Esta tese elegeu como objeto de pesquisa a militância de Florestan Fernandes (1920-1995) no campo educacional, no período de 1954 a 1964. Nosso objetivo foi pesquisar os escritos educacionais de Florestan Fernandes, tendo como horizonte de análise a sua militância como intelectual em defesa da educação pública no contexto da elaboração e tramitação da Lei de Diretrizes e Bases da Educação Nacional (LDB) nº 4.024 de 1961. Em um contexto de crescente industrialização e de consolidação do capitalismo brasileiro era urgente a adequação da educação à ordem social livre competitiva. Em resposta a essa demanda, teve início a elaboração do projeto de LDB, cuja proposta original vislumbrava a democratização da educação e do ensino por meio da escola pública. A tramitação do projeto no Congresso Nacional motivou um caloroso debate educacional entre os defensores das escolas privadas, que se sentiram prejudicados com a proposta inicial do projeto de LDB, e os defensores das escolas públicas que, diante dos ataques da elite conservadora, mostravam que a escola pública era uma instituição compatível com a nova ordem social livre competitiva que se aspirava sedimentar. Os ataques à escola pública ganhavam forças políticas e se materializou no que ficou conhecido como Substitutivo Lacerda, um projeto substitutivo à proposta inicial, de autoria do deputado udenista Carlos Lacerda, que portava em si os princípios religiosos e interesses mercadológicos. Diante da aprovação de tal substitutivo, surgiu um movimento de intelectuais e educadores conhecido na historiografia como Campanha em Defesa da Escola Pública (Campanha), que lutaram no congresso nacional, nos círculos intelectuais e na imprensa em defesa da escola pública, do qual Florestan Fernandes fez parte. O sociólogo em destaque participou ativamente da Campanha, publicou textos na imprensa, proferiu palestras e conferências denunciando o caráter privatista do Substitutivo Lacerda. A sua participação na Campanha lhe conferiu a insígnia de principal defensor da causa. São vários os textos educacionais de Florestan Fernandes escritos no calor da militância, os quais constituem volumosa parte das suas análises sobre a educação brasileira. Por meio da nossa pesquisa compreendemos que a luta pela transformação radical da sociedade brasileira e pela superação dos dilemas educacionais conferiram unidade a atuação de Florestan Fernandes dentro e fora do espaço acadêmico e coerência entre sua visão de mundo e ação intelectual. Foi o momento em que o sociólogo aliou sua formação intelectual, seu conhecimento teórico, à capacidade de persuasor, de dirigente, para conscientizar e convocar os outros cidadãos a transformar a realidade. Isso nos levou a defender a tese de que os escritos educacionais se fazem centrais para entender Florestan Fernandes como intelectual, pois os mesmos são a manifestação de sua militância, de suas ações práticas no interior da luta de classes. Os seus textos sobre a educação, escritos no período de elaboração e tramitação do Projeto de LDB no Congresso Nacional, expressavam a ação engajada de um intelectual militante na luta pela democratização da cultura e da educação. / This thesis has the objective of analyzing the militancy of Florestan Fernandes (1920-1995) in the educational field, from 1954 to 1964. The goal was to research the educational writings of Florestan Fernandes having, as the basis of analysis, his militancy in defense of public education in the context of elaborating the National Education Law (in Portuguese LDB) n. 4.024 of 1961. In the context of rising industrialization and consolidation of Brazilian capitalism it was urgent to adjust the education to the competitive free social order. In response to that demand there was the start of the elaboration of the law project of the LDB, whose original proposal saw democratization of education and teaching through public school. While the bill followed its legal courses in the National Congress there was a heated educational debate among the private school defenders; who felt they were being aggrieved by the initial proposal of the project of LDB, and the public school defenders; who showed the public school was a compatible institution with the new competitive free social order that was on its way to sediment despite the attacks of the conservative elite. The attacks to public school gained political forces and were materialized in what was known as Substitutivo Lacerda, a substitute bill to the initial proposal that was written by the congressman who belonged to UDN (National Democratic Union) Carlos Lacerda; and it had religious principles and marketable interests. As the substitute bill was approved there was a movement of intellectuals and educators known in history as Campaign to Defend Public School (or simply Campaign). They fought in the national congress, in the intellectual circles and in press to defend public school, Florestan Fernandes took part in that movement. He participated in the Campaign in an active way, he published texts, gave lectures and conferences to denounce the private character of the substitute bill (Substitutivo Lacerda). His participation in Campaign granted him the merit badge of the principal defender of the cause. There are several educational texts written by Florestan Fernandes in the heat of militancy and they are a huge part of his analysis of Brazilian education. This research showed that the fight for the radical transformation of the Brazilian society and for the overcoming of the educational dilemmas gave consistency to the acting of Florestan Fernandes in and out of the academic space and coherence between his world view and his intellectual action. That was the moment the sociologist united his intellectual formation and his theoretical knowledge to his capacity of persuading others to make other citizens conscious and to call them to transform reality. That took us to defend that the educational writings are essential to understand Florestan Fernandes as intellectual because the same texts manifest his militancy, his actions inside the fight among classes. His texts about education written during the elaboration and the legal course of the bill of LDB in the National Congress expressed the engaged action of an intellectual militant in the fight for democratization of culture and education.

