Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-02-15T10:44:29Z No. of bitstreams: 1 2016 - Carlos Osvaldo Motta Formoso.pdf: 3868340 bytes, checksum: c9ce6910af376c6aeb5c3316af961314 (MD5) / Made available in DSpace on 2017-02-15T10:44:29Z (GMT). No. of bitstreams: 1 2016 - Carlos Osvaldo Motta Formoso.pdf: 3868340 bytes, checksum: c9ce6910af376c6aeb5c3316af961314 (MD5) Previous issue date: 2016-02-18 / We live in an environment dominated by economic globalization, whose effects penetrate in various spheres and areas, from education to metropolises. Educational policies are formulated to meet the pressure for results optimized for cost-effective, forming most of the time, docile individuals, insecure, isolated and consumerist. The upright curricula impose distant contents of the reality of students and these are held accountable for their own school failure. Cities are expanded and remodeled following the logic of commodification of soil, let alone their value in use. Thus, counter hegemonic practices are embraced by educators committed to popular emancipation and the struggle for the popular right to the city, subverting the order through actions and joint networking. The resistance experience viewed in Prof. Te?filo Moreira da Costa High School deserves to be known because it has been promoting actions based on educational activities integrated with social movements. This is carried out by a mobilization movement that seeks to protect the river bank territories in Rio de Janeiro, composing an interdisciplinary support network, which at the moment englobes: The Profito Pedra Branca project of the Institute of Pharmaceutical Technology (Farmanguinhos / Fiocruz); Farmers Association of Vargem Grande (Agrovargem); Carioca Network of Urban Agriculture (CAU network); Vargem Quilombo; People's Union Movement (MUP) and the Journal Abaixo Assinado of Jacarepagua. The aim of this work is to analyze the relationship between that State High School and the local social movements that seek to contribute to building a territorialized school from the standpoint of concrete actions in space-time and socio-historical realities / Vivemos numa conjuntura dominada pela globaliza??o econ?mica, cujos reflexos penetram em v?rias esferas e territ?rios, da educa??o ? metropoliza??o. As pol?ticas educacionais s?o formuladas visando atender ? press?o por resultados otimizados pela rela??o custo-benef?cio, formando na maioria das vezes, indiv?duos d?ceis, inseguros, isolados e consumistas. Os curr?culos verticalizados imp?em conte?dos distantes da realidade dos alunos e estes s?o responsabilizados pelo seu pr?prio fracasso escolar. As cidades est?o sendo expandidas e remodeladas seguindo a l?gica da mercantiliza??o do solo, desconsiderando o seu valor de uso. Sendo assim, pr?ticas contra hegem?nicas devem ser fortalecidas pelos educadores comprometidos com a emancipa??o popular e a luta pelo direito ? cidade, subvertendo a ordem atrav?s de a??es e articula??es em rede. A experi?ncia-resist?ncia do Col?gio Estadual Prof. Te?filo Moreira da Costa merece ser exposta, pois vem promovendo uma Educa??o com base em a??es pedag?gicas integradas aos movimentos sociais. Vem ocorrendo uma mobiliza??o que visa fortalecer o territ?rio das Vargens, compondo uma rede interdisciplinar de apoio, que no momento s?o: O projeto Profito Pedra Branca do Instituto de Tecnologia em F?rmacos (farmanguinhos/fiocruz); Associa??o de Agricultores de Vargem Grande (Agrovargem); Rede Carioca de Agricultura Urbana (Rede CAU); Quilombo Vargem; Movimento de Uni?o Popular (MUP) e o Jornal Abaixo Assinado de Jacarepagu?. O objetivo desta disserta??o ? analisar como vem se dando a rela??o entre o Col?gio Estadual em quest?o e os movimentos sociais locais que buscam contribuir para a constru??o de uma escola territorializada do ponto de vista de a??es concretas no contexto espa?o-tempo e s?cio-hist?rico

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-02-15T13:37:24Z No. of bitstreams: 1 2016 - ?rica Costa Vliese Zichtl Campos.pdf: 3654972 bytes, checksum: 4a6c6369379078062b589e13c247e3eb (MD5) / Made available in DSpace on 2017-02-15T13:37:24Z (GMT). No. of bitstreams: 1 2016 - ?rica Costa Vliese Zichtl Campos.pdf: 3654972 bytes, checksum: 4a6c6369379078062b589e13c247e3eb (MD5) Previous issue date: 2016-02-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Talking about inclusion implies in a change of attitude in relation to the actual social order, contemplating differences such as the point of reflection about the school and the performance of its roles. It means a physical, pedagogical, organizational, and philosophical restructuration of the school. However this process is far away from the reality faced in the Brazilians schools, specially the public ones. With rare exceptions, our schools are not prepared to guarantee an effective participation and development in the school activities for our students with intellectual disability. Because of this reason and the urgency of a further approximation of the public policies of inclusion with the school reality, the objective of this research is to analyze the elaboration and implementation of the Individualized Educational Planning (IEP) for students with intellectual disability in a school of the municipal educational system of Nova Igua?u (state of Rio de Janeiro, Brazil), from its own curriculum. The investigation is inside the research project ?The schooling of students with intellectual disability: public policies, cognitive processes, and learning evaluations?, with the financial support of The Observatory Program of Education of CAPES. The qualitative research, based on methodological assumptions of the research-action was adopted as methodological procedure. For this purpose it was realized meetings with teachers to reflect about the implementation of the IEP (PEI) in the educational formation of the students with intellectual disability. Data collection procedures used the participant observation (with registry of field diary), documental analysis (files, reports), and