Made available in DSpace on 2014-12-17T13:53:21Z (GMT). No. of bitstreams: 1 BetaniaFA.pdf: 374553 bytes, checksum: 23f29b27361549e54caff6192068e41b (MD5) Previous issue date: 2008-12-22 / The present study regards an applied qualitative social research (descriptive) which approaches the matter between old age and Brazilian social actions performed in social projects, aiming a qualified life and citizenship for this group of age. The objective of the study is to evaluate the contribution of Project Health and Citizenship in Old Age regarding social actions from the government directed to old age individual treatment for life quality improvement. The theoretical fundamentals of this work is, in a first moment, about old age and certain existing theories about aging process, as well as the differences and perspectives that come up throughout this process. In a second moment, some reflections are developed about the relation between life quality and leisure regarding old age, with the conception and historical rescue about these questions, as well as the evidence of leisure as an instrument of well-being feasibility and a better life quality in old age. Then the study contextualizes Brazilian government treatment to old age individuals, cutting off the Constitution of Republic from 1988 and some social attitudes taken by the government in a try to reach this specific group. Finally, the study presents the Project Health and Citizenship in Old Age , as a social program which belongs to extension activities from Federal Center of Technological Education of Rio Grande do Norte (CEFET-RN), which aims old age treatment and their citizenship and life quality. After the application of a semi-structured interview using the technique of Analysis of content for the Analysis and Discussion of Results, it is possible to conclude that the Project Health and Citizenship in Old Age fulfils its objective regarding contribution, through offered leisure activities, for old age well-being and life quality improvement. Hence, on this regard, it is possible to observe the importance and value of government actions, social projects and programs assisting old age individuals, for they are able to provide this group the opportunity to live out activities that allow their citizenship and socialization, regarding well-being and life quality improvement. / O presente estudo trata de uma pesquisa social qualitativa aplicada (descritiva), que aborda a quest?o do idoso e as a??es sociais do Estado brasileiro realizadas em projetos sociais, em prol de uma vida com qualidade e cidadania a este grupo et?rio. O objetivo do estudo ? avaliar a contribui??o do Projeto Sa?de e Cidadania na Melhor Idade , no que concerne a a??es sociais do Estado direcionadas ? um tratamento ao idoso, em prol da melhoria de sua qualidade de vida. O referencial te?rico do trabalho discorre, em um primeiro momento, acerca da velhice e de algumas teorias existentes sobre o processo de envelhecimento, bem como das altera??es e perspectivas presentes neste processo. Em um segundo momento, s?o tecidas reflex?es sobre a rela??o entre a qualidade de vida e o lazer no contexto do idoso, conceituando e realizando um resgate hist?rico sobre estas duas quest?es, assim como evidenciando o lazer como um instrumento de viabiliza??o do bem-estar e de uma melhor qualidade de vida na terceira idade. A seguir, o estudo contextualiza o tratamento do Estado brasileiro ao idoso, destacando a Constitui??o da Rep?blica de 1988 e algumas medidas sociais tomadas pelo governo em prol deste grupo et?rio. Por fim, o estudo apresenta o Projeto Sa?de e Cidadania na Melhor Idade , como um programa social pertencente ?s atividades de extens?o do Centro Federal de Educa??o Tecnol?gica do Rio Grande do Norte (CEFET-RN), que visa ao atendimento ao idoso em prol de sua cidadania e qualidade de vida. Ap?s a aplica??o de uma entrevista semi-estruturada utilizando a t?cnica de An?lise de Conte?do para a An?lise e Discuss?o dos Resultados, concluiu-se que o Projeto Sa?de e Cidadania na Melhor Idade cumpre seu objetivo no que diz respeito a contribuir, por meio das atividades de lazer que oferece, para o bem-estar e a conseq?ente melhoria da qualidade de vida de seus participantes. Portanto, nesta conjuntura, observa-se a import?ncia e a validade de a??es governamentais que estimulem o desenvolvimento, em institui??es p?blicas educacionais, de projetos e programas sociais de assist?ncia ao idoso, pois os mesmos podem propiciar a esse grupo et?rio, a oportunidade de vivenciar atividades que possibilitam sua cidadania e sociabiliza??o, em prol do bem-estar e da melhoria de sua qualidade de vida

Made available in DSpace on 2014-12-17T14:19:56Z (GMT). No. of bitstreams: 1 RildoCMM_DISSERT.pdf: 3138899 bytes, checksum: 84335c809ea03fd46d1b5b3a52c002eb (MD5) Previous issue date: 2010-05-31 / In recent years, issues involving public safety have gained more prominence in scientific debates, the media, and common sense, because undoubtedly the feeling of fear and insecurity caused by the increase in violence overall, has spread like construction element of social representations, both in individual levels, as well as collectively. Violence is a social phenomenon existing in human manifestations, from the older societies, ie it was present in all historical periods, but in different ways in the subjective and objective, having had the task of being the central element in modeling process for the formation of individual behavior, both in older societies as in modern society. However, it has a peculiar feature of acquiring new contours to the extent that the individual and collective behaviors are modified in relation individual-violence. In this sense, the institutions that establish the order from the control of violence, have their social representations in the context of social relationships permeated by elements of violence, fear and insecurity, that shift the subjective feeling of insecurity, or existential, for a concrete plan and goal, namely to the level of physical insecurity in daily life in the modern world. The objective of this study was to capture the construction of social representations of the population in Aracaju on the police institution and the figure of the policeman in the contemporary context. We focus our attention only to the institutions of order, which constitute the field of the apparatus of public security and social protection of our state / Nos ?ltimos anos, as quest?es que envolvem a seguran?a p?blica t?m obtido maior import?ncia nos debates cient?ficos, na m?dia e no senso comum, pois indubitavelmente o sentimento de medo e inseguran?a, causado pelo aumento da viol?ncia de um modo global, tem se propagado como elemento de constru??o das representa??es sociais, tanto em n?veis individuais, como tamb?m coletivamente. A viol?ncia ? um fen?meno social existente nas manifesta??es humanas desde as sociedades mais antigas, ou seja, ela esteve presente em todos os per?odos hist?ricos, por?m, de maneiras distintas no