Esta tese de doutoramento foi desenvolvida na Linha de Pesquisa "O Sujeito da Educação: conhecimento, linguagem e contextos"; está vinculada ao projeto de pesquisa "Perspectivas de Ensino na Educação Básica: prática pedagógica e formação de professores" e relaciona à área da educação dois campos do conhecimento: o da sociologia - com a contribuição de Basil Bernstein - e o da linguagem - a partir dos estudos sobre letramentos sociais de Brian Street e sua interlocução com práticas escolares alfabetizadoras. A investigação constitui-se como um estudo de caso e teve por objetivo descrever e analisar a prática pedagógica de uma professora alfabetizadora da Rede Municipal de Ensino de Porto Alegre que se aproximou do modelo de pedagogia mista, proposto por Morais e Neves (2003) a partir da teoria de Bernstein. Durante o ano de 2005, foram observadas duas turmas de segundo ano do primeiro Ciclo de Formação do Ensino Fundamental e, durante o ano de 2006, foram acompanhadas essas mesmas turmas no terceiro ano. Finalizadas as observações, foi selecionada, para análise, a prática pedagógica de uma das professoras do segundo ano do primeiro ciclo tendo se revelado como aquela que produziu mais aprendizagem entre os alunos, no sentido de tornarem-se capazes de elaborar o texto considerado legítimo no contexto escolar. A partir de metodologia qualitativa, a observação participante foi a principal estratégia utilizada para a coleta de dados, com registro de situações interativas entre professora e alunos em um diário de campo e através de um gravador de voz. As unidades de descrição foram os eventos de alfabetização e de letramento, constituídos pelos elementos oralidade, leitura e escrita. Além disso, também foi realizada entrevista em profundidade com as docentes. Os conceitos de classificação e de enquadramento da teoria sociológica possibilitaram a análise de dimensões da prática pedagógica consideradas no modelo da pedagogia mista. Os resultados do estudo corroboraram os indicados pelo modelo: enquanto a seleção do conhecimento em nível macro e os critérios de avaliação manifestaram um enquadramento forte, a seleção em nível micro, a ritmagem e as regras hierárquicas apresentaram um fraco enquadramento. As relações entre os espaços da professora e os dos alunos foram marcadas por uma fraca classificação, assim como as relações entre os conhecimentos intradisciplinares, específicos dos processos de alfabetização e de letramento. No que se refere à área da linguagem, percebeu-se que a prática pedagógica da professora foi fundamentada em distintas perspectivas: na psicogênese da língua escrita, nos estudos sobre letramento e nos estudos sobre consciência fonológica, indicando a necessidade de diferentes metodologias para o ensino da leitura e da escrita. Dentre elas, evidenciou-se, sobretudo, a importância da intervenção pedagógica explícita da professora no que se refere ao processo de alfabetização para possibilitar a aprendizagem dos alunos, partindo dos conhecimentos das crianças para chegar à forma convencional de leitura e de escrita. / This doctoral dissertation was developed within the Research Line "The Subject of Education: knowledge, language and contexts"; it is connected with the research project "Teaching Perspectives in Basic Education: pedagogical practice and teacher training" and relates two fields of knowledge to the educational area: Sociology - with the contribution of Basil Bernstein - and Language - based upon studies on social literacies by Brian Street and their intercommunication with literacy school practices. The investigation was conducted as a case study and aimed at describing and analyzing a teacher's literacy pedagogical practice within the Porto Alegre City Public School System. Such practice was the closest one to the mixed pedagogical model proposed by Morais and Neves (2003) based on Bernstein's theory. During the year 2005, two classes in the second grade of the first cycle of Elementary School were observed, and during the year 2006 the same classes were observed while in their third grade of the same cycle. When the observation phase was over, the pedagogical practice of one of the teachers in the second grade of the first cycle was selected for analysis having been revealed as the practice that produced the best learning results among the students, meaning the students had become capable of elaborating the text accepted as legitimate in the school context. Based upon qualitative methodology, the participant observation was the major strategy applied for data gathering, together with the recording of interactive situations between teacher and students on a field diary and also on a voice recorder. The description units were the literacy events represented by the elements of orality, reading and writing. Besides, interviews in depth were conducted with the teachers. The concepts of classification and framing of the sociological theory have enabled the analysis of the dimensions of the pedagogical practice considered in the mixed pedagogical model. The results of the study have confirmed those indicated by the model: the selection of knowledge at a macro level and the evaluation criteria have manifested a strong framing, whereas the selection at a micro level, the pacing and the hierarchical rules have shown a weak framing. The relations between the teacher's and the students' spaces were marked by a weak classification, as well as the intradisciplinary relations knowledges that are specific to the literacy processes. Regarding the language area, it has been noticed that the teacher's pedagogical practice was founded on distinctive perspectives: on the psychogenesis of the written language, on the studies about literacy and also on the studies about phonological awareness, therefore indicating the necessity of different methodologies for the teaching of reading and writing. Among them, it has become evident the importance of the teacher's explicit pedagogical intervention regarding the literacy process in order to enable the students' learning, starting from the children's knowledge up to the conventional ways of reading and writing.

