Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2017-08-15T13:37:46Z No. of bitstreams: 1 emersonrodriguesduarte.pdf: 2216421 bytes, checksum: 43f97cb531dd81ed57bb786ad5c5c5f2 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-16T11:22:02Z (GMT) No. of bitstreams: 1 emersonrodriguesduarte.pdf: 2216421 bytes, checksum: 43f97cb531dd81ed57bb786ad5c5c5f2 (MD5) / Made available in DSpace on 2017-08-16T11:22:02Z (GMT). No. of bitstreams: 1 emersonrodriguesduarte.pdf: 2216421 bytes, checksum: 43f97cb531dd81ed57bb786ad5c5c5f2 (MD5) Previous issue date: 2017-05-30 / Propiciar condições para que os talentos esportivos (TE’s) sejam cultivados desde os anos escolares é fundamental, pois, além de seu valor social, trata-se de uma forma de promover autorrealização. Em diversos documentos, o Ministério da Educação reconhece a importância e a necessidade de políticas públicas que atendam as necessidades educacionais especiais dos alunos com essas características. Ademais, o TE é uma das principais e mais controvertidas questões de pesquisa das ciências do esporte, incluindo, evidentemente a Psicologia. Um dos principais debates diz respeito ao papel do organismo e do ambiente na sua determinação. Para analisar a natureza e possíveis determinantes do TE, enfatizando sua manifestação em escolares, três estudos foram realizados. O primeiro analisou o estado atual da arte das pesquisas sobre TE. Para tanto, analisou a produção científica indexada em bases de dados internacionais (PsycINFO, Web of Sciense, Sport Discus) e em uma nacional (SciELO). Os resultados evidenciaram que TE não têm recebido a atenção necessária no meio científico internacional. Quando ela ocorre, trata-se de um processo atencional muito focado na dotação de jovens esportistas do sexo masculino praticantes de futebol. Uma base de dados e um periódico se destacaram nas publicações. No Brasil, constatou-se que a produção científica sobre TE apresenta um cenário precário. O segundo avaliou algumas capacidades físicas, enfatizando o papel delas na identificação de pessoas com dotação (10% mais capazes) e comparou sua manifestação nos sexos. Ademais estimou-se a magnitude do efeito da idade, da maturação e da prática deliberada na identificação nesse tipo de dotação. Estudantes do Ensino Fundamental (N=346) foram submetidos a uma bateria de medidas antropométricas e de aptidão física. Observou-se que o grupo de meninas (n=15; 9,55%) e o de meninos (n=21; 11,11%) com dotação física apresentaram dimensões equivalentes. Uma análise de componentes principais identificou que o conjunto de medidas pode ser organizado em dois tipos de dotação: Dotação Antropométrica (DA) e Dotação Motora (DM). Com base nelas e em um escore geral, analisaram-se cinco perfis de dotação. Não foram observadas diferenças entre os sexos no que diz respeito à DA. No caso da DM, constatou-se que as meninas são mais flexíveis e os meninos obtiveram melhores resultados nas demais variáveis. A idade e, principalmente, a maturação apresentaram efeito significativo na identificação de algumas dotações, especialmente a DA. O terceiro estudo analisou com modelos de equação estrutural (MEE) o Modelo Diferencial de Dotação e Talento (DMGT 2.0), especificamente sete relações distintas entre dotação física, catalisadores ambientais e intrapessoais, processo de desenvolvimento e TE. Alunos (N=334) do Ensino Fundamental de escolas públicas foram submetidos a questionários, escalas e uma bateria de testes antropométricos e de aptidão física. O MME considerado mais adequado para o TE mostrou que a contribuição do processo de desenvolvimento é mediada significativa e respectivamente por catalisadores e dotação, sendo que a última apresentou maior efeito direto no TE. De modo geral, os três estudos denotam que os TEs são multifacetados, complexos, dinâmicos e precisam ser mais pesquisados. / Providing conditions for sports talent (ST) to be cultivated since school years is primary because, besides its social importance, it is also a means of promoting self-fulfillment. However, ST is one of the main and most controversial issues of research in sports sciences, including Psychology. One of the main debates is regarding the role of the organism and the environment on its establishment. The Differential Model of Gift and Talent (DMGT 2.0) represents a theoretical alternative that integrates these and other dimensions, and can explain ST. In order to analyse the nature and possible determiners of ST, emphasizing its manifestation on students, three studies were carried out. The first one analyzed today's art conditions of ST researches. In order to do so, it analyzed the scientific production indexed in international databases (PsycINFO, Web of Sciense, Sport Discus) and in a national one (SciELO). The conclusion was that ST has not received little attention in the sciences field. Such attention, when it happens, is focussed on young male soccer players. In Brazil, the art conditions are even worse. The second study analyzed physical abilities, emphasizing their role in the identification of gifted people (10% more capable) and compared their manifestation in both genders. Furthermore, the magnitude of age