CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O atual debate sobre a funÃÃo social da universidade tem evoluÃdo em torno do seu papel empreendedor, entendido como uma atuaÃÃo mais direta e participativa, voltada ao desenvolvimento social e econÃmico por meio do incentivo à interaÃÃo com o setor industrial e da produÃÃo e comercializaÃÃo de tecnologias. Neste sentido, a cooperaÃÃo entre universidade e indÃstria para pesquisa e inovaÃÃo assume papel fundamental, e à o objeto de estudo desta pesquisa. A despeito da extensa literatura nacional e internacional dedicada ao tema, nÃo foram identificados estudos que se destinassem a mapear a percepÃÃo dos gestores acadÃmicos de pesquisa acerca do fenÃmeno, o que se mostra oportuno pelo nÃvel estratÃgico em que eles atuam e pela relevÃncia das decisÃes que tomam. Destarte, o objetivo geral do trabalho foi verificar a relaÃÃo entre os fatores antecedentes da cooperaÃÃo universidade-indÃstria e a propensÃo da universidade a cooperar, a partir da perspectiva dos gestores acadÃmicos de pesquisa. Primeiramente foram desenvolvidas escalas de mensuraÃÃo para cada determinante identificado na revisÃo de literatura. Em seguida, foi realizada uma survey com uma amostra de 125 gestores acadÃmicos de pesquisa, de 109 universidades e institutos federais brasileiros, em que apenas duas unidades da federaÃÃo nÃo estiveram representadas. Por meio de anÃlises fatoriais exploratÃria e confirmatÃria, as escalas foram validadas, viabilizando o teste de um modelo estrutural explicativo da propensÃo à cooperaÃÃo com uso de modelagem de equaÃÃes estruturais. Os resultados confirmaram (i) a influÃncia positiva dos benefÃcios da cooperaÃÃo â incorporaÃÃo de novas informaÃÃes aos processos de ensino e pesquisa, obtenÃÃo de recursos financeiros adicionais e aumento do prestÃgio dos pesquisadores e suas instituiÃÃes â sobre a propensÃo da universidade à cooperaÃÃo com a indÃstria; (ii) a influÃncia positiva da solidez da parceria, medida em funÃÃo do comprometimento dos pesquisadores, da confianÃa no parceiro industrial e de adequados processos de comunicaÃÃo; e (iii) a influÃncia negativa das diferenÃas culturais e institucionais entre universidade e indÃstria sobre esta propensÃo. NÃo foi validada a influÃncia positiva (iv) da reputaÃÃo em pesquisa e transferÃncia de tecnologia e (v) da captaÃÃo de recursos para pesquisa aplicada sobre a propensÃo à cooperaÃÃo. Adicionalmente, atravÃs de uma anÃlise de regressÃo linear mÃltipla, verificou-se que (vi) o acompanhamento do desempenho das parcerias pelos gestores acadÃmicos, (vii) a confianÃa no parceiro da indÃstria, e (viii) o prestÃgio do pesquisador sÃo variÃveis explicativas da propensÃo da universidade à cooperaÃÃo com a indÃstria. Considerando a distribuiÃÃo geogrÃfica da pesquisa acadÃmica brasileira, o estudo traz à tona um abrangente panorama da percepÃÃo dos gestores de pesquisa das principais instituiÃÃes de ensino superior do Brasil acerca das parcerias com a indÃstria, o que lhe conferiu carÃter inovador e permitiu a proposiÃÃo de uma agenda de pesquisas no campo / The current debate on the social function of the university has evolved around its entrepreneurial role, seen as a more direct and participative action, focused on social and economic development by encouraging the interaction with the industrial sector and the production and commercialization of technologies. In this regard, cooperation between universities and industry for research and innovation assumes a fundamental role, and it is the study object of this research. Despite the extensive national and international literature devoted to the topic, studies intended to map the perception of the academic research managers about the phenomenon had not been identified, which seems opportune given the strategic level at which they work and the relevance of the decisions they make. Hence, the general purpose of the study was to investigate the relationship between the university-industry cooperation antecedents and the university propensity to cooperate, from the academic research managersâ perspective. Firstly, measurement scales have been developed for each determinant identified in the literature review. Then, a survey was conducted by addressing a sample with 125 academic research managers, from 109 Brazilian universities and federal institutes, in which only two Brazilian states were not represented. Through exploratory and confirmatory factor analysis, the scales were validated, enabling to test an explanatory structural model for the propensity to cooperation, by using structural equation modeling. The results confirmed (i) the positive influence of the cooperation benefits â like incorporating new information to the teaching and research processes, obtaining additional funds and increasing the prestige of the researchers and their institutions â on the university propensity to cooperation with industry; (ii) the positive influence of the partnership solidity, measured by the commitment of researchers, trust in the industrial partner, and appropriate communication processes; and (iii) the negative influence of the cultural and institutional differences between university and industry on such propensity. The positive influences (iv) of reputation in research and technology transfer on the propensity to cooperation has not been validated, as well as (v) that of the fundraising for applied research. In addition, through a multiple linear regression analysis, it was found that (vi) the partnerships performance monitoring by academic managers, (vii) the trust in industry partner, and (viii) the prestige of researcher are explanatory variables for the university propensity to cooperation with industry. Considering the geographic distribution of the Brazilian academic research, the study brings up a comprehensive overview of the perception of research managers from the main higher education institutions in Brazil about the partnerships with industry, which conferred to it innovative character and allowed to propose a research agenda in the field.