semi structured meetings. As the theoretical referential, it was adopted the historical-cultural perspective of Vigotski. The data obtained showed the complexity and fragility which the process of schooling inclusion of these students has been realized in regular classes, as well as the remoteness and difficulty of a collaborative working possibility with the multifunctional resources teacher. It was also noticed that the traditional practices, which have no relation with the curriculum proposal, keep running in the daily activities of students with intellectual disability, making even harder their learning process and development. Concluding, it is important to emphasize the importance of the IEP (PEI), elaborated during the intervention, as an instrument which can help the inclusion of these students. / Falar sobre inclus?o implica numa mudan?a de postura frente ? ordem social vigente, contemplando as diferen?as como um ponto de reflex?o sobre a quest?o da escola e do desempenho de seus pap?is e fun??es. Significa reestrutur?-la f?sica, pedag?gica, organizacional e filosoficamente. No entanto, este processo est? longe de ser uma realidade no cotidiano das escolas brasileiras, sobretudo as da rede p?blica de ensino. Com raras exce??es, nossas escolas n?o est?o preparadas para garantir aos alunos com defici?ncia intelectual, a possibilidade de efetiva participa??o e desenvolvimento nas atividades escolares. Diante do exposto e da urg?ncia de maior aproxima??o das pol?ticas p?blicas de inclus?o com a realidade escolar, o objetivo desta pesquisa ? analisar a elabora??o e a implementa??o do planejamento educacional individualizado (PEI) para alunos com defici?ncia intelectual em uma escola da rede de ensino Municipal de Nova Igua?u, a partir do curr?culo adotado na mesma. A investiga??o est? inserida no projeto de pesquisa ?A escolariza??o de alunos com defici?ncia intelectual: pol?ticas p?blicas, processos cognitivos e avalia??o da aprendizagem?, com apoio financeiro do Programa Observat?rio da Educa??o da CAPES. A pesquisa qualitativa, baseada nos pressupostos metodol?gicos da pesquisa-a??o, foi adotada como procedimento metodol?gico. Para tal, realizamos encontros com as docentes para refletir sobre a proposta do PEI na escolariza??o de alunos com defici?ncia intelectual. A coleta de dados utilizou como procedimentos a observa??o participante (com registro em di?rio de campo), an?lise documental (fichas, relat?rios) e entrevistas semiestruturadas. Como referencial te?rico, empregamos a perspectiva hist?ricocultural de Vigotski. Os dados obtidos revelaram a complexidade e a fragilidade com que o processo de inclus?o escolar desses alunos vem sendo realizado em salas de aula comum, assim como o distanciamento e dificuldade da possibilidade de trabalho colaborativo com o professor de sala de recursos multifuncional. Observamos que pr?ticas tradicionais e sem rela??o com a proposta curricular continuam povoando o cotidiano dos alunos com defici?ncia intelectual, dificultando ainda mais todo seu processo de aprendizagem e desenvolvimento. Por ?ltimo ressaltamos a import?ncia do PEI, elaborado durante a interven??o, como um instrumento que pode auxiliar a inclus?o destes alunos.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-03-16T14:00:14Z No. of bitstreams: 1 2016 - In? Jana Souza de Aquino.pdf: 2377398 bytes, checksum: c635fc536cd85552add91e64af1b2a46 (MD5) / Made available in DSpace on 2017-03-16T14:00:14Z (GMT). No. of bitstreams: 1 2016 - In? Jana Souza de Aquino.pdf: 2377398 bytes, checksum: c635fc536cd85552add91e64af1b2a46 (MD5) Previous issue date: 2016-02-18 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The legislation that conducts the formation of teachers in Brazil is marked by discontinuity, both with regards to the locus of such training and in relations to the emerged pedagogical proposals that were implemented over time. Regarding the locus of teacher formation, we started with the "regal classes" in the nineteenth century to the advent of "higher education institutes" in the twentieth century. In the twenty-first century were created in 2008 by law n? 11,892, (BRAZIL, 2008) the Federal Institutes of Science Education and Technology (IFs), the focus of our research, with the obligation to offer 20% of their vacancies to degree courses and special programs for teacher training, in order to train the teachers for basic education, establishing a new space to form new teachers throughout Brazil. The Federal Institutes are part of public policy for technical and technological professional education, which reconfigured the Federal Professional Education Network in the country. From this context, we seek to investigate how the Federal Institutes of Education, Science and Technology are carrying out the legal requirement to train teachers, taking as the object of our research the degrees offered by these institutions in Rio de Janeiro State. The overall aim of the study is to describe the features of creation and offering of Teacher Training courses in the Federal Institutes of Rio de Janeiro State, involving some issues related to the current law, the professionals involved and the offered infrastructure for offering these courses. About the methodology we can say that it?s a research of basic nature, which addresses the problem qualitatively, with reflections on the qualifications of the faculty, difficulty opening the course, location and quality impacts among others. We used as instruments for data collection: literature review, research on official websites, the Institutes?s internal documents research, questionnaires, interviews and field notebook. From the analysis of the collected material it was found that the degree courses have been created taking into account mainly the legislation requiring IFs to offer at least 20% of vacancies for degree courses, human resources and available infrastructure. We also found that faculty responsible for pedagogical subjects mostly consists of professionals without training in education or teaching, which in