This thesis deals with the description of the ethical dilemmas faced by social workers in their profession with the target group of Roma clients. The work is divided into four main parts. The first part describes the current situation of Roma in the Czech Republic and then the particular region in the South. There is also mentioned the social work in the context of the Roma minority. The second part is the connection of ethics and social work. There are also defined ethical problems and ethical dilemmas. There are introduced the experiences of dilemmas of social workers in the other part. This chapter is supported by qualitative research through interviews with social workers. The last part describes the analysis of the ethical dilemma in ethical theory according to the concept of the magazine article from Sociální práce/Sociálna práca.

The work is written in order to create an ethical justification for each of the considered solutions to the ethical dilemmas with which hospice workers can meet. The thesis is divided into three blocks. The first block is focused on the palliative, hospice care, on the issue of dying and death. Second block deals with general ethical issues, explaining the basic ethical concepts needed for my thesis and also contains my selected ethical theories that are relevant to meet the objectives of my thesis. The last block contains specific ethical dilemmas I have observed and experienced during my training in the Hospice of St. John N. Neumann based in Prachatice. First in this block are shown the values, which in my opinion, affect the decisions of workers. Subsequently is taken in account each identified ethical dilemma and is determined by its possible solution. Each option of the solution is justified by the argument supported by ethical theories, principles and values.

Thesis consists of theoretical and practical part. In the theoretical part, there is a comprehensive view on the issue of donations in the context of social work. I focused on the characteristics of ethics and morals, on social work with elderly people, their family and the relationship between the worker and the client, as well as on the donations, including the act of receiving the donation, the motivation to donate and evaluation of the donations. In the last chapter I look into the Quality Standards of Social Services and describe here the procedure for receiving donations in several specific facilities. In practical part, my goal is to ascertain the attitude of family members in cases of elderly people wanting to donate to a professional caregiver or directly to a social service provider. In connection with the aim of this thesis, two questions have been defined. The first question is: What are the attitudes of family members who perceive donation as a negative phenomenon (bribe)? The second question is: What concept of life do the family members who perceive the donation to caregiver as neutral or positive adher to? Qualitative research strategy of an in-depth interview technique was chosen to meet the stated research goal. The method of simple deliberate (purposeful) selection was chosen to determine participants. Participants in the research were selected with regard to the family relationship to elderly people who use services of social workers or caregivers. Twelve communication partners attended the research. Data was processed in Atlas.ti 7 program. Data analysis revealed thirteen categories connected with the codes describing the statements of communication partners that expressed positive, neutral or negative attitudes to donations. The results of the research clarify the opinions of family members and thus extend the view on donating to providers of social service.

