This thesis deals with the definitions of rural development, rural areas, brownfields, greenfields. In the practical part compares two real locations in South County. Greenfield site is located in the village in the district Vidov Czech Budejovice and borwnfield site is located in the village in the district Želeč Tabor. Both locations are assessed according to the model of South Bohemia, which is based on studies němcekého Ministry of Environment. This model consists zetří criteria - potential sites in terms of community benefit in terms of potential investor and the change in the value space - public interest in the regeneration of brownfield sites. These three criteria are still my sub, under which then determines the significance of the site. Then, by calculating the preference index (PI) to determine which location is more suitable for implementation.

Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-09-19T12:08:54Z No. of bitstreams: 1 TeseAPCSF.pdf: 5291405 bytes, checksum: 2558c6f4d4ca6fdae649bb88191a766e (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-20T13:48:29Z (GMT) No. of bitstreams: 1 TeseAPCSF.pdf: 5291405 bytes, checksum: 2558c6f4d4ca6fdae649bb88191a766e (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-20T13:48:38Z (GMT) No. of bitstreams: 1 TeseAPCSF.pdf: 5291405 bytes, checksum: 2558c6f4d4ca6fdae649bb88191a766e (MD5) / Made available in DSpace on 2016-09-20T13:48:47Z (GMT). No. of bitstreams: 1 TeseAPCSF.pdf: 5291405 bytes, checksum: 2558c6f4d4ca6fdae649bb88191a766e (MD5) Previous issue date: 2015-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / In this doctoral research it is questioned: how does the education of students with special needs who attend schools in riverside communities linked to Belém of Pará system of education? The objective is to analyze the special students educational process who attend schools of riverside communities linked to Belém of Pará metro school system. The methodology approach deals about a historical and dialectical study. The procedures that composed the methodological basis of this work are: literature review, semi-structured interviews, observation (diary and photography), survey and document analysis, social and educational indicators and systematization and analysis of the data. The participants were 04 coordinators, 04 teachers of multifunctional resource room and 05 regular classroom teachers from four islands of Belem: Caratateua, Cotijuba, Combu, Mosqueiro. There were five schools and two teaching units. The results indicated that there is no production involving the theme of this thesis; the INEP data showed a reduction of student with special needs enrollment who lived and studied in the countryside and who lived in the countryside and studied in the city; most of interviewed teachers are effective and female; the data presented by the schools and/ or the teachers are higher than the one presented by the board of education and even by the INEP; There was a difficulty to access the data of some schools from the metro system. About the data from de Pedagogical Unity, only one was showed. All the interviewed teachers have “lato sensu” pos graduate degree e few ones have master degree; charity, depreciation and complacency are concepts that arise when asked about inclusion; some parents do not take their children to the multifunctional clasrooms; in Mosqueiro, there is high demand for students with disabilities in the same classroom on the grounds that there is no other class of the same cycle; there are still some teachers who try to match the student with disabilities to self and to her system experiencing the integration; on the island of Cotijuba, the teacher is itinerant and has no multifunctional resource room with due furnishings; the support team for the multifunctional resource room of the islands of Mosqueiro, Cotijuba and Combu, lies in the inner city of Belem and even with scheduling hardly attend; there is difficulty in having professionals willing to work on the islands, in all areas; on the islands, there is multidisciplinary team for SRM; on the island of Combu; there is no teacher for multifunctional resource room/Special Education, but there are students with disabilities; the multifunctional resource rooms are insufficient for the demands of the island of Mosqueiro; there is a strange relationship between school headquarters and annex; there is education funding proposed by the Department of Education, called "fundinho"; the islands of Cotijuba and Mosqueiro, visualized the collaborative relationship between teachers of common classes and multifunctional resource rooms; the common classroom teachers aim to meet the proposals and suggestions of multifunctional classroom teachers; When necessary, common classroom teachers and multifunctional resource room teachers act together as viewed in Mosqueiro and Cotijuba; it is difficult to teach people with disabilities by the common classroom teachers; However, on the island of Caratateua, there was greater absence of parents; there are reports of violence, family problems and harassment on the islands; transport is insufficient for the demand, and precarious. And yet, there is no necessary adaptations to meet students with disabilities in the boat, in the bus or in the van, including the school bus (School Paths); there are other results listed in this thesis. / Nesta pesquisa de doutoramento se questiona: como acontece a escolarização do alunado da educação especial que frequenta escola das comunidades ribeirinhas vinculadas ao sistema municipal de ensino de Belém do Pará? O objetivo é analisar o processo de escolarização do alunado da educação especial que frequenta escolas das comunidades ribeirinhas vinculadas ao sistema municipal de ensino em Belém-Pa. Sobre a metodologia, se configura num estudo de enfoque histórico-dialético. Os procedimentos que compõem a base metodológica deste trabalho são: levantamento bibliográfico, entrevistas semiestruturada, observação (diário de campo e fotografia), levantamento e análise documental, indicadores socioeducacionais e sistematização e análise dos dados. O estudo foi realizado em cinco escolas e duas unidades pedagógicas localizadas em quatro ilhas de Belém: Caratateua, Cotijuba, Combu, Mosqueiro. Participaram como sujeitos da pesquisa 04 coordenadores pedagógicos, 04 professoras de sala de recursos multifuncional e 05 professores de classe comum. Foram cinco escolas e duas unidades pedagógicas. Quanto aos resultados: não há produção que envolvam a temática desta tese; os dados do INEP apresentaram redução de matrículas de alunos com NEE que moravam e estudavam no campo e dos que moravam no campo e estudavam na cidade; os dados apresentados pelas escolas e/ou professores são superiores aos apresentados pela secretaria de educação e até mesmo do INEP; há dificuldade em acessar os dados sobre algumas escolas do sistema municipal e sobre os dados da Unidade Pedagógica apenas uma foi visualizada; todos os professores entrevistados possuem pós-graduação lato sensu e alguns poucos, stricto sensu; caridade, depreciação e complacência são palavras que surgem quando perguntados sobre inclusão; alguns pais não levam seus filhos com deficiência para a SRM; em Mosqueiro, há demanda elevada de alunos com deficiência na mesma sala de aula sob alegação de não haver outra turma do mesmo ciclo; ainda há alguns professores que tentam adequar o aluno com deficiência a si e ao seu sistema, vivenciando as remanescências da integração; na ilha de Cotijuba, a profª é itinerante e não possui SRM com devido mobiliário; a equipe de apoio da SRM das ilhas de Mosqueiro, Cotijuba e Combu, encontra-se no centro urbano de Belém e mesmo com agendamento dificilmente comparecem; há dificuldade em se ter profissionais dispostos a atuar nas ilhas, em todas as áreas; nas ilhas, não há equipe multidisciplinar para SRM; na ilha do Combu, não há prof. de SRM/ Educação Especial, mas há aluno com deficiência; as SRMs são insuficientes para a demanda da ilha de Mosqueiro; há uma estranha relação entre escola sede e anexo; há financiamento da educação proposta pela Secretaria de Educação, chamada de “fundinho”; nas ilhas de Cotijuba e Mosqueiro visualizou-se a relação colaborativa entre os professores de sala de aula comum e SRM; os professores de sala de aula comum buscam atender as propostas e sugestões das professoras de SRM; quando necessário professores de sala de aula comum e SRM atuam conjuntamente, como visualizado em Mosqueiro e Cotijuba; há dificuldade de ensinar as pessoas com deficiência por parte dos professores de sala de aula comum; Porém, na ilha de Caratateua, registrou-se maior ausência dos pais; há relatos de violência, problemas familiares e assédios nas ilhas; o transporte é insuficiente para a demanda, além de precário. E ainda, não há adaptações necessárias para atender os alunos com deficiência, quer de barco, quer de ônibus ou van, inclusive o ônibus escolar (Caminhos da Escola); há ainda, outros resultados elencados nesta tese.