The study analyzes the teaching practices adopted by the classroom teacher and the classroom teacher of AEE - Specialized Educational Attendance, who work with deaf students in an inclusive school. Given this, the need arises to know how they contribute in the teaching and learning process of deaf students in the bilingual context, Libras / Português. For that, we use some theorists who talk about bilingual education, Fernandes (2012; 2015); Gesser (2014); Guarinello (2007); Karnopp (2012; 2015); Lacerda (2012; 2009; 2006); Lodi (2012, 2015, 2006); Tables (2015, 2012, 2011, 2008, 2006, 2004, 1997); Stumpf (2012; 2009) among others. The methodology used in the research was qualitative, descriptive with the perspective of understanding, reporting and describing the phenomenon studied, through the case study and documentary analysis method, Triviños (2009); Gil (1999). At the moment of the intervention of the researcher was used collaborative research with the intention of providing the construction of knowledge and continuing education for the teacher. Based on this, we used methodological guidance based on Alarcão (2011); Capellini (2004); Ferreira (2009); Ibiapina (2008; 2009); Mendes (2007). In this understanding, the research demonstrates relevance of walking in the dialectical direction of social, historical and cultural reality. / O estudo analisa as práticas de ensino adotadas pelo professor da sala de aula comum e o professor da sala de AEE - Atendimento Educacional Especializado, que trabalham com alunos surdos numa escola inclusiva. Diante disso, surge a necessidade de saber, como eles contribuem no processo de ensino e aprendizagem dos alunos surdos no contexto bilíngue, Libras/Português. Para tal, utilizamos alguns teóricos que dialogam sobre a educação bilíngue, Fernandes (2012; 2015); Gesser (2014); Guarinello (2007); Karnopp (2012; 2015); Lacerda (2012; 2009; 2006); Lodi (2012; 2015; 2006); Quadros (2015; 2012; 2011; 2008; 2006; 2004; 1997); Stumpf (2012; 2009) entre outros. A metodologia utilizada na pesquisa foi de ordem qualitativa, descritiva com a perspectiva de compreender, relatar e descrever o fenômeno estudado, através do método estudo de caso e análise documental, Triviños (2009); Gil (1999). No momento de intervenção do pesquisador foi utilizada pesquisa colaborativa com a intenção de proporcionar a construção de conhecimento e formação continuada para o professor. Com base nisto, foi utilizado encaminhamento metodológico sustentado em Alarcão (2011); Capellini (2004); Ferreira (2009); Ibiapina (2008; 2009); Mendes (2007). Neste entendimento, a pesquisa demonstra relevância de caminhar na direção dialética da realidade social, histórica e cultural. / São Cristóvão, SE

Esta dissertação trata da criação e do desenvolvimento de uma rede de leitura, com crianças da quarta série, de uma escola estadual, na cidade de São Paulo. O autor do trabalho, professor da turma em questão, desenvolveu sua proposta durante um ano letivo e reflete sobre os resultados obtidos. Descreve as etapas percorridas, bem como as situações envolvendo atos de leitura e a relação das crianças com diferentes tipos de textos e produtos culturais. Ao longo da dissertação são discutidas concepções de leitura, além de conceitos chaves do trabalho, como protagonismo cultural e apropriação cultural. A utilização de metodologia colaborativa permitiu a coleta de dados qualitativos relevantes, expostos sob forma narrativa. Diálogos são reconstituídos, assim como descritas minuciosamente diferentes situações cotidianas vividas por professor e alunos nos quadros da rede de leitura. Os resultados indicam a importância de se conceber o ato de ler como atividade sociocultural, inscrita em tramas complexas que envolvem diálogos diversos: entre as crianças, destas com os textos e os contextos familiares, o meio circundante, as instituições culturais, como bibliotecas, livrarias, centros culturais, museus, dentre outras. Como conclusão, também, aponta-se para a importância fundamental do diálogo como método e atitude da construção colaborativa, objetivado na rede de leitura. Aponta, ainda, o papel positivo desta como instância de superação do isolamento cultural a que estão expostas muitas crianças. A rede de leitura tal como desenvolvida e exposta neste trabalho, afigura-se, assim, como dispositivo educativo e cultural com forte capacidade de atuação positiva na formação de leitores, tomados como protagonistas culturais dos processos de apropriação que se acham investidos. / This dissertation discusses the creation and development of a reading network, with class 4 children of a state school in the city of São Paulo. The author of this work, also a teacher of this class, developed his proposal during a school year and reflects on the results obtained. He describes the steps followed as well as situations involving reading and the relationship of the children with different types of texts and cultural products. Throughout the dissertation, reading conceptions and the main concepts of this