As a key contributor to the current discussion of the Catholic theology of religions, Gavin D'Costa's writings represent a consistent attempt to utilize the resources of the doctrine of the Trinity to address a number of issues regarding the theological significance and function of religions in the salvific plan of God. The aim of this thesis is to examine critically his Trinitarian theology of religions through the lens of a main proponent of patristic theology, Basil of Caesarea, and through a historical-systematic study, address the question of whether his underlying Trinitarianism is consonant with classical Trinitarian theology. After a discussion of Vatican II and post-Conciliar sources, the main contours of D'Costa's theology are highlighted through an interpretive grid of particularity/universality (Christology/Pneumatology) with a second-order universality/particularity. Despite his distancing from the three-fold typology of exclusivism-inclusivism-pluralism, we analyzed that much of his theology continues to fall within the category of traditional inclusivism, particularly since his recent proposal of the limbo of the Fathers contained serious difficulties pertaining to his intention to maintain a singular OT Judaism-Christianity relationship. Next, we examined the main features of Basilian Trinitarianism, and proposed that three major themes are of relevance for a comparative analysis with D'Costa's theology, namely, (1) the doctrines of divine simplicity and inseparable operations, (2) the enlightening work of the Spirit, and (3) the theology of baptism and theosis. Throughout the discussion, in recognition that Basil's thought is part of the patristic theological matrix of his time, we will also reference the writings of other Church Fathers, including Gregory of Nyssa, Gregory of Nazianzus, and Augustine. We concluded that while in Basil's theology, economy, relationality and ethics are intricately woven into each other, D'Costa's system, despite its significant merits, was at risk of disaffiliating the connections between the three.

This study was motivated by the need to improve curriculum relevance in poor rural schools through contextualised teaching and learning based on the management of local natural resources. It involved four schools which are located in the Ngqunshwa Local Municipality of the Eastern Cape Province of South Africa. The study's aim was to provide insight into and better understanding of the curriculum implementation process regarding natural resource management (NRM) education in a poor rural education context. This was done by analysing the extent of NRM integration in pedagogic texts, activities and practices in the different fields which constitute the structure of the pedagogic system in this education sector. The study adopted an interpretivist approach to the analysis, which was based on indicators of the extent of NRM integration, and was informed by Bernstein's concepts of classification and curriculum recontextualisation, and his model of the structure of the pedagogic system. The items which were analysed included national and provincial Grade 10 Life Sciences curriculum documents, Grade 10 Life Sciences textbooks, in-service training workshops for Life Sciences teachers, and various school documents, activities and practices. The analysis also involved interviews with educators, and classroom observations of Grade 10 Life Sciences lessons. The results revealed a very high overall level of NRM integration in the Grade 10 Life Sciences curriculum documents produced at national and provincial levels. The overall level of NRM integration was also found to be very high in the Grade 10 Life Science textbooks that were analysed, but very low in the in-service teacher training workshops, and in the schools' documents, activities and practices, especially in the Grade 10 Life Sciences lessons, and in schools' end-of-year Grade 10 Life Sciences examination papers. The study makes a number of recommendations towards effective integration of NRM into the curriculum of Eastern Cape's rural poor schools which include more specific and explicit reference to NRM in the official Grade 10 Life Sciences curriculum documents, the provision of environmental education courses to district education staff and Grade 10 Life Sciences teachers, the training of teachers in the classroom use of textbooks and other educational materials, and regular monitoring of teachers' work. The study also exposes important knowledge gaps which need urgent research attention in order to enhance NRM education in the poor rural schools of the Eastern Cape. These include analysing power and control relationships between the various agencies and agents that are involved with curriculum implementation in this education sector, and conducting investigation into the creation of specialist NRM knowledge and into the quality of NRM knowledge that is transmitted as pedagogic discourse in schools. This study contributes to the fields of rural education and environmental education in South Africa, and to the growing interest in the study of curriculum from a sociology of education perspective in the context of the country’s post-apartheid curriculum reforms.