Made available in DSpace on 2016-06-02T19:39:31Z (GMT). No. of bitstreams: 1 4997.pdf: 1163442 bytes, checksum: ee6650e56354da06d26daef5cd7058da (MD5) Previous issue date: 2013-02-22 / Universidade Federal de Sao Carlos / In this research we tried to describe and analyze the education conditions in the rural area in the state of São Paulo, according to the historic and economic facts that produced this reality. For this reason, first we made a historical research about the maintenance of the schools in the rural area of the state, inside de process of implementation of the School Groups, a ruralist pedagogical movement and the purpose to the rural education renovation, in 1932. After we discussed the neoliberalism and Wolrd Bank power inside the Brazilian economy and education, so, we discussed two special questions that are part of the rural education since the end of the eighties. The first one is if the rural education should be named in or of the countryside and the second one is about the nucleation process and the fact that many rural schools were closed in the state of São Paulo since 1988, which influenced directly in the number of schools and multisseriate classrooms in the rural area in São Paulo as such as in the content of students who live in this field and are daily took to schools in other communities, in the countryside or in the towns. Considering all these questions, we dedicated to the conditions of the rural education in the state of São Paulo, showing and analyzing some features as the number of registrations, schools and seriate and multisseriate groups in this area. We also discussed some other questions, as the transportation of the students, the Active School Program, which tried to answer the multisseriate groups and the teacher´s formation to work with these groups in the rural area. Finally, we realized a delimitation with some cities in the state of São Paulo that have schools in the rural area, then we tried to visualize the material conditions as such as the availability of information and communication technologies in the schools of the rural area in our state. So, with this research we want to make clear some questions about the education in the countryside of the state of São Paulo and give tools to new researches in this area. / Buscamos neste trabalho descrever e analisar as condições da educação no meio rural paulista tendo em vista o processo histórico e os determinantes econômicos que as produziram. Para tanto, inicialmente, realizamos uma contextualização histórica acerca da manutenção das escolas no meio rural paulista em meio ao processo de implementação dos Grupos Escolares, o movimento pedagógico ruralista e a proposta da Reforma da Educação Rural, de 1932. Em seguida discutimos a influência do neoliberalismo e do Banco Mundial na economia e educação brasileira. Colocamos em pauta duas questões que permeiam a educação no meio rural desde o final da década de 1980, a primeira delas é, se a educação rural deve ser denominada no ou do campo, e a segunda é o processo de nucleação e fechamento das escolas rurais, que foi retomado no Estado de São Paulo em 1988, e influiu diretamente no número de escolas e salas multisseriadas no meio rural paulista e no volume de alunos que vivem neste meio e são diariamente transportados para escolas de outras comunidades rurais e das cidades. A partir destas considerações nos dedicamos às condições da educação no campo paulista, expondo e analisando indicadores como o número de matrículas, escolas e turmas seriadas e multisseriadas. Tratamos também de questões relevantes para a educação no campo como o transporte de alunos, o Programa Escola Ativa, que se voltou ao ensino nas turmas multisseriadas e a formação dos docentes que atuam no campo. Finalmente, realizamos um recorte dentre os municípios paulistas que possuem escolas no campo, para então, visualizarmos as condições infraestruturais e de disponibilidade das tecnologias da informação e comunicação nas escolas rurais paulistas. Assim, pretendemos com este estudo esclarecer questões até então pouco trabalhadas acerca da educação no campo paulista e oferecer subsídios para novas pesquisas na área.

