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El presente trabajo fue publicado originalmente en el "Informe preliminar cobre el trabajo de campo en el Departamento de Cajamarca" editado por el Taller de Investigación Rural de la Universidad Católica en marzo de 1974 (mimeo) en el cual se presentan diversos trabajas sobre el agro cajamarquino incluyendo un estudio complementario de casos de parcelaciones en Cajamarca realizado por el autor y por Manuel Manrique.

O objetivo deste trabalho é estudar a relação de causalidade entre crédito rural e produto agropecuário. Utilizando dados municipais do período 1999-2004, aplicou-se a metodologia de Granger e Huang (1997), que permite identificar o sentido da causalidade entre duas variáveis em um contexto de painel. Contrariamente à grande parte da literatura que estudou as relações de causalidade entre sistema financeiro e crescimento econômico, este trabalho não identificou a causalidade partindo da variável financeira para o produto. Em geral, os resultados apontaram causalidade unidirecional, partindo do Produto Interno Bruto da agropecuária para o crédito rural. / The main goal of this essay is to evaluate the causal relations between rural credit and agricultural output. Using municipal data for the period 1999-2004, we have implemented the Granger and Huang (1997) methodology, which allows us to identify the causality direction between two variables in a data panel context. Differently from a large part of the literature that has studied causal relations between finance and growth, this work did not find causality from the financial variable towards output. Instead, the results draw attention to unidirectional causality from agricultural output to rural credit.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / O alto Ãndice de analfabetismo nas Ãreas de assentamento em nosso paÃs levou o Movimento dos Trabalhadores Rurais Sem Terra (MST) a lutar por uma educaÃÃo do campo expressa em proposta polÃtico-pedagÃgica prÃpria, desde a dÃcada de 1990. No tocante à educaÃÃo de Jovens e Adultos (EJA), a partir da sua iniciativa, constituiu-se em vÃrios Estados brasileiros o Programa Nacional de EducaÃÃo na Reforma AgrÃria (PRONERA), voltado para alfabetizaÃÃo de adultos e escolarizaÃÃo dos professores que atuam no assentamento. No Cearà este programa tem sido efetivado em parceria com ÃrgÃos governamentais e universidades publicas estaduais e federal. Esta investigaÃÃo teve como objetivo analisar o PRONERA avaliando em que medida representou uma polÃtica pÃblica de EJA no campo, com base na experiÃncia do Assentamento Santa BÃrbara, no municÃpio de Caucaia, CearÃ, no perÃodo de 1999 a 2005. Os dados empÃricos foram colhidos mediante de entrevista, conversas informais e dinÃmicas de grupo com professores, alunos e coordenadores da EJA. Realizaram-se tambÃm observaÃÃo em sala de aula e pesquisa bibliogrÃfica e documental sobre o PRONERA. Conforme constatou-se, nas trÃs salas do EJA no assentamento integradas ao PRONERA, desenvolveram-se as aulas com diversas dificuldades, tais como: locais inadequados, insuficiÃncia de materiais pedagÃgicos, atrasos nos repasses de verbas no programa e atà problemas de visÃo dos alunos mais idosos. Todavia professores e alunos tÃm perseverado e refletido coletivamente nas salas sobre os problemas do assentamento, chegando-se a debater sobre os projetos de geraÃÃo de renda, como piscicultura e apicultura. Com o PRONERA, aconteceu significativo avanÃo do setor de educaÃÃo no assentamento, expresso na conclusÃo do Curso de Pedagogia por oito professores que là residem e trabalham, isto possibilitou a constituiÃÃo do NÃcleo de EducaÃÃo Infantil, e a ampliaÃÃo da oferta educacional de 5 a 8 sÃries em regime supletivo. A parceria vivenciada no PRONERA entre o MST e instituiÃÃes estatais, como: MinistÃrio de Desenvolvimento AgrÃrio (MDA), Instituto Nacional de ColonizaÃÃo e Reforma AgrÃria (INCRA â CearÃ), Universidade Federal do Cearà (UFC) e Secretaria da EducaÃÃo BÃsica do Cearà (SEDUC) significou aprendizado para todos em relaÃÃo à vivÃncia dos conflitos, delimitaÃÃo de papÃis e funÃÃes, e confrontos de saberes sociais e conhecimentos sistematizados. Evidencia-se o PRONERA como uma polÃtica pÃblica em construÃÃo, revelando que a relaÃÃo sociedade civil/Estado instituÃda nesse processo à fundamental à efetivaÃÃo da democracia, tanto pela garantia do direito à educaÃÃo, quanto pela ampliaÃÃo da esfera pÃblica estatal constituÃda pela participaÃÃo dos movimentos sociais na gestÃo da polÃtica. / Since the 1990Âs, landless workers movement (MST) have fought for rural education guaranteed by a political pedagogical proposal due to the high illiteracy rate in the areas of land settlement in Brazil. Regarding the Education of Youth and Adults (EducaÃÃo de Jovens e Adultos âEJA),several Brazilian States integrated the National Education Program in Agrarian Reform Areas (PRONERA), which focuses on adult literacy and Basic education of teachers that are working in land settlements. This program has been conducted in parternship with government agencies and State and Federal Universities of CearÃ. This research aimed to analyze PRONERA evaluating how representative it is regarding public policies, specifically EJA in Rural Areas. This was based on the experience developed in Santa BarbaraÂs rural settlement within the municipality of Caucaia-CearÃ, from 1999 to 2005. Empirical data were collected through interviews, informal conversations and group activities with teachers, students and coordinators of EJA. There were also classroom activities and research on basic literature and documents about PRONERA. The diversity of courses was developed with many difficulties, such as: inadequate places, poor teaching materials, including vision deficiencies for the elderly and delays in fund transfers for the program. These problems were observed in three EJAÂs classrooms. In spite of mentioned difficulties, teachers and students have persevered and collectively reflected the land settlementâs problems in classroom, such as fish farming and beekeeping for income raising. PRONERA has generated a significant improvement in the education of Santa BarbaraÂs settlement and has brought the opportunity of eight teachers receiving the degree in the Pedagogy Course. This enabled the creation of the Center for Childhood Education and increased the number of enrollments from the 5th to th 8th grade in the supplemental educational system. The partnership among MST and state institutions such as: the Ministry of Agrarian Development (MDA), the National Institute of Colonization and Agrarian Reform (INCRA - CearÃ), the Federal University and State University of Cearà (UFC/ UECE) and the Department of Basic Education of Cearà (SEDUC), experienced by PRONERA, induced a significant learning for all the land settlers. This was expressed in relation to the experience of land conflict, definition of roles and functions, and the confrontation of social and scientific knowledge. It is clear that PRONERA as a public policy in development is, in fact, revealing the relationship between civil society and State. This has been crucial to democracy, both guaranteeing the right to education and expanding the public sphere with the participation of State and social movements in policy management.