This thesis explores the application of machine learning techniques, a type of artificial intelligence that enables computers to learn from data, in hydroponic systems for predicting basil plant height. Hydroponics is a method of growing plants without soil, using nutrient-rich water instead. Conducted at Devoteam, an IT consulting firm in Malmö, the study involved the implementation of two hydroponic systems: Deep Water Culture and Nutrient Film Technique, focusing on monitoring and collecting data such as electrical conductivity, pH levels, water temperature. Utilizing five distinct machine learning models, namely Linear Regression, Decision Tree, Random Forest, Support Vector Regression, and K-Nearest Neighbours, we analyzed their performance in predicting basil plant height. Data were collected using a system equipped with a microcontroller unit, EC sensor, and water temperature sensor, supplemented by data from the open dataset, OpenAg. Our findings indicate that the Random Forest model consistently outperformed other models across datasets, demonstrating superior accuracy and predictive capability. This research provides insights into leveraging machine learning for optimizing hydroponic cultivation practices.

<p>U okviru ove doktorske disertacije, proučavana je ekstrakcija bosiljka (<em>Ocimum basilicum L.</em>) primenom postupka hidrodestilacije, Soxhlet ekstrakcije i ugljendioksidom u superkritičnom stanju. Određen je sadržaj etarskog ulja u drogi (0,565%), a primenom GC/MS(FID) metoda određen kvalitativni i kvantitativni sastav detektovanih komponenata. Identifikovane komponente svrstane su u nekoliko grupa (monoterpeni, seskviterpeni i njihovi oksidovani derivati). Rezultati ispitivanja pokazuju da je dominantno jedinjenje etarskog ulja bosiljka linalool (50,09%), i da ono pripada linaloolskom hemotipu (hemotip A).<br />Ispitan je uticaj temperature (40-60&deg;C) i pritiska (100&ndash;300 bar) superkritičnog ugljendioksida na promenu prinosa ekstrakta. Utvrđeno je da se kumulativni prinos ekstrakta povećava sa porastom pritiska ekstrakcije, dok u zavisnosti od temperature, prinos ekstrakcije zavisi od gustine rastvarača i napona pare komponenata u ekstraktu.<br />Primenom sukcesivne (frakcione) superkritične ekstrakcije izvr&scaron;eno je frakcionisanje, a dobijeni ekstrakti upoređivani u pogledu prinosa, kvalitativnog i kvantitativnog sastava.<br />Ispitivanja hemijskog sastava CO₂ ekstrakta (GC/MS i GC/FID) pokazala su da ekstrakti pored komponenata etarskog ulja sadrže i druga lipofilna jedinjenja (voskove, masna ulja, masne kiseline, fitosterole i sl.). Dominantne komponente u svim ispitivanim ekstraktima su linalool, eugenol i &delta;-kadinen, dok su &alpha;-bergamoten, germakren D, &gamma;-kadinen, &beta;-selinen i spatulenol komponente sa manjim saržajem.<br />Na osnovu eksperimentalnih rezultata kinetike superkritične ekstrakcije izvr&scaron;eno je modelovanje ekstrakcionog sistema bosiljak &ndash; superkritični CO₂, primenom tri modela (Kandiah i Spiro, Brunner i Esquivel i sar.). Na osnovu srednjih vrednosti relativnog odstupanja modelovanih i eksperimentalnih vrednosti prinosa ekstrakcije, utvrđeno je da model Kandiah i Spiro pokazuje prihvatljivo slaganje, dok ostali modeli pokazuju lo&scaron;ije slaganje eksperimentalno određenih i modelom izračunatih prinosa ekstrakta.<br />U zavr&scaron;noj fazi rada ispitan je antioksidativni potencijal etarskog ulja i CO₂ ekstrakata, primenom DPPH metode. Najveću antioksidativnu aktivnost pokazao je ekstrakt dobijen na 100 bar, 60&deg;C (IC50 = 18,93 &mu;g/ml), koja je 5 puta veća od antioksidativne aktivnosti etarskog ulja bosiljka.</p> / <p>In this study, the extraction of basil (O. basilicum L.) ussing the hydrodistillation process, Soxhlet extraction and supercritical extraction with carbon dioxide were investigated. The content of essential oil was determined (0,565%), and the qualitative and quantitative composition of detected coumpound was made by GC/MS(FID). The identified coumpounds were classified into five groups (monoterpenes, sesquiterpenes and their oxidative derivates). The results of investigation shows that the dominant compound of basil essential oil is linalool (50,09%), and that it belongs to linalool chemotype (chemotype A).