our view difficult to establish a deeper debate about the pedagogical issues. However, we find the institution that some initiatives aimed at making the debate more present, both in the pedagogical projects of the courses, and in the speeches of the coordinators. We believe that the Teacher Training Courses in IFRJ are still looking for their identity because coordinators and teachers speeches are still very dissonant about pedagogical issues / A legisla??o que rege a forma??o de professores no Brasil ? marcada pela descontinuidade, tanto no que diz respeito ao locus dessa forma??o como em rela??o ?s propostas pedag?gicas surgidas e implantadas ao longo do tempo. No que tange ao l?cus da forma??o de professores, come?amos pelas ?aulas r?gias? no s?culo XIX at? o advento dos ?Institutos de n?vel superior? no s?culo XX. No s?culo XXI foram criados, no ano de 2008, pela Lei n? 11.892, (BRASIL, 2008) os Institutos Federais de Educa??o Ci?ncia e Tecnologia (IFs), foco da nossa pesquisa, com a obrigatoriedade de oferecer 20% de suas vagas para atender aos cursos de licenciatura e programas especiais de forma??o pedag?gica, destinados ? forma??o de professores para a educa??o b?sica, instituindo, desta forma, um novo espa?o para formar professores em todo Brasil. Os Institutos Federais fazem parte da pol?tica p?blica para educa??o profissional t?cnica e tecnol?gica, que reconfigurou a Rede Federal de Educa??o Profissional no pa?s. A partir deste contexto, buscamos investigar de que maneira os IFs est?o cumprindo a determina??o legal de formar professores, tomando como objeto de nossa pesquisa as licenciaturas ofertadas por estas Institui??es, no Estado do Rio de Janeiro. O objetivo geral do estudo ? descrever as caracter?sticas da cria??o e oferecimento dos cursos de Forma??o de Professores IFs, envolvendo quest?es ligadas: ? legisla??o vigente, aos profissionais envolvidos e ? infraestrutura oferecida para o oferecimento desses cursos. Quanto ? metodologia,trata-se de uma pesquisa de natureza b?sica, que aborda o problema de forma qualitativa, com reflex?es a respeito da qualifica??o do corpo docente, dificuldades para abertura dos cursos, localiza??o, impactos na qualidade, dentre outros. Utilizamos como instrumentos para coleta de dados: revis?o bibliogr?fica, busca em sites oficiais, pesquisa nos documentos internos dos IFs, question?rios, entrevistas e caderno de campo. A partir da an?lise do material coletado verificou-se que os cursos de licenciatura foram criados levando em considera??o, principalmente, a legisla??o que obriga os IFs a oferecerem no m?nimo 20% das vagas para os cursos de licenciatura, os recursos humanos e a infraestrutura dispon?veis. Verificamos ainda que o corpo docente, respons?vel pelas disciplinas pedag?gicas, em sua maioria ? composto por profissionais sem forma??o na ?rea de educa??o ou de ensino, o que a nosso ver dificulta o estabelecimento de um debate mais profundo a respeito das quest?es pedag?gicas. Entretanto, encontramos na Institui??o algumas iniciativas que visam tornar esse debate mais presente, tanto nos Projetos Pedag?gicos dos Cursos, quanto no discursos dos coordenadores. Acreditamos que os Cursos de Licenciatura no IFRJ est?o em processo de busca de identidade, pois ainda encontramos professores e coordenadores com discursos muito dissonantes no que tange ?s quest?es pedag?gicas.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-03-17T13:02:31Z No. of bitstreams: 1 2016 - Lana Claudia Barros Bezerra.pdf: 1532524 bytes, checksum: 3c10f97f96f82861ffd6b1d6d91cc04f (MD5) / Made available in DSpace on 2017-03-17T13:02:31Z (GMT). No. of bitstreams: 1 2016 - Lana Claudia Barros Bezerra.pdf: 1532524 bytes, checksum: 3c10f97f96f82861ffd6b1d6d91cc04f (MD5) Previous issue date: 2016-05-05 / This dissertation it is based in research quali-quantitative which focused on graduates of Veterinary Medicine perception, course egress of Agricultural Science Graduation (ASG) of Federal Rural University of Pernambuco (UFRPE) who carried out the academic degree in the period of 2010.1 to 2013.2. The theoretical and empirical research identify the contributions of docent formation brought to academic and professional life in view of the influence of humanistic, pedagogical and environmental design a degree course in agrarian area should promote those who resort to this. Interested in this research to investigate the ASG course contributions to the veterinarian in order to understand the expectations and conceptions of licensed graduates on the teaching profession. The subjects were twenty-one licensed veterinarians and two coordinators. Our problem raised concerns about the training that the said course enabled the students of Agricultural Sciences, focusing on Veterinary Medical of UFRPE. Data collection was carried out in four stages: bibliographical survey of theorists who elaborates on the theme; documentary consulting the files of graduates; consultation with the Political Pedagogical Project ASG and resolutions UFRPE with application of questionnaires to thirty-four semi-structured interviews with graduates and three subjects surveyed. These tools made it possible to quantify and identify the profile of graduates, seizing their perception of the current proposal with the triangulation of the looks of the students as respondents, the coordinators as informants and the researcher. The research allowed important contributions and intentions were identified in the proposal of the Pedagogic Political Project of the degree that guide to building a practice based on humanistic relations for the performance of these graduates in their various contexts / Esta disserta??o se fundamenta em uma pesquisa de abordagem quali-quantitativa que voltou-se para conhecer a vis?o dos graduados em Medicina Veterin?ria, egressos do Curso de Licenciatura em Ci?ncias Agr?colas - LCA, da Universidade Federal Rural de Pernambuco (UFRPE), que realizaram a forma??o acad?mica na licenciatura no per?odo de 2010.1 a 2013.2. A pesquisa te?rico-emp?rica identificou a contribui??o que