Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-05-29T12:10:01Z No. of bitstreams: 1 469655 - Texto Completo.pdf: 1648462 bytes, checksum: 8803dc58a24533e84d10ceb6d9baaf32 (MD5) / Made available in DSpace on 2015-05-29T12:10:01Z (GMT). No. of bitstreams: 1 469655 - Texto Completo.pdf: 1648462 bytes, checksum: 8803dc58a24533e84d10ceb6d9baaf32 (MD5) Previous issue date: 2015-03-02 / In this thesis we analyzed the contribution that a visit to a non-formal learning can provide for the construction of knowledge in the teaching of science in a group of students in the early years of elementary school. Our general objective was to determine how much our visit was able to contribute to the building of own elements of complex reasoning among the students, starting from fauna. Our approach was qualitative, with a research methodology characterized by case study. Subjects were a group of elementary school third-graders from Foz do Igua?u, PR. Procedures and instruments used for data collection consisted of a lesson plan register, questionnaires and drawings. We also utilized photos from the non-formal learning environment in order to apply the stimulated recall method. All data collected throughout the investigation were subjected to discursive text analysis. We adopted indicators of complex thought elements a priori in order to determine to what extent the evolution of students' concepts was affected regarding the studied topic before and after the visit. Outcomes point out that our visit to the non-formal environment was decisive for the development of the students' understanding, which contained own elements of complex reasoning. / Nesta disserta??o analisamos a contribui??o que uma visita a um espa?o n?o formal de aprendizagem pode proporcionar para a constru??o do conhecimento no ensino de Ci?ncias em um grupo de estudantes dos anos iniciais do ensino fundamental. O objetivo geral foi compreender como a visita pode contribuir para a constru??o de elementos pr?prios de pensamento complexo no grupo de estudantes, a partir do tema fauna. A abordagem da pesquisa foi qualitativa, com metodologia de pesquisa com caracter?sticas de estudo de caso. Os sujeitos foram um grupo de estudantes do 3? ano do Ensino Fundamental de uma escola municipal localizada no munic?pio de Foz do Igua?u/PR. Os procedimentos e instrumentos para coleta de dados consistiram em registro do di?rio de classe, question?rios e confec??o de desenhos. Tamb?m utilizamos fotografias do espa?o n?o formal de aprendizagem para a aplica??o do m?todo da lembran?a estimulada. Todos os dados coletados na investiga??o foram submetidos ? an?lise textual discursiva. Adotamos indicadores de elementos de pensamento complexo a priori para determinar em que medida poderia ser afetada a evolu??o das concep??es dos estudantes sobre o tema estudado antes e ap?s a visita. Os resultados obtidos apontaram que a visita ao espa?o n?o formal de aprendizagem foi determinante para a evolu??o das concep??es dos estudantes com caracter?sticas de elementos pr?prios de pensamento complexo.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-06-22T12:32:04Z No. of bitstreams: 1 470944 - Texto Completo.pdf: 1491533 bytes, checksum: 69949ee0cdda83e23d651fb9b6a0e383 (MD5) / Made available in DSpace on 2015-06-22T12:32:04Z (GMT). No. of bitstreams: 1 470944 - Texto Completo.pdf: 1491533 bytes, checksum: 69949ee0cdda83e23d651fb9b6a0e383 (MD5) Previous issue date: 2015-03-05 / This research presents a discussion about domestic violence and orphanage. Through the methodological approach developed by the German researcher Gabriele Rosenthal, sociologically established by the studies of Alfred Schutz, it was possible to permeate Joaquim?s life-world and understand how he experienced his mother?s death in a context of domestic violence. The focus of this research refers to the subjective and biographical construction of orphanage in a domestic violence context. After the biographical analysis steps, it was possible to compare manifest and latent contents of Joaquim?s narrative and come to the conclusion that, despite the importance in the interviewee?s life, the death of his mother is not the main episode of his biography. The connecting thread of his trajectory is the fact that he grew up in an orphan asylum, without his father and his mother. This situation is what makes Joaquim try to find resources to survive and get rid of the stigma. One of the distinguishing aspects of this work is that it connects the individual to the social spheres with the analysis of a single case ? Joaquim?s mother was murdered when he was five years old ? and, with this methodological approach, produces theory. Concepts of family, marital violence, death and orphanage are presented. The goal is to contribute with a discussion that still is not very explored in Brazil and to demonstrate how the biographical narrative approach can contribute with sociology in Brazil. / A presente pesquisa prop?e uma discuss?o acerca da viol?ncia dom?stica e da orfandade. Por meio da abordagem metodol?gica desenvolvida pela pesquisadora alem? Gabriele Rosenthal, sociologicamente fundamentada nos estudos de Alfred Schutz, foi poss?vel permear o mundo da vida de Joaquim e compreender de que maneira ele experienciou a morte da m?e em um contexto de viol?ncia dom?stica. O ponto central deste estudo refere-se ? constru??o subjetiva e biogr?fica da orfandade nestas circunst?ncias. Ap?s percorrermos os passos da an?lise biogr?fica foi poss?vel comparar conte?dos manifestos e latentes da narrativa do entrevistado e concluir que, apesar de marcante na vida de Joaquim, a morte da m?e n?o ? o tema central da sua biografia. O fio condutor da sua trajet?ria ? o fato de ter crescido em abrigo "sem pai nem m?e". ? com rela??o a esta situa??o que busca recursos para sobreviver e para se librar do estigma. Um dos diferenciais desta disserta??o est?, portanto, em conectar o individual com o social, a partir da an?lise de um caso ?nico - Joaquim que teve a m?e morta quando ele tinha cinco anos - e, com esta abordagem metodol?gica, produzir teoria. Para que se chegasse a este entendimento foram discutidos, ao longo do trabalho, conceitos centrados em fam?lia, viol?ncia dom?stica, morte e orfandade. O objetivo ? cooperar com um debate ainda pouco explorado no Brasil e tamb?m demonstrar de que maneira a abordagem de narrativa biogr?fica pode contribuir com a sociologia brasileira.