effect, maturation and practice were estimated in the identification of this kind of gift. Primary school students (N=346) went under tests of anthropometric measures and physical aptitude. Groups of boys and girls with physical abilities showed equivalent dimensions. The analysis of the main components identified that the group of measures can be organized in two types of gift: Anthropometric Gift (AG) and Technical Gift (TG). Having them as base and with a general score, five gift profiles were created. No difference between genders was observed regarding AG. As for TG, it was concluded that girls are more flexible and boys had better results in the remaining variables. Age and, mainly, maturation had an important effect in the identification of some gifts, specially AG. The third study analyzed, with models of structural equations (MSE), the DMGT 2.0, specifically seven distinct relations between physical gift, environmental and intrapersonal catalyzers, development process and ST. Primary school students of public schools went under questionnaires, scales and a series of anthropometric and physical aptitude tests. The MSE that was considered more suitable for ST showed that the contribution of the development process is mediated significatively and respectively by catalyzers and gift, when the latter presented better direct effect. In general, all three studies indicate that STs are multifaceted, complex, dynamic and need to be researched.

Este trabalho tem o objetivo de analisar o valor proveniente do investimento em ações de caráter social, efetuados por empresas socialmente responsáveis. Para tal se vale da Teoria das Finanças Corporativas, especificamente o plano conceitual presente na métrica do Fluxo de Caixa Descontado - DCF, que trata da criação do valor ao longo do tempo, decorrente da execução de um projeto, em um determinado cenário. A estrutura de organização dos fatores de análise do valor é especifica em relação às características do objeto de análise, que gera benefícios sociais como seu resultado (em detrimento do lucro). Como principal inovação, esta adaptação da métrica do valor substitui o fluxo de caixa tradicional por um fluxo de custos e benefícios, gerados pela ação social. O principal problema presente neste movimento é a dificuldade de mensuração destes benefícios sociais em termos monetários. Para sua solução é proposta a utilização da Avaliação Social, instrumentalizada pela econometria, que têm o papel de proporcionar validade metodológica para a mensuração dos benefícios sociais, através da identificação dos beneficiários e da explicitação das necessidades atendidas, para a posterior agregação do valor em termos monetários. O desenvolvimento da perspectiva investigativa do trabalho é estruturado através da condução de uma pesquisa de campo junto aos beneficiários de uma ação educacional específica - a alfabetização de jovens e adultos - financiada por recursos privados. A construção do cálculo em termos financeiros é efetuada através da organização de uma matriz \'beneficiários versus necessidades atendidas\' que identifica as variações da renda do beneficiário, através de parâmetros propostos. Ao final da construção e análise quantitativa dos dados, permite o cálculo dos fluxos de custos e benefícios, para a obtenção do valor sócio-econômico. Esta informação em termos monetários encoraja o investimento em ações de caráter social, principalmente para as empresas, que buscam opções de investimento socialmente responsável mais transparentes e profissionais. / This work make efforts to built the analysis of the value created through the social development, brought by the social responsible investment in social actions. To achieve this objective applies the Corporative Finance Theory, specifically the conceptual basis of the metrics Discounted Cash Flow - DCF, which treats the value generation thru the time, provided by one Project in its own scenario. The structure of its value drivers is specific in terms of the analysi\' object characteristics, in this case related to results understood as social benefits, instead of profit. The approach proposed is the substitution oh the traditional DCF metrics by Benefits and Costs Analysis parameters representing the positive impact developed trough the social action in a certain point in time. The main content present in this movement is the social benefit measurement in monetary terms. The solution suggested is to apply the methodological considerations of Social Evaluation when identifying beneficiaries and explicating the social needs, which gives the condition to generate the data to aggregate those parameters in econometrics equations. The test of these metrics is organized with the use of survey in the beneficiary population of a specific social action: adult literacy, financed with entrepreneurial capital. The financial terms calculus is organized in a matrix of \'beneficiaries versus social needs attempt\', which indicates rent and social service access as the parameters of the socioeconomics value creation. This information, in monetary terms, encourages private capital investment in social action, because enables comparable decision making.