work, such as cultural protagonism and cultural appropriation are discussed. The employment of a collaborative methodology permitted the collection of relevant qualitative information, displayed in a narrative form. Dialogs are reconstructed and daily situations encountered by the teacher and students are meticulously described on the reading network notice boards. The results indicate the importance of recognizing reading as a sociocultural activity, inscribed into complex actions that involve a diversity of dialogs: between the children, with the texts and family contexts, the surrounding environment, the cultural institutions like libraries, book stores, cultural centers, museums, among others. In conclusion, the fundamental importance of dialog as a method and attitude towards constructive collaboration, an objective of the reading network, is discussed. Its positive role as a resort to the cultural isolation to which many children are exposed is also pointed out. The reading network, as developed and disclosed in this work, appears as an educative and cultural device with a strong capacity for a positive performance in the formation of readers, considered to be cultural protagonists of the appropriation processes that are invested.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-03-01T13:18:47Z No. of bitstreams: 2 Dayse_Bernardon2016.pdf: 15943542 bytes, checksum: d1932e4d1aa3636397d2b1a2098d1fd1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-03-01T13:18:47Z (GMT). No. of bitstreams: 2 Dayse_Bernardon2016.pdf: 15943542 bytes, checksum: d1932e4d1aa3636397d2b1a2098d1fd1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-12-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Between December2010 and June 2015, a research project (from now on Obeduc Project) was developed linked to the research Language: linguistic, cultural and teaching practices, from the Graduation Program in Portuguese Language from Unioeste and Education Observatory (CAPES/INEP). This project focused the research in Western Paraná, more specifically, in seven municipalities which have indexes values below 5.0 on INEP/SAEB (Brazil Exam) evaluation in 2009. Its goal was to collect data with the teachers from basic education-early years, the 5th grade students greatest difficulties in relation to reading and writing to, from that, discuss through actions of Continuing Training, deepening the contents that involve reading, text production and rewriting teaching, since they were considered necessary according to the research. As a result, it was developed, in each municipality involved, between 2011 and 2012, 80 hours of continuing education in Portuguese Language. Once the goals were completed within the Obeduc Project, few questions emerged they were assumed by us this Doctorate research: How did teachers put into practice the subjects related to production, correction and texts rewriting worked into the continuing education process? What do the teachers (un) known about dealing with production practice, correction and textual rewriting? How do the collaborative actions of the researcher developed through reflective sessions focused on production, correction and textual rewrite can contribute with the practice of this content? To find answers, it was drawn, as general objective: To reflect on work with the production, correction and textual rewriting, resulting from an FC process and collaborative actions promoted by the researcher. From this moment on, we advocate a thesis in that FC actions, associated to collaborative research, using reflexive sections, promotes a greater involvement and, consequently, improves knowledge. For this, it was developed a research theoretically supported by dialogic and interacionist language approach (GERALDI, 1984; 2013[1991]; BAKHTIN/VOLOCHIVOV, 2004[1929]; 2010[1929]) and in theoretical and methodological assuptions that guide the text production (GERALDI, 1984, 2013[1991]; MENEGASSI, 2004, 2007, 2010a; COSTA-HÜBES, 2008, 2009, 2012a), among other authors. Yet, our research is supported by Applied Linguistics (MOITALOPES, 2006, FABRÍCIO, 2006; SIGNORINI, 1998), and also, in a qualitative and interpretivist approach (ANDRÉ, 1995; FLICK, 2008; BORTONI-RICARDO, 2008; among others); the ethnographic type as André (1995) supports; and collaborative, according to Cabral (2012), Bortoni-Ricardo (2008) and Ibiapina (2007) definitions. Four teachers operating in the fourth grade and fifth grade of elementary school of the municipality of Diamante do Oeste were the subjects of our research. The data surveying was possible through a diagnostic research (first stage of the survey) and collaborative research(second stage of the survey), having as the data-generating instruments the questionnaire, the interview with the focus group, the classes observation, the documental analysis and reflective sessions involving these teachers. With the analysis of the data obtained in diagnostic research, we returned to school, with the aim of, in a collaborative action