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-07-20T12:20:28Z No. of bitstreams: 1 472420 - Texto Completo.pdf: 1059867 bytes, checksum: 5c5d349fc3da60caa06db5e1da59db5f (MD5) / Made available in DSpace on 2015-07-20T12:20:28Z (GMT). No. of bitstreams: 1 472420 - Texto Completo.pdf: 1059867 bytes, checksum: 5c5d349fc3da60caa06db5e1da59db5f (MD5) Previous issue date: 2015-03-31 / This investigation is composed of a qualitative research which is based on multiple case study. The formal structure of this essay is opened by the introduction, that contextualizes and promotes the questioning for the study, on the second chapter the theoretical assumptions are presented with their relations on the role of the institution of school, pedagogy of projects associated with the teaching of science and transdisciplinarity and evaluation in the school context. On the third part the study methodology is described. On the fourth chapter, result analysis is performed showing the evaluations concepts of the participating teachers, the means and how these teachers perceive the pedagogy of projects. On the fifth part, final considerations are shown and we attempt to comprehend how teachers from two public elementary schools whom work with projects evaluate their students. These institutions are located at two cities within the metropolitan area of state capital Porto Alegre, at Rio Grande do Sul, Brazil. This case study of the evaluation process is considered relevant due to our understanding of the challenge the public schools have to measure the knowledge in a way to offer an improvement on the learning and change in the social context of their students. We aim at the comprehension of how the Pedagogy of Projects influences the evaluative process. In order to provide that, we elaborated a survey to semi-structurated interviews. Each participating teacher answered that questionnaire and was later interviewed. Observations were also made during the visitation in both schools. The material was submitted to Discursive Textual Analysis, proposed by Moraes e Galiazzi (2007). This analysis indicated that both schools have diverging methodologies, while the teachers from one of the schools evaluate in a traditional standard, teachers from the other institution are in a transition process, where they have abolished the tests from their evaluation instruments. Their prerogative is of a Dialogical School, but not without some trouble, for the results show that, despite having innovative proposals, the concepts of a traditional evaluation are still present. / A presente investiga??o se constitui em uma pesquisa qualitativa que se centra em estudos de casos m?ltiplos. A estrutura formal deste trabalho ? iniciada pela introdu??o, que faz a contextualiza??o e problematiza??o da pesquisa, no segundo cap?tulo apresentamos os pressupostos te?ricos em rela??o ao papel da escola, Pedagogia de Projetos, ensino de Ci?ncias e a transdisciplinaridade e a avalia??o no contexto escolar. Na terceira parte, descrevemos a metodologia da pesquisa. No quarto cap?tulo, realizamos a an?lise dos resultados mostrando as concep??es de avalia??es dos professores participantes, os instrumentos e como os docentes percebem a Pedagogia de Projetos. Na quinta parte, deixamos as considera??es finais em que se procura compreender como avaliam os professores de Ci?ncias de duas escolas p?blicas de ensino fundamental que trabalham com projetos. Estas institui??es se localizam em dois munic?pios da regi?o metropolitana de Porto Alegre, RS. Consideramos relevante o estudo do processo de avalia??o, pois entendemos ser um desafio para a escola p?blica mensurar os conhecimentos de forma a propiciar uma melhoria na aprendizagem e altera??o na realidade social dos estudantes. Objetivamos a compreens?o de como a Pedagogia de Projetos influencia no processo avaliativo. Para isso, elaboramos um roteiro de quest?es para as entrevistas semiestruturadas. Cada professor participante preencheu um pequeno question?rio, ap?s foi entrevistado. Realizamos tamb?m, observa??es durante as visitas efetuadas ?s escolas. Submetemos o material da pesquisa ? An?lise Textual Discursiva, proposta por Moraes e Galiazzi (2007). A an?lise indicou que as duas escolas apresentam metodologias que divergem, enquanto os professores de uma das escolas avaliam de forma tradicional, os da outra se apresentam em processo de transi??o, em que aboliram as provas dos instrumentos avaliativos. O discurso parece ser de um projeto de escola dial?gica, mas n?o est? sendo tranquila a transi??o, pois os resultados indicam que, apesar de propostas inovadoras, as concep??es de uma avalia??o tradicional ainda persistem.