Made available in DSpace on 2014-12-17T14:35:58Z (GMT). No. of bitstreams: 1 AnaMBA.pdf: 684958 bytes, checksum: 3a6a99f1104fc63d0865360a1cac509d (MD5) Previous issue date: 2008-11-19 / Funda??o Cearense de Apoio ao Desenvolvimento Cientifico e Tecnol?gico / The present paper analyses matters about the assessment in the context of the school organization in cycles. The complexity that involves the assessment turns it into a difficult subject, since the evidence that the model supported by the traditional approach contributes to foil the fulfillment of new continuous and wide-ranging assessment practices, that are coherent with a view of learning as a process established in the student-teacher-knowledge interaction. This paper has as guidance the following questions: How did the introduction of the teaching organization in cycles happen in Fortaleza/ CE? How far are the teachers prepared to the introduction of the cycles system, specially in the way of thinking and practicing the assessment? What are the teacher s involvements with this project and with the continuous assessment in the cycles? What meanings do the teachers give to the assessment in this project? Therefore, were determined as objectives: to comprehend the meanings attributed to the learning assessment by the teachers in contact with the cycles in Fortaleza/CE; to identify assessment practices that are closer to a less qualifying perspective, more related to the students learning and to the educational intervention in order to improve this process. The methodological orientation chosen was based on the presuppositions of the comprehensible interview, with reference to the studies of the French sociologist Jean Claude Kaufmann, developed with 15 (fifteen) teachers of 15 (fifteen) schools of the state teaching system of Fortaleza/CE. It was considered, in the methodology, the word as a central fact in the consolidation of the object of study, what allows to conceive the teachers as active participants of this research and of the discussions about assessment. The analysis about the speeches in the interviews made possible to glimpse the meanings attributed to the learning assessment that are not related to the traditional paragon, in spite of the dilemma in which the participants of the research faced at the time of the introduction of the cycles in Fortaleza/CE. These meanings were created between the presence and the absence of the teachers knowledge that, in their way, interact with the changes caused by the obligation of the teaching organization in cycles, seeking a strategy of self-organization as a consequence of the search for new knowledge connected with the teaching / O presente estudo analisa quest?es sobre avalia??o, no contexto da organiza??o da escolaridade em ciclos. A complexidade que envolve a avalia??o a torna um tema dif?cil, haja vista a constata??o de que o modelo sustentado pela abordagem tradicional frustra a realiza??o de novas pr?ticas avaliativas continuadas e inclusivas, coerentes com uma vis?o de aprendizagem como processo constitu?do na intera??o aluno-professor-conhecimento. Este estudo tem por orienta??o os seguintes questionamentos: Como ocorreu, no Cear?, a implanta??o da organiza??o do ensino em ciclos? At? que ponto os professores est?o preparados para a implanta??o do regime de ciclos, em especial na forma de pensar e praticar a avalia??o? Quais as implica??es das professoras na referida proposta e no processo de avalia??o continuada nos ciclos? Que sentidos as professoras atribuem ? avalia??o nessa proposta? Definiram-se, portanto, como objetivos: compreender os sentidos atribu?dos ? avalia??o da aprendizagem pelas professoras que vivenciam os ciclos em escolas de Fortaleza-CE; identificar pr?ticas avaliativas que se aproximem de uma perspectiva menos classificat?ria e mais associada ? aprendizagem dos alunos e ?s interven??es pedag?gicas para melhoria desse processo. Optou-se por uma orienta??o metodol?gica fundada nos pressupostos da entrevista compreensiva, referendada nos estudos do soci?logo franc?s Jean Claude Kaufmann, a qual foi desenvolvida com15 (quinze) professoras de 15 (quinze) escolas da rede estadual de ensino de Fortaleza. Nessa metodologia, considera-se a palavra como elemento central na consolida??o do objeto de estudo, o que permite conceber as professoras como participantes da pesquisa e das discuss?es sobre avalia??o. As an?lises realizadas sobre as falas, nas entrevistas permitem apreender sentidos atribu?dos ? avalia??o da aprendizagem dissociados do paradigma tradicional, apesar da situa??o dilem?tica em que estavam as participantes da pesquisa quando da implanta??o dos ciclos no Cear?. Esses sentidos foram formulados entre o saber e o n?o-saber das professoras que, ao seu modo, interagem com as mudan?as induzidas pela obrigatoriedade do regime de ensino em ciclos, buscando estrat?gia de auto-organiza??o, como conseq??ncia da pr?pria busca por novos saberes inerentes ? doc?ncia