through reflective sessions, discuss and work with teachers, subjects of the research, the main difficulties encountered. The results obtained showed that there is a necessity of more time for Continuing Education for teachers, but that it should happen in a distinct way from the current ones, because, the Continuing Education meetings, most of the time, do not reflect the knowledge shared and discussed, in the school routine. With this in mind, we highlight the importance of working through reflective thinking sections, in a cooperation research which allows a greater interaction between researchers and teachers in a way that, through discussions, knowledge could be rethought, reworked and rebuilt from the teaching practice, for better serving the language teaching and learning processes. / Entre dezembro/2010 e junho/2015, desenvolveu-se um projeto de pesquisa e de extensão (doravante, Projeto Obeduc), vinculado à linha de pesquisa Linguagem: práticas linguísticas, culturais e de ensino, do Programa de Pós-graduação em Letras da Unioeste, e ao Observatório da Educação (CAPES/INEP). Esse projeto focalizou a pesquisa na região Oeste do Paraná, mais especificamente, em sete municípios que apresentaram índices abaixo de 5,0 na avaliação do INEP/SAEB (Prova Brasil) no ano de 2009. Seu objetivo foi levantar, com os professores da educação básica – anos iniciais, as maiores dificuldades de alunos do 5º ano em relação à leitura e à escrita para, a partir daí, problematizá-las por meio de ações de Formação Continuada, aprofundando conteúdos que envolvessem o ensino da leitura, da produção textual e da reescrita de textos, desde que fossem apontados (na pesquisa) como necessários. Como consequência dos resultados, em cada um dos municípios envolvidos, desenvolveram-se, nos anos de 2011 e 2012, 80 horas de Formação Continuada em Língua Portuguesa. Uma vez cumpridos os objetivos dentro do Projeto Obeduc, despontou-se algumas indagações que foram assumidas por nós nesta pesquisa de doutorado: De que maneira os professores se apropriaram de conteúdos relativos à produção, à correção e à reescrita de textos trabalhados dentro do processo de Formação Continuada? O que os professores (des)conhecem sobre a condução da prática de produção, de correção e de reescrita textual? Como as ações colaborativas da pesquisadora desenvolvidas por meio de sessões reflexivas voltadas para a produção, para a correção e para a reescrita textual podem contribuir com a apropriação desses conteúdos? Com o propósito de encontrar respostas, traçamos, como objetivo geral: Refletir sobre o trabalho com a produção, a correção e a reescrita textual, decorrente de um processo de FC e de ações colaborativas promovidas pela pesquisadora. A partir disso, defendemos a tese de que as ações de FC, associadas à pesquisa colaborativa, por meio de sessões reflexivas, promove um envolvimento maior e, consequentemente, amplia conhecimentos. Para isso, desenvolvemos uma pesquisa ancorada na concepção dialógica e interacionista da linguagem (GERALDI, 1984; 2013[1991]; BAKHTIN/VOLOCHÍVOV, 2004[1929]; 2010[1929]) e nos pressupostos teóricos-metodológicos que orientam a produção textual (GERALDI, 1984, 2013[1991]; MENEGASSI, 2004, 2007, 2010a; COSTA-HÜBES, 2008, 2009, 2012a), dentre outros autores. Ainda, nossa pesquisa está fundamentada nos estudos da Linguística Aplicada (MOITA-LOPES, 2006, FABRÍCIO, 2006; SIGNORINI, 1998), e também em uma abordagem qualitativa e interpretativista (ANDRÉ, 1995; FLICK, 2008; BORTONI-RICARDO, 2008; dentre outros); do tipo etnográfica, conforme pontua André (1995); e colaborativa, segundo as definições de Cabral (2012), Bortoni-Ricardo (2008) e Ibiapina (2007). Os sujeitos de nossa pesquisa foram quatro professoras atuantes no 4º ano e 5º ano do ensino fundamental do município de Diamante d´Oeste. O levantamento de dados foi possível por meio de uma pesquisa diagnóstica (primeira etapa da pesquisa) e colaborativa (segunda etapa da pesquisa), tendo como instrumentos geradores de dados o questionário, a entrevista com grupo focal, a observação de aulas, a análise documental e as sessões reflexivas envolvendo esses professores. Diante da análise dos dados obtidos na pesquisa diagnóstica, retornamos à escola com o intuito de, numa ação colaborativa, por meio de sessões reflexivas, discutir e trabalhar com os professores, sujeitos da pesquisa, as principais dificuldades despontadas. Os resultados revelaram que há necessidade de mais momentos de Formação Continuada para professores, mas que se configurem de forma distinta dos atuais, pois, esses, na maioria das vezes, não refletem os conhecimentos compartilhados e discutidos no dia a dia escolar. Nesse sentido, ressaltamos a importância de se trabalhar por meio de sessões reflexivas, numa pesquisa colaborativa, que permita maior interação entre pesquisador e docentes de maneira que, por meio do diálogo, saberes possam ser repensados, reelaborados e reconstruídos a partir da prática docente, para melhor atender ao ensino e aprendizagem da língua.

