Submitted by CRISTIANE APARECIDA TINETTI null (ctinetti@hotmail.com) on 2018-04-05T13:30:37Z No. of bitstreams: 1 PMEC Final Mestrado.abril 2018.pdf: 926029 bytes, checksum: 0347e748c8554bf20d7f959d10d40aaf (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-04-05T18:21:43Z (GMT) No. of bitstreams: 1 tinetti_ca_me_mar.pdf: 926029 bytes, checksum: 0347e748c8554bf20d7f959d10d40aaf (MD5) / Made available in DSpace on 2018-04-05T18:21:43Z (GMT). No. of bitstreams: 1 tinetti_ca_me_mar.pdf: 926029 bytes, checksum: 0347e748c8554bf20d7f959d10d40aaf (MD5) Previous issue date: 18-02-23 / Não recebi financiamento / O texto que se apresenta é decorrente da pesquisa realizada sobre a instituição da função do Professor Mediador Escolar e Comunitário - PMEC, ocorrida de 2009 a 2017 no Estado de São Paulo e legitimada pela Resolução SE-1, de 20 de janeiro de 2011, que dispõe acerca das atribuições do Professor Mediador Escolar e Comunitário (PMEC) de acordo com o Sistema de Proteção Escolar (SPE). Os objetivos são a recuperação de aspectos históricos da criação da função e a análise de aspectos relacionados à prática desse profissional, relacionando o contexto de sua atuação com as possibilidades de mediação, bem como, ao papel desempenhado por esse profissional na construção da autonomia e protagonismo de docentes, alunos e funcionários das Unidades Escolares. A metodologia consta de estudos bibliográficos, documental e de levantamento de dados, por meio de entrevistas semiestruturadas e dissertativas, aplicadas junto aos PMECs que atuam nas escolas estaduais do município de Marília, Garça e Vera Cruz. A fundamentação teórica está referenciada em estudiosos vinculados ao materialismo histórico e dialético, nas contribuições e conceituações apontadas por Judy H. Mullet e Lorraine Stutzman Amstutz, em suas pesquisas realizadas sobre as Disciplinas Restaurativas para Escolas, bem como nas concepções da Cultura de Paz, que têm sido formuladas de modo mais compreensível e acessível a partir da Resolução da Assembleia Geral da ONU 53/243 de setembro de 1999. A hipótese é que o conhecimento das vivências correlacionadas ao dia a dia da função do Professor Mediador Escolar e Comunitário e de sua formação acadêmica contribuem na configuração da função, que requer formação integral e com conhecimentos específicos. Todavia, destaca-se que há valor na formação acadêmica deste sujeito. Como resultados da pesquisa, pode-se relatar que a formação na graduação em Pedagogia, Letras, em Psicologia, ou mesmo uma licenciatura curricular, ao menos nesse sentido, é incompleta ou fragmentada para a atuação efetiva frente às necessidades do ambiente escolar e dos seus estudantes e docentes, sendo importante o desenvolvimento de competências específicas durante este período de experiência do profissional. Os estudos teóricos indicam a necessidade de formação integral, ampliada e contínua desses professores mediadores, de forma que contribuam de maneira consistente e consciente, destacando formação cidadã e autônoma para os atores do ambiente escolar (discentes e docentes), pois, esses estarão atuando continuamente nos diversos ambientes da sociedade e acredita-se que essas vivências ocorridas no espaço da escola podem contribuir para atitudes colaborativas de cidadãos participativos e protagonistas. Constata-se em relação à tomada de decisão do Governo Estadual de São Paulo de realizar uma redução, no final do ano de 2016, do número de professores que estavam atuando na função de PMEC’s nas escolas estaduais. Como resultados da pesquisa, pode-se relatar que a formação na graduação em pedagogia ou em psicologia é insuficiente para a atuação efetiva nas necessidades do ambiente escolar de docentes e dos seus alunos, pensamos, por exemplo, na existência da Pós-Graduação em Mediação de Conflitos, ofertada por uma das frentes da Sociedade Brasileira de Inteligência Emocional. / The text presented is pinned down research carried out over the institution of the role of the School and Community Mediator Teacher - SCMT, held from 2009 to 2017 in the State of São Paulo and legitimized by the SE-1 Resolution, from January 20th, 2011, which provides for the School and Community Mediator Teacher (SCMT)'s attributions in accordance with the School Protection System (SPS). The objectives are both historical rescue of the role's creation and analysis on the aspects regarding the practice of this professional, relating the context of its playing with the possibilities of mediation; as well as the role played by this professional within the construction of the School Units teachers', students' and