in it like in his "The Ontology of Social Being" (2004, p.75), the Hungarian philosopher offers the possibility to conclude that the proposition that the tool as the most important key in understanding those steps in the human evolution over which we detain no other documents. Saying it in a more specific way: it is argued that from the analysis of the Pedagogy of Makarenko made by Lukács, we can deduce the proposition of "The Pedagogical Poem" as objectification, meaning the tools that tell us much more about the life of the men who handled them, than that it appears to be in them at first sight, and that the The Pedagogical Poem not only reveals the evolutionary history in itself, but also opens broad perspectives on lifestyles including a vision of the world, etc., from the [Gorki colonists]. Thus, with the help of the fundamental assumptions of historical dialetical materialism, the aim being to make the theoretical methodological elements explicit, that mediated the referred analysis of Lukács, consolidating it as a source of theorizing about the dialectical relationship between the process of the social-historic development of the human being and the educational process, like a key for understanding of the possibilities wich slumber in socialist pedagogy. For this reason, we submit the thesis by which Lukacs argues "The Pedagogical Poem" by Makarenko for analysis, as an elaboration which contains sufficient theoretical methodological elements for its assertion that work relates to the pre-history of the socialist pedagogy like "Primitive Accumulation" does to this educational perspective. Beyond this, considering the fact that the historical-dialectical materialism was constituted as a common theoretical essential part of the production of the principal authors of this study, we analysed possible theoretical approaches between the production of Makarenko (1934, 1989), Lukacs (1951, 1971) and Vygotsky (1996). Initially we established the translation and definition of this analytical text of Lukacs as the main bibliographic source, based on which we consolidated the theoretical-methodological analysis of the relationship between the educational process and the socio-historical development of the human being, by means of a joint analysis of the pedagogy of Makarenko by Lukacs with the theoretical-methodological assertions of socio-historical psychology, whose main reference constitute the legacy of L.S.Vygotsky (1896-1934), and A.N.Leontiev (1903-1978) and A.R.Luria (1902-1977). With the aim of broadening and deepening the theoretical debate, we mainly used the contribution of Jovine (1977), Heller (1972) and Frederico (2005), Bock (1999) and Duarte (1993). By means of this research we came the concclusion that the study of text G. Lukács on Makarenko s experience provides an enlargement of the field of research in Educational Psychology and also in the analysis of possible theoretical approaches between the method of materialized analysis in the work of the Hungarian philosopher and that one defended by the so-called School of Vygotsky and consequently with the theoretical fundamentals defended by the socio-historical psychology
Esta pesquisa tem como origem o texto A Construção Socialista e o Nascimento do Novo Homem Makarenko: O Caminho para a Vida , escrito em 1951 e tomado de uma compilação alemã das obras de G. Lukács (1971), especificamente, do volume II de um subconjunto de três volumes, que se encontra sob o título Problemas do Realismo . Nesta pesquisa, este texto de Lukács é defendido como referencial para análise de questões educacionais, por se considerar que, nele, à semelhança do modo como em sua Ontologia do Ser Social (2004, p.75), o filósofo húngaro oferece a possibilidade de que se depreenda a proposição da ferramenta, como a chave mais importante para conhecer aquelas etapas da evolução humana sobre as quais não possuímos outros documentos . Dito de um modo mais específico: defende-se que, da análise sobre a Pedagogia de Makarenko realizada por Lukács, pode-se depreender a proposição do Poema Pedagógico , como objetivação, isto é, ferramenta que contém muito mais sobre a vida dos homens que a manejaram, do que imediatamente parece haver nelas ; e que, o Poema Pedagógico , não só pode revelar a própria história evolutiva, senão que abre perspectivas amplas sobre os modos de vida inclusive a visão de mundo, etc, daqueles [Gorki Colonistas]. Deste modo, com auxílio dos pressupostos fundamentais do Materialismo Histórico Dialético, objetivou-se tornar explícitos os elementos teórico-metodológicos que mediaram a referida análise de Lukács, consolidando-a como fonte de teorização sobre a dialética relação entre o processo de desenvolvimento histórico-social do ser humano e o processo educativo, como uma chave ao entendimento das possibilidades que dormitam na pedagogia socialista. Por tudo isso, submeteu-se à análise, a tese pela qual Lukács sustenta o Poema Pedagógico de Makarenko, como obra que contém elementos teórico-metodológicos suficientes à sua afirmação como obra referente à pré-história da Pedagogia Socialista, como Acumulação Originária dessa perspectiva educacional. Além disso, considerando-se o fato de que o materialismo histórico dialético tenha se constituído como núcleo teórico comum na produção dos autores fundamentais à produção desta pesquisa, analisou-se possíveis aproximações teóricas entre as produções de Makarenko (1989), de Lukács (1971) e Vigotski (1996). Inicialmente, comunica-se a tradução e a delimitação do referido texto analítico de Lukács como fonte bibliográfica principal, a partir da qual se consolidou a análise teórico-metodológica sobre a relação entre o processo educativo e o de desenvolvimento histórico-social do ser humano, por meio da articulação da análise da pedagogia de Makarenko, por Lukács, com as proposições teórico-metodológicas da psicologia sócio-histórica, cuja principal referência se constitui do legado de L. S. Vigotski (1896-1934) e A. N. Leontiev (1903-1978) e A. R. Luria (1902-1977). E, com o fito de ampliar e aprofundar o debate teórico recorreu-se, principalmente, à contribuição de Jovine (1977), de Heller (1972) e de Frederico (2005), Bock (1999) e Duarte (1993). Concluiu-se, por meio desta pesquisa, que o estudo do texto de G. Lukács sobre a experiência de Makarenko contempla a ampliação do campo de pesquisa em Psicologia da Educação, também, por meio da análise de possíveis proximidades teóricas entre o método de análise objetivado na obra do filósofo húngaro e aquele defendido pela chamada escola de Vigotski, portanto, com os fundamentos teóricos defendidos pela psicologia sóciohistórica