a forma??o docente trouxe para a vida acad?mica e profissional tendo em vista as influ?ncias da concep??o humanista, pedag?gica e socioambiental que um curso de Licenciatura na ?rea agr?ria deve promover aqueles que recorrem a este. Interessou a presente pesquisa investigar as contribui??es do curso LCA para o m?dico veterin?rio, de forma a compreender as expectativas e concep??es dos egressos licenciado sobre a profiss?o docente. Os sujeitos desta pesquisa foram vinte e um m?dicos veterin?rios licenciados e dois Coordenadores. Nossa problem?tica suscitou inquieta??es a respeito da forma??o que o citado curso possibilitou aos alunos das Ci?ncias Agr?rias, com foco nos M?dicos Veterin?rios da UFRPE. A coleta de dados foi realizada em quatro momentos: Levantamento bibliogr?fico dos te?ricos que discorre sobre a tem?tica, consulta documental aos dossi?s dos egressos, consulta ao Projeto Pol?tico Pedag?gico do LCA e resolu??es da UFRPE, aplica??o dos question?rios a trinta e quatro egressos, entrevistas semi-estruturada com tr?s sujeitos pesquisados. Esses instrumentos possibilitaram quantificar e identificar o perfil dos egressos, apreendendo sua percep??o em rela??o a proposta do curso com a triangula??o dos olhares dos discentes como respondentes, os coordenadores como informantes e o pesquisador. A pesquisa permitiu que fossem identificadas importantes contribui??es e inten??es contidas na proposta do Projeto Pol?tico Pedag?gico da Licenciatura que orientam para a constru??o de uma pr?tica pautada em rela??es humanista para a atua??o desses licenciados em seus diversos contextos

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-03-31T14:01:43Z No. of bitstreams: 1 2013 - Juliano Tiago Viana de Paula.pdf: 2295073 bytes, checksum: dbfa3c4a1f9cd04267890883db6cc901 (MD5) / Made available in DSpace on 2017-03-31T14:01:43Z (GMT). No. of bitstreams: 1 2013 - Juliano Tiago Viana de Paula.pdf: 2295073 bytes, checksum: dbfa3c4a1f9cd04267890883db6cc901 (MD5) Previous issue date: 2013-04-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The present research seeks to assess the relationships between family, cronyism and slavery in the Parish of S?o Tom? das Letras decades between 1840 to 1870. To get the expected results of the study addressed characteristics that locality, in order to try to demonstrate some peculiarities about the population as a whole. Through various analyzes, we realized that beyond the means slaves and economic activities, family relationships between free and slave also informed us that the slave society constitutes a remote rural parish of large shopping plazas and focused on the domestic supply site. This structure is organized into the following relationships: the high numbers of formal marriage among the captives, the behavior of exogamous unions between men and women Creole African compadres in the preferences of different social conditions in informal relationships between godfathers and godmothers free slaves (vice versa), the interests of masters and slaves around the cronyism and family ties between these different segments / O objeto desta pesquisa consiste em analisar rela??es entre escravid?o, fam?lia e compadrio na Freguesia de S?o Tom? das Letras entre as d?cadas de 1840 a 1870. Para alcan?armos os resultados esperados o estudo abordou varias caracter?sticas da referida localidade, com o intuito de demonstrar algumas particularidades que difere de outras regi?es examinadas. Atrav?s de varias analises, percebemos que al?m das posses escravas e atividades econ?micas, as rela??es familiares entre livres e escravos tamb?m nos informaram a sociedade escravista que se constitui numa Freguesia rural voltada ao abastecimento interno local. Esta estrutura se organizava nas seguintes rela??es: nos elevados n?meros de matrimoniais formais entre os cativos, no comportamento das uni?es exogamicas entre mulheres crioulas e homens africanos, nas prefer?ncias de compadres de distintas condi??es sociais, nos relacionamentos informais entre padrinhos livres e madrinhas escravas (vice-versa), nos interesses de senhores e escravos entorno do compadrio e nos la?os familiares entre estes distintos segmentos

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-04-06T12:02:08Z No. of bitstreams: 1 2012 - Rodrigo Rossi Rodrigues.pdf: 2827044 bytes, checksum: 1e0bfbc21aa38412c1823ea16ac2e2ed (MD5) / Made available in DSpace on 2017-04-06T12:02:08Z (GMT). No. of bitstreams: 1 2012 - Rodrigo Rossi Rodrigues.pdf: 2827044 bytes, checksum: 1e0bfbc21aa38412c1823ea16ac2e2ed (MD5) Previous issue date: 2012-03-27 / The goal of this study is to show how the resource?s rationalization can improve the operational results of one maritime transport company. The tanker maket follows a world tendency on the hiring price of charter. It makes the process of costs reducing through the optimization of fuel and diesel or/and through the performance?s control of time, velocity and operational disponibility a mandatory factor. The control of the consume of fuel and diesel is a way to reduce the discounts on the ships earns. The losses can be caused by technical problems on the MCP's (Main Combustion Engine), MCA's (Auxiliary Combustion Engine) and auxiliary machinery of the ships, or by the necessity of revaluation on the contractual price of loading and unloading products on shipping terminals and also by the climate changes in the Brazilian coastline, which causes some different conditions of velocity and time trips. / Atrav?s deste trabalho pretende-se apresentar como a racionaliza??o de recursos pode contribuir para melhorar o resultado operacional de uma empresa de servi?o de transporte mar?timo. O mercado de afretamento de navios petroleiros segue uma tend?ncia mundial na contrata??o do pre?o do frete, tornando importante o processo de redu??o de custos atrav?s da otimiza??o de ?leo combust?vel e ?leo diesel, e controle das performances operacionais: tempo, velocidade e disponibilidade operacional. Uma das formas de reduzir os descontos na receita dos navios ? o controle do consumo de ?leo combust?vel e ?leo diesel. Sejam eles provocados por problemas t?cnicos nos MCP?s (Motor de Combust?o Principal), MCA?s (Motor Auxiliar de Combust?o) e M?quinas Auxiliares dos navios, ou at? mesmo pela necessidade de reavalia??o de taxas contratuais de bombeio de carga e descarga de produtos nos terminais, e velocidade/tempo de viagem em alguns trechos do litoral brasileiro, devido ?s mudan?as clim?ticas e geogr?ficas.