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-11-19T17:15:28Z No. of bitstreams: 1 476280 - Texto Completo.pdf: 1168936 bytes, checksum: 9ea63113fc63c2667e9bdbffcba021fb (MD5) / Made available in DSpace on 2015-11-19T17:15:28Z (GMT). No. of bitstreams: 1 476280 - Texto Completo.pdf: 1168936 bytes, checksum: 9ea63113fc63c2667e9bdbffcba021fb (MD5) Previous issue date: 2015-06-24 / The research aims to investigate how a group of science and mathematics teachers understand the role of intuition and creativity in their teaching practices. In the more specific context, sought to examine whether reported by the group in their testimonies methodologies have the potential to foster the intuitive and creative thinking of students as well as enabling rebuild a praxis based on the concept of freedom, using the theoretical assumption philosophical work proposed by Henri Bergson. From a corpus built with material obtained from interviews with nine science and mathematics teachers and subsequent analysis, using the methodology of Discourse Textual Analysis, four categories emerged: Souvenirs and perceptions of the science and mathematics teachers , Intuition and teacher practices, Teacher freedom and practices, Teacher creativity and practices. The research identified that most teachers realize the investigated aspects of intuition and creativity in their educational activities. However, they showed, in their speeches, directive significantly perspectives in their classroom practices. The teachers surveyed associated the intuition to knowledge unmediated, in direct connection with sensitivity and in opposition to the intelligence and rationality. In addition, it allowed heed to the fact that one, emerging from new concepts for time and space and guided by values centered subject, ethics could help rebuild of a new mentality for schools and teachers. / A pesquisa desenvolvida buscou investigar como um grupo de professores em ci?ncias e matem?tica compreende o papel da intui??o e da criatividade em suas pr?ticas docentes. No ?mbito mais espec?fico, pretendeu analisar se as metodologias informadas pelo grupo em seus depoimentos teriam potencial de fomentar o pensamento intuitivo e criativo dos alunos, bem como possibilitar (re)construir uma pr?xis baseada no conceito de liberdade, utilizando como pressuposto te?rico a obra filos?fica proposta por Henri Bergson. A partir de um corpus constru?do com o material obtido de entrevistas feitas com nove professores da ?rea de Educa??o em Ci?ncias e Matem?tica e sua posterior an?lise, utilizando-se a An?lise Textual Discursiva, emergiram quatro categorias: Lembran?as e percep??es dos professores da ?rea de Educa??o em Ci?ncias e Matematica, Intui??o e pr?xis do professor, Liberdade e pr?xis do professor e Criatividade e pr?xis do professor. O trabalho de pesquisa permitiu identificar que a maioria dos professores investigados percebe aspectos relacionados ? intui??o e ? criatividade em suas atividades educacionais. No entanto, eles evidenciaram, nos seus discursos, perspectivas significativamente diretivas em suas pr?ticas de sala de aula. Os professores pesquisados associaram a intui??o ao conhecimento n?o mediado, em conex?o direta com a sensibilidade e em oposi??o ? intelig?ncia e ? racionalidade. Os pressupostos bergsonianos, referentes ? dura??o real, n?o foram assinalados explicitamente pelos professores na pesquisa. Al?m disso, ela permitiu atentar ao fato de que uma ?tica, emergente a partir de novas concep??es para o tempo e para o espa?o e pautada em valores centradas no sujeito, poderiam auxiliar na (re)constru??o de uma nova mentalidade para as escolas e para o fazer docente. Promovendo uma educa??o para o autoconhecimento e para felicidade dos sujeitos.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-10T13:05:43Z No. of bitstreams: 1 FabioCorreiaCarneiroDissertacao2018.pdf: 2306587 bytes, checksum: ed2572dbb41a30ee1c54682a411c833d (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-10T13:06:06Z (GMT) No. of bitstreams: 1 FabioCorreiaCarneiroDissertacao2018.pdf: 2306587 bytes, checksum: ed2572dbb41a30ee1c54682a411c833d (MD5) / Made available in DSpace on 2018-04-10T13:06:06Z (GMT). No. of bitstreams: 1 FabioCorreiaCarneiroDissertacao2018.pdf: 2306587 bytes, checksum: ed2572dbb41a30ee1c54682a411c833d (MD5) Previous issue date: 2018-02-20 / Protease inhibitors have a broad biotechnological application, which goes since the development of several drugs to your utilization as a bioinsecticide, antifungal and as an antibacterial agent. However, those are found in small quantities in their natural sources, which unfeasible it utilization in industrial scale. Therefore, the heterologous production ends up as a method that allows the increase of scale production of those proteins. The Inga laurina Trypsin Inhibitor (ILTI) previously characterized showed an inhibitory effect in proteases extracted from the midgut of insects, besides reducing its larval developments by up to 84%, therefore, boing a candidate to be used as a potential bioinsecticide. Thus, the present work aimed at the heterologous production of ILTI in Komagataella phaffii (Pichia pastoris), followed by the optimization of the culture modes in a bioreactor with the objective of maximizing the production of the recombinant protein. For this, the gene that codifies ILTI were cloned in the expression vector pPIC9K, followed by your insertion on the strain GS115 by electroporation. PCR analysis showed that the recombinant vector was integrated into the genome of the yeast, and all the clones obtained had MutS genotype. The expression was performed for 96 hours by adding 0.5% methanol. An analysis of the proteins on the supernatant of the recombinant strain culture, by SDS-PAGE, confirmed the production of a protein with a size close to 20 KDa. Data from MALDI-TOF confirmed that the obtained protein is, in fact, the recombinant ILTI. Furthermore, inhibitory assays showed that the produced protein had activity against trypsin. Thus, culture in bioreactors was performed to optimize the production of this heterologous protein. In order to increase its expression, fed-batch was performed where on the batch phase the biomass production was