plano subjetivo e objetivo, possuindo a fun??o de ser o elemento central no processo de modela??o para forma??o do comportamento do indiv?duo, tanto nas sociedades mais antigas como na sociedade moderna. Contudo, possui a caracter?stica peculiar de adquirir novos contornos ? medida que os comportamentos individuais e coletivos s?o modificados na rela??o indiv?duo-viol?ncia. Nesse sentido, as institui??es que estabelecem a ordem a partir do controle da viol?ncia, t?m suas representa??es sociais constru?das no contexto de rela??es sociais impregnadas pelos elementos da viol?ncia, do medo e da inseguran?a, que deslocam o sentimento de inseguran?a subjetiva ou existencial para um plano concreto e objetivo, isto ?, para o plano da inseguran?a f?sica, no cotidiano das pessoas no mundo moderno. Assim, o objetivo deste estudo foi o de apreender a constru??o das representa??es sociais da popula??o de Aracaju acerca da institui??o policial e da figura do policial militar no contexto contempor?neo. Focamos nossa aten??o apenas numa parte das institui??es da ordem, que constituem o campo do aparato de seguran?a p?blica e defesa social de nosso estado

Made available in DSpace on 2014-12-17T14:20:09Z (GMT). No. of bitstreams: 1 ArkeleyXSS_DISSERT.pdf: 4585286 bytes, checksum: e4892c1a7c03d9d2adbcbb5206e26b2d (MD5) Previous issue date: 2013-03-04 / According to Brazil s Ministry of Fisheries and Aquaculture, artisanal fishermen are responsible for a significant fish production at national level, highlighting the importance of this activity. In Rio Grande do Norte State, Brazil, fishing has become an important part of economic and social processes. In this context, there are many inland fishing communities such as Barreiras, Diogo Lopes and Sert?ozinho, which are part of Ponta do Tubar?o State Reserve of Sustainable Development (RDSEPT), located in Macau and Guamar?, Rio Grande do Norte coastline cities. Fishermen and women, the last ones known as marisqueiras who work alongside the menfolk at sea, especially in the shellfish harvest, have been developing narrow relationships with nature, mainly with the sea, from where they extract their families subsistence. However, those communities have been facing several issues related to living conditions, health and diseases. Social representations have been analyzed in the speeches of fishermen/women who were registered active members in a fishermen association named Associa??o Col?nia de Pescadores Z-41, regarding the period from 2008 to 2011. The analysis involved socio-economic profiles verification, identification and analysis of the group s main representative diseases and representations related to health and illness. This study searched for elements in order to provide the comprehension of the relationships among people s social representations and the fishing environment in which they live.. This qualiquantitative study was performed using recordings and transcriptions of structured and open-question interviews. The Collective Subject Speech tecnique proposed by Lefevre & Lefevre (2002) was applied to perform the interviews analysis using QualiQuantiSoft? software. The results showed that health and illness phenomena as well as social representations related to them in the fishing environment are not only abstract states but also physical ones, which interfere in all life extensions, establishing a set of relevant information that indicates that those people realize their own socio-cultural, economic, environmental and political context / O Minist?rio da Pesca e Aquicultura traduz que os pescadores artesanais s?o respons?veis por uma significativa produ??o pesqueira a n?vel nacional, levando a percep??o da import?ncia dessa atividade. No Rio Grande do Norte a pesca vem se constituindo uma importante alavanca no processo econ?mico e social. Neste contexto, encontram-se as comunidades de Barreiras, Diogo Lopes e Sert?ozinho, inseridos na Reserva de Desenvolvimento Sustent?vel Ponta do Tubar?o (RDSEPT), situada nos munic?pios de Macau e Guamar?, litoral norte do Estado. Pescadores e marisqueiras vem desenvolvendo estreitas rela??es com a natureza, em particular com o mar, de onde extraem a subsist?ncia de suas fam?lias, por conseguinte, enfrentando diversas quest?es relativas ?s condi??es de vida, sa?de e doen?a. Analisa-se as representa??es sociais no discurso do pescador artesanal e da marisqueira nesse ambiente pesqueiro, s?cios ativos e cadastrados no per?odo de 2008 a 2011 na Associa??o Col?nia de Pescadores Z-41, envolvendo a verifica??o do perfil socioecon?mico; identifica??o e an?lise das principais doen?as representativas no grupo e as representa??es atribu?das ? sa?de e doen?a. A pesquisa desenvolveu-se na busca de elementos para a compreens?o das rela??es entre essas representa??es sociais e o ambiente pesqueiro em que vivem. O estudo ocorreu de forma quali-quantitativa, atrav?s de entrevistas (estruturadas e quest?es abertas) gravadas e transcritas. Para an?lise das entrevistas, utilizou-se a t?cnica do Discurso do Sujeito Coletivo (DSC), proposto por Lefevre & Lefevre (2002), por meio do programa QualiQuantiSoft?. Os resultados demonstram que no seu cotidiano, os fen?menos de sa?de e doen?a que acontecem, e as representa??es sociais atribu?das n?o s?o somente estados abstratos, s?o tamb?m estados f?sicos, que interferem em todas as dimens?es da vida, constituindo um conjunto de informa??es relevantes, indicando, que os mesmos trazem uma vis?o do pr?prio contexto sociocultural, econ?mico, ambiental e pol?tico

Made available in DSpace on 2014-12-17T14:20:12Z (GMT). No. of bitstreams: 1 FranciscoACA_DISSERT.pdf: 2682283 bytes, checksum: 9982ef1de72b3985e2e75e9381371026 (MD5) Previous issue date: 2013-05-09 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Social violence is one of the phenomena of human life that produce effects on the social imaginary as it is in it that are designed conflicting values concerning what is most vital to humans, such as respect for the strength and the fear of death, pleasure trespass for injury and pain, the rejection of injustice and anger that is born of revolt. The variability of feelings and reasons that constitute violence has required academic knowledge increasingly sensitive reflections that encompass the complexity of its manifestations. The feeling of fear and insecurity which constitute the collective social imagination has caused large changes in the behavior of both individuals and the society as a whole. This study aims to reflect on media representations the social violence in Natal-RN. Through a thematic survey and documentary analysis of three newspapers of Rio Grande do Norte - Tribuna do Norte, Novo Jornal and Jornal Metropolitano - was possible to list events and trace different discursive strategies that lead to receptors ideological interests of class, constitute social and spatial segregations and maximize violations of rights and of the human dignity, with important implications in the construction of social representations concerning