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-04-10T14:24:38Z No. of bitstreams: 1 2014 - Raimunda Maria Marques de Azevedo.pdf: 3635366 bytes, checksum: 96dd90aac4d946c3187a93386095b9f1 (MD5) / Made available in DSpace on 2017-04-10T14:24:38Z (GMT). No. of bitstreams: 1 2014 - Raimunda Maria Marques de Azevedo.pdf: 3635366 bytes, checksum: 96dd90aac4d946c3187a93386095b9f1 (MD5) Previous issue date: 2014-02-25 / This thesis aims to perform an analysis of the potential and challenges of rural tourism in the municipality of Apodi, RN, Brazil, considering the possible interfaces between family farming and tourism, in the context of the Regionalization Program of Tourism (PRT) and the National Program for the Strengthening of Family Farming (PRONAF). For this purpose, we collected primary and secondary data on these programs and on the socioeconomic context of the municipality. In addition to collecting and analyzing data, semi-structured interviews were performed with stakeholders directly and indirectly involved with tourism development and family farming. We found that, among these stakeholders, the PRT has not been adopted as a strategy for development of the tourism. Moreover, it is noted that actions are needed for planning of the tourism, for the implementation of infrastructure and for training of the local entrepreneurs. Matters of social organization of the rural population, consolidation of settlements and ways of agroecological production, were highlighted as elements that promote rural tourism and reflect on broader social issues in the municipality. Considering the PRONAF, the interlocutors stressed the importance of this program for the promotion of the development and improvement of the quality of life in Apodi. Besides the aspects related to infrastructure and equipments for agricultural production, it was also highlighted the importance of learning from training courses, which favored the strengthening of productive chains. Considering the integration of family agriculture and tourism, it is noteworthy that acquired experiences of agrarian reform settlements plays an significant role in the exchange of experiences between visitors and visited, having the knowledge and social mobilization as main vectors for the promotion of tourism. Thus, it is possible to broaden the participation of the local stakeholders and to promote tourism in a planned manner, favoring community-based initiatives and local identity. / Esta disserta??o tem o objetivo de realizar uma an?lise das potencialidades e dos desafios do turismo rural no munic?pio de Apodi (RN), considerando as poss?veis interfaces entre a agricultura familiar e o turismo, ? luz do Programa de Regionaliza??o do Turismo (PRT) e do Programa Nacional de Fortalecimento da Agricultura Familiar (PRONAF). Para tanto, foi necess?rio o levantamento de dados prim?rios e secund?rios sobre os programas em quest?o e o contexto socioecon?mico do munic?pio estudado. Al?m da coleta e an?lise de dados, foram realizadas entrevistas semiestruturadas com interlocutores envolvidos, direta e indiretamente, com o desenvolvimento do turismo e da agricultura familiar. Constatou-se, dentre os entrevistados, que o PRT n?o ? adotado como estrat?gia para o desenvolvimento do turismo. Al?m disso, foi salientada a necessidade de a??es direcionadas ao planejamento da atividade tur?stica, a implanta??o de infraestrutura e a capacita??o dos empreendedores locais. Quest?es relacionadas ? organiza??o social da popula??o rural, ? consolida??o dos assentamentos e ao modo de produ??o agroecol?gica foram destacadas como elementos que podem favorecer o turismo rural, al?m de repercutir em quest?es sociais mais amplas no munic?pio. Quanto ao PRONAF, os interlocutores entrevistados salientaram a import?ncia do programa para a promo??o do desenvolvimento e melhoria da qualidade de vida em Apodi. Al?m dos aspectos relacionados ? infraestrutura e equipamentos necess?rios ? produ??o agr?cola, foi destacado tamb?m o aprendizado a partir de cursos de forma??o, que favoreceram o fortalecimento das cadeias produtivas. No que diz respeito ? integra??o entre a agricultura familiar e o turismo, cumpre destacar as experi?ncias dos assentamentos de reforma agr?ria, na perspectiva de troca de saberes entre visitantes e visitados, tendo o conhecimento e a mobiliza??o social como principais vetores para a promo??o do turismo. Nessa dire??o, ? poss?vel ampliar a participa??o dos atores locais e promover o turismo de forma planejada, favorecendo as iniciativas de base comunit?ria e a identidade local

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-05-02T12:52:14Z No. of bitstreams: 1 2016 - Priscilla Grimberg.pdf: 3182045 bytes, checksum: 404e911b71bd7ead3810d1c03107f59e (MD5) / Made available in DSpace on 2017-05-02T12:52:14Z (GMT). No. of bitstreams: 1 2016 - Priscilla Grimberg.pdf: 3182045 bytes, checksum: 404e911b71bd7ead3810d1c03107f59e (MD5) Previous issue date: 2016-01-28 / The without precedents pressure over mineral resources expected for the forthcoming decades, added to the energy demand, both motivated by the consumption of almost 10 billion habitants expected for the year 2050, shall make more than double the historic investment rate of the oil and gas extractive sector, for instance. These industries and their respective chains represent approximately 5% of the Global GDP and figure in three among the ten largest world companies; however, more than half of their known reserves are located at non OECD countries, marked by inequality and low human development indexes. These forecasts also intensify the occurrence of a relationship