[pt] As últimas décadas se caracterizaram por um novo ambiente nas organizações internacionais com um aumento explícito do engajamento de corporações transnacionais (CTNs) em debates sobre problemas globais, principalmente no que se refere à responsabilidade delas com relação a tais questões. A tese analisa como diferentes processos em termos de assegurar a responsabilidade das CTNs em questões globais terminam se constituindo em um processo de legitimação da ordem mundial capitalista. Tomar o mundo como ele é e tentar reformá-lo com foco na responsabilidade dos agentes que detém o poder pode se converter em um maior empoderamento desses atores ao gerar uma percepção de que eles seriam os mais eficientes para garantir melhores soluções para o mundo. A análise se centra em duas iniciativas emblemáticas em curso na Organização das Nações Unidas (ONU): o Pacto Global e o trabalho do Representante Especial da ONU para Empresas e Direitos Humanos. Observase, então, que acordos políticos e normativos sobre responsabilidade corporativa, incluindo expectativas de normas obrigatórias em direitos humanos, devem ser percebidos como parte de uma arquitetura de governança global que, ao mesmo tempo, vincula a agenda social e de desenvolvimento ao capitalismo global, empodera atores não-estatais, globaliza organizações internacionais e limita o espaço para pensar o mundo para além de uma constante legitimação da classe capitalista transnacional. / [en] Last decades have seen a new environment on international organizations with the explicit increase of transnational corporations’ (TNCs) engagement in debates about global matters, mainly on their responsibilities regarding these issues. The dissertation analyzes how several processes in terms of achieving TNCs responsibility in global matters end up being a process of legitimation of the capitalist world order. Taking the world as it is and trying to reform it with a focus on the responsibility of the powerful agents might mean empowering them as if they were the most efficient actors to guarantee better solutions to the world. The analysis is centered on two current emblematic initiatives on the United Nations (UN): the Global Compact and the work of the UN Special Representative on Business and Human Rights. Normative and political agreements on corporate responsibility, including prospects for mandatory norms on human rights, should be perceived as part of a global governance architecture which connects the social and development agenda to global capitalism, empowers non-state actors, globalizes international organizations and reduces the space for rethinking the world beyond a permanent legitimation of an emergent transnational capitalist class.

The topic of this thesis is base isolation. The purpose of this thesis is to offer a relative understanding of the seismic performance enhancements that a typical 12-story steel office building can achieve through the implementation of base isolation technology. To reach this understanding, the structures of a fixed-base office building and a base-isolated office building of similar size and layout are designed, their seismic performance is compared, and a cost-benefit analysis is completed. The base isolation system that is utilized is composed of Triple Friction Pendulum (TFP) bearings. The work of this thesis is divided into four phases. First, in the building selection phase, the structural systems (SMF and SCBF), layout, location (San Diego, CA), and design parameters of the buildings are selected. Then, in the design phase, each structure is designed using modal response spectrum analysis in ETABS. In the analysis phase, nonlinear time history analyses at DBE and MCE levels are conducted in PERFORM-3D to obtain the related floor accelerations and interstory drifts. Finally, in the performance assessment phase, probable damage costs are computed using fragility curves and FEMA P-58 methodology in PACT. Damage costs are computed for each building and seismic demand level and the results are compared.

