Made available in DSpace on 2014-12-17T14:35:56Z (GMT). No. of bitstreams: 1 AgrioOCF.pdf: 1066957 bytes, checksum: a88db380b56de9fce9e1af45356967a4 (MD5) Previous issue date: 2007-10-19 / For the development of this research the following general objective has been formulated, indicator of the process of inquiry: To discuss the relation between the attitudinal and the sportive contents presented in the proposal of Curricular Lines for the Physical Education of Young and Adults in Brazil. According to the corporeity and the ludicity, questioning the formation of the professional of Physical Education and delineating the perspective for a sport andragogy that values the Being and the Life. From this general objective, the following objectives, which had given greater specificity to the investigative process, were defined: 1. To create the theoretical context from the corporeity/ludicity axis, articulating transversally sportive knowledge, aiming to contribute for a sport Andragogy; 2. To analyze the objectives proposed for the Physical Education of Young and Adults according to an elaborated theoretical reference and to the testimonies of the egresses of 2005 of the Physical Education course of the UFRN. 3. To interpret the relation between attitudinal and educative content from the academic reality lived by the egresses of the Physical Education course of the UFRN. 4. To understand the most urgent necessities of sustained formation of the egresses of 2005 for satisfactory performance with the Physical Education of Young and Adults. 5. To propose perspectives for the construction of a sport Andragogy from the corporeity/ludicity axis. In attendance to the nature of this research and as form of guiding ourselves in this epistemological adventure, the following ones had been basically and theoretically estimated. 1. Corporeity is a radiant focus, prime and main of educational criteria; 2. The task of the education must be carried through with men and not for men; 3. Man must only play with the beauty and with the beauty he only must play. ; 4. The sportive education must be based on esthetic and fair play. The adopted research approach is of a qualitative nature, using the interview procedure with a group consisting of twelve egresses of the Physical Education Course of the UFRN of the year of 2005.2 After the discussion of the results on the attitudinal objectives and content for the Physical Education for Adults and Young, the study shows nine themes presented by the investigated group as priorities for their sustained formation, aiming at the performance of the professional of Physical Education with the EJA: inclusive experiences; leisure and quality of life; relationships; body and personal care; social values; self esteem; sportive phenomenon; EJA training; attitudinal contents. As a contribution to the construction of knowledge for a Andragogy of Sports, the study presents a metaphorical structure called Galaxy of Knowledge righteous Glamor of integrating nine elements inspired by the Ode to the Sport of Pierre de Coubertin: life, beauty, justice, daring, honesty, joy; Fertility; progress; peace. At the heart of the structure of knowledge is righteous install a system that articulates five principles ludopoi?tico epistemological function of connecting with the righteous knowledge of the sport that must integrate the content attitudinal proposed for Fitness for Youth and Adults in order to facilitate the realization of their objectives proposed for this method of teaching / Para o desenvolvimento desta pesquisa, foi formulado o seguinte objetivo geral, norteador do processo de investiga??o: Discutir a rela??o entre os conte?dos atitudinais e os conte?dos esportivos apresentados na proposta de Diretrizes Curriculares para a Educa??o F?sica de Jovens e Adultos no Brasil, ? luz da corporeidade e da ludicidade, questionando a forma??o do profissional de Educa??o F?sica e delineando perspectivas para uma Andragogia do Esporte que valoriza o Ser e a Vida. A partir desse objetivo geral, foram definidos os seguintes objetivos que deram maior especificidade ao processo investigativo: 1. Construir o contexto te?rico a partir do eixo corporeidade/ludicidade, articulando transversalmente saberes esportivos, visando contribuir para uma Andragogia do Esporte. 