Червоний П. Д. Вихованці комуни ім. Фелікса Дзержинського : матеріали Міжнародної наук.-практ. онлайн-конф. / П. Д. Червоний, // Педагогічна спадщина Антона Макаренка в науці та практиці (до 130-річчя від дня народження) : (Київ, 13 бер. 2018 р.). Київ: Ін-т крим.-викон. служби, 2018. – С. 196-199.
У статті відображено харківський період педагогічної, творчої та службової діяльності А. С. Макаренка, а саме виховання в комуні ім. Фелікса Дзержинського. Він перевиховував не тільки дітей із кримінальним минулим, а й дітей, у яких були батьки, яким подобався комунарський рух і вони не хотіли жити у своїй сім’ї. Врятував дітей, батьки яких стали жертвами тоталітаризму та голодомору. The article reflects the Kharkiv period of the educational, creative and official activity of A. S. Makarenko, namely the education in the commune. Felix Dzerzhinsky. He overcame not only children with a criminal past, but also children who had parents who enjoyed communal movement and did not want to live in their own family. Rescued children whose parents were victims of totalitarianism and famines. В статье отражено харьковский период педагогической, творческой и служебной деятельности А. С. Макаренко, а именно воспитание в коммуне им. Феликса Дзержинского. Он перевоспитывал не только детей с криминальным прошлым, но и детей, у которых были родители, которым нравился Коммунарский движение и они не хотели жить в своей семье. Спас детей, родители которых стали жертвами тоталитаризма и голодомора.

博士
國立高雄師範大學
教育學系
90
The Educational Thoughts of Anton．Semeunovich．Makarenko Abstract The main purpose of this study is to enquire into the educational thoughts of Makarenko, an educational thinker of Soviet Union , together with the socio-historical background of his time. Besides, the implication of his educational thoughts for Taiwan is also taken into consideration. In order to do so, at first, this study investigates and analyzes Makarenro’s educational works and the related works about his educational thoughts for the purpose of mapping out the main aspects of his educational thoughts. Secondly, with a view to grasp correctly his educational thoughts and to avoid misunderstanding, some relevant factors, such as traditional social thoughts, political trends, religious belief, and Gorky’s influence on Makarenko, are examined. The conclusions are： dialectic approach to educational aims , dynamic educational means, traditional traits of thoughts and collective education, ideal moral education, labor education with educational and moral meaning, whole approach to family education, educational thoughts under political ideology, the leading role of school , specific concepts of education, and no substantial difference of education under different ideologies. The suggestions of this study are：whole approach to educational reforms, dialectic point-of-view to the application of educational theories , humanistic esteem without physical punishment, emphasize the social influence on education, emphasize the social responsibility of education, labor education with educative meaning, moral education with sublime aim and practicing, regard discipline as the result of education, lay the foundation of authority of parents in the everyday life, contingent application and specific manager of punishment, distinguish the responsibility of school and family, and necessary innovation in teaching , explore the potentiality of teenagers, and avoid the shortcomings of Makarenko’s educational thoughts . Key words: Makarenko, educational aims, educational means, collective education, moral education, labor education , family education, logic of pedagogy

Значний потенціал у формуванні педагогічних компетентностей майбутніх учителів має проект по вивченню спадщини А. С. Макаренка.
Significant potential in forming the pedagogical competences of future teachers is the project aimed at studying the heritage of A. S. Makarenko.