Ce mémoire de maîtrise comprend une recherche basée sur l’œuvre dramatique ¡Ay, Carmela !, du dramaturge et directeur du théâtre espagnol contemporain, José Sanchis Sinisterra. Mise en scène pour la première fois en 1987, ¡Ay, Carmela ! est considérée une des plus importantes créations théâtrales représentées depuis l’après-guerre espagnole. Reconnue à l’échelle internationale, ¡Ay, Carmela ! illustre les conséquences de la guerre civile espagnole (1936-1939). À travers l’étude de la structure temporelle et spatiale, ainsi que de l’analyse des caractéristiques des personnages de cette pièce dramatique, le présent travail de recherche essaie de démontrer que les manifestations de la récupération de la mémoire historique se reflètent dans ¡Ay, Carmela !, de telle sorte que la pièce peut être considérée comme précurseur artistique de la « Loi de la mémoire historique » (Ley 52/2007, également appelée la Declaración de reparación y reconocimiento personal). On y retrouve ainsi une forte critique du pacte de silence de la transition démocratique espagnole (1975-1978). Ce travail a comme base méthodologique les outils théoriques de la sémiologie théâtrale (Bobes, García Barrientos, Rubiera) et aussi les écrits de P. Ricœur y de J. Derrida, sur le fonctionnement des mécanismes de la mémoire, de l’oubli et du pardon. Cette recherche se conclut avec une brève étude comparative entre l’œuvre de Sinisterra et l’adaptation cinématographique ¡Ay, Carmela! du réalisateur Carlos Saura. / This MA thesis embodies a research undertaken relative to the play ¡Ay, Carmela !, written by José Sanchis Sinisterra, a Spanish playwright and theatrical director. Staged for the first time in 1987, ¡Ay, Carmela ! is considered one of the most important dramas created since the post-war era. This work, which gained international recognition, perfectly illustrates the consequences of the Spanish Civil War (1936-1939). By examining both time and space, as well as analyzing the characters of this play, the present research intends to prove that the manifestations through which historical memory is recuperated throughout the play ultimately transform it into the forerunner to the “Historical Memory Law” (Ley 52/2007, also known as the “Declaración de reparación y reconocimiento personal”). Moreover, this thorough examination of the play will demonstrate within it a strong critique of the Pact of Silence signed during the Democratic Transition (1975-1978). Two main methodological approaches will be used to do so: that of theatre semiotics (specifically the theories of Bobes, García Barrientos, Rubiera) as well as comparisons to the writings of P. Ricœur y de J. Derrida, which will help support the ideas related to the memory, the forgetting and the forgiveness. Finally, this Master’s thesis will end with a short comparative study between the aforementioned play and the movie ¡Ay, Carmela!, directed by Carlos Saura.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

This Thesis is to examine the topic of the Conference on Security and Cooperation in Europe which took place in 1973-1975. The proposals to convene the Security Conference date back to the fifties, when the Soviet Union called on the European countries to attend the Conference in order to resolve the security situation in Europe. During my research, I asked what motives were behind the invitation to convene the Conference and what caused the failure of these initiatives. I prove that the ultimate goal of the Soviet Union was not the conclusion of the collective agreement, but rather to weaken the West. In chronologic order I follow the development of the relations between the Warsaw Pact and the NATO in the sixties, which eventually led to the start of the Conference in 1973. I also describe interests of groups of countries during the Conference and analyze their role in the adoption of the Final Act.

The thesis titled "The TV program of the Czechoslovak television from the year 1968 till April of 1970" deals with the program offer from the period of so-called Prague Spring until the end of April 1970 when the second transmitter circuit was ready to start. I chose this time period because of frequent changes in politics and society, which was reflected in the media content, and thus in the TV content. This time segment is divided into four time periods in which I monitor the program offer of the TV. The first period is the period of Prague Spring, the second one is from September 1969 to April 1970 when Gustáv Husák became the first secretary of the ÚV KSČ, the third one is from May 1969 to August 1970 when Jan Zelenka became the director of Czechoslovak television (he was considered as the first normalization director) and the fourth period is from September 1969 to April 1970, when the second transmitter circuit was ready to start. The main aims of this thesis are detailed description and comparison of TV offers in these four periods. To achieve the objectives a comparative analysis is used. I analyze mostly weekly magazines Československá televize of the years 1968, 1969 and 1970. The information gained from these magazines is accompanied by other written sources, pictorial records programs...