<br />The influence of temperature (40-60&deg;C) and pressure (100&ndash;300 bar) of supercritical carbon dioxide on extraction yields were studied. It was determined that the total yield of extract increases with the increaseing of extraction pressure, while the influence of temperature on the yield depends on the density of the solvent and vapor pressure of components in the extract.<br />Fractional supercritical fluid extraction was performed, and obtained extracts were compared regarding of yield, and the qualitative and quantitative composition of the extract. Chemical analyses of CO2 extract by GC/MS and GC/FID showed that extract contains, besides essential oil componentes, other lipophilic compounds (waxes, fatty oils, fatty acids, phytosterols, etc.). The few compounds were dominant in all analyzed basil extracts: linalool, and to a lesser extent eugenol, &delta;-cadinene, &alpha;-bergamotene, germacrene D, &gamma;-cadinene, &beta;-selinene and spathulenol. Based on the experimental results of the extraction kinetics, a modeling of basil &ndash; supercritical CO2 extraction system was performed, using three models (Kandiah and Spiro, Brunner, and Esquivel et al.). Based on the average values of the relative deviations of modeled and experimental values of extraction yield, it was found that the model Kandiah and Spiro shows acceptable agreement, while other models show lower agreement of the experimentally determined and model calculated extraction yield.<br />In finale phase of work the antioxidant potential of essential oil and CO2 extracts were examined, using DPPH method. The highest antioxidant activity showed CO2 extract obtained at 100 bar, 60&deg;C (IC50 = 18,93 &mu;g/ml), which is 5 time higher then antioxidant activity of basil essential oil.</p>

Dans la floraison d’écrits monastiques produits au IVe siècle, les Ascetica attribués à Basile de Césarée ont tenu une place particulière, qui est bien connue. Pourtant, la formation du corpus asceticum, le processus d’éditions multiples dont il a été l’objet, mais aussi les options doctrinales qu’il diffuse n’ont pas été éclaircis de façon satisfaisante. Sur la base d’éléments textuels jusqu’ici négligés, le présent travail se propose de réécrire l’histoire du texte et d’interroger la paternité basilienne de la collection. Il existe, en effet, depuis le Ve siècle au moins et jusqu’à l’époque moderne, un courant minoritaire qui doute de l’opportunité d’attribuer le « livre ascétique » au grand Basile et préfère lui donner pour auteur un autre évêque du IVe siècle, Eustathe de Sébaste, moins estimé de la tradition ecclésiastique. Si le doute sur la paternité basilienne des Ascetica est permis, alors il convient de réévaluer la place de Basile de Césarée dans l’histoire littéraire du mouvement monastique. C’est ce que nous nous proposons de faire dans cet ouvrage, en relisant de près des pièces littéraires qui, jusqu’à présent, n’étaient présentées que comme des « annexes » au dossier des Ascetica. / The Ascetica transmitted under the name of Basil of Caesarea have a special importance among the numerous monastic writings which emerged in the 4th century. If this point is very well-known, the gathering of the corpus asceticum, the multiple antique editions of the collection, and the doctrinal options which are found in this sum have not been really enlightened. On the basis of neglected textual and paleographic evidence, the present work aims at rewriting the history of the text and questioning the basilian paternity of the collection. From the 5th century to the Modern Times, some readers refused the attribution of the Ascetica to Basil the Great and preferred to ascribe them to another (but problematic) bishop of the 4th century: Eustathius of Sebasteia. If there are good reasons to reject the basilian paternity of the collection, it is necessary to reevaluate the role played by Basil of Caesarea in the literary history of the monastic movement. In the present volume, I try to re-read some literary texts which, until now, were just regarded as appendices to the dossier of the Ascetica.