Bakgrund: Samhället ska värna sex- och samlevnadsundervisning, familjeplanering samt mödrahälsovård. Barnmorskan har en central roll att sprida kunskap inom området. Genom information till kvinnor och män om den prekonceptionella hälsans betydelse kan det skapas goda förutsättningar till familjebildning. Syfte: Att beskriva ungdomars kunskaper och inställningar om prekonceptionell hälsa samt vilken kunskap ungdomar efterfrågar angående detta. Metod: En kvalitativ intervjustudie med fokusgrupper genomfördes, varav en grupp med fem män i åldrarna 21-22 år samt en grupp med sju kvinnor som var 18 år. Datamaterialet analyserades med latent innehållsanalys.                                                                                                                         Resultat: Den kunskap ungdomarna hade om prekonceptionell hälsa var olika faktorers påverkan på fertiliteten. Fördelaktiga faktorer var varierad nyttig kost, träning och god sömn. Som negativ påverkan på fertilitet diskuterades tobak, alkohol, droger, mediciner, sjukdomar, ärftliga sjukdomar och cystor samt stress. Kunskap ungdomarna efterfrågade var att få information om prekonceptionell hälsa, vad de kunde påverka inför en eventuell framtida graviditet samt fakta om hur de olika faktorerna påverkade fertiliteten. Informationen ville de få av någon med  kunskap inom området. Slutsats: Information om prekonceptionell hälsa efterfrågades av ungdomarna, en ökad kunskap och medvetenhet om ämnet hos allmänheten skulle kunna generera positiva hälsoeffekter på individ- såväl som på samhällsnivå med en hälsosam befolkning som resultat. / Background: The society should be responsible for sexual education, family planning and maternal healthcare. The midwife has a central role when it comes to spreading knowledge within the area. By spreading information  to women and men about the importance of preconception health and care it could create good conditions to start a family.  Purpose: To describe young peoples knowledge and attitudes about preconception health and care and also about what kind of knowledge the youth asks about when it comes to it. Method: A qualitative interview study with focus groups was preformed which included a group of five men ages between 21-22 and a group of  seven women who all were 18 years old. The data was analyzed by latent content analysis. Results: The knowledge the young people had about preconceptional health and care were the effects of different factors on fertility. Beneficial factors were varied health diet, exercise and good sleep. As a negative influence on fertility, tobacco, alcohol, drugs, medicines, diseases, hereditary diseases and cysts were discussed as well as stress. Knowledge the young people asked for were information on preconceptional health and care, what could influence a possible future pregnancy and facts, how the various factors affected fertility. The youth wanted the information to be obtained from someone with knowledge within the field. Conclusion: Information on preconceptional health and care was asked about by the young people, increased awareness and awareness of the subject of  public could generate positive health effects at the individual- as well as at community level with a healthier population as a result.