the reality of violence / A viol?ncia social ? um dos fen?menos da vida humana que mais produzem efeitos sobre o imagin?rio social, pois ? nele que s?o projetados valores contradit?rios relativos ao que h? de mais vital aos seres humanos, como o respeito ? for?a e o temor da morte, o prazer pela transgress?o e a dor pela inj?ria, a rejei??o da injusti?a e a f?ria que nasce da revolta. A variabilidade de sentimentos e raz?es que inteiram a viol?ncia tem exigido do saber acad?mico cada vez mais reflex?es sens?veis que abarquem a complexidade das suas manifesta??es. A sensa??o de medo e inseguran?a que constituem o imagin?rio social coletivo tem provocado amplas transforma??es nos comportamentos tanto dos indiv?duos, quanto da sociedade como um todo. Este estudo busca refletir acerca das representa??es midi?ticas da viol?ncia social em Natal-RN. Por meio de um levantamento tem?tico e an?lise documental de tr?s jornais impressos do Rio Grande do Norte Tribuna do Norte, Novo Jornal e Jornal Metropolitano - foi poss?vel elencar acontecimentos e tra?ar diferentes estrat?gias discursivas que conduzem aos receptores interesses ideol?gicos de classe, constituem segrega??es s?cio-espaciais e maximizam viola??es de direitos e da dignidade humana, com implica??es importantes na constru??o das representa??es sociais concernentes ? realidade da viol?ncia

Made available in DSpace on 2014-12-17T14:35:54Z (GMT). No. of bitstreams: 1 LiaMBA.pdf: 1106751 bytes, checksum: 2d09831bc02cd6087f30ce6bb122ee52 (MD5) Previous issue date: 2005-12-02 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In the last three decades, the subject of the teacher's social identity has been discussed under various theoretical focuses, not only in Brazil, but also beyond our borders. In this thesis, the theme is approached starting from the theoretical proposal that has been developed by Domingos Sobrinho (1994), which is strongly based in the epistemological approach between Pierre Bourdieu’s praxiology and the Theory of the Social Representations formulated by Serge Moscovici. It presupposes that this would make it easier to apprehend the process of construction of social identity of the investigated social group. The universe of the research is constituted by teachers of the fundamental teaching of the municipal district of Maracana?, state of Cear?, that were active in class-room work there during at least three years, and were registered or had concluded the Course of Educational Formation promoted by UECE in that municipal district. Taking into account that the teacher's social identity is a process in permanent construction, resulting of their daily experiences and of the interferences originated from of the social context, the investigative tasks were implemented in two different stages, although they complement each other. Initially, with the objective of putting in evidence the genesis of the formation of that group’s habitus, an analysis of the family and school lives of eleven teachers who participated in the course was made, using as main sources of data: thematic memorials, semi-structured interviews and observations - inside and out of the class-room – during four school semesters. In the second stage a test of free association of words was applied to 426 teachers, seeking to apprehend the structure of the social representations of family and school – a methodological strategy considered necessary to enhance and identify certain outlines of the habitus in study, besides being in agreement with the theoretical model followed. It became evident from the results that the identity of Maracana?’s teachers is molded and transformed into a multifaceted dynamic unit that shows successes and mistakes, certainties and doubts. For instance, besides an innovative speech seeking to reassure that teaching is a profession and not a simple vocation or mission, some discourse and attitudes are identified that point to the opposite direction, extolling the school as extension of the family, defending a parental relationship with the students, and looking at certain aspects of daily school life as “sacramental”. However, in the light of science such ambiguities and incoherences are inherent to common sense discourse, where the influences of the patterns and cultural references are present in the process of identity construction of the group, which was confirmed by the research of their social representations of family and school / Nas ?ltimas tr?s d?cadas, a quest?o da identidade social do professor tem sido discutida sob variados enfoques te?ricos, n?o s? no Brasil, mas al?m das nossas fronteiras. Nesta tese, aborda-se este tema a partir da proposta te?rica que vem sendo desenvolvida por Domingos Sobrinho que se ampara fortemente na aproxima??o epistemol?gica entre a praxiologia de Pierre Bourdieu e a Teoria das Representa??es Sociais formulada por Serge Moscovici. Partiu-se do pressuposto que esta articula??o permitiria a apreens?o dos referentes identit?rios do grupo social investigado. O universo da pesquisa ? constitu?do de professores do ensino fundamental do munic?pio de Maracana?, estado do Cear?, que se encontravam em sala de aula h? pelo menos tr?s anos e estavam matriculados ou haviam conclu?do o Curso de Forma??o Docente promovido pela UECE nesse munic?pio. Considerando-se que a identidade social do professor ? um processo em permanente constru??o, resultante de suas viv?ncias cotidianas e das interfer?ncias oriundas do contexto social, as tarefas investigativas foram implementadas em duas etapas distintas, embora complementares. Inicialmente, com o objetivo de p?r em evid?ncia a g?nese da forma??o do habitus desse professorado, procedeu-se ? an?lise das trajet?rias familiar e escolar de onze docentes que participavam do referido curso, utilizando-se como principais fontes de dados: memoriais tem?ticos, entrevistas semi-estruturadas e observa??es feitas - dentro e fora da sala de aula - ao longo de quatro semestres letivos. Na segunda etapa foi aplicado um teste de livre associa??o de palavras a 426 professores, visando-se apreender a estrutura das representa??es sociais de fam?lia e escola, estrat?gia metodol?gica considerada necess?ria para ampliar a identifica??o de certos esquemas do habitus em estudo, de acordo com o modelo te?rico seguido. Os resultados evidenciaram que a identidade do professor de Maracana? se constitui e se transforma numa din?mica multifacetada, na qual se manifestam acertos e desacertos, certezas e d?vidas. Ao lado, por exemplo, de um discurso inovador que busca afirmar o magist?rio como profiss?o e n?o mais como simples voca??o ou miss?o, identificam-se falas e atitudes que apontam um caminho oposto, preconizando a escola como extens?o da fam?lia, a defesa de rela??es parentais com os alunos e a sacraliza??o de certos aspectos do cotidiano escolar. Tais ambig?idades e incoer?ncias existem aos olhos da ci?ncia, todavia s?o inerentes ao discurso do senso comum no qual est?o presentes as influ?ncias das matrizes e referentes culturais do processo de constru??o identit?ria desse professorado, o que foi confirmado pela pesquisa de suas representa??es sociais de fam?lia e de escola