2. Analisar os objetivos propostos para a Educa??o F?sica de Jovens e Adultos, com base no referencial te?rico elaborado e nos depoimentos de egressos do Curso de Educa??o F?sica da UFRN. 3. Interpretar a rela??o entre conte?dos atitudinais e conte?dos esportivos, a partir da realidade acad?mica vivida por egressos do Curso de Educa??o F?sica da UFRN. 4. Compreender as necessidades mais urgentes de forma??o continuada de egressos participantes do estudo para atua??o satisfat?ria com a Educa??o F?sica de Jovens e Adultos. 5. Propor perspectivas para a constru??o de uma Andragogia do Esporte a partir do eixo corporeidade/ludicidade. Em atendimento ? natureza desta pesquisa e como formas de guiarmos nessa aventura epistemol?gica foram b?sicos os seguintes pressupostos te?ricos: 1. Corporeidade ? foco irradiante, primeiro e principal de crit?rios educacionais; 2. A tarefa da educa??o deve ser realizada com os homens e n?o para os homens; 3. O homem deve jogar somente com a beleza e somente com a beleza deve jogar; 4. A educa??o esportiva deve se fundamentar na est?tica e no fair play. A abordagem de pesquisa adotada ? de natureza qualitativa, utilizando o procedimento de entrevista para um grupo constitu?do por doze egressos do Curso de Educa??o F?sica da UFRN no ano de 2005.2. Ap?s a discuss?o dos resultados sobre os objetivos e conte?do atitudinais para a Educa??o F?sica de jovens e Adultos, o estudo apresenta nove tem?ticas apontadas pelo grupo investigado como prioridades para sua forma??o continuada, visando a atua??o do profissional de Educa??o F?sica com o EJA: viv?ncias inclusivas; lazer e qualidade de vida; relacionamentos; corpo e cuidado pessoal; valores sociais; auto-estima; fen?meno esportivo; est?gio EJA; conte?dos atitudinais. Como contribui??o para a constru??o de saberes para uma Andragogia do Esporte, o estudo apresenta uma estrutura metaf?rica denominada Gal?xia dos Saberes Virtuosos do Esporte integrando nove elementos inspirados na Ode ao Esporte de Pierre de Coubertin: vida; beleza; justi?a; ousadia; honradez; alegria; fecundidade; progresso; paz. No centro dessa estrutura de saberes virtuosos instala-se um sistema ludopoi?tico que articula cinco princ?pios epistemol?gicos com fun??o de conectar os saberes virtuosos do esporte que devem integrar os conte?dos atitudinais propostos para a Educa??o F?sica de Jovens e Adultos de modo a propiciar a concretiza??o dos respectivos objetivos propostos para esta modalidade de ensino

Ce mémoire en recherche-création débute par un récit intitulé Les dents de sagesse du bestiaire inquiétant, qui est formé de dix contes où prennent place dans un monde fantastique les aventures d’un bestiaire. Ce texte qui met en scène l’histoire d’animaux hybrides cherche également l’expérimentation textuelle par l’écriture automatique des surréalistes. Il pratique l’hybridité des genres comme la lettre, l’essai, le poème et la chanson. Ainsi, la nature hybride des créatures des contes s’appuient sur l’esthétique formelle de l’œuvre. La deuxième partie intitulée Le détournement du mythe « femme-enfant » dans les contes fantastiques de Gisele Prassinos, propose une réflexion sur les contes fantastiques de l’auteure surréaliste Gisèle Prassinos, choisie par les surréalistes comme symbole du mythe de la « femme-enfant » quand elle avait quatorze ans. Pourtant, l’auteure rejette ce mythe dans ses écrits (Les mots endormis et Trouver sans chercher) tout en gardant la pratique de l’écriture automatique des surréalistes et le ludisme textuel. Cet essai étudie le détournement de la « femme-enfant » dans les contes de Prassinos grâce à une lecture plus profonde de ceux-ci. / This M.A. Thesis combines both research and creative writing. It starts with a narrative story entitled Les dents de sagesse du bestiaire inquiétant which contains ten tales. These tales take place in a fantasy world of bestiary adventures. This text about hybrid beasts is also an experimental text of the automatic writing process used by surrealists. It merges genres, such as letter, essay, poem and song. Thus, the hybrid nature of creatures in these tales justifies the formal aesthetic of this literary work. The second part entitled Le détournement du mythe « femme-enfant » dans les contes fantastiques de Gisele Prassinos proposes a critical reading of the fantasy tales of surrealist author Gisèle Prassinos, who was chosen by surrealists as a symbol of the "femme-enfant" myth, when she was only 14 years old. However, the author firmly rejects this myth in her own writings (Les mots endormis and Trouver sans chercher), even though she engages in the surrealistic automatic writing process and ludic texts. Through a detailed reading, this essay analyses the deconstruction of the "femme-enfant" myth in Prassinos’ tales.