that is not been working: the one of large private investments in territories of their operations. Economic benefits coming from the of large enterprise?s installation are most of times unable to reach local populations and the enormous flow of money and operations of large industrial scale tension the territories? economic, political and social institutions in such manner that that local populations are left in worse situation after the enterprise?s installation . Conflicts are the usual result of such scenario and emblematic cases like the Belo Monte?s Hydroelectric Plant and Rio de Janeiro Petrochemical Complex ? COMPERJ are a constant. The growth of ?non-technical risks? is recently valued by the private sector and evidences the companies? impacts of your bad relationship with the local community, among which: duplication of the time needed for the capital project?s implantation, chronogram delays and cost excess in 50% of large metal mining projects, only in the last decade. Companies invest voluntarily but these investments are not a guarantee of a good relationship and consequent inexistency of conflicts. In the past two decades innumerous publications have been launched by the sector with the common speech that the companies? favorable outcome is directly associated to the thriving development of the businesses operating territories. Such publications have been orienting businesses? policies, however, the social license to operate still figuring as the main risk and challenge for enterprises which operations have greater socio environmental risk. On the other side, the development promotion itself has been object of different explaining apparatus that alone have not been able to explain it. Only in 2012 is made available the conceptual model that evidences in which conditions prosperous territorial dynamics can be promoted. That study intends to interrogate the causes for the failure of the company-territory relationship, directly related to the failure of the territorial development, using the sector?s references for community investment strategies in comparison to the conceptual model for the promotion of successful territorial development. The general hypothesis is that the main blocking for the successful relationships between companies and society, as well as to the territorial development itself, remains in the reproduction of inequality traps that companies foment, based upon a utilitarian mentality and as the main local economic drivers. As a consequence, they promote the perpetuation of unequal situations, of conflicts and failure for both involved. The conditions for the transformation of such scenario are not emphasized and / or followed by the strategies that orient the sector. / A press?o sem precedentes sobre os recursos minerais nas pr?ximas d?cadas, aliada ? demanda de energia, ambas motivadas pelo consumo de quase 10 bilh?es de habitantes previstos para 2050, far? com que a taxa hist?rica de investimento mais que dobre para o setor extrativo e de ?leo e g?s, por exemplo. Essas ind?strias e suas cadeias representam aproximadamente 5 % do PIB global, sendo que tr?s delas figuram entre as dez maiores companhias mundiais. Entretanto, mais da metade de suas reservas conhecidas se encontram em pa?ses n?o integrantes da OECD, marcados pela desigualdade e baixos ?ndices de desenvolvimento humano. Estas previs?es intensificam tamb?m a ocorr?ncia de uma rela??o que n?o vem dando certo: a de grandes investimentos privados com seus territ?rios de opera??o. Benef?cios econ?micos oriundos da instala??o de grandes empreendimentos n?o conseguem, na grande maioria das vezes, atingir as popula??es locais e o enorme fluxo de dinheiro e de opera??es de grande escala industrial tensionam as institui??es econ?micas, pol?ticas e sociais dos territ?rios de tal forma que as popula??es locais s?o deixadas em pior situa??o ap?s a instala??o desses empreendimentos. Conflitos s?o o resultado deste cen?rio e casos emblem?ticos como da Usina hidrel?trica de Belo Monte e do Complexo Petroqu?mico do Rio de Janeiro ? COMPERJ - s?o uma constante. O crescimento dos ?riscos n?o t?cnicos? ? recentemente valorado pelo setor privado e evidencia os impactos para as empresas dessa m? rela??o com a comunidade local. Dentre os quais: duplica??o, na ?ltima d?cada, do tempo necess?rio para a implanta??o de projetos vindouros para as principais empresas internacionais do petr?leo e atrasos no cronograma e / ou excesso de custos em 50% dos grandes projetos de minera??o e metais. As empresas investem voluntariamente, mas esses investimentos n?o s?o garantia de uma boa rela??o e consequente inexist?ncia de conflitos. Nas ?ltimas duas d?cadas, in?meras publica??es s?o lan?adas pelo setor, com discurso comum de que o sucesso do empreendimento est? diretamente associado ao desenvolvimento exitoso dos territ?rios de suas opera??es empresariais. Essas publica??es t?m orientado as pol?ticas empresariais. Entretanto, a licen?a social para operar se mant?m como principal risco e desafio para empreendimentos cujas opera??es possuem maior risco de impactos socioambientais. Por outro lado, a promo??o do desenvolvimento em si tem sido objeto de diferentes aparatos explicativos que, sozinhos, n?o foram capazes de explic?-lo. Somente em 2012, ? disponibilizado um modelo conceitual que evidencia em que condi??es din?micas territoriais exitosas podem ser promovidas. Este estudo procura interrogar as causas para o fracasso da rela??o empresa e territ?rio, vinculadas diretamente ao fracasso do desenvolvimento territorial, utilizando-se das refer?ncias do setor para estrat?gias de investimento comunit?rio em compara??o com o modelo conceitual para promo??o de desenvolvimento exitoso. A hip?tese geral ? que o principal bloqueio ?s rela??es exitosas entre empresas e sociedade e ao pr?prio desenvolvimento territorial est? na reprodu??o de armadilhas de desigualdade, que as empresas - baseadas em uma mentalidade utilitarista e enquanto principais motores econ?micos locais - fomentam. Como consequ?ncia, promovem a perpetua??o de situa??es desiguais, de conflitos e insucesso para ambos envolvidos. As condi??es para transforma??o desse cen?rio n?o s?o enfatizadas e/ ou seguidas pelas estrat?gias que orientam o setor.