Made available in DSpace on 2014-12-17T14:35:56Z (GMT). No. of bitstreams: 1 MariaFACS.pdf: 4047207 bytes, checksum: c51b6af45d6f3890902e20538007753d (MD5) Previous issue date: 2008-07-22 / This thesis is a result of a research on Natal/RN as a tourist destination. We understand that cities are chosen as tourist destinations beyond its cartographic localization, from other dimensions of meanings that, in its set, constitute images. These images are, probably, very different of the images constructed by native and resident populations, who possess relations of identity with the place. The knowledge of the meanings that others attribute to this city as tourist destination, bring us near to the symbolic bonds established by individuals or social groups on the act of their choices, as well as bring us near to the interaction process city-tourists where the expectations are confirmed or not. The images divulgated by the media also participate of the complex formation of the tourist image that is being constructed and available for the different public, in different social contexts. The tourism constitutes a symbolic asset of the modern society, being considered by the studious, as one of the most expressive phenomena of the modernity, for involving each year displacement and the interaction of thousand of people of different cultures in the entire world. All this people s mobilization points to practical social related to personal motivations, to the entailed desired to the idea to travel and to exceed borders. It is already consensus that tourism is a phenomenon of economic growth, generating jobs, income, professional, qualification, bringing improvements for the host cities. Since 1995, in Brazil, the tourism as a sector of the economy, passed to be considered one of the national priorities, and in this perspective, the national politics of the tourism invested in infrastructure of Brazilian cities with high tourist potential, objecting to increase the flows of Brazilian and foreign tourists. Owing to this fact, the country still invests in programs of tourist marketing, mainly divulging the images of the natural beauties of Brazil abroad. And for Brazilians, the campaigns appeal to rescue the feeling to be Brazilian, associating the idea to travel and know its country. Natal city possesses an excellent positioning in the tourist marketing, being predominantly divulgated in national and international level, for its naturalistic singularity, where the images of its natural enchantments as warm water beaches, white dunes, warm weather, constant breeze and an always blue sky are shown as the favorite scene on this city. From what was viewed above that the choice of a tourist destination articulates from a determined imaginary of a place, already constructed or in process of construction, we consider the knowledge of this imaginary a basic learning for the population of the city and especially, for educators, in the formation of professionals in this area and for tourism managers, elaborators of public politics. Based on this estimative, we developed this research that had as a general objective to identify the images that illustrate Natal city as a tourist destination - our objective of study, particularly the meanings and senses attributed by the tourist marketing (hotel s folders) and by the tourists that visited the city during this study. The discussions and reflections that had guided this research had been given from the theoretical link between imaginary and social representation, also considering some interfaces between the fields of communication and symbol. From the studied authors, Baczko (1985) clarifies that the study of social imaginary is directed for the mechanisms and structures of the social life, especially for the intervention accomplishes and efficient of the representations and symbols in the practical collectives, as well as in its direction and orientation . Following this same thought, Moscovici (1978) says that the social representation are produced in communicational and symbolic contexts, and these representations once that already constituted circulate socially as almost tangible entities. Based on this fundament and on the analyze of Barthes (1990), particularly in the approach given to the reading of photographic image, we could observe on hotel s folders that each page evidences senses and meanings of functionality of internal and external spaces, pointing to the way of leisure offered by the keepers of city which is the hotels. About, the leisure that they offer, it is directed to young public, giving meaning to the young myth of personalized leisure tourism on children, young and adults images. The image about security that hotels offer and the singular image of Natal city as a paradise place, provide an idealization of pleasure through the sun, dunes, and beaches and also due to the hospitability of the natives who are assigned as educated . For the tourist that participated on this research, Natal city is tied only by the imaginary of leisure and nature which constitute the emotional link of the relation media-city-tourist. And with such force and fullness of directions the city discloses without tensions and contradictions as a place protected by a mythical and sacred aura. The study also demonstrates us that the potiguar culture remains (almost) forgotten, due to the silenced in this imaginary. In this perspective, we highlight that this culture silence is very close related to the disvalue of education in its general meaning. We defend that the imaginary apprehended constitutes a new reading and a new looking and understanding the tourist reality that comes historically consolidating in this city. In this direction, we glimpse that this study and its future dismemberments can collaborate with the process of rescue the cultural values of the potiguar people, in the way that the meaning of tourist may be redefined, and the tourist image of the city can be also disclosed for its identities particularities of its culture / Esta tese ? resultado de uma pesquisa sobre Natal-RN como destino tur?stico. Compreendemos que as cidades s?o escolhidas como destinos tur?sticos para al?m da sua localiza??o cartogr?fica, a partir de outras dimens?es de significados, que, no seu conjunto, constituem imagens. Estas, muito provavelmente bem diferentes das imagens constru?das pelas popula??es nativa e residente, que possuem rela??es identit?rias com esse lugar. O conhecimento das significa??es que os outros atribuem a esta cidade como destino tur?stico nos aproxima dos v?nculos simb?licos estabelecidos pelos indiv?duos ou grupos sociais no ato de suas escolhas, bem como do processo de intera??o cidade-turistas, onde as expectativas s?o confirmadas ou n?o. As imagens viabilizadas pela m?dia tamb?m participam da complexa forma??o da imagem tur?stica que est? sendo constru?da e