L'objectif de la thèse est de proposer des méthodes permettant d'améliorer l'expressivité des systèmes de synthèse de la parole. Une des propositions centrales de ce travail est de définir, utiliser et mesurer l'impact de structures linguistiques opérant au delà du niveau de la phrase, par opposition aux approches opérant sur des phrases isolées de leur contexte. Le cadre de l'étude est restreint au cas de la lecture de contes pour enfants. Les contes ont la particularité d'avoir été l'objet d'un certain nombre d'études visant à en dégager une structure narrative et de faire intervenir une certain nombre de stéréotypes de personnages (héros, méchant, fée) dont le discours est souvent rapporté. Ces caractéristiques particulières sont exploitées pour modéliser les propriétés prosodiques des contes au delà du niveau de la phrase. La transmission orale des contes a souvent été associée à une pratique musicale (chants, instruments) et leur lecture reste associée à des propriétés mélodiques très riches, dont la reproduction reste un défi pour les synthétiseurs de parole modernes. Pour répondre à ces problématiques, un premier corpus de contes écrits est collecté et annoté avec des informations relatives à la structure narrative des contes, l'identification et l'attribution des citations directes, le référencement des mentions des personnages ainsi que des entités nommées et des énumérations étendues. Le corpus analysé est décrit en terme de couverture et d'accord inter-annotateurs. Il est utilisé pour modéliser des systèmes de segmentation des contes en épisode, de détection des citations directes, des actes de dialogue et des modes de communication. Un deuxième corpus de contes lus par un locuteur professionnel est présenté. La parole est alignée avec les transcriptions lexicale et phonétique, les annotations du corpus texte et des méta-informations décrivant les caractéristiques des personnages intervenant dans le conte. Les relations entre les annotations linguistiques et les propriétés prosodiques observées dans le corpus de parole sont décrites et modélisées. Finalement, un prototype de contrôle des paramètres expressifs du synthétiseur par sélection d'unités Acapela est réalisé. Le prototype génère des instructions prosodiques opérant au delà du niveau de la phrase, notamment en utilisant les informations liées à la structure du conte et à la distinction entre discours direct et discours rapporté. La validation du prototype de contrôle est réalisée dans le cadre d'une expérience perceptive, qui montre une amélioration significative de la qualité de la synthèse. / The aim of this thesis is to propose ways to improve the expressiveness of speech synthesis systems. One of the central propositions of this work is to define, use and measure the impact of linguistic structures operating beyond the sentence level, as opposed to approaches operating on sentences out of their context. The scope of the study is restricted to the case of storytelling for children. The stories have the distinction of having been the subject of a number of studies in order to highlight a narrative structure and involve a number of stereotypical characters (hero, villain, fairy) whose speech is often reported. These special features are used to model the prosodic properties tales beyond the sentence level. The oral transmission of tales was often associated with musical practice (vocals, instruments) and their reading is associated with rich melodic properties including reproduction remains a challenge for modern speech synthesizers. To address these issues, a first corpus of written tales is collected and annotated with information about the narrative structure of stories, identification and allocation of direct quotations, referencing references to characters as well as named entities and enumerations areas. The corpus analyzed is described in terms of coverage and inter-annotator agreement. It is used to model systems segmentation tales episode, detection of direct quotes, dialogue acts and modes of communication. A second corpus of stories read by a professional speaker is presented. The word is aligned with the lexical and phonetic transcriptions, annotations of the corpus text and meta-information describing the characteristics of the characters involved in the story. The relationship between linguistic annotations and prosodic properties observed in the speech corpus are described and modeled. Finally, a prototype control expressive synthesizer parameters by Acapela unit selection is made. The prototype generates prosodic operating instructions beyond the sentence level, including using the information related to the structure of the story and the distinction between direct speech and reported speech. Prototype validation control is performed through a perceptual experience, which shows a significant improvement in the quality of the synthesis.