employees' autonomy and protagonism. The methodology has been settled down bibliographical studies and qualitative data collection, by means of semi-structured and essay questions applied to the SCMTs who already act in the state schools from Marília, Garça and Vera Cruz. The theoretical foundation is referenced by scholars who regard the historical and dialectical materialism, the attributions and conceptualizations pointed out by Judy H. Mullet e Lorraine Stutzman Amstutz, in their research performed over the Restorative Disciplines for Schools, as well as over the conceptions of Culture of Peace, which have been formulated in a more apprehensible and accessible way from the United Nations Organization's General Assembly 53/243 Resolution on, from September, 1999, which was titled: Declaration and Programme of Action on a Culture of Peace. The hypothesis is that the knowledge of the experiences correlated to the School and Community Mediator Teacher's day-to-day role and its academic education contribute to the setting of the function, which demands full formation and with specific pieces of knowledge, however, it is stood out that there is value on this subject's academic education. As a result from the research, it can be stated that the undergraduate forming in Pedagogy, Letters, Psychology, or even in a curricular license, only in this sense, is incomplete or fragmented for the effective acting on the needs of the school environment and its students and teachers, turning out to be important the development of specific competences throughout this period of professional experience. The theoretical studies indicate the need of these mediator teachers' full, extended and continuous formation, in a way they contribute in a consistent and conscious manner, standing out the citizen and autonomous formation for the school environment actors (students and teachers), once these will continuously be acting in several of the society's environments and it is believed that such experiences taken off the school space might contribute for collaborative attitudes of participative and protagonist citizens. It is still out to inform over the decision-making of São Paulo State Government towards cutting down, at the end of 2016, the number of teachers who had been acting as SCMTs in the state schools. As a result of the research, it can be said that the training in undergraduate pedagogy or psychology is insufficient to effectively act on the needs of the school environment of teachers and their students, we think, for example, of the existence of Post-Graduation in Mediation of Conflicts, offered by one of the fronts of the Brazilian Society of Emotional Intelligence.

This dissertation develops the visual pursuit method for air-to-air tracking and rendezvous of unmanned aircraft systems. It also shows the development of vector-field and proportional-integral methods for controlling UAS flight in formation with other aircraft. The visual pursuit method is a nonlinear guidance method that uses vision-based line of sight angles as inputs to the algorithm that produces pitch rate, bank angle and airspeed commands for the autopilot to use in aircraft control. The method is shown to be convergent about the center of the camera image frame and to be stable in the sense of Lyapunov. In the lateral direction, the guidance method is optimized to balance the pursuit heading with respect to the prevailing wind and the location of the target on the image plane to improve tracking performance in high winds and reduce bank angle effort. In both simulation and flight experimentation, visual pursuit is shown to be effective in providing flight guidance in strong winds. Visual pursuit is also shown to be effective in guiding the seeker while performing aerial docking with a towed aerial drogue. Flight trials demonstrated the ability to guide to within a few meters of the drogue. Further research developed a method to improve docking performance by artificially increasing the length of the line of sight vector at close range to the target to prevent flight control saturation. This improvement to visual pursuit was shown to be an effective method for providing guidance during aerial docking simulations. An analysis of the visual pursuit method is provided using the method of adjoints to evaluate the effects of airspeed, closing velocity, system time constant, sensor delay and target motion on docking performance. A method for predicting docking accuracy is developed and shown to be useful for predicting docking performance for small and large unmanned aircraft systems.