disponibilizada para os v?rios p?blicos, em diferentes contextos sociais. O Turismo constitui um bem simb?lico da Sociedade Moderna, sendo considerado pelos estudiosos como um dos fen?menos mais expressivos da Contemporaneidade, por envolver a cada ano o deslocamento e a intera??o de milhares de pessoas de culturas diferentes, em lugares do mundo inteiro. Toda essa mobiliza??o de pessoas aponta para uma pr?tica social relacionada ?s motiva??es pessoais e aos desejos vinculados ? id?ia de viajar e ultrapassar fronteiras. J? ? consenso que o Turismo ? um fen?meno de crescimento econ?mico, gerador de empregos, renda, qualifica??o profissional, trazendo melhorias para as cidades receptoras. No Brasil, desde 1995, o Turismo como setor da economia passou a ser considerado uma das prioridades nacionais, e, nessa perspectiva, a Pol?tica Nacional do Turismo investiu na infra-estrutura das cidades brasileiras com elevado potencial tur?stico, objetivando aumentar os fluxos dos turistas brasileiros e estrangeiros. E para isso continua investindo em programas de marketing tur?stico, divulgando principalmente as imagens das belezas naturais do Brasil para o exterior. Para os brasileiros, as campanhas apelam para o resgate do sentimento de brasilidade, associado ? id?ia de viajar e conhecer o seu pa?s. A cidade de Natal-RN possui um excelente posicionamento no marketing tur?stico, sendo predominantemente divulgada em n?vel nacional e internacional, pela sua singularidade naturalista, atrav?s de imagens reveladoras de seus encantos naturais, como as praias de ?guas mornas, dunas brancas, sol ardente, brisa constante e um c?u sempre azul, constantemente mostrada como o cen?rio predileto do olhar midi?tico sobre essa cidade. A partir do pressuposto, acima mencionado, de que a escolha de um destino tur?stico articula-se a um determinado imagin?rio do lugar, j? constru?do ou em processo de constru??o, consideramos o conhecimento desse imagin?rio um saber fundamental para a popula??o da cidade e, especialmente, para os educadores, na forma??o dos turism?logos, e para os gestores de turismo, elaboradores das pol?ticas p?blicas. Com base nesses pressupostos, desenvolvemos esta pesquisa, que teve como objetivo geral identificar as imagens que exibem a cidade de Natal-RN como destino tur?stico - nosso objeto de estudo, particularmente os significados e os sentidos atribu?dos pelo marketing tur?stico (f?lderes da Rede Hoteleira) e pelos turistas que visitavam a cidade durante o estudo. As discuss?es e as reflex?es que nortearam o trabalho deram-se a partir da articula??o te?rica entre imagin?rio e representa??es sociais, considerando tamb?m algumas interfaces entre os campos comunicacional e simb?lico. Dos autores estudados, Baczko (1985) nos esclarece que o estudo dos imagin?rios sociais est? muito direcionado para os mecanismos e estruturas da vida social, especialmente pela interven??o efetiva e eficaz das representa??es e s?mbolos nas pr?ticas coletivas, bem como na sua dire??o e orienta??o . Nessa mesma vertente de pensamento, Moscovici (1978) nos diz que as representa??es sociais se produzem em contextos comunicacionais e simb?licos, e que essas representa??es, uma vez constitu?das, circulam socialmente como entidades quase tang?veis. Com base nesses fundamentos e na proposta de an?lise semiol?gica de Barthes (1990), particularmente no enfoque dado ? leitura da imagem fotogr?fica, pudemos observar nos f?lderes da Rede Hoteleira, que cada p?gina evidencia sentidos e significados de funcionalidade dos espa?os internos e externos, apontando para a ritualiza??o do lazer oferecido pelos guardi?es da cidade, ou seja, os hot?is. O lazer que estes oferecem est? direcionado ao p?blico jovem, conotando o mito do Turismo de Lazer personificado nas imagens de crian?as, jovens e adultos jovens. A imagem de seguran?a que os hot?is oferecem e a imagem singular de Natal como um lugar-para?so remetem ? idealiza??o do lazer-?cio, atrav?s dos passeios ao sol, das dunas, praias, e tamb?m do acolhimento pelas pessoas do lugar, designadas como educadas . Para os turistas abordados pela pesquisadora, a cidade de Natal est? vinculada apenas ao imagin?rio do lazer e da natureza, que constituem o elo emocional da rela??o m?dia-cidade-turistas. E com tal for?a e plenitude de sentidos que a cidade se revela e ? revelada sem tens?es e contradi??es, como um lugar protegido por uma aura m?tica e sagrada. Dialeticamente, o estudo nos mostra que a cultura potiguar permanece (quase) esquecida, pois que silenciada nesse imagin?rio tur?stico. Nessa perspectiva, destacamos que o silenciamento da cultura est? intimamente relacionado ? desvaloriza??o da educa??o no seu sentido amplo. Defendemos que o imagin?rio apreendido constitui uma nova leitura e um modo de olhar e compreender a realidade tur?stica que vem se consolidando historicamente em Natal. Nesse sentido, vislumbramos que este estudo e seus futuros desmembramentos possam colaborar no processo de resgate dos valores culturais do povo potiguar, de modo que o sentido tur?stico institu?do possa ser ressignificado, e, numa amplia??o inclusiva, a imagem tur?stica da cidade se revele e seja revelada tamb?m pelas particularidades identit?rias de sua cultura

Made available in DSpace on 2014-12-17T14:36:06Z (GMT). No. of bitstreams: 1 TarcimariaRLGS.pdf: 360046 bytes, checksum: 6fbbfa3358f3331f4b9dbc50b0ed2e35 (MD5) Previous issue date: 2007-08-20 / Demand for access to higher education to put in test the education Brazilian system in view of the surplus of selective processes of public universities, people without option to pay their studies at this education level. In this context, it has arisen the University for All(Universidade para Todos)Program, the ProUni, from Ministry of Education - MEC, created by the Federal Government in 2004, and that it aims the granting of full and partial scholarships in private higher education institutions, graduate courses in sequential specific training, low-income Brazilians students who do not have higher-level degree. Created by the Provisional Measure No 213/2004 and institutionalized by Law No. 11096 of January 13, 2005, the ProUni offers, however, the exemption of some taxes to those institutions that join the program. This is one of the privileged time for the study of Social Representations by offering the researcher, a living laboratory, natural environment, the confrontation between the established and new. In time like this people are challenged to incorporate the new system to the pre-existing one, aiming it through a strangeness of what was so familiar. It is through this game of social forces that we developed the present study with 196 entering higher education, of these are 116 of selective vestibular system and 80 of the ProUni selective system. We opt by the procedures for data collection in order to have access to the circulating senses, in addition to the streamlined responses. With foundation in Abric, we perform the test the Free Association of Words, then analysed by the software and by