favored, and the feeding phase was programmed to continuously supply methanol, based on the methanol specific consumption and its specific growth velocity, using methanol as carbon source. During the fermentations, 351.27 UIT were obtained in the extract of crude fermentation broth, and a specific activity of 2.07 UIT/mg protein. Although widely used as a host for the production of heterologous proteins, studies of the production of protease inhibitors in K. phaffii are still very limited. Until the moment, there is no report in the optimization of the production of serine protease inhibitors in K. phaffii, making this study pioneering and essential for the beginning of scaling up the process of this technology. / Os inibidores de protease possuem uma ampla aplica????o biotecnol??gica que vai desde o desenvolvimento de diversos f??rmacos at?? sua utiliza????o como bioinseticidas, antif??ngicos e como agentes antibacterianos. Por??m, estes s??o encontrados em pequenas quantidades nas suas fontes naturais, o que inviabiliza sua utiliza????o em escala industrial. Sendo assim, a produ????o heter??loga acaba sendo um m??todo que permite o aumento da escala de produ????o dessas prote??nas. O inibidor de tripsina de Inga laurina (ILTI) foi caracterizado previamente e mostrou possuir efeito inibit??rio em proteases extra??das do trato digestivo de insetos, al??m de diminuir em at?? 84% seu desenvolvimento larval, sendo, portanto, um candidato a ser utilizado como um poss??vel bioinseticida. Dessa forma, o presente trabalho teve como objetivo a produ????o heter??loga do inibidor ILTI, em Komagataella phaffii (Pichia pastoris), seguido da otimiza????o dos modos de cultivo em biorreator com o objetivo de maximizar a produ????o da prote??na recombinante. Para isso, o gene que codifica o ILTI foi clonado no vetor de express??o pPIC9K seguindo de sua inser????o na cepa GS115 por eletropora????o. An??lises de PCR mostraram que o vetor recombinante foi integrado ao genoma da levedura e que todos os clones obtidos possu??am gen??tipo MutS. A indu????o da express??o foi realizada durante 96 horas por meio da adi????o de metanol ?? 0,5%. A an??lise de prote??nas presentes no sobrenadante da cultura da cepa recombinante, por meio de SDS-PAGE, confirmou a produ????o de uma prote??na com tamanho pr??ximo a 20 KDa. Dados obtidos em MALDI-TOF confirmaram que a prote??na obtida ?? de fato ILTI recombinante. Al??m disso, ensaios inibit??rios mostraram que a prote??na produzida possui atividade contra tripsina. Dessa forma, cultivo em biorreatores foram realizados com a finalidade de otimizar a produ????o dessa prote??na heter??loga. A fim de aumentar sua express??o foram realizadas bateladas alimentadas, onde durante a fase de batelada foi favorecida a produ????o de biomassa, e a fase de alimenta????o programada para fornecer metanol de forma cont??nua, com base nos dados de velocidade espec??fica de consumo de metanol e velocidade de crescimento espec??fica nesta fonte de carbono. Ao longo das fermenta????es realizadas foi obtido 351,27 UIT no extrato bruto do caldo fermentado e uma atividade espec??fica de 2,07 UIT/mg de prote??na. Apesar de ser amplamente utilizada como hospedeira para a produ????o de prote??nas heter??logas, estudos da produ????o de inibidores em K. phaffii ainda s??o muito limitados. At?? o momento n??o existem relatos de otimiza????o da produ????o de inibidores de serinoproteases em K. phaffii, sendo esse estudo pioneiro e essencial para o in??cio do processo de escalonamento dessa tecnologia.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-16T14:40:02Z No. of bitstreams: 1 FernandaNomiyamaFigueiredoDissertacao2018.pdf: 2178476 bytes, checksum: 23f38c14567d00ff189eaef20f904495 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-16T14:40:47Z (GMT) No. of bitstreams: 1 FernandaNomiyamaFigueiredoDissertacao2018.pdf: 2178476 bytes, checksum: 23f38c14567d00ff189eaef20f904495 (MD5) / Made available in DSpace on 2018-04-16T14:40:47Z (GMT). No. of bitstreams: 1 FernandaNomiyamaFigueiredoDissertacao2018.pdf: 2178476 bytes, checksum: 23f38c14567d00ff189eaef20f904495 (MD5) Previous issue date: 2018-03-06 / Klebsiella pneumoniae is one of the main bacterial agents that may cause infections related to health care assistance. K. pneumoniae frequently carries the resistance gene K. pneumoniae carbapenemase (KPC). Currently, tigecycline can be considered one of the last therapeutic options for KPC, but reports of tigecycline-resistant KPC isolates are on the rise, being indicated as most common mechanism the increased AcrAB-TolC efflux pump system expression. However, molecular tigecycline resistance mechanisms associated to AcrAB-TolC still remains obscure. Thus, the main goal of this study was to verify if tigecycline resistance can be related to the presence of mutations in the regulatory genes of AcrAB-TolC, AcrR and RamR. Therefore, 32 K. pneumoniae isolates were used, identification and antibiogram performed using Vitek 2 systems. The minimum inhibitory concentrations were confirmed using E-test. Primers were designed in order to verify mutations within AcrR and RamR genes. PCR analysis showed that the mutations found within these genes were transversions (94% for AcrR and 90% for RamR) and transitions (6% for AcrR and 10% for RamR). Nevertheless among the mutations, no distinction between tigecycline susceptible and resistant isolates was found. Some of the transversions caused change in the amino acid encoding 6 in AcrR and 15 in RamR. Presence of these types of mutations evaluation can be seen as the first bacterial resistance study step, as it may be caused by oxidative damage for bacterial DNA, frequently caused by antibiotic selective pressure. Tigecycline resistance found in this study`s clinical