Orientador : Moacir Gadotti / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-07-14T00:14:27Z (GMT). No. of bitstreams: 1 Barreiro_IraideMarquesdeFreitas_M.pdf: 8128966 bytes, checksum: 96feec0647eb3d704cf3cae4daccedd8 (MD5) Previous issue date: 1989 / Resumo: Analisa-se aqui o trabalho desenvolvido pela Campanha Nacional de Educação Rural, desde a sua fundação em 1952 até o encerramento de suas atividades, ocorrido no ano de 1963. Tendo como preocupações especificas o entendimento do fenômeno da Educação Rural Capitalista no Brasil dos anos cinqüenta, a investigação procurou desvendar as contradições e as lutas sociais que emergiram ao longo de toda a atuação da Campanha Nacional de Educação Rural. Para a consecução desse objetivo foram utilizados os conceitos de educação e modernizadora e educação de classe. Da perspectiva dos camponeses, essas contradições e lutas envolviam uma complexa mistura de horizontes culturais, determinando entre eles um comportamento de ignorância e saber que os levavam em certas situações a resistir e, em outras, a aceitar as imposições da educação modernizadora, ministrada pela Campanha Nacional. Do lado da Campanha nacional ressaltava-se um conflito que permeava a própria ação de seus técnicos e educadores, cuja ação parece ter-se constituído, em alguns momentos, a partir da mistura conflituosa entre os valores da cultura camponesa e o pensamento modernizador da própria Campanha / Mestrado / Mestre em Educação