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No. of bitstreams: 1 mariliadejaniraberberickdealmeida.pdf: 3705922 bytes, checksum: 5643ff6b10ceb64761d5c4b53723e9ac (MD5) Previous issue date: 2016-03-28 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente pesquisa, desenvolvida no interior da Linha de Pesquisa Linguagem, Conhecimento e Formação de Professores do Programa de Pós-Graduação em Educação da Universidade Federal de Juiz de Fora, tem como foco o estudo sobre o papel da argumentação na formação inicial de professores do curso de Pedagogia da Universidade Federal de Juiz de Fora. O objetivo é investigar como acontece a argumentação, na disciplina de Fundamentos Teórico-Metodológicos em Educação Infantil I, entre aluno-professor-aluno, e se esse movimento possibilita uma formação crítica do futuro professor. Tal pesquisa está embasada pelas contribuições de autores da teoria sócio-histórico-cultural: Bakhtin (1995) e Vygotsky (2008), pois ambos auxiliam na compreensão dos diálogos tecidos entre aluno-professor-aluno, uma vez que, na relação com o outro, por meio dos diálogos, estabelecidos no cotidiano das aulas, construímos e internalizamos os nossos próprios discursos. Com enfoque na perspectiva sócio-histórico-cultural e fundamentada sob o viés da Pesquisa Crítica de Colaboração – PCCol (MAGALHÃES, 2004), esta pesquisa, devido às trocas geradas nos diálogos entre os participantes, dá ênfase à transformação pela ação. Tal perspectiva procura estabelecer, por meio da reflexão crítica, uma modificação da realidade, em que teoria e prática caminham juntas. A análise procura responder se esse movimento argumentativo possibilita uma formação crítico-reflexiva do futuro professor. A presente investigação foi realizada a partir do acompanhamento das aulas da disciplina de Fundamentos Teórico-Metodológicos em Educação Infantil I, durante o segundo semestre de 2014, no 2º período do curso de Pedagogia da Universidade Federal de Juiz de Fora, por uma sessão reflexiva com os alunos e uma entrevista dialógica com a professora da disciplina. A discussão dos dados está pautada nas categorias argumentativas, com base em Perelman e Olbrechts-Tyteca (2005), Liberali (2008, 2009) e Schapper (2010), com o levantamento dos tipos de argumentos, operadores argumentativos e dêiticos. Os resultados oriundos do movimento de análise revelaram que os sujeitos envolvidos na pesquisa puderam confrontar seus conhecimentos, que as reflexões tecidas no interior do coletivo são intrínsecas ao processo de formação de professores e que, no processo colaborativo, os envolvidos têm a oportunidade de se revisitarem. / The present research was developed within the Research Line Language, Knowledge and Teachers Training from the Post graduation Program in Education of the Federal University of Juiz de Fora. Its focus is the study about the role of argument in the initial teachers training in the Pedagogy course at the Federal University of Juiz de Fora. Based on the discipline of Theoretical-Methodological Foundations in the Early Childhood Education I, the purpose is to investigate how the argument happens between student-teacher-student and if this movement allows the future teacher has a critical training. Such research is based on the contributions of authors of socio-historicalcultural theory: Bakhtin (1995) and Vygotsky (2008). Both assist us in understanding the dialogues which are built between student-teacher-student. We build and internalize our own speech in the relationship with the other, through the dialogues which are settled in daily lessons. Focusing on the socio-cultural-historical perspective and grounded on the Critical Collaborative Research (MAGALHÃES, 2004), this research lay emphasis on the processing by the action, due to exchanges during the dialogues between the participants. Such perspective seeks to establish, by means of the critical reflection, a modification of reality, in which theory and practice go together. The analysis seeks to answer if this argumentative movement provides a critical-reflexive training of future teacher. The present research was carried out from monitoring the Theoretical-Methodological Foundations in the Early Childhood Education I classes, during the second semester of 2014, in the second period of the Pedagogy course of the Federal University of Juiz de Fora, by a reflexive session with the students and a dialogical interview with the professor of the discipline. The discussion of the data is guided in argumentative categories, based on Perelman and Olbrechts-Tyteca (2005), Liberali (2008, 2009) and Schapper (2010), with the survey of the types of arguments, argumentative and deictics operators. The results from the movement of analysis revealed that the subjects involved in the research were able to face up to their knowledge, the reflections built inside the collective are intrinsic to the process of teachers training and, in the collaborative process, those involved have the opportunity to revisit their old.