Made available in DSpace on 2014-06-12T16:01:32Z (GMT). No. of bitstreams: 2 arquivo9424_1.pdf: 5898735 bytes, checksum: 20e8579169a2c3b8e6d53fd877a5cd17 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2012 / Este trabalho apresenta uma classe de perceptrons híbridos baseado nos princípios da morfologia matemática (mathematical morphology, MM) no contexto de teoria de reticulados (lattice theory). O modelo proposto, chamado de perceptron de dilatação-erosão-linear (dilationerosion- linear perceptron, DELP), consiste de uma combinação linear entre operadores nãolineares (do tipo morfológicos no contexto de teoria de reticulados) e um operador linear (do tipo resposta finita ao impulso), sendo desenvolvido na tentativa de superar o dilema do passeio aleatório (random walk dilemma, RWD) no problema de previsão de séries temporais financeiras. Para projetar o DELP (processo de aprendizagem), foi apresentado um método de gradiente descendente utilizando ideias do algoritmo de retropropagação do erro (back propagation, BP) e uma abordagem sistemática para superar o problema da não-diferenciabilidade das operações morfológicas de dilatação e erosão. Também, no processo de aprendizagem do DELP, foi incluída uma etapa adicional para ajustar distorções de fase temporais que ocorrem na reconstrução do espaço de fase de fenômenos temporais provenientes do mercado financeiro. Uma análise experimental foi conduzida utilizando um conjunto de séries temporais financeiras: Índice da Bolsa de Valores de São Paulo, Índice Dow Jones Industrial Average, Índice National Association of Securities Dealers Automated Quotation, Índice Financial Times and London Stock Exchange 100, Preço das ações do Bradesco PN, Preço das ações da Gol PN, Preço das ações do Itaú Unibanco PN, Preço das ações da Petrobras PN, Preço das ações da Usiminas PNA e Preço das ações da Vale PNA. Nestes experimentos, foram utilizadas cinco métricas e uma função de avaliação para mensurar o desempenho preditivo do modelo proposto, e os resultados alcançados superaram aqueles obtidos utilizando técnicas consolidadas na literatura

Made available in DSpace on 2017-07-10T18:55:27Z (GMT). No. of bitstreams: 1 Ligia Wilhelms Eras.pdf: 1321303 bytes, checksum: 0e2ddc96f0129cbeb249dd229b849423 (MD5) Previous issue date: 2006-02-22 / In this presentation the look will be focus about teacher who act in average education, in the area of Sciences Human beings, in you discipline as Sociology and the Philosophy with regard to distinction position of these professors in this localization of education and condition of work. The study object, from the speech of the a professionals perception by themselves of these professionals, is to try to map the feelings of quandary and anguish provoked by the loss of paper and social function, in the presence of areas to know in the field technician in opposition to the action intellectual. The discipline them of Sociology and Philosophy especially is come back toward the reflection, and in contraposition, the school and the modern knowledge are established on the right of advance of the knowledge restored on the sign of the applicability technique. This perspective of boarding also unites the challenge to approach the dimension of the Language and the Society in the problematization around the teaching work. This research searched two lines arguable of construction. The first one will go to work concepts and theories that can enrich and also to contextualize the quarrel around the knowledge idea, modernity, social division of the work, intellectuality and technique. Second it is the treatment theoretician-metodologic of the research, based on the impact of the organization of the structure and the new sociability on the knowledge and the studing the action of the teaching work. In this field of formation of the ideas and mentalities the referencial theoretician-metodologic is Antonio Gramsci and Pierre Bourdieu, for, after that, elaborating a transposition of this structural organization for the composition of new styles of life, production, knowig and of the constitutuion of field professional, symbolic and institution as way of update of these citizens. For the structure, visualizing the place of its action. The model theoretician-metodologic chosen in Gramsci and Bourdieu will allow to think the reality of the school and the formation of average education, as well as the feeling of anguish of the social group of the professors of Sociology and Philosophy in average education, having as locus of research the city of Toledo/PR in its recent secular context. / Nesta apresentação o olhar estará focado sobre o professor que atua no ensino médio, na área de Ciências Humanas, em disciplinas como a Sociologia e a Filosofia e sobre a posição peculiar desses professores nessa localização de ensino e condição de trabalho. O objeto de estudo, a partir do discurso da autopercepção desses profissionais, é tentar mapear os sentimentos de dilema e angústia provocados pela perda de papel e função social, perante áreas de saber no campo técnico em oposição à práxis intelectual. As disciplinas de Sociologia e Filosofia são especialmente voltadas para a reflexão, e em contraposição,a escola e o conhecimento moderno estão estabelecidos na presença marcante do avanço do conhecimento instaurado sobre o signo da aplicabilidade técnica. Essa perspectiva de abordagem também alia o desafio de aproximar a dimensão da Linguagem e da Sociedade na problematização em torno do trabalho docente. Esta pesquisa buscou duas linhas argumentativas de construção. A primeira irá trabalhar conceitos e teorias que possam enriquecer e também contextualizar a discussão em torno da idéia de conhecimento, modernidade, divisão social do trabalho, intelectualidade e técnica. A segunda é o tratamento teóricometodológico da pesquisa, baseado no impacto da organização da estrutura e da nova sociabilidade sobre o conhecimento e sobre a praxiologia do trabalho docente. Neste campo de formação das idéias e mentalidades o referencial teórico-metodológico é Antônio Gramsci e Pierre Bourdieu, para, em seguida, elaborar uma transposição dessa organização estrutural para a composição de novos estilos de vida, de produção, de saber e da constituição de campos profissionais, simbólicos e institucionais, como modo de atualização desses sujeitos. Para a estrutura, visualizando o lugar de sua ação. O modelo teórico-metodológico elegido em Gramsci e Bourdieu permitirá pensar a realidade da escola e da formação do ensino médio, bem como o sentimento de angústia do grupo social dos professores de Sociologia e Filosofia no ensino médio, tendo como locus de pesquisa o município de Toledo/PR no seu contexto temporal recente.