Le récit enchâssé émerge comme concept au début du XXe siècle, à la faveur des travaux formalistes sur le recueil de nouvelles. Il ne se développe véritablement que dans les années soixante, sous la plume de Todorov et de Genette. Mais alors, il est moins étudié qu’effleuré. Aucune définition consensuelle ne se dégage chez les narratologues. On prête au dispositif une origine millénaire, sans bien expliquer la persistance intacte d'un procédé d'écriture depuis l'Inde ancienne. Le récit enchâssé a été davantage un mythe critique qu'un objet d'étude. Cette thèse se propose de reprendre la conceptualisation là où elle s'est arrêtée : à l'intuition que certains textes contiennent des récits en surplus. Par des décrochages typographiques, par un changement d'énonciateur, par une variation temporelle, par une série de marquages spécifiques, un récit peut être mis en relief dans l'espace textuel. L'enchâssement, alors, ne serait que le fait de cette mise en relief, qu'elle s'effectue ou non dans un texte littéraire, qu'elle porte ou non sur un texte narratif. Y a-t-il légitimité, dès lors, à parler d'un « récit enchâssé » ? A-t-il existé dans l'histoire une technique homogène de mise en relief d'un récit ? En posant cette question sur les récits courts du XIXe siècle (1800-1890), cette thèse s'efforce également d'expliquer l'apparition de la notion. Car c'est au XIXe siècle que, pour la première fois, le recueil de nouvelles est comparé à une fiction indépendante, en l'occurrence, une nouvelle. Analyser ce rapprochement permet de découvrir comment a été préparée la possibilité de penser le « récit enchâssé ». / At the beginning of the twentieth century, embedded narrative emerged as a concept, thanks to the research that Russian formalists had carried out on a collection of short stories. But the category came into bloom only in the 1960s, under Todorov and Genette's pens. At that time though, the subject was broached rather than dealt with in depth. No definition based on consensus ever arose from narratology; and the seamless persistence of this narrative technique, dating back to Ancient India, has never been well accounted for. Embedded narrative has always been a critical myth rather than a subject to be studied. The aim of this dissertation is to start where the first tentative conceptualization stopped: the feeling that some texts do contain extra narratives. Inserted stories can be enhanced through typography layouts, changes of narratee, time-related alterations, or by sets of specific markings. Embedding might then mean emphasizing rather than inserting. Is it then legitimate to comment on 'embedded narratives' as such? Was there ever a consistent technique to emphasize narratives? By raising these issues, this dissertation aims at getting to the root of the notion, and addresses the topic by drawing on a large number of short stories published between 1800 and 1890. For during the nineteenth century short stories collections came for the first time closer to independent fiction, precisely to short story. Analyzing this rapprochement will enable us to discover how the very notion of 'embedded narrative’ could come up.

Made available in DSpace on 2014-12-17T15:38:34Z (GMT). No. of bitstreams: 1 SimoneLM_TESE.pdf: 3257741 bytes, checksum: 55e4c5eac8445802ae8be81f15182e3d (MD5) Previous issue date: 2011-09-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present thesis evaluated the contributions and limitations of the tutorship program introduced in EMATER-RN, as a tactic of organizational socialization for civil servants in probationary stage. Tutorship was understood as an intensive and continuous relational process, in which a more experienced person in the organization the tutor offers psychosocial support, stimulates the development of the professional career and enables to the newcomer the tutee learning on job performance. The organizational socialization was considered in the perspective of the symbolic interactionism. The study was characterized as a program evaluation and as an action research. The practical interventions for the program implementation were conducted and, at the same time, the evaluations of process, results and reaction to the program were applied. Among the major contributions of the action research, it stood out: the diagnosis of reasons for the formation of the pair and of expectations of tutors and tutees, the improvement of the tutorship registration tools, the ascertainment of the success of the program in the socialization of the new civil servants, the confirmation of the importance of the compatibility among them and of the adequate performance of tutorship functions for achieving its benefits. Based in constraints of the program, one may quote as essential recommendations: the formation of a technical team supporting the program, the clear establishment of deadlines for each procedure and the reinforcement to its compliance, the investigation of the functions performed by the tutor, the sensitization of the managers to the resolution of problems that affect the program, the voluntary participation of the tutor and the continuous meetings of tutors and tutees. One settles for the relevance of the program and in favor of its continuation, provided that its improvement and systematic management are conducted. / A presente tese avaliou as contribui??es e as limita??es do programa de tutoriza??o implantado na EMATER-RN, como t?tica de socializa??o organizacional para os servidores em est?gio probat?rio. Entendeu-se a tutoriza??o como um processo relacional intensivo e cont?nuo, em que uma pessoa mais experiente na organiza??o o tutor oferece suporte psicossocial, estimula o desenvolvimento da carreira profissional e possibilita ao ingressante o tutorando a aprendizagem no desempenho do cargo. Considerou-se a socializa??o organizacional na perspectiva do interacionismo simb?lico. O estudo caracterizou-se como uma avalia??o de programa e uma pesquisa??o. Realizaram-se as interven??es pr?ticas de implanta??o do programa e, ao mesmo tempo, foram aplicadas as avalia??es de processo, de resultados e de rea??o ao programa. Entre as principais contribui??es da pesquisa??o, destacaram-se: o diagn?stico de raz?es para a forma??o da d?ade e de expectativas de tutores e tutorandos, o aperfei?oamento dos instrumentos de registro da tutoriza??o, a constata??o do sucesso do programa na socializa??o dos novos servidores, a confirma??o da import?ncia da compatibilidade entre eles e do exerc?cio adequado de fun??es de tutoriza??o para o alcance de seus benef?cios. Baseando-se em limites do programa, citam-se como recomenda??es fundamentais: a forma??o de uma equipe t?cnica de suporte ao programa, o estabelecimento claro de prazos para cada procedimento e refor?o ao seu cumprimento, a investiga??o das fun??es desempenhadas pelo tutor, a sensibiliza??o dos dirigentes para a resolu??o de problemas que afetam o programa, a participa??o volunt?ria do tutor e os encontros cont?nuos de tutores e tutorandos. Conclui-se pelo m?rito do programa e a favor de sua continuidade, desde que ocorram o seu aperfei?oamento e o seu gerenciamento sistem?ticos.