isolates may be associated to alterations in another genes that can trigger mechanisms associated to this antibiotic. / Klebsiella pneumoniae consiste em um dos principais agentes bacterianos causadores de infec????es relacionadas ?? assist??ncia ?? sa??de (IRAS). K. pneumoniae carrega frequentemente o gene de resist??ncia K. pneumoniae carbapenemase (KPC). Atualmente, a tigeciclina pode ser considerada uma das ??ltimas op????es terap??uticas para KPC, mas os relatos de isolados de KPC resistentes a tigecilina est??o em ascens??o, sendo a hiperexpress??o da bomba de efluxo AcrAB-TolC indicado como mecanismo mais comum. No entanto, os mecanismos moleculares de resist??ncia ?? tigeciclina associada ao AcrAB-TolC permanecem obscuros. Desta forma o objetivo deste trabalho foi verificar se a resist??ncia a tigeciclina pode estar relacionada ?? presen??a de muta????es nos genes ArcR e RamR, reguladores de AcrAB-TolC. Para tanto, 32 isolados de K. pneumoniae foram utilizados, sendo a identifica????o e o antibiograma feitos utilizando o sistema Vitek 2. A confirma????o das concentra????es inibit??rias m??nimas (CIMs) foram realizadas por E-test. Iniciadores foram desenhados para verifica????o de muta????es nos genes (AcrR e RamR). As an??lises por PCR mostraram que as muta????es encontradas nos genes AcrR e RamR foram substitui????es por transvers??o (94% e 90% para AcrR e RamR respectivamente) e transi????o (6% e 10% para AcrR e RamR respectivamente), por??m n??o foi identificada distin????o da presen??a de muta????es entre isolados sens??veis e resistentes a tigeciclina. Algumas tranvers??es ocasionaram mudan??a na codifica????o do amino??cido, sendo 6 em AcrR e 15 em RamR. A avalia????o da presen??a desses tipos de muta????es consiste em um primeiro passo para o estudo da resist??ncia bacteriana, j?? que pode ser causada por dano oxidativo ao DNA bacteriano, frequentemente ocasionado por press??o seletiva dos antibi??ticos. A resist??ncia a tigeciclina encontrada nos isolados cl??nicos do presente estudo, provavelmente pode estar associada a altera????es em outros genes desencadeadores de mecanismos de resist??ncia a tigeciclina.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-05-23T18:12:12Z No. of bitstreams: 1 DIS_THAIS_MARQUES_DE_SANTO_COMPLETO.pdf: 2330696 bytes, checksum: 22d3f24c85f927cb7491aa5b83cd7350 (MD5) / Made available in DSpace on 2016-05-23T18:12:12Z (GMT). No. of bitstreams: 1 DIS_THAIS_MARQUES_DE_SANTO_COMPLETO.pdf: 2330696 bytes, checksum: 22d3f24c85f927cb7491aa5b83cd7350 (MD5) Previous issue date: 2016-03-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / In the early years of the MST foundation, women organized themselves into a collective to claim their political participation in the struggle for agrarian reform. The collective of women was expanding and gained the status of National Gender Sector, responsible for formulating and systematizing discussions regarding the situation of women in society and in the MST, so their publications express theoretically the demands and aspirations of women of the Movement. On the other hand, in their daily lives, women Landless also interpret experienced gender relations within the MST, making it important to listen to them. In the first chapter we present three approaches to thinking about women's issue: equality, difference and autonomy; we assume the theory of recognition of Axel Honneth as interpretive lens investigated reality. The second chapter is dedicated to the MST Gender Sector, its appearance and the way it discusses the asymmetries between the genders, evidenced in seven publications between 1988 and 2015. In our third chapter we analyze the interviews with women Landless, articulating their experiences with the principles of autonomy and recognition, and its denial, disrespect. In the final considerations we reflect on these two forms of women's struggle expression: one theoretical and one practical. / J? nos primeiros anos de funda??o do MST, as mulheres se organizaram em um coletivo para reivindicar sua participa??o pol?tica na luta pela reforma agr?ria. O coletivo de mulheres foi se expandindo e ganhou o status de Setor Nacional de G?nero, respons?vel por formular e sistematizar as discuss?es referentes ? situa??o das mulheres na sociedade e no MST, portanto, suas publica??es expressam teoricamente as demandas e anseios das mulheres do Movimento. Por outro lado, em seu cotidiano, as mulheres Sem Terra tamb?m interpretam as rela??es de g?nero vivenciadas dentro do MST, tornando-se fundamental ouvi-las. No primeiro cap?tulo apresentamos tr?s abordagens para pensar a quest?o feminina: igualdade, diferen?a e autonomia; assumimos a teoria do reconhecimento de Axel Honneth como lente interpretativa da realidade investigada. O segundo cap?tulo ? dedicado ao Setor de G?nero do MST, seu surgimento e a forma como problematiza as assimetrias entre os g?neros, evidenciada em sete publica??es entre 1988 e 2015. Em nosso terceiro cap?tulo analisamos as entrevistas com as mulheres Sem Terra, articulando suas viv?ncias com os princ?pios de autonomia e reconhecimento, e com sua nega??o, o desrespeito. Nas considera??es finais refletimos sobre essas duas formas de express?o da luta das mulheres: uma te?rica e uma pr?tica.