碩士
淡江大學
俄羅斯研究所
90
A.S. Makarenko is a famous educator in the times of Soviet Russia. His educational thoughts and ideas significantly influence Soviet education in the early days. Through the collective and carrying out collective education is the essence of his entire thoughts. In order to achieve the purpose of the socialistic education, he thinks we have to make use of the principle and the method of the creative education through such processes as collective, labor education and disciplinary education to cultivate loyal Soviet supporters. The collective education, the labor education and the disciplinary education are the core of his entire educational practices and ideas. This essay adopts the document analysis to analyze the writings of Makarenko and to classify and analyze other scholars’ criticism on Makarenko. The main purpose of this research is as below: (1) To study the characteristics of the labor education of Makarenko’s educational thoughts. (2) To study what meanings Makarenko thinks of the disciplinary education to the whole collective. (3) To study Makarenko’s educational ideas on the collective education. (4) To collect and organize the viewpoints of the foreign scholars on Makarenko’s educational thoughts. (5) There is no specialized research in the domestic academic circle now so this research may draw forth by abler people. Makarenko thinks we can integrate labor with education. Besides, he also thinks with the labor education, we can cultivate capable, productive, life-maintainable and respectable people with moral characters to become necessary talents for our society. He also thinks we shall apply games to cultivate the whole life of children. Games can shorten the distance among children and also help parents and teachers to know what children think and do and to be closer with children. In the thoughts of Makarenko, the disciplinary education and the collective education complement each other. The establishment and development of the collective shall be based on the style of the disciplines as a development term and the development of the collective can further promote the formation of the disciplines. He thinks the collective education has some characteristics. That is, the collective education is a collective action to achieve the common goal and serves for the whole society and the collective has its autonomous system. In addition, Makarenko thinks the teacher collective can bring students to learn more and the school collective, which integrates various collectives, makes each collective integrate mutually. The construction of Makarenko’s educational thoughts and ideas are based on the ideology of the socialistic nation. Although Soviet Russia has been dissolved, the author thinks his educational thoughts still have significant values. We still can learn from his educational ideas.

Když jsem se na počátku této práce zamýšlel, jakým způsobem ji koncipovat, říkal jsem si, že pouhé porovnání dvou strategií bude málo. Chtěl jsem jít dál a pokusit se vytvořit práci, která by přispěla k řešení současných problémů. Jak jsem však stále hlouběji poznával život i činnost Dona Bosca a Antona Semjonoviče Makarenka, poznával jsem, že ono srovnání nebude lehké, protože oba dva byli výjimečnými osobnostmi a pedagogickými veličinami, navíc každý působil v odlišné době a v zájmu odlišné ideologie. Přišel jsem na to, že i "pouhým" srovnáním jejich "nestandardních" postupů lze inspirovat současnou pedagogiku, že lze nalézt poučení pro každodenní pedagogickou praxi. Komparace a vyvození závěrů z ní, byla stěžejním cílem předkládané práce. Pokusil jsem se tento cíl naplnit z mého pohledu co možná nejdůležitějšími a nejtransparentnějšími kritérii, která byla zpracována konfrontační a deskriptivní metodou. Dalším cílem byla jistá popularizace díla i života obou pedagogů a odstranění neinformovanosti a mýtů o nich. I ve faktografické a biografické části práce tak lze nalézt fakta, která mohou přispět k pochopení myšlení a tvorby pedagogů, jímž nebyla cizí obětavá práce pro strádající děti a mládež, ač někdy (v případě bezprizorných kolonistů) vzbuzovaly různé pocity, jen ne soucit a lítost

The subject of this theses is to compose the suggestion of methodology training of rhytmic gymnastics for primary school children and its verification in practise. The aim of the research is to find out the entrance rhytmic skills, their eventual improvement with the help of the built-up methodology, and the exit level of rhytmic skills. The theses contains the complete preparations for physical training lessons, the set of trainings and the description of particular dances. The theses should make the questions of training of the easiest dances accessible for the teachers.