Ce document de synthèse pour une demande d'Habilitation à diriger des recherches en études chinoises est présenté à partir de mon activité actuelle d'enseignant-­‐‑chercheur : * maître de conférences à l'Université Paris-­‐‑Diderot (Paris 7), UFR LCAO, Unité de formation et de recherche Langues et civilisations de l'Asie orientale ; * membre de l'équipe de recherche UMR 8155-­‐‑CRCAO, Centre de recherches sur les civilisations de l'Asie orientale. Mon activité de recherche porte sur l'étude d'œuvres de la littérature chinoise classique d'imagination (roman, conte, théâtre) des périodes Yuan à Qing (XIIIe - XVIIIe s.), et s'intéresse plus particulièrement aux formes d'expression de la subjectivité telles que portées dans ces œuvres. Mon approche est pluridisciplinaire, faisant usage des apports théoriques de la psychanalyse, domaine dans lequel j'ai reçu une formation. Elle implique également des travaux autour de la question de la présence de la psychanalyse dans la Chine contemporaine. Elle aborde des aspects de la subjectivité à travers des problématiques impliquant des questions de langue, de discours, de traduction. La traduction proprement dite d'œuvres littéraires fait également partie de mes domaines d'activité.

La thèse présente se propose de reconsidérer le cliché narratif des contes populaires, celui de la lutte permanente entre le Bien et le Mal, puisque, après l'analyse du fond préchrétien, caché derrière la structure superficielle de la narration, la véritable raison d'être des figures mythiques révèle un monde qui n'est pas l'antithèse, mais un monde de l'ambivalence. Cela conduit à l'impossibilité de déterminer définitivement la nature des symboles et des images qui se développent dans les contes de fées, mais également à la possibilité de créer une autre grille de lecture des contes de fées. L'analyse commence par l'identification du substrat païen de la figure mythique du zmeu des contes populaire roumains, dans une approche comparative, a l'aide des instruments modernes de l'imaginaire.La figure du zmeu est intégrée dasn une système mythique originaire où sont projetés deux ordres du sacré: une ordre traditionnel qui protege les valeurs sacrées initiales du monde et une ordre innovatrice qui change le sens primordial de l'univers du sacré. Entre ces deux ordres, la figure du zmeu, comme représentant le monde ancien, entre en conflit avec la figure du héros sauveur, représentant le nouveau monde.De ce conflit, le zmeu est un figure vaincue par les mécanismes de l'histoire.