Made available in DSpace on 2016-06-02T19:39:32Z (GMT). No. of bitstreams: 1 5027.pdf: 7561433 bytes, checksum: 02a9b5d7802749626911747475ff35df (MD5) Previous issue date: 2013-02-25 / This study sought to investigate the public policy and education in the countryside, as well as the infrastructure available in schools that have rural demands of subjects in São Carlos and its Rural Villages: Água Vermelha e Santa Eudóxia. By analyzing the existing infrastructural differences between these schools in rural villages and schools in urban areas of São Carlos, it was discussed how these differences affect both the lives of those who live in rural villages as well the lives of the people who live in the city. Therefore it was necessary to analyze the Political Pedagogical Project - PPP and Management Plan - MP implemented in the researched institutions, the issues. We seek to understand the environment of the institutions located in rural villages and in the urban area aiming to discuss the infrastructure of these schools and the demand of rural subjects. For such research, it was done survey using bibliographic research, field research and file research as a methodological procedure, so it was chosen three schools of São Carlos, two schools from rural villages and a school in the urban area. Visits were paid in these schools, documents were analyzes and interviews were recorded with some students, teachers, principals and coordinators. / A presente pesquisa investiga as políticas públicas para educação no e do campo, bem como a infraestrutura disponibilizada nas escolas que tem demandas de sujeitos rurais no município de São Carlos e suas Vilas Rurais: Água Vermelha e Santa Eudóxia. Ao analisar as diferenças infraestruturais existentes nessas escolas das áreas urbanas e rurais do município de São Carlos, discutiu-se como essas diferenças interferem tanto na vida de quem mora nas vilas rurais quanto de quem mora na cidade. Para tanto foi necessário analisar o Projeto Político Pedagógico - PPP e o Plano Gestor - PG implementado nas instituições pesquisadas. Nesse sentido observamos o entorno das instituições localizadas nas vilas rurais e a instituição localizada no centro urbano, tendo como objetivo discutir a infraestrutura dessas escolas e a demanda dos sujeitos rurais. Para tal foi realizado um levantamento utilizando como procedimento metodológico a pesquisa bibliográfica, pesquisa de campo e pesquisa documental, assim escolhemos três escolas do município de São Carlos, duas escolas das vilas rurais e uma escola da área urbana. Foram realizadas visitas nessas escolas, análise documental e entrevistas gravadas com alguns alunos, professores, diretores e coordenadores.