Através de Testes de Diluição em Sistema de Tubos Múltiplos determinou-se a Intensidade de Atividade de Inibição Bacteriana (IINIB/bacteriostasia) e a Intensidade de Atividade de Inativação Bacteriana (IINAB/bactericidia) de soluções conservantes contendo extrações etanólicas (alcoolatura/planta verde, hidroalcoolatura/planta seca) e hídricas (decoctos/planta verde ou seca) de Ocimum gratissimum L. (“alfavacão”, “alfavaca”, “alfavaca-cravo”) – Labiatae - (Lamiaceae), sobre inóculos padronizados de Salmonella Enteritidis (ATCC 11076), Escherichia coli (ATCC 11229) e Staphylococcus aureus (ATCC 25923). Testou-se também, a partir da formulação de quatro bebidas, duas alcoólicas e duas não alcoólicas, com e sem açúcar respectivamente, a partir de extrato reconstituido (alcoolatura/planta verde) desta planta, em diferentes concentrações (5%, 15% e 30%), através de Testes de Suspensão em Sistema de Tubos Múltiplos, a Intensidade de Atividade de Inativação Bacteriana (IINAB/bactericidia), sobre Salmonella Enteritidis (ATCC 11076), bem como a aceitabilidade/preferência sensorial por Escala Hedônica destes quatro produtos. Todas as diferentes formas de extração apresentaram capacidade de inibição e/ou inativação seletivas sobre os três inóculos bacterianos, tendo a forma de extração alcoólica apresentado a atividade antibacteriana mais intensa (inibição/inativação) frente aos três agentes. A bactéria mais sensível à atividade antibacteriana em todas as soluções conservantes foi Salmonella Enteritidis. Staphylococcus aureus apresentou a menor sensibilidade às formas de decocção, enquanto Escherichia coli apresentou a menor sensibilidade frente a forma de extração hidroalcoólica. Todas as formulações apresentaram atividade bactericida para Salmonella Enteritidis, diretamente proporcional às concentrações do extrato e ao tempo de exposição da bactéria às bebidas, destacando-se neste sentido a formulação não alcoólica com açúcar. Na análise sensorial a preferência aumentou com o decréscimo da concentração de extrato de Ocimum gratissimum na formulação. A bebida não alcoólica com açúcar, na concentração de 5% de extrato, destacou-se na preferência sensorial/aceitabilidade. / Through Dilution Tests in Multiple Tubes System, the intensity of bacterial inhibition activity (IINIB/bacteriostasys) and the intensity of bacterial inactivation activity (IINAB/bactericidie) from preservatives solutions containing etanolic extractions (alcoholature/green plant, hidroalcoholature/dry plant) and hydric extractions (decoctions/green or dry plant) of Ocimum gratissimum L. (African basil) - Labiatae - (Lamiaceae), on standardized inocula of Salmonella Enteritidis (ATCC 11076), Escherichia coli (ATCC 11229) and Staphylococcus aureus (ATCC 25923) was determined. In the same way, the Activity Intensity of Bacterial Inactivation (IINAB/bactericidie), in four drinks formulations, two alcoholic and two no-alcoholic, with and without sugar respectively, from reconstituted extract (alcoholature/green plant) of the same plant, at different concentrations (5%, 15% and 30%), on Salmonella Enteritidis (ATCC 11076) was determined by Suspension Tests in Multiple Tubes System, and the acceptability/sensory preference by Hedonic Scale of these four products. All differents extractions forms had showed selective capacity of inhibition or inactivation on the three bacterial inocula. The alcoholic extraction form presented the antibacterial activity more intense (inhibition/inactivation) against the three agents. The sensitivest bacteria by all preservatives solutions was Salmonella Enteritidis. Staphylococcus aureus showed a lower sensibility to the decoction types, while Escherichia coli showed a lower sensibility to the hydroalcoholic extraction. All food formulations showed bactericidal activity on Salmonella Enteritidis, directly proportional to the extract concentrations and the exposure time of the bacterium in beverages, pointing the not alcohol with sugar formulation. In the sensorial analysis the preference increased with the decrease of the extract concentration of Ocimum gratissimum. The non-alcoholic beverage with sugar, in the extract concentration of 5%, pointed in the sensorial preference// acceptability.