En enkätundersökning, en intervjustudie och en observationsstudie har gjorts. Undersökningarna handlar om talhandikappade elevers syn på sin utbildning och sin framtid. Resultatet visar att eleverna ser positivt på sin framtid och att få jobb och att eleverna känner sig kränkta i vissa situationer. Intervjuerna gjordes med tre lärare, en rektor samt en logoped, alla verksamma inom Riksgymnasieverksamheten för rörelsehindrade elever. Frågeställningarna i denna uppsats var: • På vilket sätt arbetar skolan för att elever med talhandikapp ska uppfylla kursmålen för svenska? • Hur ofta och på vilka grunder används Gymnasieförordningens undantagsbestämmelser i undervisningen? • Hur ser eleverna själva på sin framtid, sin utbildning och sitt funktionshinder? Resultatet visar också att man inom verksamheten har god kunskap och erfarenhet med elever med talhandikapp och de har utvecklat strategier för at kunna ge dessa elever en så god undervisning och skolgång som möjligt. Observationsstudien visade att det är gott socialt klimat bland elever som undervisas i mindre undervisningsgrupper / A study with help of interviews, inquiries and observations has been made. The surveys is about students with speech disorders and their views on their education and their future. The result shows that pupils welcomes their future and to get jobs and that students feel wronged in some situations. The interviews were carried out by three teachers, a headmaster and a speech therapist, all active in Riksgymnasieverksamheten för rörelsehindrade elever (special schools for disabled students). Issues of this essay was: • In what way are the school working to help students with speech disorders to meet the course goals in Swedish education? • How often and on what grounds are the Act`s exemptions beeing used in teaching? • How do the students see themselves and their future, their education and their disability? The result also shows that,Riksgymnasieverksamheten have a good knowledge and experience with students with speech disorders and have developed strategies to give these students a good education and schooling. The observations showed that there are good social climate among students who are taught in smaller teaching groups

Cette recherche a pour objectif de montrer l’importance des actions des éducateurs de prévention spécialisée (l’OPI : Orientation – Prévention – Insertion) du Neuhof face aux phénomènes de violences. A travers ce travail, nous essayons de déconstruire certaines notions souvent amalgamées par les médias, les hommes politiques, l’opinion publique : violences juvéniles ordinaires, violences urbaines, jeune de quartiers populaires, banlieue, etc. Dans cette thèse, nous portons un intérêt aux dispositifs préventifs contre les violences juvéniles ordinaires/urbaines, la violence sociale (la précarité, etc.) ainsi qu’à leur mise en pratique, et à la distance existant en la matière entre les discours ambiants et la réalité sur le terrain. / The purpose of this research is to show the importance of the actions of the specialist prevention educators (OPI: Orientation - Prevention - Insertion) of the Neuhof against the phenomen a of violence. Through this work, we try to deconstruct certain notions often amalgamated by the media, politicians, public opinion: ordinary juvenile violence, urban violence, young people from suburbs, suburbs, etc.In this thesis, we take an interest in the preventive measures against ordinary / urban juvenile violence, social violence (precariousness, etc.) as well as their implementation and the distance existing in matter between the ambient discourses and the reality in the field.

This study is part of the research Knowledge Formation and Professional Development carried on at the Postgraduate Program in Education at UFSM. With this work, I tried to maintain a closer contact concerning the Representations and the Knowledge of some professionals of Education who work with young and adult students in schools funded by the City Hall administration of Santa Maria. Its objective was to search for a broader comprehension about those professionals way of teaching to be able to contribute in the production of knowledge regarding the formation of teachers. A qualitative approach involving the life histories of the three teachers who collaborated in the study was conducted. By activating their memories, they were able to tell about personal and professional former experiences. Semi-structured interviews distributed in three distinguishing moments were conducted. First, I tried to become more familiar with their life histories; in a second moment, I tried to understand their representations and knowledge, and then, after the transcriptions were finished, the interviews were available for the teachers to read and give their permission to use the material. Information in relation to the questions that guide the research was collected: What kind of representations about the EJA modality do the collaborative teachers have? In which direction are those teachers mobilizing their knowledge to work with young and adult students? Which knowledge do those teachers employ to conduct their work with young and adult students? To do so, some authors are used as references, among them: Castoriadis (1986), Tardif (2002), Nóvoa (1992), Morin (2002), Freire (1999). The interviews made possible to perceive the relevance about the teachers family and initial education contexts which became important factors in the choice of their careers and in their teaching practices. In the representations about EJA student, the research revealed that both the young and the adult student are considered excluded , either because they have not been at school during the adequate period of time, or because they have been distant from the educational