This Master's thesis analyzes the subject of moral distress of Czech primary school teachers. It is divided into two parts. The first theoretical part clarifies key concepts and terms of ethics in education. Aside from more general terms like ethics, morals, and stress, it also covers crucial terms like moral distress and critical events. The second, practical part analyzes a qualitative dataset to describe and categorize different forms of moral distress. It records a variety of ways of solving critical situations and their potential influence on the psyche and professional development of educators. The aim of this work is to serve as a base for additional research or as a material for creating strategies to overcome similar situations. KEYWORDS Moral values, ethics, social influences, critical situations, dilemmas, moral distress, stress

This diploma thesis applies the well-established concept of security dilemma to the relatively new domain of outer space. It constructs a comprehensive modification of the concept for the outer space - the space security dilemma - and establishes criteria for the assessment of it while also discussing previous approaches. The thesis then applies this concept and established criteria, to the issue of Global Navigation Satellite Systems (GNSS). More specifically, it focuses on the case of the European GNSS called Galileo and assesses the intentions behind its creation. Through this assessment, the thesis focuses on determining whether the European Union became a space security dilemma initiator by the development of the Galileo system. In order to confront the theoretical conclusions with praxis, the thesis then focuses on the case of the United States of America and the confrontation between GPS and Galileo. In its last chapter, the thesis replicates this approach on the cases of the Russian Federation (and its GLONASS) and the People's Republic of China (and its BeiDou/COMPASS).

A fire guard/rescuer vocation means to fight fire and to rescue human lives on daily basis. It is physically and mentally a very demanding job which impose excessive requirements on firemen/rescuers, especially during interventions at tragic events. In my thesis, I tried to realize fire guards'/rescuers' attitude to their job from the ethic side, especially how they perceive following ethic standards during their interventions. I am describing ethic dilemma in this occupation, firemen's attitude to this issue and their experience as well. In the theoretical part of my thesis I am introducing a summary of expert opinions on general apprehension of ethic and moral requirements, on the value system, on the stress incidence in a human life and on the need of psychological support. These all things compared to the professional fire guards'/rescuers' activities. The practical part is presented by the qualitative research where interviews with fire guards/rescuers and their commanders represent experiences and opinions of both groups on this issue. Key words: ethics, dilemma, fire guard/rescuer, values, psychological support, stress.