A tese aqui apresentada aborda o processo de pesquisa realizado entre os anos de 2008 e 2012, no decorrer do curso de doutorado, que foi direcionado para o estudo sobre a formação docente inicial e o ensino ao aluno com deficiência em classe comum na perspectiva da Educação Inclusiva. Tal pesquisa teve como objetivo principal analisar o percurso da formação docente inicial ― tomando como base a disciplina Intervenção Pedagógica e Necessidades Educativas Especiais, ofertada pela Faculdade de Educação – FACED ― voltada para o ensino/atendimento ao aluno com deficiência em classe comum na perspectiva da educação inclusiva, no contexto da Universidade brasileira, e mais especificamente o da Universidade Federal do Rio Grande do Sul – UFRGS. A abordagem escolhida foi de natureza qualitativa baseada na pesquisa histórico-cultural, que percebe os sujeitos como “criadores de ideias e consciência que, ao produzirem e reproduzirem a realidade social, são ao mesmo tempo produzidos e reproduzidos por ela” (FREITAS, 2002, p. 22). Desse modo, o contexto da pesquisa se configurou no espaço da UFRGS, e em particular, na FACED. Os sujeitos investigados se subdividiram em três grupos distintos: ex-alunos da disciplina Intervenção Pedagógica e Necessidades Educativas Especiais, durante os semestres 2009/2, 2010/1 e 2010/2; coordenadores dos cursos de licenciatura da UFRGS, perfazendo um total de dezessete profissionais, correspondendo às dezessete áreas de conhecimento que esses cursos abrangem; e os professores da referida disciplina. Os instrumentos metodológicos utilizados foram: análise de documentos; entrevista semiestruturada; experiência pessoal; e diário de campo. O estudo apresenta como aportes teóricos as obras de dois autores: Basil Bernstein e sua sociologia da educação, e Lev Seminovich Vygotsky e sua teoria histórico-cultural. A pesquisa possibilitou uma percepção de avanços discretos, ainda que tardios, no que diz respeito à atuação educacional da UFRGS com vistas a desenvolver, cada vez mais, ações que propiciem o acesso e a permanência de alunos com deficiência em seus cursos; propiciem principalmente o incremento de uma formação docente que responda à demanda dos futuros professores que irão trabalhar com alunos com deficiência em classes comuns das escolas regulares, e também à ampliação de projetos de pesquisa e extensão que contemplem esse campo de conhecimento. Para tanto, o papel da disciplina Intervenção Pedagógica e Necessidades Educativas Especiais é crucial, como espaço de mediação entre alunos, professores e a prática pedagógica. Espaço também de interação com outros professores, cursos e departamentos, apostando numa visão trialética de inclusão, através da criação de culturas inclusivas, da produção de políticas inclusivas e do desenvolvimento de práticas inclusivas. E que a Universidade brasileira se torne um campo de recontextualização pedagógica que leve à transformação social, e o professor seja o autor de seu discurso pedagógico. / This doctoral dissertation addresses the research process that has taken place during graduate school from 2008 to 2012. It was directed to the study of early teacher education and education to the people with disabilities in regular classes from the perspective of Inclusive Education. This research aimed at analyzing the course of early teacher education, which has been built when teaching Educational Intervention and Special Education Needs academic subjects, offered by the College of Education (FACED) which are focused on teaching people with disabilities in regular classes from the referred perspective in the context of Federal University of Rio Grande do Sul ― UFRGS, a Brazilian university. The chosen approach was that of qualitative research, carried out through cultural-historical research, which conceives the actors as “creators of ideas and conscious of producing and reproducing the social reality and simultaneously produced and reproduced by it” (FREITAS, 2002, p. 22). Thus, the research context has taken share at UFRGS, particularly at the College of Education ― FACED. The subjects investigated were subdivided into three distinct groups: alumni of Educational Intervention and Special Education academic subjects, during 2009/2, 2010/1 and 2010/2 semesters; coordinators of UFRGS undergraduate courses preparatory for teaching, totaling seventeen professionals corresponding to the seventeen various areas of knowledge covered in these courses; and the professors of Educational Intervention and Special Needs Education academic