context. That made them become shy in the classroom and certain oral and written difficulties could be observed. The young people who come from a regular teaching process are being considered leftovers , by the majority of teachers, and are placed in EJA because of lack of discipline or inadequacy . Therefore, they show little interest and persistence. The results are originated from the exclusion inside the school itself. The adult student, even though with more difficulty, return to school aware that they need the school to keep their jobs and ascend professionally, as well as to improve their living. In face of such problems, a continued formation of young and adult educators is of the uttermost need. A large amout of teachers who lacked the correct skills during their initial formation in order to know to deal with young and adult students from lower social classes, reveal heterogeneous conceptions and employ improper practices, that is, childish practices of a compensatory nature. As to the continued formation, two aspects can be seen: on one side, an institutionalized way characterized by individual practices which reproduce disconnected knowledge from the educational context; on the other side, a constitutive way developed in a collaborative manner among students, teachers and a pedagogical teamwork in an attempt of overcoming closed and ritualistic conceptions. Thus, trough this study, the necessity of articulating continued formation in schools, which can be oriented within a more sensitive knowledge observation and can move around in a daily basis was clearly observable. A collaborative work with integrated actions for the production of knowlege and for the acknowledgement of meaning to be aware of new forms of pertinent solidarity both for teachers and students constitute one possibility to a more adequate solution with regard to the proposed issues. / Este estudo insere-se na Linha de Pesquisa Formação Saberes e Desenvolvimento Profissional, vinculado ao Programa de Pós-Graduação em Educação da UFSM. Com o desenvolvimento deste trabalho, procurei aproximar-me, das Representações e Saberes dos Profissionais que atuam na Educação de Jovens e Adultos em Escolas Municipais de Santa Maria, no intuito de buscar maior compreensão sobre esta modalidade de ensino e contribuir na produção de conhecimentos sobre a formação de professores. O tratamento desse material foi conduzido por uma abordagem qualitativa envolvendo as histórias de vida de três professoras, que, ao acionarem os seus imaginários, permitiram a exposição de suas lembranças da vida pessoal e profissional. Utilizei entrevistas semi-estruturadas, as quais foram distribuídas em três momentos. Primeiro, busquei conhecer um pouco a história de vida anterior à profissão, num segundo momento, procurei trazer as representações e os saberes e, por último, após as transcrições, devolvi-lhes as entrevistas para leitura e consentimento para o uso desse material. Foram recolhidas informações com o objetivo de responder as questões que norteiam a pesquisa: Que representações acerca da modalidade EJA têm as professoras colaboradoras? Onde as professoras estão mobilizando os saberes para trabalhar com os alunos jovens e adultos? Que saberes as professoras mobilizam para realizar o seu trabalho na Educação de Jovens e Adultos? Para isso, utilizo como referência, alguns autores, entre eles: Castoriadis (1986), Tardif (2002), Nóvoa (1992), Morin (2002), Freire (1999). Nas narrativas das professoras percebi a importância do contexto familiar e da escolarização inicial como fator influente na escolha da profissão e nas práticas de ensino. Nas representações sobre aluno de EJA, a pesquisa revelou que tanto o jovem como o adulto, são considerados excluídos por não terem freqüentado a escola em tempo apropriado ou por se encontrarem há algum tempo distanciados do mundo letrado, demonstrando timidez e dificuldades de expressão, oral e escrita. Os jovens vindos do ensino regular estão sendo considerados pela maioria dos professores, como restos , sendo inseridos, assim, na EJA por indisciplina ou inadequação . Dessa forma, manifestam pouco interesse e persistência. Os efeitos se refletem, desta vez, com a exclusão dentro da escola. Os adultos, embora com mais dificuldades, voltam mais conscientes, pois precisam da escola para conservar ou ascender profissionalmente, assim como melhorar a própria qualidade de vida. Frente a essas questões impõe-se a formação inicial e contínua dos educadores de jovens e adultos. A grande maioria dos professores, os quais não foram contemplados nas suas formações iniciais com as especificidades para atender os jovens e adultos das classes populares, revelam uma heterogeneidade de concepções, incorporando, muitas vezes, práticas inadequadas, isto é, infantilizadas e de caráter compensatório. Quanto à formação contínua percebe-se a existência de dois aspectos: de um lado, um caminho instituído com práticas mais individualizadas, reprodutoras de saberes e desarticuladas de seus contextos educativos; de outro, num caminho instituinte , no qual há um conjunto de ações desenvolvidas a partir do trabalho colaborativo entre alunos, professores e equipe pedagógica, na tentativa de superação de concepções fechadas e ritualizadas. Assim, através desse estudo, evidencia-se a necessidade de articular as formações continuadas nas escolas, numa perspectiva orientada para a observação mais sensível dos saberes que se movem na realidade cotidiana. Um trabalho colaborativo de ações integradas, tanto na produção de conhecimentos, como na valorização de significados para reconhecer novas formas de solidariedade, mais pertinentes e inclusivas, tanto para os professores como para os alunos, constitui uma das possibilidades de solução adequada às questões propostas.