EVOC Content of the type theme as Bardin. Besides, we require of the subjects, a writing on the study object university later analysed by the software ALCESTE. The results point out to a representation strongly rooted in social factors such as more traditional socio-cultural elements: the beliefs, values, the symbols. It is unique in both groups of subjects: among those entering by the selective ProUni system, there was a stronger anchor in that it does not make inquiries about the program. At the same time, there is a stronger presence of objectivation, entering the selective vestibular system in order that they explained with a value judgement on the programme. It is suggested further studies considering the embryonic state of social representation, as recent as the social purpose that triggered. It would be relevant even the replication of the same research with other people in order to strengthen the power of the theorising of empiria available / A demanda por acesso ao n?vel superior de ensino colocou em xeque o sistema brasileiro de educa??o tendo em vista os excedentes dos processos seletivos das universidades p?blicas, pessoas sem op??o de remunerar seus estudos nesse n?vel de ensino. Nesse contexto surge o Programa Universidade para Todos, o ProUni, do Minist?rio da Educa??o - MEC, criado pelo Governo Federal no ano de 2004, e que tem como finalidade a concess?o de bolsas de estudo integrais e parciais em institui??es de educa??o superior privadas, em cursos de gradua??o e seq?enciais de forma??o espec?fica, a estudantes brasileiros e de baixa renda que n?o possuem diploma de n?vel superior. Criado pela Medida Provis?ria n? 213/2004 e institucionalizado pela Lei n? 11.096, de 13 de janeiro de 2005, o ProUni oferece, em contrapartida, a isen??o de alguns tributos ?quelas institui??es que aderirem ao programa. Este ? um dos momentos privilegiados para o estudo das Representa??es Sociais, por oferecer ao pesquisador, um laborat?rio vivo, ambiente natural, de confronto entre o institu?do e a novidade. Em momento como este as pessoas s?o desafiadas a incorporar a novidade ao sistema pr?-existente, objetivando-o atrav?s de um estranhamento daquilo que era t?o familiar. ? nesse jogo de for?as sociais que desenvolvemos o presente estudo com 196 ingressantes no ensino superior sendo 116 do sistema seletivo vestibular e 80 do sistema seletivo ProUni. Optamos pelos procedimentos associativos de coleta de dados a fim de ter acesso aos sentidos circulantes, para al?m das respostas racionalizadas. Com fundamento em Abric, realizamos o teste de Associa??o Livre de Palavras, em seguida analisado pelo software EVOC e por An?lise de Conte?do do tipo tem?tica conforme Bardin. Solicitamos tamb?m, dos sujeitos, uma reda??o sobre o objeto de estudo universidade posteriormente analisada pelo software ALCESTE. Os resultados apontam para uma representa??o social fortemente enraizada em elementos como os elementos s?cio-culturais mais tradicionais: as cren?as, os valores, os s?mbolos. Constata-se singularidade nos dois grupos de sujeitos: entre aqueles ingressantes pelo sistema seletivo do ProUni verificou-se uma ancoragem mais forte na medida em que n?o fazem questionamentos sobre o programa. Ao mesmo tempo observa-se a presen?a mais forte da objetiva??o, entre os ingressantes pelo sistema seletivo vestibular, tendo em vista que eles explicitaram ju?zo de valor sobre o referido programa. Sugere-se novos estudos considerando o estado embrion?rio desta representa??o social, t?o recente quanto o objeto social que a desencadeou. Seria relevante ainda a replica??o da mesma pesquisa com outras popula??es a fim de fortalecer o poder de teoriza??o da empiria dispon?vel

Made available in DSpace on 2014-12-17T14:36:06Z (GMT). No. of bitstreams: 1 CiceraRC.pdf: 295488 bytes, checksum: f585fd9cdb64dd6c5356348468ed6cde (MD5) Previous issue date: 2007-12-21 / For young people and adults that have not yet conquered reading and writing, being literate is the most important thing in life , a dream . Scholarly learning for them is like hegemonic knowledge in contemporary literate society. Thus, for them to get into school is to be able to have such knowledge and, through it, feel inserted into this society. However, along this process of learning, they start to drop out, little by little, statistically increasing the number of people who give up on young people and adult education Eja, as well as slowly reducing the contingent of illiteracy in the country. With this reality as a starting point, we question the concrete and symbolic reasons or motives that lead to a dropping out of the literacy classes at Eja. To do so, we have established, as the object of our study, the feelings of giving up among those involved in young people and adult literacy training. To understand such feelings is our purpose in this investigation. The theory of Social Representations (MOSCOVICI, 1978, 2004) was the theoretical-methodological option for subsidizing data search, analyses and interpretation, making us perceive the significance of the object of this study for these individuals. The gathering of such symbolic content involved the use of semi-structured interviews with eleven drop-outs and ten students who had repeated this modality of teaching in public schools in Natal, RN, during the 2006 school year. From the thematic and categorical analyses (BARDIN, 1977), we identified elements that gave support to some themes. Later, these themes led to three categories, suggesting that feelings associated with dropping out were based on the following: learning difficulties because they did not understand the contents; having their lack of knowledge exposed, thus bringing forth feelings of shame, humiliation, and embarrassment for not knowing how to read and write at a mature age; work, tiredness and sickness. The students who manage to remain in school are those who force themselves to live with the feelings of maladaptation and those who develop a sense of adaptation the other way round to the institution, that is, acceptance of institutional failures and omissions / A condi??o de alfabetizado, para jovens e adultos que ainda n?o conseguem dominar a leitura e a escrita, ? a coisa mais importante da vida , um sonho . A aprendizagem escolar ? entendida por eles como um saber hegem?nico na sociedade contempor?nea letrada. Por isso, entram na escola, buscam deter tal conhecimento e, atrav?s dele, sentir-se inseridos nesta sociedade. Entretanto, no decorrer desse processo de aprendizagem, v?o aos poucos desistindo, o que contribui tanto para elevar as estat?sticas da desist?ncia na Educa??o de Jovens e Adultos/Eja quanto para, lentamente, reduzir o contingente de analfabetos do pa?s. A partir dessa realidade, questionamo-nos sobre as raz?es ou motivos concretos e simb?licos que levam ? desist?ncia nas classes de alfabetiza??o da Eja. Para tanto, configuramos nosso objeto de estudo como os sentidos da desist?ncia entre alfabetizandos da Eja, cuja compreens?o ? nosso objetivo. A Teoria das