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-07-05T19:52:25Z No. of bitstreams: 1 DIS_FABIO_ALVES_RODRIGUES_COMPLETO.pdf: 4203681 bytes, checksum: 6da60e0ea3e7065d94d1aa2cb6057c52 (MD5) / Made available in DSpace on 2016-07-05T19:52:25Z (GMT). No. of bitstreams: 1 DIS_FABIO_ALVES_RODRIGUES_COMPLETO.pdf: 4203681 bytes, checksum: 6da60e0ea3e7065d94d1aa2cb6057c52 (MD5) Previous issue date: 2016-03-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Funda??o de Amparo ? Pesquisa do Estado do Rio Grande do Sul - FAPERGS / The theaching of Zoology in Basic Education often occurs with a descriptive and not very attractive approach for children and adolescents. The objective of this research is to analyze how the use of super heroes in teaching of animals which belong to the group of arthropods can be effective with students of the 7th grade of elementary school. Through a work project, a series of activities have been proposed to the research subjects so they could identify their preconceptions about these animals while they were studying new concepts regarding this zoological group. Each student created a super hero based on an arthropod, as well as a worksheet which described their origins and skills. The development of a story where this hero participates solving any problematic situation was the last assignment performed. Eight characters were selected, and their stories were submitted to Textual Analysis Discourse (MORAES AND GALIAZZI, 2007). After the establishment of meaning units, four categories emerged: Context, Problematic Situation, Characters and Reflections / Constructed knowledge. The fourth category is an identification of what was most outstanding in the students`s writing and can be an indicator of a (re) construction of knowledge. We can identify some aspects of the ecology of some arthropods in the texts, such as their appearance and anatomy in the drawings, eating habits characteristics and relations that these animals may have with other species. The analyzed stories confirm that important biological issues, such as waste management and the issue of genetically modified beings, were worked by students. This study, in a different way, reveals to be also relevant to the development of students' creativity. / O ensino de Zoologia na Educa??o B?sica, frequentemente, ocorre com um enfoque descritivo e n?o muito atrativo para crian?as e adolescentes. O objetivo da pesquisa apresentada nesta disserta??o ? analisar a efic?cia da utiliza??o da figura de super-her?is no ensino dos animais do grupo dos artr?podes com estudantes do 7? ano do Ensino Fundamental. Por meio de um projeto de trabalho, uma s?rie de atividades foram propostas para os sujeitos da pesquisa, a fim de que pudessem identificar suas concep??es pr?vias sobre esses animais enquanto estudavam novos conceitos sobre esse grupo zool?gico. Cada estudante criou um super-her?i baseado em um artr?pode, bem como uma ficha onde suas origens e habilidades foram descritas. A ?ltima tarefa realizada foi a elabora??o de uma hist?ria na qual esse her?i participa resolvendo alguma situa??o-problema. Foram selecionados oito personagens e suas respectivas hist?rias, sendo que estas ?ltimas foram submetidas ? An?lise Textual Discursiva (MORAES E GALIAZZI, 2007). Ap?s o estabelecimento das unidades de significado, quatro categorias emergiram: Contexto, Situa??o-Problema, Personagens e Reflex?es/Conhecimentos Constru?dos. A quarta categoria representa uma identifica??o do que foi marcante na escrita dos estudantes, podendo ser um indicador de uma (re)constru??o de conhecimento. Podemos identificar alguns aspectos da ecologia de alguns artr?podes nos textos, como a apar?ncia e a anatomia dos desenhos, caracter?sticas do seu modo alimentar e rela??es que esses animais podem apresentar com outras esp?cies. As hist?rias analisadas confirmam que quest?es biol?gicas importantes, como o gerenciamento do lixo e a tem?tica de seres geneticamente modificados foram trabalhadas pelos estudantes. Este estudo, de forma diferenciada, mostrou-se relevante tamb?m para o desenvolvimento da criatividade dos estudantes.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-07-05T19:56:54Z No. of bitstreams: 2 TES_ROBERTA_CHIESA_BARTELMEBS_V1_COMPLETO.pdf: 5682761 bytes, checksum: 695bb2bc8005a238fd4b3e0bd3ef5da0 (MD5) TES_ROBERTA_CHIESA_BARTELMEBS_V2_APENDICES_COMPLETO.pdf: 3536799 bytes, checksum: e0abdf842cb75988128bf87757aa8fb2 (MD5) / Made available in DSpace on 2016-07-05T19:56:54Z (GMT). No. of bitstreams: 2 TES_ROBERTA_CHIESA_BARTELMEBS_V1_COMPLETO.pdf: 5682761 bytes, checksum: 695bb2bc8005a238fd4b3e0bd3ef5da0 (MD5) TES_ROBERTA_CHIESA_BARTELMEBS_V2_APENDICES_COMPLETO.pdf: 3536799 bytes, checksum: e0abdf842cb75988128bf87757aa8fb2 (MD5) Previous issue date: 2016-04-07 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / According to researches of Astronomy area of teaching, often the concepts that teachers teach in the early years of their Science class in which they work, they come from their own scholastic formation. This way the main goal of this research was to understand the evolution of the early year?s teachers' ideas about knowledge of Astronomy area, Science Nature, learning and teaching. For that, initially, we have developed a pilot course in extension mode in the extreme south of the Rio Grande do Sul State, which was attended by 10 teachers of Basic Education, totaling 20h course. After analyzing the data obtained in this pilot course, we prepared the course extension and realized new offering of the course, but only for teachers in the early years of elementary school. Thus they participated in the extension course 6 teachers working in public schools in the western region of Parana State, totaling 40 hours of course. The extension course had as a reference the proposed didactic models for curriculum design Research and School Renewal (RSR) and also the dialectic-didactic method, from which it was constructed a course based on the constructivist perspective and guided the following Problems Practical Professionals (PPP): "What are the students 'ideas on topics of Astronomy?", "How to investigate the students' ideas about topics of astronomy?" "What activities can help students' ideas on topics of Astronomy?" And "How to design and develop a teaching