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2017-10-16T16:17:39Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) LUZ, Kaite.pdf: 848405 bytes, checksum: afd1aaadf6509673bc2172676bb22ac6 (MD5) / Made available in DSpace on 2017-10-16T16:17:39Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) LUZ, Kaite.pdf: 848405 bytes, checksum: afd1aaadf6509673bc2172676bb22ac6 (MD5) Previous issue date: 2017-08-04 / A presente pesquisa apresenta como objeto de investigação o Pacto Nacional pela Alfabetização na Idade Certa (PNAIC), política educacional de abrangência nacional e em vigência na realidade educacional brasileira desde 2012, direcionada a alfabetizar as crianças até os oito anos de idade do ensino fundamental, a qual se encontra atrelada a formação continuada dos professores alfabetizadores. O PNAIC, enquanto programa de formação continuada, com foco na alfabetização dos alunos do Ciclo de Alfabetização nos anos iniciais do Ensino Fundamental, insere-se no contexto educacional como política educacional em prol da efetivação do direito à educação. Sendo assim, elegeu-se como questão norteadora: analisar como o PNAIC a partir de suas ações contribui para a efetivação do direito à educação. Para realização dessa proposta estabeleceu-se como objetivo geral empreender uma análise em relação à priorização do direito à educação ou do direito à aprendizagem no contexto de implementação e implantação do PNAIC. Para atingir o objetivo mais amplo foram propostos objetivos específicos, os quais permitiram reconstruir a trajetória histórica de efetivação do direito à educação por meio dos aparatos legais; o papel do Estado enquanto setor governamental e de ação fundamental para a implantação de políticas públicas no intuito de efetivar o direito à educação; a trajetória histórica da formação docente no Brasil e por fim, identificar nos referenciais específicos do PNAIC e nos documentos oficiais em relação as demandas que viabilizam o direito à educação ou do direito à aprendizagem no contexto neoliberal. No sentido de atingir as proposições elencadas para a pesquisa, buscou-se no materialismo histórico e dialético o aporte teórico e metodológico para compreender a realidade concreta pautada nas relações sociais, de classe, de trabalho e de educação presentes no contexto brasileiro. A partir dessa perspectiva a investigação identificou na realidade estudada as categorias contradição, mediação e totalidade. Seguindo essa concepção de análise o direito à educação em sua relação direta com as políticas educacionais materializou-se no referencial de formação do PNAIC (cadernos de formação, documentos oficiais), que por meio da pesquisa bibliográfica foi possível destacar a relação entre os referenciais teóricos sobre educação, direito à educação, direito à aprendizagem, políticas públicas educacionais e o papel do Estado na realidade brasileira. Portanto, as análises realizadas verificaram avanços e contribuições, bem como entraves e limitações decorrentes do modo de produção capitalista, que se expressam na perpetuação de uma sociedade dividida em classes, baseada em princípios que acabam por minimizar o direito à educação ao direito à aprendizagem, e assim, a educação é determinada pela lógica de formar a força de trabalho para o capital contrapondo-se a emancipação social, política e humana do indivíduo. / The present research presents as object of investigation the National Pact for Literacy at the Right Age (PNAIC), nationwide educational policy in effect in the Brazilian educational reality since 2012, directed to literate the children until eight years old from elementary school, which is linked to the continuing education of the literacy teachers. PNAIC as a continuing literacy program, focusing on the students’ literacy from the Literacy Cycle in the initial years of the Elementary School, inserts itself in the educational context as educational policy in favor of the right to education effectiveness.Therefore, it was chosen as a guiding question: to analyze how PNAIC starting from its actions contributes to the right to education effectiveness. To accomplish this task it was established as a main goal to undertake an analysis in relation to the prioritization of the right to education or the right to learning in the context of implementation and deployment of PNAIC. To achieve the broader goal it was proposed specific goals, which permitted to rebuild the historic trajectory right to education effectiveness by legal apparatus; the State role as a governmental sector and fundamental action to the implementation of public policies in order to effect the right to education; the historical trajectory of the teaching formation in Brazil and therefore, to identify the specific references of PNAIC and in the official documents regarding to the demands that enable the right to education or the right to learning in the neoliberal context. In order to achieve the stated propositions for the research, it was sought in the historical and dialectical materialism the theoretical and methodological contributions to understand the concrete reality guided by the social, class, job and education relations present