Submitted by Cristhiane Guerra (cristhiane.guerra@gmail.com) on 2017-01-24T14:50:17Z No. of bitstreams: 1 arquivototal.pdf: 2140740 bytes, checksum: 2318badeb6facf4e973c85dada1367d3 (MD5) / Made available in DSpace on 2017-01-24T14:50:17Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2140740 bytes, checksum: 2318badeb6facf4e973c85dada1367d3 (MD5) Previous issue date: 2016-05-24 / The following thesis analyses the knowledge production brought by pedagogical practices and final papers of the Bachelor's Degree Course on Pedagogy of the Educational National Program of Agrarian Reform developed by the Federal University of Paraíba during the years 2008 to 2011. The goal of this analysis is to identify possible changes and contradictions generated by the production of knowledge; following the dialogue between logic, knowledge and the everyday practices of both country subjects and the university's during the process of graduation in alternating times and learning areas. We presents the hypothesis that the relationship between farmers (also the countryside social movements) and teachers/researchers from the university fosters the challenge of creating new ways of knowledge production within the academic community, thus overcoming the individualistic and competitive mindset of the capitalist market and producing an emancipating type of knowledge, more in line with the social character of science. Another consequence of this relationship is the insertion of different theoretical-methodological incursions on the academy's production method. The research's data consists of two distinct, although complementary, techniques: interviews and epistemological analysis. The interview gathered memories and teachers‟ statements on the possibilities and difficulties of the complex interplay between scientific knowledge and folklore experienced during alternating pedagogical practices and final paper counseling. The epistemological analysis was applied to the final papers so as to reconstitute the internal logic of that knowledge production, identifying the articulation between techniques, methods, theories, relations between the subjects and objects of knowledge, world-view, and the ideological implications present in these researches. During this process we highlighted the influences of both the folklore and scientific knowledge on the papers and identified three different intercession locations: field experience and country work as a starting point and thematic universe of the research objects; emancipatory and practical interests guided the student authors‟ goals towards using scientific research as an avenue of change for their rural communities and the relationship between the researcher-subject, coming from a rural background, the subjects and the contexts, also rural farmers, turned research-action participants. On this study we establish that the dialogue between popular and scientific knowledge is fundamental on rural students‟ knowledge production and, supported in theory, practice and application, creates changes on knowledge both as activity and product, according to the concept of education, theoretical-methodological guidance of academic activities and the social role of college and science, thus legitimizing the construction of a popular college and therefore, a popular science. / Esta tese investiga a produção do conhecimento evidenciada nas práticas pedagógicas e nos trabalhos de conclusão do Curso de Licenciatura em Pedagogia do Programa Nacional de Educação na Reforma Agrária desenvolvido na Universidade Federal da Paraíba no período de 2008 a 2011. O objetivo da presente análise é identificar as possíveis mudanças e contradições geradas na produção do conhecimento, tendo em vista o diálogo estabelecido entre as lógicas, os saberes e as práticas dos sujeitos do campo e da universidade durante o processo de formação superior em alternância de tempos e espaços de aprendizagem. Apresentamos a hipótese de que o relacionamento entre camponeses/movimentos sociais do campo e professores/pesquisadores universitários implica no desafio de conceber novas formas de produção de conhecimento no interior da instituição universitária, superando a visão individualista e competitiva do mercado capitalista, produzindo um conhecimento emancipatório, invocando o caráter social da ciência e injetando em seu modo de produção diferentes incursões teórico-metodológicas sob a perspectiva da Ecologia dos Saberes. A materialidade da pesquisa se apoiou em duas técnicas distintas que, porém, se fizeram complementares: entrevista e análise epistemológica. A entrevista serviu à coleta de memórias e declarações de professores do Curso sobre as possibilidades e as dificuldades no intercâmbio entre o conhecimento científico e o conhecimento popular camponês vivenciado nas práticas pedagógicas em alternância e durante o processo de orientação das pesquisas de conclusão de curso. A análise epistemológica foi destinada aos trabalhos de conclusão de curso a fim de reconstituir a lógica interna da produção do conhecimento, identificando a articulação entre as técnicas, os métodos, as teorias, as maneiras de relacionar o sujeito e o objeto do conhecimento, a visão de mundo e as implicações ideológicas implícitas naquelas pesquisas. No decorrer dessa análise epistemológica, situamos os lugares ocupados pelo popular e pelo científico nas produções e identificamos três momentos de diálogo entre eles: quando a realidade de vida e trabalho no campo é o ponto de partida e serve de universo temático das problemáticas sobre o qual se debruçam as pesquisas; no interesse emancipatório e prático evidenciado na postura comprometida dos estudantes pesquisadores ao buscarem caminhos de transformação da vida social nas comunidades rurais com o subsídio da ciência e da prática da pesquisa; e na relação intrínseca entre o sujeito pesquisador, forjado no território camponês, e os sujeitos e os contextos, também camponeses, constituídos como objeto de pesquisa e ação. Com esse estudo, compreendemos que o diálogo entre o popular e o científico tem lugar de destaque na produção do conhecimento dos estudantes camponeses e, edificado em teoria, prática e aplicação, estabelece mudanças no conhecimento enquanto atividade e produto, na concepção de educação, na condução teórico-metodológica das atividades acadêmicas e no papel social da universidade e da ciência e, assim, legitima a possibilidade de construção de uma universidade popular e, portanto de uma ciência popular.