unit of Astronomy to the early years of elementary school??. The methodology used for data analysis was Textual Analysis Discourse (TAD), built from the transcript of the teacher diary and researcher of the meetings recorded in audio and also the material produced by teachers over the Extension Course meetings. From the TAD emerged last five categories: 1. ideas of students about astronomy: knowing your questions and insights about what they learn at school; 2. Views of teachers about Astronomy: knowing your questions and your thoughts on what they teach; 3. learning levels built on a concept from research on astronomy activities; 4. Pedagogical applications of the use of the students 'ideas in the classroom: a reflection on the own practice and 5. Evolution of teachers? ideas about the students? ideas. At the end of the analysis we identified that the development of teachers occurred especially in their conception of the astronomy and on the ideas of the students. According to the transition hypothesis developed for this research, teachers evolved from an initial level, where there is recognition of the students' ideas, but there is no use of these ideas in the classroom, to an intermediate level, where teachers know the ideas of their students and include those ideas in their classes, but still no systematic way. Similarly, we conclude that when teachers are learning a new concept, as in the case of astronomy topics, and identify their own ideas on them, they become more sensitive to understand the ideas of their students. In addition, a continuing education course in the curriculum principles guided RSR enables teachers to reflect about their own practice in the classroom. We understand that this is the way so that we can conquer the long awaited change in education, in order to make the school a place where children can, in fact, build new knowledge about the world, and in the case of Astronomy, about the Universe. / De acordo com pesquisas da ?rea do ensino de Astronomia, muitas vezes, os conceitos que os professores dos anos iniciais ensinam nas suas aulas de ci?ncias das s?ries nas quais trabalham, prov?m de sua pr?pria forma??o escolar. Dessa forma, o objetivo central desta investiga??o foi o de compreender a evolu??o das ideias de professores dos anos iniciais sobre conhecimentos da ?rea da Astronomia, da natureza da ci?ncia, da aprendizagem e do ensino. Para isso, inicialmente, desenvolvemos um curso piloto, na modalidade de extens?o no extremo sul do Estado do Rio Grande do Sul, no qual participaram 10 professores da Educa??o B?sica, num total de 20h de curso. Ap?s a an?lise dos dados obtidos neste curso piloto, reelaboramos o curso de extens?o e realizamos nova oferta do curso, por?m somente para professores dos anos iniciais do Ensino Fundamental. Assim, participaram do curso de extens?o 6 professoras atuantes em escolas p?blicas municipais, na regi?o oeste do Estado do Paran?, totalizando 40h de curso. O curso de extens?o teve como refer?ncia os modelos did?ticos propostos pelo projeto curricular Investiga??o e Renova??o Escolar (IRES) e tamb?m o M?todo Dial?tico-Did?tico, a partir dos quais se construiu um curso baseado na perspectiva construtivista e pautado nos seguintes Problemas Pr?tico Profissionais (PPP): ?Quais as ideias dos alunos sobre temas de Astronomia??, ?Como investigar as ideias dos alunos sobre temas de Astronomia??, ?Que atividades podem favorecer a evolu??o das ideias dos alunos sobre temas de Astronomia??, e, ?Como estruturar e desenvolver uma unidade did?tica de Astronomia para os anos iniciais do Ensino Fundamental??. A metodologia utilizada para an?lise dos dados foi a An?lise Textual Discursiva (ATD), constru?da a partir da transcri??o dos di?rios dos professores e da pesquisadora, dos encontros gravados em ?udio e tamb?m do material produzido pelos professores ao longo dos encontros do Curso de Extens?o. A partir da ATD emergiram cinco categorias finais: 1. Ideias dos alunos sobre Astronomia: conhecendo suas d?vidas e compreens?es acerca do que aprendem na escola; 2. Ideias das professoras sobre Astronomia: conhecendo suas perguntas e suas reflex?es sobre o que ensinam; 3. N?veis de aprendizagem constru?dos sobre um conceito a partir de atividades de investiga??o sobre Astronomia; 4. Aplica??es pedag?gicas do uso das ideias dos alunos em sala de aula: uma reflex?o sobre a pr?pria pr?tica e 5. Evolu??o das ideias dos professores sobre as ideias dos alunos. Ao final das an?lises identificamos que a evolu??o dos professores ocorreu especialmente em suas concep??es sobre a Astronomia e sobre as ideias dos alunos. De acordo com a hip?tese de transi??o elaborada para esta investiga??o, os professores evolu?ram de um n?vel inicial, no qual h? reconhecimento das ideias dos alunos, por?m n?o h? utiliza??o dessas ideias em sala de aula, para um n?vel intermedi?rio, no qual os professores conhecem as ideias de seus alunos e incluem essas ideias em suas aulas, por?m, ainda de modo n?o sistem?tico. Da mesma forma, conclu?mos que, quando os professores est?o aprendendo um conceito novo, como no caso dos temas de Astronomia, e identificam suas pr?prias ideias sobre eles, tornam-se mais sens?veis a compreender as ideias de seus alunos. Al?m disso, um curso de forma??o continuada pautado nos princ?pios curriculares do IRES possibilita aos professores refletirem sobre sua pr?pria pr?tica em sala de aula. Entendemos que esse seja o caminho para que possamos conquistar a t?o sonhada transforma??o no ensino, a fim de tornar a escola um lugar em que as crian?as possam, de fato, construir conhecimentos novos sobre o mundo, e, no caso da Astronomia, sobre o universo.