in the Brazilian context. From this perspective the investigation identified in the studied reality the categories contradiction, mediation and totality. Following this analysis conception the right to education in its direct relation to the educational policies materialized itself in the formation reference of PNAIC (formation notebooks, official documents), which through the bibliographical research was possible to highlight the relation between the theoretical reference about education, right to education, right to learning, educational public policies and the role of the State in the Brazilian reality. Therefore, according to the carried out analysis it was verified advances and contributions, as well as obstacles and limitations due to the capitalist way of production, that expresses in the perpetuation of a society divided in classes, based in principles that end up minimizing the right to education and the right to learning, and so, the education is determined by the logic of forming labor force for capital by opposing the individual’s social, political and human emancipation.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-05-15T16:27:34Z No. of bitstreams: 1 Jozeildo Kleberson Barbosa.pdf: 1827073 bytes, checksum: 06088fa0e9d8f28a03c181f500e29539 (MD5) / Made available in DSpace on 2017-05-15T16:27:34Z (GMT). No. of bitstreams: 1 Jozeildo Kleberson Barbosa.pdf: 1827073 bytes, checksum: 06088fa0e9d8f28a03c181f500e29539 (MD5) Previous issue date: 2017-05-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The National Pact for Literacy in the Right Age (PNAIC) is the largest teacher training program implemented in our country. Continuing teacher education programs are subject to a series of political, social, cultural and pedagogical variables, understanding how courses improve teacher qualifications and teaching and learning practices of students is a challenge and also a necessity to evaluate the effectiveness of any public policy in this area. My meeting with the PNAIC was due to the professional situation of a rural public school manager, in which some issues concerning the program and the implementation of the training course for literacy teachers troubled me. Since the PNAIC is a program aimed at the continuing education of teachers, among other points, I analyze that the PNAIC is promising for overcoming gaps in training or reconstruction/resignification of teachers' knowledge, given the currently speed with which society comes transforming itself is huge and without a constant professional update these professionals will be far from meeting the teaching and learning needs that are necessary to their students. Thus, the main objective of this work was to investigate, along with literacy teachers who participated in the course of the PNAIC in 2014, aspects of the development of their training, the changes they introduced in their literacy practices and what difficulties they encountered, as well as the professional development of Literacy teachers. This work was carried out with eight teachers who participated in the training course of the PNAIC in 2014 and that work in a municipality of Vale do Ribeira/SP. The research was carried out from a qualitative approach of results. The methodological procedures used were documental analysis, content analysis, documentary research, questionnaires and interviews. As it turned out, all the teachers affirmed that with the formation of the PNAIC they changed / modified their practices. They indicate that they have ceased to carry out activities linked to a traditional conception of teaching, such as, for example, arming and effecting and producing texts using figures. The research subjects indicate significant changes in their practices and a process of professional development starting from the course of the PNAIC in 2014. They configure advances in conceptions, knowledge and practices of literacy, indicating that they probably constituted themselves as better professionals. This study showed that a well-oriented training course, such as the National Literacy Pact in the Right Age, facilitates the training of literacy teachers and changes in teaching and learning in schools, brings contributions and impacts to the quality of teacher education and can contribute To cope with the condition of the student who, even within the school, does not learn / O Pacto Nacional de Alfabetização na Idade Certa (PNAIC) é o maior programa de formação de professores alfabetizadores implementado em nosso País. Os programas de formação continuada estão sujeitos a uma série de variáveis políticas, sociais, culturais e pedagógicas, dessa forma, compreender como os cursos melhoram a qualificação de professores e as práticas de ensino e aprendizagem dos alunos é um desafio e também uma necessidade para avaliarmos a efetividade de qualquer política pública nessa área. Meu encontro com o PNAIC foi devido a situação profissional de gestor de escola pública rural, na qual algumas questões relativas ao programa e a implementação do curso de formação de professores alfabetizadores me inquietaram. Sendo o PNAIC um programa voltado para a formação continuada dos docentes, dentre