Quand le contexte organisationnel d'une entreprise évolue, quelles sont les conséquences sur le rôle des managers ? La littérature traitant du travail managérial a longtemps considéré que le rôle du manager était stable et unique quel que soit l'environnement organisationnel dans lequel il prenait place. Pourtant les recherches en design organisationnel montrent que les évolutions profondes des modes de coordination ont un impact sur la hiérarchie et la chaîne d'encadrement verticale qui la caractérise, donc sur le rôle des managers dans la coordination. On peut alors se demander comment procéder pour faire évoluer les rôles managériaux. Quels leviers peuvent servir à transformer les pratiques des managers ? Pour étudier cette question, nous avons suivi pendant plusieurs années en recherche intervention une administration publique qui a entrepris de transformer ses rôles managériaux suite à une évolution forte de son environnement et de ses missions. Nous avons appliqué une grille d'analyse conçue à partir des travaux sur les dynamiques de rôles des managers qui permet d'étudier le nouveau rôle de manager et la capacité des managers à entrer dans ce rôle. Pour parvenir à jouer leur rôle les managers mobilisent des ressources cognitives, stratégiques et subjectives. Un diagnostic des ressources disponibles individuellement et collectivement est donc nécessaire pour étudier la capacité des managers à entrer dans le nouveau rôle.L'étude de la démarche de professionnalisation des managers mise en place dans cette administration montre la volonté de faire acquérir des compétences aux managers. Or nous démontrons la difficulté à expliciter et à transmettre ces compétences via ce type de formation. D'autre part les managers ne disposent pas collectivement des ressources stratégiques nécessaires pour faire ce qu'on leur demande. Et on constate parfois individuellement des déficits de ressources subjectives. On pourrait donc anticiper un blocage dans la dynamique d'appropriation des rôles.Une étude des évolutions sur plusieurs années permet de constater trois situations où les blocages sont levés :1. les rôles ne sont pas les mêmes pour tous les managers et certains disposent de davantage de ressources que les autres quand l'activité requiert une évolution forte de leur rôle. 2. quand ils ne disposent pas des ressources suffisantes, certains managers s'efforcent d'acquérir de nouvelles ressources 3. ou bien, il arrive que l'organisation évolue vers des situations de management partagé pour prendre en charge une fonction managériale que les managers ne peuvent prendre en charge, faute de ressources individuelles et/ou collectives suffisantes. / When organisational context is evolving, what are the consequences for the role of managers ? Litterature about managerial work considered for a long time that the managerial role was single and steady whatever was its organisational background. Nevertheless, researches in organizational design point that a deep development of organizational configuration impact the company's hierarchy and the managerial role of coordination. How to proceed to change managerial roles ? Which actions can transform managers practices?This thesis adressed this issue on the basis of a several years collaborative research in a public administration. This administration decided to transform managerial roles after a deep change of its environment and its missions. We applied an analytical framework built from a review of managerial identity work litterature. The framework guides us to study the new managerial role and how managers can perform this new role. The study implies a diagnosis of cognitive, strategic and subjective ressources available for managers individually and collectivelly.The case of a procedure of management professionalization, set up in this administration, shows the means used to have managers acquire new competences. This also shows how difficult it is to explicit and to transfer the managerial competences by this type of training. Moreover, managers don't have collectively the required strategic ressources to do what they are supposed to do. Besides, some managers don't have individually the needed subjective ressources. Hence a block of role dynamic could be anticipated.A study of evolutions during severals years allow to show three situations where block are resolved :1. roles are not the same for all managers and some of them have more ressources than others when activity requires a deep role evolution. 2. when ressources are insufficient, some managers tried to acquire new ressources. 3. or, sometimes the organization evolved towards situations of shared management to take charge of the managerial function, which managers can't stand because of a lack of ressources, collectively and/or individually.