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-08-02T16:18:28Z No. of bitstreams: 1 TES_JAIR_SILVEIRA_CORDEIRO_COMPLETO.pdf: 1492765 bytes, checksum: 5fd6cccf42fa2d2d6e9ddf798e4b5577 (MD5) / Made available in DSpace on 2016-08-02T16:18:28Z (GMT). No. of bitstreams: 1 TES_JAIR_SILVEIRA_CORDEIRO_COMPLETO.pdf: 1492765 bytes, checksum: 5fd6cccf42fa2d2d6e9ddf798e4b5577 (MD5) Previous issue date: 2016-03-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This thesis analysis the practices of legal agents, of the adolescents accused of juvenile proceedings and their relatives during the hearings at CIACA and at the 3rd Juvenile Court, in the Porto Alegre juvenile court. In addition, it seeks to understand how the production of truth is done in this system of juvenile justice. The focus of the analysis relies on the exercise of power and resistance by the social actors in the hearings, trying to understand how the dimensions of ethics and the fluidity of the ?victim? category by the actors allow to access the characteristics of the juvenile justice operation. Through the entry in the field journal and systematic observation of the Porto Alegre juvenile justice hearings, it was possible to note that the production of truth happens as of the interactions between the actors in the hearings through the exercise of the power by the legal agents and of the resistance by the adolescents accused and their relatives. The study shows that the performance of these actors is oriented by opposed ethics confronting and reconciling each other and by a double perception of the legal agents and of State of the ?victim? figure associated with the accused adolescent. The ethics, which conducts the acting of the legal agents in the exercise of power, aims to internalize in the adolescents the model of life assumed as healthy, good and correct by those professionals. The ethics, which conducts the performances of resistance of the adolescents and their relatives to the power exercised by the legal agents, are based on the belief that the physical violence and practice of illegal acts are tools of social mediation able to grant them safety, possessions, prestige and acceptance towards their partners and rival groups. The confession is the tool enabling the ethical agreement between legal agents and the adolescents, because it reconciles interests of both sides. Ethics dimension shows another paradox in the performance of both legal agents and state. While in the hearings of CIACA, the performance is conducted by the ethics seeking the life change of adolescents, in the hearings of PIA, it prevails ethics aiming at saving minimum conditions to the adolescents, although poor in physical, food, and emotional security. Such performances can be attributed to two distinct perceptions over the image of the ?victim? being linked to the adolescents authors of the juvenile proceedings in the broader social context: one perceives the adolescents as society?s and people?s victimizers who had their rights violated, and the other perceives the adolescents as victims of the social structures, of state actions and community actions in which they are involved in their social cultural contexts. / Esta tese analisa as pr?ticas dos agentes jur?dicos, dos adolescentes acusados da pr?tica de atos infracionais e seus familiares durante as audi?ncias no CIACA e na 3? Vara da Inf?ncia e da Juventude, na justi?a juvenil de Porto Alegre, e busca compreender as din?micas de produ??o da verdade neste sistema de justi?a juvenil. O foco de an?lise repousa no exerc?cio de poder e da resist?ncia pelos atores sociais presentes nas audi?ncias, buscando compreender como a dimens?o ?tica e a fluidez da categoria ?v?tima? permitem aceder a caracter?sticas do funcionamento da justi?a juvenil. Atrav?s do registro no di?rio de campo e da observa??o sistem?tica das audi?ncias da justi?a juvenil de Porto Alegre, foi poss?vel descrever os processos de produ??o da verdade a partir das intera??es entre os atores presentes nas audi?ncias, do exerc?cio do poder pelos agentes jur?dicos e da resist?ncia pelos adolescentes acusados e seus familiares. O estudo mostra que a act?ncia destes atores ? orientada por ?ticas opostas que se confrontam e se conciliam e por uma percep??o ambivalente dos agentes jur?dicos e de Estado acerca da figura ?v?tima? quando associada ao adolescente acusado. A ?tica que orienta as atua??es dos agentes jur?dicos no exerc?cio do poder visa introjetar nos adolescentes o modelo de vida tido como saud?vel, bom e correto por estes profissionais. A ?tica que orienta as act?ncias de resist?ncia dos adolescentes e seus familiares ao poder exercido pelos agentes jur?dicos fundamenta-se na cren?a de que a viol?ncia f?sica e a pr?tica de atos il?citos s?o instrumentos de media??o social que podem lhes garantir seguran?a, bens materiais, prest?gio e reconhecimento perante seus pares e os grupos rivais. A confiss?o ? o instrumento que torna poss?vel o acordo ?tico entre os agentes jur?dicos e os adolescentes, pois ela concilia interesses de ambos os lados. A dimens?o ?tica revela outro paradoxo na act?ncia dos agentes jur?dicos e de Estado. Se nas audi?ncias do CIACA a act?ncia ? orientada pela ?tica que busca a transforma??o da vida dos adolescentes, nas audi?ncias de PIA prevalece uma ?tica que visa resguardar condi??es m?nimas aos adolescentes, embora prec?rias, de seguran?a f?sica, alimentar e afetiva. Tais atua??es podem ser atribu?das a duas diferentes percep??es sobre a figura da ?v?tima? vinculada aos adolescentes autores de atos infracionais no contexto social mais amplo: uma percebe os adolescentes como vitimizadores da sociedade e das pessoas que tiveram seus direitos violados, e outra que percebe os adolescentes como v?timas das estruturas sociais, das a??es estatais e das rela??es comunit?rias em que est?o envolvidos nos seus contextos socioculturais.