outros pontos, analiso que o PNAIC é promissor para a superação de lacunas de formação ou reconstrução/ressignificação dos conhecimentos dos professores, haja vista que atualmente a velocidade com que a sociedade vem se transformando é enorme e sem uma constante atualização profissional estes profissionais estarão longe de atender as necessidades de ensino e aprendizagem que são necessárias aos alunos. Desse modo, o objetivo principal deste trabalho foi investigar, junto a professoras alfabetizadoras que participaram do curso do PNAIC em 2014, aspectos de desenvolvimento de sua formação, as mudanças que introduziram em suas práticas alfabetizadoras e quais dificuldades encontraram, assim como o desenvolvimento profissional das docentes alfabetizadoras. Este trabalho foi realizado junto a oito professoras que participaram do curso de formação do PNAIC em 2014 e que atuam em um município do Vale do Ribeira/SP. A investigação foi realizada a partir de uma abordagem qualitativa de resultados. Os procedimentos metodológicos utilizados foram a análise documental, análise do conteúdo, a pesquisa documental, questionários e entrevistas. Como se constatou, todas as professoras afirmaram que com a formação do PNAIC mudaram/modificaram suas práticas. Indicam ter deixado de realizar atividades ligadas a uma concepção tradicional de ensino, como, por exemplo, o arme e efetue e a produção de textos com uso de figuras. Os sujeitos da pesquisa indicam mudanças significativas em suas práticas e um processo de desenvolvimento profissional a partir do curso do PNAIC em 2014. Configuram avanços nas concepções, saberes e práticas de alfabetização, indicando que provavelmente se constituíram como melhores profissionais. Este estudo mostrou que um curso de formação bem orientado, como o Pacto Nacional de Alfabetização na Idade Certa, oportuniza a formação de alfabetizadores e a mudança das ações de ensino e aprendizagem nas escolas, traz contribuições e impactos na qualidade da formação docente e pode contribuir para o enfrentamento da condição do aluno que, mesmo dentro da escola, não aprende

Cette étude est structurée autour du constat d’un hiatus entre la poursuite d’unprojet politique de nature fédérale, la monnaie unique, et une mise en oeuvre reposant surdes outils appartenant à un état centralisé, le contrôle budgétaire à priori. Cette situation,résulte d’abord du manque de confiance entre les Etats mais l’utilisation d’outils inadaptés aubut poursuivi génère de nombreux dysfonctionnements. Le fait de confier par trois ensemblede textes [le « six pack », le « Two pack » et le Traité sur la stabilité, la coordination et lagouvernance au sein de l'Union économique et monétaire (TSCG)] à l'union européenne unecoordination économique qui ne soit plus uniquement indicative et la possibilité, donnée àcette dernière, d'indiquer aux Etats les réformes structurelles que ces derniers doivententreprendre, dans des domaines qui n'appartiennent pas au champ de compétences del'Union européenne, soulève pour le juriste de nombreuses questions à la fois sur lesfondements doctrinaux de l'Union européenne et sur les mécanismes institutionnels mis enoeuvre / This study is structured around the observation of a gap between the pursuit of apolitical project of a federal nature, the single currency, and implementation tools based onbelonging to a centralized state, the ante budgetary control. This situation results first of lackof trust between them, but the use of tools unsuitable for purpose generates numerousmalfunctions and feeling, for lack of a sufficiently strong association of national parliaments ofa "power of Brussels" seeking to assert itself against the will of the states and their peoples.three texts were introduced [the "six pack", the "Two pack" and the Treaty on Stability,Coordination and Governance in the Economic and Monetary Union (TSCG)] in EuropeanUnion economic coordination that are no longer only indicative and the possibility for the EUto indicate to the structural reforms that these countries must undertake in areas that do notbelong to the field of competence of the European Union raised for the jurist many questionson both the doctrinal foundations of the European Union and on the institutional mechanismsimplemented.

The need to improve the economic governance of the EU occurred during the financial crisis when many member states experienced recession. The fact that each member state was influenced differently shows us the two main weaknesses of the EMU: economic heterogeneity of the member states and deep public debt. Existing fiscal rules were proved to be ineffective and unenforceable. The topic of this master thesis is the analysis of the impact of the economic governance reform on the position of the European Commission. The thesis deals only with one aspect of the reform- the budgetary surveillance framework. The thesis explains that this reform was necessary for improving of the EMU and it deals with the impact of this reform on the position of the European Commission. The analysis is based on the comparison of legal acts concerning the budgetary surveillance framework before and after the reform.