subjects. The methodological tools used were document analysis, semi-structured interviews, the researcher’s personal experience in Special Education and field diary. The study provides the theoretical contributions of two authors: the sociological approach of Basil Bernstein and its sociology of education and the cultural-historical theory of Lev Seminovich Vygotsky. This research allowed a discrete realization regarding to the educational role of UFRGS in order to develop increasingly actions that ease the access and permanence of people with disabilities in their courses; principally promoting an increase of early teacher education that responds to the prospective teachers’ demands who will teach people with disabilities in regular classes in regular schools; and it has also broaden research and extension projects in this field of knowledge. Therefore, the role of Educational Intervention and Special Education Needs academic subjects is of crucial relevance, as a place of mediation among students, teachers and pedagogical practice. It is also a place for interaction with other professors, courses and departments, focusing on a trialetic vision of inclusion through the creation of inclusive cultures, the production of inclusive policies and the development of inclusive practices. The aim is that the Brazilian universities become a pedagogic recontextualized field that leads to social transformation and that the teachers become the authors of their pedagogical discourse. / La tesis doctoral que aquí se presenta se refiere a la investigación llevada a cabo entre 2008 y 2012, durante el posgrado, dirigido al estudio de la formación inicial del profesorado y educación a los estudiantes con discapacidad en el aula regular desde la perspectiva de la Educación Inclusiva . Esta investigación tuvo como objetivo examinar el curso de formación inicial del profesorado ― basándose en la disciplina de Intervención Pedagógica y Educación Especial, ofrecido por la Facultad de Educación – FACED ― orientados a la enseñanza / servicio a los estudiantes con discapacidad en clases regulares en perspectiva la educación inclusiva en el contexto de la universidad brasileña, y más específicamente de la Universidad Federal de Rio Grande do Sul – UFRGS. El método elegido fue de carácter cualitativo basado en la investigación histórico-cultural, se da cuenta de que los sujetos como "creadores de ideas y de la conciencia, para producir y reproducir la realidad social, son producidos y reproducidos por ella" (FREITAS, 2002 p. 22). Por lo tanto, el contexto de la investigación se configura en el espacio UFRGS, y ante todo en. Los sujetos estudiados fueron subdivididos en tres grupos distintos: ex alumnos de la disciplina de Intervención Pedagógica y Educación Especial, durante los semestres 2009/2, 2010/1 y 2010/2; coordinadores de la UFRGS pregrado, para un total de 17 profesionales, que representan a las cinco áreas de conocimiento que estos cursos cubren, y los maestros de esta disciplina. Las herramientas metodológicas utilizadas fueron: análisis de documentos, entrevistas semi-estructuradas, la experiencia personal y diario de campo. El estudio proporciona aportaciones teóricas como las obras de dos autores: Basil Bernstein y su sociología de la educación, y Lev Vygotsky Seminovich y su teoría histórico-cultural. Los avances en la investigación permitió una realización discreta, aunque tarde, con respecto a la función educativa de la UFRGS con el objetivo de desarrollar cada vez más las acciones que faciliten el acceso y permanencia de los estudiantes con discapacidad en sus cursos; conducente principalmente al aumento una formación docente que responda a la demanda de los futuros maestros que trabajan con estudiantes con discapacidades en las clases regulares en las escuelas normales, así como la expansión de los proyectos de investigación y extensión que se ocupan de este campo de conocimiento. Por lo tanto, el papel de la disciplina de Intervención Pedagógica y Educación Especial es crucial, como un espacio de mediación entre estudiantes, profesores y la práctica pedagógica. El espacio también interactuar con otros profesores, cursos y departamentos, apostando trialética una visión de inclusión, mediante la creación de culturas inclusivas, que producen las políticas de inclusión y el desarrollo de prácticas inclusivas. Y la universidad brasileña se convierte en un campo pedagógico recontextualización que conduce a la transformación social, y el profesor es el autor de su discurso pedagógico.