Representa??es Sociais (MOSCOVICI, 1978, 2004) foi a op??o te?rico-metodol?gica para subsidiar a busca, as an?lises e as interpreta??es dos dados, fazendo-nos perceber o significado do objeto de estudo para esses indiv?duos. Para captar tal conte?do simb?lico, realizamos entrevistas semi-estruturadas com onze alunos desistentes e dez repetentes dessa modalidade de ensino em escolas p?blicas de Natal/RN durante o ano letivo de 2006. A partir das an?lises tem?tica e categorial (BARDIN, 1977), identificamos elementos que suscitaram temas. Estes, posteriormente, levaram a tr?s categorias, sugerindo como sentidos da desist?ncia: dificuldades na aprendizagem por n?o compreenderem os conte?dos; exposi??o do n?o saber, trazendo ? tona os sentimentos de vergonha, humilha??o, constrangimento por n?o saberem ler e escrever em idade madura; trabalho/cansa?o e doen?as. Aqueles que conseguem permanecer na escola s?o os que se obrigam a conviver com os sentimentos de desadapta??o , e os que desenvolvem com a Institui??o uma adapta??o ao avesso , isto ?, a aceita??o das falhas e das omiss?es institucionais

Made available in DSpace on 2014-12-17T14:36:18Z (GMT). No. of bitstreams: 1 MarciaCDLB.pdf: 1432931 bytes, checksum: 843e330dc57fa7d60551d3fd89dbed8c (MD5) Previous issue date: 2009-11-17 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The purpose of this work is to approach and understand the Social Representations (SR) (MOSCOVICI, 2003) about Physics and Chemistry from people who are major in these courses, as well as their Social Representations about teaching . We took as principle that approaching these representations it would be possible to relate their symbolic contents, in order to show how people who are following the first segments of bachelor degree courses in Physics and Chemistry become teachers, taking into account a psychosocial view. Two source of data was used during this research: Free-association Technique FA (ABRIC, 1994); and Multiple Classification Procedure (MCP) (ROAZZI, 1995). The analytical treatment of the collected data from FA was done according to the proposition of Grize, Verg?s and Silem (1987 apud ABRIC, 1994, p. 66). MCP data were analyzed through MSA (Multidimensional Scalogram Analysis) and SSA (Singular Spectrum Analysis) methods associated with the Facet Theory (BILSKY, 2003). The discourses of MCP discussing groups at the moment of explanations were studied by Content Analysis as it was proposed by Bardin (1977) and Franco (2005). Indicative of an approach to the relations with knowledge (CHARLOT, 2000), the connections which aroused from the analyses showed that the group of future majors in Physics thought that this scientific field was based on a rationalist conception, influencing the idealization sense of the phenomena to be explained by Physics. Thus, Physics as school content started to require the student of the fundamental and high school to think abstractly as a cognitive skill of learning. The identifying elements observed in the relations between SR about Physics and Teaching aroused from the antagonism between future majors and their teacher, as well as from the speculation between their fundamental and high school students and themselves, mainly when they had to face the act of teaching due to the obstacles imposed by the own educational system, and by the weakness of the initial preparation. The group of future majors in Chemistry, through its discourses, showed these relations when they conceived empiricist Chemistry and said that teaching was the way of transmission of this knowledge, and didactics of Chemistry teaching was the direction to learning through pedagogic methods in order to lead the students to discoveries. The psychosocial contents which were built and showed from the symbolic relations in the studied SR achieved the relation of identity. This relation revealed identifying elements for these people, resulting from the traffic between their condition as students of Chemistry, and as teachers regarding their work, what placed the current relational contents in the teaching space, named as Knowledge changing and Adaptability . In order to study emerging questions in the discussing environment about formation and teaching professionalization, we focused the psychosocial view on this traffic and managed to observe epistemological practical and pedagogic obstacles that limited a configuration of the teaching work as a professional activity, especially from the particular conditions which led the relations of senses to Physics , Chemistry and Teaching ; and Chemistry and Physics as it was seen in this research. Generally speaking, we noted that these obstacles can denounce such obstacles concerning to the pedagogic doings which mainly impair the learning process of fundamental and high school students / O objetivo deste trabalho foi acessar e compreender as Representa??es Sociais (RS).(MOSCOVICI, 2003) sobre F?sica e Qu?mica para os grupos de licenciandos destes cursos, como tamb?m suas Representa??es Sociais sobre o Ensinar . Partimos do princ?pio de que o acesso a tais representa??es nos daria condi??es de articular seus conte?dos simb?licos, com o intuito de responder a como os grupos de licenciandos em F?sica e Qu?mica no percurso de forma??o inicial v?o-se tornando professores, sob uma ?tica psicossocial. Nesta pesquisa foram usadas duas fontes de dados: a T?cnica de Associa??o Livre AL (ABRIC, 1994); e o Procedimento de Classifica??o M?ltipla (PCM) (ROAZZI, 1995). O tratamento de an?lise do material coletado na AL foi feita pela proposi??o de Grize, Verg?s e Silem (1987 apud ABRIC, 1994, p. 66). Os dados do PCM foram submetidos a an?lises multidimensionais MSA e SSA, sendo estas ?ltimas associadas ao uso da Teoria das Facetas (BILSKY, 2003). As manifesta??es discursivas dos licenciandos produzidas nos momentos das explica??es dos agrupamentos dos PCM foram analisadas pela An?lise de Conte?do proposta por Bardin (1977) e Franco (2005). Indicativo de um trabalho de abordagem sobre rela??es com saberes (CHARLOT, 2000), as articula??es que emergem a partir das an?lises apontam com rela??o ao grupo de licenciandos em F?sica, que esta ci?ncia estava calcada na concep??o racionalista. Quando transformada em objeto de ensino, a F?sica Conte?do Escolar passou a demandar do aluno do ensino fundamental e m?dio a abstra??o, como habilidade cognitiva facilitadora da aprendizagem. Os elementos identit?rios assinalados nas articula??es entre as RS de F?sica e de Ensinar , emergiram da rela??o antag?nica entre os licenciandos e o professor formador, como tamb?m da rela??o especular entre eles mesmos e seus alunos de ensino fundamental e m?dio, e, sobretudo, quando enfrentam o fazer docente, devido ?s dificuldades impostas pelo pr?prio sistema educacional e pela fragilidade do curso de forma??o inicial. O grupo de licenciandos em Qu?mica sinalizou em seus discursos tais articula??es, quando conceberam Qu?mica ci?ncia empirista e afirmavam ser o Ensinar como transmiss?o desse conhecimento e a