Na Capa, Folha de Rosto e Ficha Catalogr?fica da obra constam o t?tulo: "Os Conselhos de Alimenta??o Escolar da Comarca de Diamantina: percep??es e estrutura". / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-06-14T18:58:03Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) caio_guedes_oliveira.pdf: 3164792 bytes, checksum: 20acd36d2a5df005a431d8b58d2b8787 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-07-18T11:24:43Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) caio_guedes_oliveira.pdf: 3164792 bytes, checksum: 20acd36d2a5df005a431d8b58d2b8787 (MD5) / Made available in DSpace on 2018-07-18T11:24:43Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) caio_guedes_oliveira.pdf: 3164792 bytes, checksum: 20acd36d2a5df005a431d8b58d2b8787 (MD5) Previous issue date: 2017 / Esta pesquisa est? inserida na linha de pesquisa da Promo??o da Sa?de, Preven??o e Controle de Doen?as e buscou analisar os 9 (nove) Conselhos de Alimenta??o Escolar (CAEs) da Comarca de Diamantina, MG, com a finalidade de levantar, analisar e desvelar se atendem aos crit?rios m?nimos estabelecidos na legisla??o em vig?ncia, se h? coer?ncia entre suas atribui??es legais e o que ocorre na pr?tica, se disp?em de estrutura m?nima necess?ria para o desempenho das suas atribui??es e quais s?o as percep??es atribu?das pelos conselheiros sobre as atividades de Controle Social exercido perante o Conselho. Trata-se de um estudo transversal retrospectivo, descritivo, do tipo estudo de caso, com abordagem quantitativa e qualitativa, no qual foi feita uma minuciosa an?lise documental nos arquivos dos Conselhos de Alimenta??o Escolar para remontar a forma de atua??o deles, buscando conhecer suas principais qualidades e defeitos. Al?m disso, foram realizadas entrevistas com os conselheiros de alimenta??o escolar para entender quais eram as percep??es que eles tinham sobre as atividades que desempenham, por meio da t?cnica denominada an?lise de conte?do. A an?lise documental demonstrou que h? muitas inconsist?ncias na forma de escolha dos conselheiros e in?meras defici?ncias a serem corrigidas pelos Conselhos, por outro lado, tamb?m foram salientados muitos aspectos positivos dos trabalhos desenvolvidos. A an?lise das atas dos CAEs e das entrevistas com os membros dos Conselhos desvelou as percep??es que eles tinham sobre a forma de constitui?ao do Conselho, as dificuldades vividas para desempenhar o controle social, tais como problemas de infraestrutura, de acesso a informa??es e pouco incentivo a se capacitarem. Por outro lado, demonstraram o empenho para realizar suas atribui??es, zelar pela qualidade da alimenta??o escolar dos seus Munic?pios e pelo uso correto do dinheiro p?blico. Ao final, foi poss?vel constatar que a capacita??o, o est?mulo ao desempenho das fun??es e a participa??o popular s?o fatores que influenciam a atua??o efetiva e eficiente dos conselheiros de alimenta??o escolar, os quais devem ser garantidos e estimulados pelo Poder P?blico, pelos pr?prios conselheiros e pela sociedade. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Sa?de, Sociedade e Ambiente, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / This research is included in the research line of Health Promotion, Prevention and Control of Diseases and sought to analyze the 9 (nine) School Feeding Councils of the Region of Diamantina, in the State of Minas Gerais, with the purpose of raising, analyzing and unveiling if they meet the minimum criteria established in the legislation in force, if there is a consistency between the legal attributions of the CAEs and what happens in practice, if they have the minimum structure necessary for the performance of their duties, and what are the perceptions attributed by the counselors on the activities of social control exercised before the Council. This is a cross-sectional, retrospective, descriptive, case-study with a quantitative and qualitative approach, in which a detailed documentary analysis was carried out in the School Feeding Council archives to reassemble their way of acting, seeking to know their main qualities and defects. In addition, interviews were conducted with school feeding counselors to understand what perceptions they had of the activities they perform through the technique called content analysis. The documentary analysis showed that there are many inconsistencies in the choice of counselors and numerous shortcomings to be corrected by the Councils, on the other hand, also highlighted many positive aspects of the work developed. The analysis of the minutes of the CAEs and the interviews with the members of the Councils revealed the perceptions they had about the form of constitution of the council, the difficulties experienced to carry out social control, such as infrastructure problems, access to information and little incentive to qualify. On the other hand, they demonstrated the commitment to carry out their duties, to ensure the quality of school feeding of their Municipalities and the correct use of public money. In the end, it was possible to see that the training, stimulating functions and popular participation are factors that influence the effective and efficient performance of school feeding counselors, which must be guaranteed and encouraged by the Government, by its own counselors and society.