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-08T13:52:47Z No. of bitstreams: 1 2016 - Elenilson Silva de Oliveira.pdf: 1048621 bytes, checksum: cb2aa57c367db8045adc9850fd5729dd (MD5) / Made available in DSpace on 2017-05-08T13:52:47Z (GMT). No. of bitstreams: 1 2016 - Elenilson Silva de Oliveira.pdf: 1048621 bytes, checksum: cb2aa57c367db8045adc9850fd5729dd (MD5) Previous issue date: 2016-05-25 / This dissertation is the result of the survey carried out in the period from June 2014 to May 2016, linked to Graduate Program in Agricultural Education, Universidade Federal Rural do Rio de Janeiro, had as general objective to characterize the relationship of agricultural education with the curriculum at the school of the field of Settlement Project Urumutum, in Tabatinga-Amazonas.The Urumutum Settlement Project was created by INCRA - National Institute of Colonization and Agrarian Reform in 1987, after having been planned as Integrated Project of colonization. At the beginning 65 families (142 lots) were seated, after years of conflict by land on site, currently live more than 154 families considered posseiras in batches with problems of possession of the land.However, the research allowed us to develop the following specific objectives: to identify the forms of access and the development of public policies for agrarian reform on saddle Urumutum; analyze the ways of life and the social transformations on saddle Urumutum from the educational context; contextualizing the role of agricultural education for the formation of the students of the school of the field through the voices of the social actors.As methodological tools, we use the literature, which served as the construction for the theoretical and methodological frameworks, through numerous documents produced by rural social movements, in partnership with trade unions, public universities and education departments; documentary research, by comparing and interweaving of voices that come from various documentary sources, written and oral, as well as our participation in meetings and conferences, with access to the minutes and reports and oral history, using interviews and record of history of life of the subjects of the field involved in the educational process in the settlement: students, teachers, parents and family farmers.The study sought to answer the following question: how the curriculum of the school in the city of Tabatinga field (AM), works with agricultural education? From the application of methodological tools we trace a path that began with the context of rural settlements in the Amazon, bringing the agrarian question in the Amazon and the agrarian reform settlements in the context of Alto Solim?es. Then we highlight the history of the field of education, social movements, the struggle for education in Tabatinga and programs and Field Education actions under the IFAM - Federal Institute of Education, Science and Technology of Amazonas, Campus Tabatinga. Following, we emphasize with a brief history of agricultural education in Brazil, followed by the cultural historical context of the School Marechal Castelo Branco, and finally, caught crossing issues related to the work, education and agricultural education in Settlement Urumutum. The study found that the consequences arising from the period of colonization of the Amazon, together with the land reform policy incipient, lack of public policies for the populationof the field, especially the educational, become visible to the need for reflection / action through new perspectives on the role of the state against the sustainable rural development of these populations. Above all, there is a need to strengthen the educational activities between the spheres of government and civil society, especially social movements, to ensure the construction of participatory educational projects that address the principles of the field of education as a fundamental part of the design education of the people of the field. / Esta disserta??o ? o resultado da pesquisa realizada no per?odo de junho de 2014 a maio de 2016, vinculada ao Programa de P?s-Gradua??o em Educa??o Agr?cola, da Universidade Federal Rural do Rio de Janeiro, teve como objetivo geral caracterizar a rela??o do ensino agr?cola com o curr?culo na escola do campo do Projeto de Assentamento Urumutum, em Tabatinga-Amazonas. O Projeto de Assentamento Urumutum foi criado pelo INCRA - Instituto Nacional de Coloniza??o e Reforma Agr?ria em 1987, ap?s ter sido planejado como Projeto Integrado de Coloniza??o. No in?cio 65 fam?lias (142 lotes) foram assentadas, ap?s anos de conflitos por terras no local, atualmente vivem mais de 154 fam?lias consideradas posseiras em lotes com problemas de posse das terras. Contudo, a pesquisa possibilitou desenvolver seguintes objetivos espec?ficos: identificar as formas de acesso e o desenvolvimento das pol?ticas p?blicas para a reforma agr?ria no assentamento Urumutum; analisar os modos de vida e as transforma??es sociais no assentamento Urumutum a partir do contexto educacional; contextualizar o papel do ensino agr?cola para a forma??o do discente da escola do campo por meio das vozes dos atores sociais. Como instrumentos metodol?gicos, utilizamos a pesquisa bibliogr?fica, que serviu de constru??o para os referenciais te?rico-metodol?gicos, por meio de in?meros documentos produzidos pelos movimentos sociais do campo, em parceria, com sindicatos, universidades p?blicas e secretarias de educa??o; a pesquisa documental, atrav?s da compara??o e entrecruzamento de vozes advindas de diversas fontes documentais, escritas e orais, al?m da nossa participa??o em reuni?es e congressos, com acesso ?s atas e relat?rios e a hist?ria oral, com a utiliza??o de entrevistas e registro da hist?ria de vida dos sujeitos do campo envolvidos com o processo educativo no assentamento. O estudo buscou responder o seguinte