This work aims at considering superstitions both in the context social, cultural changes and as an essential part of human being, since it makes part of culture. We search to discuss the transformations of superstition in the modern society based on the oral accounts of people who moved from countryside to the city of Catalão, State of Goiás. We has tried to identify how these people consider superstitions now and understand their rural past, marked by oral tradition and popular beliefs, and so to know how popular culture rereads superstitions in the present. In these individual s speech, we have noted some conceptions of past countryside/hindrance and present city/progress which led us to rethink of theses spaces as different and complimentary. / Este trabalho propõe considerar as superstições pelo viés das transformações sociais e culturais e como parte essencial do ser humano, por fazerem parte da cultura que o expressa. Nele, problematizamos a transformação das superstições na sociedade moderna, com base na fala de sujeitos que saíram da zona rural para residir na cidade de Catalão (GO). Buscamos identificar a leitura que fazem das superstições, o passado vivido na zona rural, calcado na oralidade e nas crenças populares, e, assim, saber que releituras das superstições a cultura popular passou a ter. Na fala dos sujeitos, percebemos concepções de passado zona rural, atraso e de presente cidade, modernidade que nos levaram a repensar esses espaços como diferenciados e complementares. / Mestre em História

This thesis dissert on sensitivity between development of countryside and protection of popular architecture in the countryside monument reservation and the countryside monument area. The point of this work is to verify the results of monument preservation; study the citizen, authority of autonomy and public administration position and describe the effects on the choosen places. The results of this work is to propose actions for next growth in selected places: Stachy, Lažiště, Mahouš, Vitějovice, Chalupy, Třešňový Újezdec, Zvěřetice, Mirkovice a Pernek.

Countryside is a dynamic system which has been constantly developing. A man may be a factor which speeds up, slows down or completely stops the development. Spoil bank in Podkrušnohoří is an illustration of the violation, where a shut-down of countryside development due to logging operations happened. The goal of every activity, which negatively modifies countryside, should be sequent reparation. In case of Podkrušnohoří spoil bank such a recultivation should be proposed and countryside items, which would increase ecological countryside stability and would help to awaken the countryside into its historical form, should be found.

The thesis deals with unemployment in the countryside (rural areas). Showing specific economic problems, the countryside can be considered as a specific part of the Czech Republic from this point of view. One of the most serious issues is unemployment, when unemployment in the countryside reaches higher rates than are those in towns and cities. One of possible solutions to territorial development is building industrial zones which facilitates development of entrepreneurial activities and creation of new job opportunities. The aim of the thesis is to compare unemployment rates in people living in villages in the Písek region and those living in villages in the Strakonice region with regard to the function and quality of industrial zones in both regions. I refer to the Certificate of accreditation of the industrial zone in Písek which guarantees quality and functioning of the zone.

The purpose of this thesis is to process a research material obtained from a fieldwork in the region around Zálesí in Sumava, Czech Republic, in order to elaborate bases for a global countryside improvement of the area. The theoretical part of the thesis is focused on the explanation of the concepts that define the forms and goals of the countryside and land improvement. It is followed by an introduction of the relations among the land improvement and a stability of the ecology system, landscape and common devices planning. The theoretical part is concluded with a short description of the natural conditions and, according to the methodology, an analysis of the current situation in the field. The applied part of the thesis follows the methodology of Dumbrovsky at al., 2004. In the first part, there is a general characterization of the field, spatial analysis and an analysis of the differentiation of the area around Zálesí. It is followed by an identification of its concrete characteristics and values. The outcome of the thesis is a detailed and global research of the countryside, which could be used during the planning of the improvements of the global stability of the region.