La sociedad en busca de seguridad frente al crimen, así como la estigmación social, ha invertido el fundamento del derecho a la presunción de inocencia. En la actualidad muchas veces el investigado y el acusado son quienes deben de probar su inocencia, vulnerándose así también su derecho al silencio. Es decir, la carga de la prueba se ha invertido, lo cual es contrario a los enunciados constitucionales. Por otro lado, es el imputado quien tendrá únicamente la carga de la argumentación de la duda razonable, es decir, la sustentación de que existe otra hipótesis razonable en su defensa que explique los hechos del caso. Por último, señala el autor que, la solución no es rebajar el estándar de prueba, criterio decisor para condenar, sino mejorar los mecanismos de investigación de los delitos y otorgar mayores recursos a los órganos de investigación.

Essa dissertação tem como objetivo analisar a trajetória esportiva de Eduarda Marranghello Luizelli (Duda) como jogadora de futebol e como dirigente atuando na formação de atletas. Para tanto está fundamentada em marcos teóricos relacionados à participação das mulheres no esporte, mais especificamente no futebol considerando narrativas biográficas. A metodologia utilizada tem um viés qualitativo com fundamentação teórica e metodológica na Historia Oral, utilizada como procedimento para a produção de fontes, tendo como foco a História de Vida. Foram realizadas 16 entrevistas com pessoas que mantém relação com a trajetória da Duda como familiares, ex-jogadoras de futebol e profissionais que atuam na escolinha esportiva que dirige. Estas entrevistas foram cotejadas com outros documentos, muitos deles integrantes do acervo pessoal da própria Duda e desse diálogo emergiram dois capítulos intitulados: Primeiro tempo: Duda jogadora e Segundo tempo: Duda dirigente. O primeiro eixo temático discute como se deu a inserção de Duda na modalidade e como consolidou sua trajetória como jogadora de futebol. O segundo eixo temático diz respeito a sua atuação como dirigente de uma escolinha de futebol. A partir das análises percebeu-se que o apoio familiar foi determinante para sua permanência e continuidade na modalidade, assim como, auxiliou ao longo de toda sua trajetória esportiva. Foi possível verificar que suas experiências no futebol italiano e na seleção brasileira, além de proporcionar momentos de realização, foram marcadas por dificuldades e frustrações. Observouse que sua trajetória no Sport Club Internacional foi permeada de lutas e vitórias em prol do esporte destacando Duda como referência da modalidade. Também foi possível observar que Duda transformou seu nome em uma marca através de sua Escola e consolidou sua representatividade na modalidade como formadora de atletas. Algumas tensões foram evidenciadas no que diz respeito ao gerenciamento esportivo por parte das mulheres, especificamente na ausência das mesmas em cargos de liderança. Conclui-se que Duda foi e ainda é uma das fomentadoras da modalidade no Rio Grande do Sul, sua representatividade como jogadora de futebol influenciou na carreira de muitas atletas e apesar dos obstáculos e das adversidades enfrentadas, sua trajetória esportiva é reconhecida no cenário nacional. / This thesis aims to analyze the sporting career of Eduarda Marranghello Luizelli (Duda) as a soccer player and as a director working in the training of athletes. The study is based on theoretical frameworks related to women's participation in sport, specifically in soccer considering biographical narratives. The methodology has a qualitative bias with theoretical and methodological foundation in Oral History, used as a procedure for the production of sources, focusing on the history of life. It was conducted 16 interviews with people who maintain a relationship with the Duda’s life trajectory as family members, former players and soccer professionals working in the soccer schools that she runs. These interviews were collated with other documents, many of them part of Duda’s personal collection, and this dialogue emerged two chapters entitled: First time: Duda player and second time: Duda director. The first main theme discusses how was Duda’s inclusion in the sport and how consolidated her career as a soccer player. The second main theme relates to Duda’s role as a director of a soccer school. From the analysis it was realized that family support was the key to the permanence and continuity in the sport, as well as helped throughout her sporting career. It was possible to verify that her experiences in Italian soccer and the Brazilian national team, not only provided realization of moments, but also they were marked by difficulties and frustrations. It was observed that Duda’s career in the Sport Club International was fraught with struggles and victories for the sport as highlighting her name as a women’s soccer reference. It was also noted that Duda turned her name into a brand through her schools and consolidated her representation in the sport as a trainer of athletes. Some tensions were evident with regard to sports managed by women, especially in the absence of females in leadership positions. It is concluded that Duda was and still is one of the women’s soccer developer in Rio Grande do Sul, and that her representation as a soccer player influenced the careers of many athletes and despite the obstacles and adversities faced, her sporting career is recognized on the national scene.