questionamento: como o curr?culo da escola do campo do munic?pio de Tabatinga (AM) trabalha com o ensino agr?cola? A partir da aplica??o dos instrumentos metodol?gicos tra?amos um caminho que iniciou com a contextualiza??o dos assentamentos rurais na Amaz?nia, trazendo para a quest?o agr?ria no Amazonas e o contexto dos assentamentos de reforma agr?ria no Alto Solim?es. Em seguida, destacamos o hist?rico da Educa??o do Campo, os movimentos sociais, a luta pela educa??o em Tabatinga e os programas e a??es de Educa??o do Campo no ?mbito do IFAM - Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Amazonas, Campus Tabatinga. Seguindo, enfatizamos com um breve hist?rico o ensino agr?cola no Brasil, seguida do contexto hist?rico-cultural da Escola Municipal Marechal Castelo Branco, e por fim, entrela?amos as quest?es relacionadas com o trabalho, educa??o e ensino agr?cola no Assentamento Urumutum. O estudo constatou que as consequ?ncias oriundas desde o per?odo de coloniza??o da Amaz?nia, somadas a pol?tica de reforma agr?ria insipiente, a falta de pol?ticas p?blicas para a popula??o do campo, principalmente as educacionais, tornaram vis?veis ? necessidade de reflex?o / a??o atrav?s de novos olhares sobre o papel do estado frente ao desenvolvimento rural sustent?vel dessas popula??es. Sobretudo, h? a necessidade de estreitar as a??es educacionais entre as esferas de governo e a sociedade civil, em especial os movimentos sociais, no sentido de garantir a constru??o de projetos educacionais participativos, que contemplem os princ?pios da Educa??o do Campo como parte fundamental da concep??o de educa??o dos povos do campo.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-09T12:34:18Z No. of bitstreams: 1 2016 - M?rcio de Souza Santos.pdf: 1878817 bytes, checksum: a756f4944391d69980b6075abcb196c2 (MD5) / Made available in DSpace on 2017-05-09T12:34:18Z (GMT). No. of bitstreams: 1 2016 - M?rcio de Souza Santos.pdf: 1878817 bytes, checksum: a756f4944391d69980b6075abcb196c2 (MD5) Previous issue date: 2016-06-02 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The Paralympic boccia is a challenging sport for the disabled with motor impairment in all four limbs. A group of these athletes, even with the sports practice, remains hampered by oralization inability and lack of communication by other means. Based on Cultural Psychology of Bruner (1997), our goal is to investigate through the narrative of these subjects, considering the importance of being present in the world through communication and do this for yourself, to take the ideas of the fog of thought and outsource them, forming, by the need to organize them and make intelligible to the other, establishing dialogue. It is proposed adjustments in the narrative and subsequent analysis, considering the characteristics of the subjects: communication by translator or computer with adapted keyboard; expressions, sounds and gestures changed by disability; communication (typed) with emphasis on semantics and phonetics deficit (Transposing this oral characteristic for writing). Choice of pictures; and social network analysis of the subject. This made the role of the researcher was of paramount importance to establish links with the subjects, allowing dialogue (Trying NOT Make use of mediator). Aiming to know the life story of people accustomed to be interpreted and not heard and how it is built. It was noticed that the boccia adapted, different than the researcher believed, is not the salvation of a stagnant life, but it is primarily a bridge for socializing and recreation (in meetings before and after games , at time of eat , in travels) , and , second, the athlete's career , bringing his other identity (competitive, warrior , serious, focused). The narrative research allowed to show behind the scenes of research and allowed joint data collection methods have improved dialogue with the subject, showing a mature athlete, intelligent , not as independent as it is believed to be ideal , but as autonomous as possible. / A bocha paral?mpica ? um esporte desafiador para pessoas com defici?ncia com comprometimento motor nos quatro membros. Um grupo desses atletas, mesmo com a pr?tica esportiva, permanece prejudicado pela incapacidade de oraliza??o e falta de comunica??o por outros meios. Baseado na Psicologia Cultural de Bruner (1997) buscou-se investigar atrav?s da narrativa desses sujeitos, considerando a import?ncia de se fazer presente no mundo atrav?s da comunica??o e se fazer presente para si mesmo, ao retirar as ideias da neblina do pensamento e externaliz?-las, dando forma, pela necessidade de organiz?-las e se fazer intelig?vel ao outro, estabelecendo o di?logo. Prop?s-se alternativas na express?o narrativa e posterior an?lise, considerando as caracter?sticas dos sujeitos: comunica??o por tradutor ou computador com teclado adaptado; express?es, sons e gestos alterados pela defici?ncia; comunica??o (digitada) com ?nfase na sem?ntica e d?ficit na fon?tica (transpondo essa caracter?stica oral para a escrita); escolha de fotos; e an?lise da rede social do sujeito. Isso fez com que o papel do pesquisador fosse da maior import?ncia, ao estabelecer v?nculos com os sujeitos, possibilitando o di?logo (tentando n?o fazer uso de mediador), com objetivo de conhecer a hist?ria de vida de pessoas acostumadas a serem interpretadas e n?o ouvidas e como ela se constr?i. Conjecturou-se que a bocha adaptada, diferente do que o se acreditava, n?o ? a salva??o de uma vida estagnada, mas ela ?, primeiramente, uma ponte para a socializa??o e o lazer (nos encontros antes e depois dos jogos, na hora de se alimentar, nas viagens), e, em segundo lugar, a profiss?o do atleta, trazendo sua outra identidade (de competidor, guerreiro, s?rio, compenetrado). A pesquisa narrativa possibilitou mostrar os bastidores deste trabalho e permitiu articular m?todos de coleta de dados que melhoraram o di?logo entre pesquisador e sujeito pesquisado, mostrando um atleta maduro, inteligente, n?o t?o independente como acredita-se ser ideal, mas t?o aut?nomo quanto ? poss?vel.