I investigated the experiences of teachers as co-researchers in a long-term partnership with university researchers in an asset-based intervention project known as STAR1. The goal of STAR is to investigate how teachers can promote resilience in scare-resource and high need schools. To inform participatory research methodology, I explored and described how coresearchers (teachers) experience power relations. I conducted the participatory reflection and action (PRA) study by using feminist standpoint theory as guiding epistemological paradigm, Gaventa’s power cube as theoretical framework and participatory research as methodological paradigm. I conveniently chose two cohorts (schools) in the STAR project to partner as the unit of analysis. I thus applied convenience sampling to select information-rich cohorts. The schoolcohorts included a primary school in the Eastern Cape Province and a secondary school in a remote area in the Mpumalanga Province. I then purposefully selected participating coresearchers (n=15: 14 females, 1 male) from the participating schools. Over a two year period, I employed multiple PRA data generation techniques (observation, four focus groups and two semi-structured interviews) and documentation procedures (field notes, research journal, visual data and verbatim transcriptions). I used thematic analysis and categorical aggregation for data analysis, with three themes emerging. In terms of the nature of power in participatory partnerships, co-researchers expressed factors which influenced power and partnership in a participatory project. For co-researchers, these factors enabled them to experience a sense of power-sharing. Regarding the role of agency in relation to power and partnerships, co-researchers indicated that agency resulted from power-sharing and partnerships they had established. The agency meant that they took action through leadership to empower others in school-communities. Co-researchers’ meaning-making of power and partnerships culminated in their construction of power in a participatory project as both a way in which their working environment enabled them to do what they wanted to do, and also as a personal space where they felt capable and had initiative to coordinate project activities. Findings of this study correlate with existing literature where (i) power is seen as the ability of actors to express and act on desires, (ii) power can be redistributed as action for inclusive benefits, (iii) partnerships imply balancing time, and (iv) partnerships evolve over time, are dynamic and involve issues of trust and confidence. In contrast to existing knowledge on power in participatory research, I found that teachers did not view power as dominance or as exclusively owned. I developed a framework of power sharing partnerships to extend Gaventa’s power cube theory. This framework, and its five interrelated elements (leadership as power, identifying vision and mission, synergy, interdependent role of partners, and determination), provide insight into the way co-researchers shared their experiences of participatory research methodology. I posit an evidence-based conceptualisation of power as leadership where community partners play influential roles as co-researchers. I theorise power sharing partnerships as a complimentary platform hosting partners’ shared strengths, skills and experience, creating synergy in collaborative projects. I argue that synergy in power sharing partnerships relies on recognition, appreciation and mutual respect inherent in interdependent roles of partners. Furthermore, the power sharing partnership framework explains how power and partnership depends on determination amongst partners which manifests as agency to drive social change. / Thesis (PhD)--University of Pretoria, 2012. / Educational Psychology / unrestricted

VORWORT: Ikonisch verdichtet sich auf dem Umschlag dieser Broschüre das Selbstbild Dresdens. Von der Brühlschen Terrasse, „Balkon Europas“ genannt, geht der Blick auf die Kunstakademie, mit der gläsernen Kuppel des Kunstvereins, die mit einer eigenartigen Figur an ihrer Spitze besetzt ist, die sich beim näheren Hinsehen als Chimäre aus Nike und Fama zu erkennen gibt. Auf dem Sockel in der Bildmitte steht Gottfried Semper, der jene Oper baute, die heute medial auch als „das schönste Brauhaus Deutschlands“ bekannt ist. Und am hinteren Bildrand werden das neu errichtete Coselpalais, benannt nach der berühmten Mätresse August des Starken, und die wiedererrichtete Frauenkirche sichtbar. Sie ist das Stein gewordene Symbol für die Rekonstruktion des „alten“ Dresden und zugleich Objekt eines neu-alten Bürgerstolzes. Betrachtet man dieses Bild, mag es verständlich erscheinen, dass manche sagen, Dresden sei gar keine Stadt, sondern ein Mythos. Indes, so wäre zu entgegnen, macht der Mythos erst die Stadt. „Elbflorenz“ – das ist die Erzählung von barocker Schönheit, Liebe zur Kunst und Prunk der alten Residenz. Es ist ein Erinnerungsmythos, zugleich aber auch ein Mythos der Wiederbegründung. Zwischen beide schiebt sich der Mythos des Opfers: die Zerstörung Dresdens am 13. und 14. Februar 1945. In den Konflikten um die Kirchen- und die Stadtrekonstruktion, um die Restituierung von räumlicher Mitte und urbaner Identität, hat sich eine die Bürgerschaft mobilisierende Energie zu erkennen gegeben. Sie hat es vermocht, dass mehr als drei Viertel der Kosten für den Wiederaufbau der Kirche von privaten Geldgebern gespendet wurde. Zugleich