Did?tica do ensino de Qu?mica como dire??o para a aprendizagem pela utiliza??o de m?todos pedag?gicos, no sentido de levar o aluno a descobertas. Os conte?dos psicossociais constru?dos e manifestos nas rela??es com as articula??es simb?licas das RS estudadas estenderam-se ? rela??o de identidade. Esta rela??o, para este grupo, apontou elementos identit?rios resultantes do tr?nsito entre sua posi??o de alunos com rela??o ao saber Qu?mica e como professores na rela??o com o trabalho docente, trazendo os conte?dos relacionais da? decorrentes para o espa?o do ensinar, anunciado pela Troca de Conhecimento e Jogo de Cintura . Dando conta de quest?es emergentes no cen?rio das discuss?es sobre forma??o e profissionaliza??o docente, o olhar psicossocial acerca desse tr?nsito p?de ensejar obst?culos epistemol?gicos, pr?ticos e pedag?gicos limitadores de uma configura??o do trabalho de ensino como atividade profissional, especialmente pelas condi??es particulares em que foram constru?das as articula??es dos sentidos para F?sica e Ensinar ; e Qu?mica e Ensinar aqui tratados. Pudemos observar que, em tese, tais obst?culos podem denunciar implica??es aos fazeres pedag?gicos que dificultam principalmente o processo de aprendizagem dos alunos do ensino fundamental e m?dio

Made available in DSpace on 2014-12-17T14:36:27Z (GMT). No. of bitstreams: 1 GiovanaGA_DISSERT.pdf: 1258572 bytes, checksum: d33511dc10094c92691def4257aceaaa (MD5) Previous issue date: 2010-08-05 / Evidence of learning object like representation to social teachings that active in the education of young and adult with the point of view of the ―To be teacher‖ in this modality of teaching, to direct the intention, this research is way, understand the existence of this representation in center acting teachers in the initial periods of the EJA in the Rio Grande do Norte and its reasoning the theories of social representation (MOSCOVICI, 1978, 2003; JODELET, 2001; ABRIC, 1998). We interviewed one hundred and ten (110) teachers who work at schools in the Metropolitan Regions of Natal. We use two procedures: focal group (GATTI, 2005) and multiple classification analysis MCA (ROAZZI, 1995).Thus us with the focal group, attended by eight (08) teachers and seek to know understanding their ideas about EJA, what was possible from the content analysis (BARDIN, 1977; FRANCO, 2007) of the following category: the teacher s view of the EJA context. Developing the MCA, we met twenty (20) teachers in the first stage, free-word association technique FAT (ABRIC, 1998), and ninety in the second stage, including the participants of the focal group. The results of this procedure were submitted to multidimensional analysis and content analysis. The first showed three facets: having and being teacher dimension (ideal), which was about the example teacher s characteristics and behaviors; teacher/ student relation which was about the difficulties and doubts of this relationship as well as its success; at last, conflicting dimension from/ with practice, based on the conflicts experienced by the teachers as EJA workers. Content analysis based on the theme organization from the interpreted data showed four categories: resources to be a teacher which also brought out the definition of an ideal teacher; talk about teaching which disclosed teachers thoughts about the knowledge and being a teacher; obstacles to EJA which showed situations and conditions that prejudice EJA development; and also admission as EJA teacher: viewing reasons which revealed the reasons why teachers went to EJA even though they were formed to deal with children. The conjoint analysis us evidenced the little the dominion of the teachers a participation these search at respect of origin, of the meaning of the character while the singular of EJA modality of teaching the conformation of the social representation from the ―To be‖ on the general vision dissociating with it of inexistence of a social representation of ―to be teacher of the EJA‖ white striking element in the reference at singularity that define the related modality of teaching / Evidenciando como objeto de estudo a representa??o social que os docentes atuantes na Educa??o de Jovens e Adultos possuem a respeito do ―ser professor‖ nesta modalidade de ensino, objetivamos, por meio desta pesquisa, compreender a exist?ncia desta representa??o em meio aos professores atuantes nos per?odos iniciais da EJA, tendo como fundamenta??o a Teoria das Representa??es Sociais (MOSCOVICI, 1978, 2003; JODELET, 2001; ABRIC, 1998). Para isto, contamos com a participa??o de cento e dez (110) profissionais que lecionam em escolas da Regi?o Metropolitana de Natal. Nessa busca, utilizamos dois procedimentos metodol?gicos: o grupo focal (GATTI, 2005) e o procedimento das classifica??es m?ltiplas PCM (ROAZZI, 1995). Atrav?s do grupo focal, que contou com a participa??o de oito (08) professores, buscamos conhecer as percep??es que estes possuem sobre a EJA, o que foi alcan?ado por meio da an?lise de conte?do (BARDIN, 1977; FRANCO, 2007), tendo como evid?ncia a categoria: o contexto da EJA sob o olhar docente. Para a realiza??o do PCM, contamos com (20) participantes em sua primeira etapa, a t?cnica de associa??o livre de palavras TALP (ABRIC, 1998), e (90) para a segunda incluindo aqueles participantes tamb?m do Grupo Focal. Os resultados deste procedimento passaram pelas an?lises multidimensional e de conte?do. A primeira evidenciou tr?s facetas: dimens?o do ter e do ser docente (ideal), que trata das caracter?sticas e dos comportamentos que, segundo os professores, definem um profissional modelo; rela??o docente/discente, voltada ?s quest?es que permeiam as dificuldades, as d?vidas e tamb?m os ?xitos desta rela??o; e, por fim, a dimens?o conflitiva da/com a pr?tica, centrada nos conflitos vividos pelos docentes mediante a pr?tica com a EJA. A an?lise de conte?dos, tendo como base a organiza??o dos temas oriundos do material interpretado, revelou-nos quatro categorias: atributos do ter para ser, que retrata igualmente as defini??es do professor ideal, o que precisa ter para ser este profissional; discursos sobre a doc?ncia, reveladora do que pensam os professores sobre o saber e o fazer do docente; obst?culos ? EJA, que evidencia situa??es ou condi??es que dificultam a atua??o na EJA; e, ainda, o ingresso do docente na EJA: vislumbrando raz?es, cujo teor expressa os motivos que impulsionaram os professores a ingressarem na EJA ainda que formados para a pr?tica com crian?as. O conjunto dessas an?lises nos evidenciou o pouco dom?nio dos professores participantes desta pesquisa a respeito da origem, do significado e da natureza da EJA enquanto uma modalidade singular de ensino; a confirma??o de uma representa??o social do ―ser docente‖ numa vis?o generalista, demarcando, com isto, a inexist?ncia de uma representa??o social do ―ser professor da EJA‖; al?m da identifica??o de uma representa??o social de ―aluno da EJA‖ enquanto elemento marcante na refer?ncia ?s singularidades que definem a referida modalidade de ensino