The objective of this study is to examine the hypothesis that to achieve the maximum potential of residential rehabilitation as an integral part of the urban renewal process, it is necessary to develop a positive local government policy for rehabilitation utilizing all the means at the municipality's disposal. Rehabilitation is understood in this study to involve the repair and/or improvement of dwellings within a designated renewal area, together with what public action is necessary to remove environmental deficiencies and provide adequate community facilities. As an introduction to the study, the evolution of the urban renewal process is traced in the United States, Britain and Canada with special reference being made to rehabilitation provisions. The subsequent background study, however, relates solely to North America. The nature of the urban renewal process is reviewed, and the generally accepted terms of 'redevelopment’, 'rehabilitation' and ‘conservation' are defined. The urban renewal process is also related to the overall planning function. An analysis is made of the rehabilitation proposals contained in most of the Canadian urban renewal studies completed to date. These proposals are evaluated and the current situation is presented by referring to the replies to questionnaires mailed to planning officials in cities with completed studies. Little progress has been made in Canada with rehabilitation as part of the urban renewal process, and 'rehabilitation' appears to have different meanings in different cities: some planning officials consider rehabilitation solely as a short-term solution in an area requiring ultimate redevelopment, while others consider rehabilitation to be a justifiable end in itself. The improvement of dwellings is evident in several cities, but no concerted effort has been made to guide and co-ordinate this private activity with plans for environmental improvement. Municipalities have also been reluctant to use their police powers related to housing when a shortage of alternative housing for dispossessed families exists, and inadequate financial assistance for home-owners limits the amount of rehabilitation possible. It is concluded that the realization of the full potential for private rehabilitation efforts cannot be achieved in Canada under existing financial arrangements, and unless legislative changes are initiated. In several cities the initiative for rehabilitation appears to rest completely with the home-owners and in these cases it is not surprising that little has been accomplished. It is considered imperative that local government must indeed formulate and publicize a positive policy for residential rehabilitation, indicating its own responsibility to provide public facilities and its determination to co-ordinate public and private efforts to achieve a more livable community and to reduce the need for the more drastic, costly and disruptive measures of clearance and redevelopment. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

No description available.

Orientador: Jose Dias Sobrinho / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-07-13T21:25:52Z (GMT). No. of bitstreams: 1 Queiroz_MariaAparecidade_M.pdf: 3886478 bytes, checksum: 9a127f6195713664054970ae8ccc80a3 (MD5) Previous issue date: 1984 / Resumo: Não informado. / Abstract: Not informed. / Mestrado / Metodologia de Ensino / Mestre em Educação

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The rural settlement of Verlorenvlei (32°19 'S; 18°21 'E Cape west coast) has been placed within its historical context by a multidisciplinary study of the writings of early travellers up the Cape west coast; land ownership; land usage; human relationships within the settlement community; land; the characteristics of the man-made environment created by that community. It was necessary to study historical documents, archival records, deeds office records, all available maps and diagrams, aerial photographs, relevant literature, and most important of all, to become familiar with the settlement itself and the people living in it. Such an investigation has led to an appreciation of the historical significance of the settlement, as well as the reasons for its siting, its growth and subsequent decline. This study has also provided a basis for conservation on historical and architectural grounds, and developed a framework for ongoing research into the historical background of the settlement.