Made available in DSpace on 2014-12-17T14:36:27Z (GMT). No. of bitstreams: 1 EvanizeCR_DISSERT_1_129.pdf: 4699030 bytes, checksum: 92a2d0ec187f09e20c6813a2c78b87bc (MD5) Previous issue date: 2010-04-16 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / In contemporary society, distance education is expanding, especially in the offering of courses of initiatory professor training. By the side of possibilities, there is the need to critically reflect on the government decision to finance, and even to incite distance education, as a more economic way to achieve, within different time and space, the greatest quantity of the population, trying to fill the gaps of the Brazilian school education. The research was made in the Biology Bachelor Course offered by the Pernambuco University (UPE), in the context of the Presential Support Pole of the Paraiba State University, located in the city of Campina Grande. Along this study, we intend to analyze the evaluation practice and the instruments of valuation available in the virtual environment of learning (AVA), used by the former professors in the learning evaluation of the contents offered by the reference course. The relevance of the discussion is to reflect about the results of distance education in the initial of the professor training. To perceive the possibilities and limitations concerning the technological resources available at the educational process, especially to the evaluation practice, is primordial in order to comprehend the contents of learning that can be explored by the professors and which is the dialogical relation that is firmed between professor, preceptor and student, in favor of the learning development and an effective and meaningful education. The qualitative research had the symbolic interacionism as a methodological-theoretical approach. We gathered informations through institutional documents, documental records, questionnaires and semi-structured interviews. Treating and analyzing the data we used the content analysis method (Bardin, 1977). As a theoretical basis, we relied on authors such as Zabala (1998, 1999), Aretio (2002), Hoffmann (2003, 2005), Silva, M. (2003, 2006), Belloni (2006), Luckesi (2008), Silva, J. (2008), Vasconcelos (2008) and Domingos (2009). It was evident the need to reflect about the educational practice of the professors and preceptors responsible for the academic distance learning, concerning the evaluation of the learning contents in a autonomous and innovatory way, identifying its influence in the development of values which are considered vital to a complete professor upbringing. The evaluation in a mediator approach is necessary to the reality of an online classroom, because of its character to promote the improvement of the action of the one who is teaching and the one Who is learning in an interactive, collaborative and cooperative perspective, seeking a transformative praxis. Involved in this formation, the bachelors will be able to promote the development of capacities and skills necessary to the complete learning of theirs future students, certifying the education for life, which is a perspective that includes the knowing, the knowing how to do and how to be, a living being with sustainable relations with the others and with nature / A educa??o a dist?ncia na sociedade contempor?nea vem se expandido, sobretudo na oferta de cursos de forma??o inicial docente. Ao lado das possibilidades, h? necessidade de refletir criticamente sobre a decis?o governamental de financiar e at? incentivar o ensino a dist?ncia como uma maneira mais econ?mica de atingir o m?ximo da popula??o em tempo e espa?o diversos, almejando com isso o preenchimento de lacunas na educa??o escolar brasileira. A pesquisa foi realizada no curso de Licenciatura em Ci?ncias Biol?gicas oferecido pela Universidade de Pernambuco (UPE), a partir do contexto do P?lo de Apoio Presencial da Universidade Estadual da Para?ba (UEPB) na cidade de Campina Grande. Neste estudo nos propomos a analisar a pr?tica avaliativa e os instrumentos de avalia??o dispon?veis no ambiente virtual de aprendizagem (AVA), utilizados pelos professores formadores na avalia??o da aprendizagem dos conte?dos oferecidos pelo curso em refer?ncia. A import?ncia dessa discuss?o ? refletir sobre os resultados do ensino a dist?ncia na forma??o inicial docente. Perceber as possibilidades e limita??es dos recursos tecnol?gicos dispon?veis ao processo educativo, e em especial a pr?tica avaliativa, ? primordial para compreendermos quais os conte?dos de aprendizagem podem ser explorados pelos docentes e qual a rela??o dial?gica que se firma entre professor, tutor e aluno em prol do desenvolvimento da aprendizagem com vistas a uma a??o educativa eficaz e significativa. A pesquisa qualitativa teve a abordagem te?rico-metodol?gica voltada para o interacionismo simb?lico. Reunimos