hat diese gemeinsinnige Kraft aber auch bei der Bebauung der die Frauenkirche umgebenden Brachen zu einer Emphase historistischer Rekonstruktionstreue auf dem Neumarkt geführt. In der Erzählung von Zerstörung und Wiederauferstehung verschränken sich mithin mythische Eigentranszendierung der Stadt und aktuelle Gemeinsinnsbehauptungen in einer höchst spannungsvollen Weise. Dresden illustriert die Fragestellung des Sonderforschungsbereichs, der in dieser Stadt auch seinen Sitz hat. Der Sonderforschungsbereich 804 „Transzendenz und Gemeinsinn“ wurde im Mai 2009 von der Deutschen Forschungsgemeinschaft bewilligt und besteht seit dem 1. Juli 2009 an der Technischen Universität Dresden. Er umfasst 20 Teilprojekte aus drei Fakultäten und neun Instituten der TU Dresden sowie von Partnern der italienischen Universitäten Turin und Matera und der Universität Zürich, Schweiz. Zudem besitzt der SFB 804 ein Integriertes Graduiertenkolleg zur Ausbildung von Doktoranden und internationalen Stipendiaten. Das Forschungsprogramm sieht vor, jenseits herkömmlicher Epocheneinteilungen Ordnungsformationen wie Stadt, Republik, Demokratie, Nation, bürgerliche Gesellschaft, Adel und Hof, religiöse und nicht-religiöse Gemeinschaften miteinander zu vergleichen. Stets geht es um die Analyse des spannungsvollen Zusammenspiels von Transzendenzformen und Gemeinsinnsvorstellungen bei Entstehung, Stabilisierung und Scheitern von vormodernen und modernen sozialen und politischen Ordnungen. Mit dieser interdisziplinär und international vernetzten Fragestellung setzt der SFB 804 die erfolgreiche Grundlagenforschung der Dresdner Geistes-, Sozial- und Kulturwissenschaften fort, die in der zweiten Hälfte der 1990er Jahre mit dem Sonderforschungsbereich 537 „Institutionalität und Geschichtlichkeit“ und einem Internationalen Graduiertenkolleg begonnen hat. Die folgenden Seiten beabsichtigen, den gemeinsamen Forschungsansatz und die Ziele der einzelnen Projekte des SFB 804 der wissenschaftlichen und interessierten Öffentlichkeit vorzustellen. Sie möchten auch zu Anregung und Auseinandersetzung einladen.:6 Hans Vorländer: Einleitung 16 Maria Häusl: Trennung und Öffnung. Alttestamentarische Diskurse um die Konstituierung des nachexilischen Israel 22 Matthias Klinghardt: Mahl und Kanon. Gemeinschaftsbildung im frühen Christentum 28 Martin Jehne: Die Investition eigener Ressourcen in die Gemeinschaft von der mittleren Republik bis in die hohe Kaiserzeit 34 Fritz-Heiner Mutschler: Tradition, Vernunft, Gott. Zur wechselnden Fundierung gemeinsinnigen Handelns vom Ausgang der Republik bis in die Umbruchphase des 3. Jahrhunderts 40 Cristina Andenna/Gert Melville: Dynastie, Idoneität und Transzendenz. Vergleichende Untersuchungen zum hohen und späten Mittelalter 46 Bruno Klein: Die Kirche als Baustelle. Großstädtische Sakralbauten im Mittelalter 52 Jürgen Müller: Das subversive Bild. Religiöse und profane Deutungsmuster in der Kunst der Frühen Neuzeit 58 Gerd Schwerhoff: Gottlosigkeit und Eigensinn. Religiöse Devianz in der Frühen Neuzeit 64 Winfried Müller: Gemeinsinnsdiskurse und religiöse Prägung zwischen Spätaufklärung und Vormärz (ca. 1770 - ca. 1848) 70 Hans Vorländer: Demokratische Ordnung zwischen Transzendenz und Gemeinsinn 76 Werner J. Patzelt: Transzendenz und Gemeinsinn als Ressourcen politischer Ordnungskonstruktion 82 Karl-Siegbert Rehberg: Kunstsakralisierung und Gemeinsinn 88 Hans-Georg Lippert: Das Planbare und das Unverfügbare. Modelle von Transzendenz und Gemeinsinn in Architektur und Städtebau im 20. Jahrhundert 94 Thomas Hänseroth: Das Fortschrittsversprechen von Technik und die Altruismusbehauptung der Ingenieure in der technokratischen Hochmoderne (ca. 1880 - 1970) 100 Christian Schwarke: Konstruktionen von Transzendenz und Gemeinsinn in Technik und Theologie 106 Karl Lenz: Transzendenz und Gemeinsinn in privaten Lebensformen 112 Thomas Rentsch: Transzendenz und Gemeinsinn in Geschichte und Gegenwart der Philosophie 118 Pier Paolo Portinaro: Die Sakralisierung der Kulturnation im italienischen Risorgimento 124 Georg Kohler: Die Kontingenz des Unverfügbaren - Die „Willensnation Schweiz“ 130 Marina Münkler: Das Ethos der Freundschaft 136 Gerd Schwerhoff: Integriertes Graduiertenkolleg 138 Kontakt und Impressum

Modern database systems have to process huge amounts of data and should provide results with low latency at the same time. To achieve this, data is nowadays typically hold completely in main memory, to benefit of its high bandwidth and low access latency that could never be reached with disks. Current in-memory databases are usually columnstores that exchange columns or vectors between operators and suffer from a high tuple reconstruction overhead. In this paper, we present the indexed table-at-a-time processing model that makes indexes the first-class citizen of the database system. The processing model comprises the concepts of intermediate indexed tables and cooperative operators, which make indexes the common data exchange format between plan operators. To keep the intermediate index materialization costs low, we employ optimized prefix trees that offer a balanced read/write performance. The indexed tableat-a-time processing model allows the efficient construction of composed operators like the multi-way-select-join-group. Such operators speed up the processing of complex OLAP queries so that our approach outperforms state-of-the-art in-memory databases.

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