This diploma thesis is focused on the role of ICT in everyday life and mobility of young people. The main goal of this thesis is to find out how the physical and virtual space mingle in the everyday life and mobility of young people who have been selected for the research, using diaries as a qualitative method. The aim was to point out some specifics of everyday activities in the physical and virtual space of the deliberately selected sample of young people that may be present in the whole population. The thesis is divided into two main parts. The theoretical part deals with the virtual space, Time geography in relation to ICT and some studies concerning different perspectives of the influence of ICT on everyday life of people. The empirical part focuses on the use of ICT by selected socio- demographical groups of Czech inhabitants and some time aspects of the use of ICT and other activities performed by young people and other age groups. Then, the key part is about the description of the mingling of virtual and physical space in the everyday life of 10 communication partners. Their mobility patterns are based on the mingling of two basic types of movements, virtual and physical. The mingling of virtual and physical space is also based on the time mingling of all activities, including the social...

This study is centrally concerned with young people's capacity to identify and realise promising educational and occupational pathways. Whilst it is now well established among social scientists that young people have agency, much less is known about what types of agency young people might demonstrate. Based on field research conducted in 2011-2012 with a group of young people studying, working, and living in Nepal's capital city, Kathmandu, the present study scrutinises Western-inspired approaches prevalent in the scholarship on youth which equate agency to resistance and individuality. It does so, by bringing the literature on youth agency into conversation with theoretical work on the concepts of aspiration and mobility. Through an in-depth analysis of young people's time-space-strategies, the thesis contributes to existing literature in three ways: First, it shows that young people may grow in power as they learn to fulfil social obligations and foster stronger relationships with other people. Second, it illustrates that young people's agency may not only take the form of observable practices, but may also reside in young people’s active efforts to think through their options for improving their own and other people's situation. Third, it highlights the importance of young people's spatial mobilities and immobilities in negotiating various social pressures and in developing a sense of themselves as competent, educated, and successful people. The findings of this thesis are, therefore, of relevance to the interdisciplinary field of youth studies as well as to emerging debates in geography about the apparent need to produce 'aspirational citizens' and about the meanings attached to spatial (im)mobility in contemporary societies.

This thesis revises the position of young people on labour markets in the EU. It focuses on all the three parties involved in the problem: on young people and their school preparation for work (level, quality and structure of the education); on labour markets and what they can offer to young people; and on the European Union as an institution which should ease the entrance of young people to the working life. The author suggests, on basis of the data presented, some mesures to improve the employment of young people. That should happen especially by changing the education systems which must focus more on practice and job-related experience.

Diploma thesis analyzes the process of school-to-work transition in theory and practice. The practical part focuses on the specifics in the Czech Republic and the Karlovy Vary region. The aim is to assess the links between high schools and their students / graduates and employers in the region and the environment in which they interact. The main contribution of this work is to analyze the problem on the example of the Karlovy Vary region through pilot verification and define the main characteristics and deficiencies in the school-to-work transtition process. The main weaknesses of this process are insufficient work habits and working experiences of graduates, improperly selected field of study, lack of interest in studying and low motivation to work. To improve the situation should help to strengthen the links between secondary schools, students / graduates and employers and increasing the involvement of employers in education as is the case in the dual education system.