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Over the past twenty years, the idea that planning and development practices should be ‘sustainable’ has become a key tenet of discourses characterising the field of planning and development. As part of the agenda to balance and integrate economic, environmental and social interests, democratic participatory governance arrangements are frequently purported to be necessary to achieve ‘sustainable development’ at both local and global levels. Despite the theoretical disjuncture between ideas of democratic civic participation, on the one hand, and civic participation as a means to achieve pre-determined sustainability goals on the other, notions of civic participation for sustainability have become integral features of sustainable development discourses. Underpinned by a conceptual and methodological intent to perform an epistemological ‘break’ with notions of civic participation for sustainability, this thesis explicates how citizens are enrolled in the sustainable development agenda in the discourse of policy. More specifically, it examines how assumptions about civic participation in sustainable development policy discourses operate, and unpacks some discursive strategies through which policy language ‘enrols’ citizens in the same set of assumptions around their normative requirement for participation in sustainable development. Focussing in on a case study sustainable development policy document – a draft regional plan representing a case of ‘enrolling the citizen in sustainability’ - it employs three sociological perspectives/methods that progressively highlight some of the ways that the policy language enjoins citizens as active participants in ‘sustainable’ regional planning. As a thesis-by-publication, the application of each perspective/method is reported in the form of an article prepared for publication in an academic journal. In a departure from common-sense understandings of civic participation for sustainability, the first article examines the governmentality of sustainable development policy. Specifically, this article explores how civic community – particularly community rights and responsibilities – are deployed in the policy discourse as techniques of government that shape and regulate the conduct of subjects. In this respect, rather than seeing civic community as a specific ‘thing’ and participation as corresponding to particular types of ‘activities’, this paper demonstrates how notions of civic participation are constructed and mobilised in the language of sustainable development policy in ways that facilitate government ‘at a distance’. The second article begs another kind of question of the policy – one concerned more specifically with how the everyday practices of subjects become aligned with the principles of sustainable development. This paper, therefore, investigates the role of pedagogy in establishing governance relations in which citizens are called to participate as part of the problematic of sustainability. The analysis suggests that viewing the case study policy in terms of relationships of informal pedagogy provided insights into the positioning of the citizen as an ‘acquirer’ of sustainability principles. In this instance, the pedagogic values of the text provide for low levels of discretion in how citizens could position themselves in the moral order of the discourse. This results in a strong injunction for citizens to subscribe to sustainability principles in a participatory spirit coupled with the requirement for citizens to delegate to the experts to carry out these principles. The third article represents a further breakdown of the ways in which citizens become enrolled in ‘sustainable’ regional planning within the language of the case study policy. Applying an ethnomethodological perspective, specifically Membership Categorization Analysis, this article examines the way ‘the citizen’ and ‘civic values and obligations’ are produced in the interactional context of the text. This study shows how the generation of a substantive moral order that ties the citizen to sustainable values and obligations with respect to the region, is underpinned by a normative morality associated with the production of orderliness in ‘text-in-interaction’. As such, it demonstrates how the production and positioning of ‘the citizen’ in relation to the institutional authors of the policy, and the region more generally, are practical accomplishments that orient the reader to identify him/herself as a ‘citizen’ and embrace the ‘civic values and obligations’ to which he/she is bound. Together, the different conceptual and methodological approaches applied in the thesis provide a more holistic picture of the different ways in which citizens are discursively enrolled in the sustainability agenda. At the substantive level, each analysis reveals a different dimension of how the active citizen is mobilised as a responsible agent for sustainable development. In this respect, civic participation for sustainability is actualised and reproduced through the realms of language, not necessarily through applied occasions of civic participation in the ‘taken-for-granted’ sense. Furthermore, at the conceptual and methodological level, the thesis makes a significant contribution to sociological inquiry into relationships of governance. Rather than residing within the boundaries of a specific sociological perspective, it shows how different approaches that would traditionally be applied in a mutually exclusive manner, can complement each other to advance understanding of how governance discourses operate. In this respect, it provides a rigorous conceptual and methodological platform for further investigations into how citizens become enrolled in programmes of government.