informa??es atrav?s de documentos institucionais, ficha documental, question?rio e entrevista semiestruturada. Para o tratamento e an?lise dos dados utilizamos o m?todo da an?lise de conte?do (Bardin, 1977). Como embasamento te?rico apoiamo-nos entre outros autores, em Zabala (1998, 1999), Aretio (2002), Hoffmann (2003, 2005), Silva, M. (2003, 2006), Belloni (2006), Luckesi (2008), Silva, J. (2008), Vasconcelos (2008) e Domingos (2009). Ficou evidente a necessidade de refletir sobre o redimensionamento da pr?tica educativa dos professores e tutores respons?veis pela forma??o acad?mica a dist?ncia, no que concerne ? avalia??o dos conte?dos de aprendizagem numa perspectiva aut?noma e inovadora, identificando sua influ?ncia no desenvolvimento de valores imprescind?veis ? consolida??o de uma forma??o docente de qualidade. A avalia??o numa abordagem mediadora ? necess?ria para a realidade da sala de aula online pelo seu car?ter de promover a melhoria da a??o de quem ensina e de quem aprende numa perspectiva interativa, colaborativa e cooperativa visando uma pr?xis transformadora. Inseridos nessa forma??o, os licenciandos de Ci?ncias Biol?gicas tornar-se-?o capazes de promover o desenvolvimento de capacidades, compet?ncias e habilidades necess?rias ? forma??o integral dos seus futuros alunos, garantindo o educar para a vida, perspectiva esta que inclui o conhecer, o saber fazer e o saber ser, um ser vivo com rela??es sustent?veis com todos os outros e com a natureza

Made available in DSpace on 2014-12-17T14:55:05Z (GMT). No. of bitstreams: 1 TiagoMUA_TESE.pdf: 1442352 bytes, checksum: a9909ef0bb9ebf04b3cad967bbf8be1c (MD5) Previous issue date: 2012-09-14 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / Deaf people have serious difficulties to access information. The support for sign languages is rarely addressed in Information and Communication Technologies (ICT). Furthermore, in scientific literature, there is a lack of works related to machine translation for sign languages in real-time and open-domain scenarios, such as TV. To minimize these problems, in this work, we propose a solution for automatic generation of Brazilian Sign Language (LIBRAS) video tracks into captioned digital multimedia contents. These tracks are generated from a real-time machine translation strategy, which performs the translation from a Brazilian Portuguese subtitle stream (e.g., a movie subtitle or a closed caption stream). Furthermore, the proposed solution is open-domain and has a set of mechanisms that exploit human computation to generate and maintain their linguistic constructions. Some implementations of the proposed solution were developed for digital TV, Web and Digital Cinema platforms, and a set of experiments with deaf users was developed to evaluate the main aspects of the solution. The results showed that the proposed solution is efficient and able to generate and embed LIBRAS tracks in real-time scenarios and is a practical and feasible alternative to reduce barriers of deaf to access information, especially when human interpreters are not available / Os surdos enfrentam s?rias dificuldades para acessar informa??es. As Tecnologias de Informa??o e Comunica??o (TIC) quando s?o desenvolvidas dificilmente levam em considera??o os requisitos espec?ficos destes usu?rios especiais. O suporte para l?nguas de sinais, por exemplo, ? raramente explorado nessas tecnologias. Al?m disso, as solu??es presentes na literatura relacionadas a tradu??o autom?tica para l?nguas de sinais s?o restritas a um dom?nio de aplica??o espec?fico ou n?o s?o vi?veis para cen?rios que necessitam de tradu??o em tempo real, como, por exemplo, na TV. Para reduzir esses problemas, neste trabalho ? proposta uma solu??o para gera??o autom?tica de trilhas em L?ngua Brasileira de Sinais (LIBRAS) em conte?dos digitais multim?dia legendados. As trilhas de LIBRAS s?o geradas a partir de uma estrat?gia de tradu??o autom?tica e em tempo real para LIBRAS, que realiza a tradu??o a partir de fluxos de legendas (como, por exemplo, legendas ou closed caption) em l?ngua portuguesa. Al?m disso, a solu??o proposta ? de dom?nio geral e dotada de um conjunto de mecanismos que exploram a colabora??o e a computa??o humana para gerar e manter suas constru??es ling??sticas de forma eficiente. Implementa??es da solu??o proposta foram desenvolvidas para as plataformas de TV Digital, Web e Cinema Digital, e um conjunto de experimentos, incluindo testes com usu?rios surdos, foi desenvolvido para avaliar os principais aspectos da solu??o. Os resultados mostraram que a solu??o proposta ? eficiente, capaz de gerar e embarcar as trilhas de LIBRAS em cen?rios que exigem tradu??o em tempo real, al?m de ser uma alternativa pr?tica e vi?vel para redu??o das barreiras de acesso ? informa??o dos surdos, especialmente quando int?rpretes humanos n?o est?o dispon?veis