Essa dissertação tem como objetivo analisar a trajetória esportiva de Eduarda Marranghello Luizelli (Duda) como jogadora de futebol e como dirigente atuando na formação de atletas. Para tanto está fundamentada em marcos teóricos relacionados à participação das mulheres no esporte, mais especificamente no futebol considerando narrativas biográficas. A metodologia utilizada tem um viés qualitativo com fundamentação teórica e metodológica na Historia Oral, utilizada como procedimento para a produção de fontes, tendo como foco a História de Vida. Foram realizadas 16 entrevistas com pessoas que mantém relação com a trajetória da Duda como familiares, ex-jogadoras de futebol e profissionais que atuam na escolinha esportiva que dirige. Estas entrevistas foram cotejadas com outros documentos, muitos deles integrantes do acervo pessoal da própria Duda e desse diálogo emergiram dois capítulos intitulados: Primeiro tempo: Duda jogadora e Segundo tempo: Duda dirigente. O primeiro eixo temático discute como se deu a inserção de Duda na modalidade e como consolidou sua trajetória como jogadora de futebol. O segundo eixo temático diz respeito a sua atuação como dirigente de uma escolinha de futebol. A partir das análises percebeu-se que o apoio familiar foi determinante para sua permanência e continuidade na modalidade, assim como, auxiliou ao longo de toda sua trajetória esportiva. Foi possível verificar que suas experiências no futebol italiano e na seleção brasileira, além de proporcionar momentos de realização, foram marcadas por dificuldades e frustrações. Observouse que sua trajetória no Sport Club Internacional foi permeada de lutas e vitórias em prol do esporte destacando Duda como referência da modalidade. Também foi possível observar que Duda transformou seu nome em uma marca através de sua Escola e consolidou sua representatividade na modalidade como formadora de atletas. Algumas tensões foram evidenciadas no que diz respeito ao gerenciamento esportivo por parte das mulheres, especificamente na ausência das mesmas em cargos de liderança. Conclui-se que Duda foi e ainda é uma das fomentadoras da modalidade no Rio Grande do Sul, sua representatividade como jogadora de futebol influenciou na carreira de muitas atletas e apesar dos obstáculos e das adversidades enfrentadas, sua trajetória esportiva é reconhecida no cenário nacional. / This thesis aims to analyze the sporting career of Eduarda Marranghello Luizelli (Duda) as a soccer player and as a director working in the training of athletes. The study is based on theoretical frameworks related to women's participation in sport, specifically in soccer considering biographical narratives. The methodology has a qualitative bias with theoretical and methodological foundation in Oral History, used as a procedure for the production of sources, focusing on the history of life. It was conducted 16 interviews with people who maintain a relationship with the Duda’s life trajectory as family members, former players and soccer professionals working in the soccer schools that she runs. These interviews were collated with other documents, many of them part of Duda’s personal collection, and this dialogue emerged two chapters entitled: First time: Duda player and second time: Duda director. The first main theme discusses how was Duda’s inclusion in the sport and how consolidated her career as a soccer player. The second main theme relates to Duda’s role as a director of a soccer school. From the analysis it was realized that family support was the key to the permanence and continuity in the sport, as well as helped throughout her sporting career. It was possible to verify that her experiences in Italian soccer and the Brazilian national team, not only provided realization of moments, but also they were marked by difficulties and frustrations. It was observed that Duda’s career in the Sport Club International was fraught with struggles and victories for the sport as highlighting her name as a women’s soccer reference. It was also noted that Duda turned her name into a brand through her schools and consolidated her representation in the sport as a trainer of athletes. Some tensions were evident with regard to sports managed by women, especially in the absence of females in leadership positions. It is concluded that Duda was and still is one of the women’s soccer developer in Rio Grande do Sul, and that her representation as a soccer player influenced the careers of many athletes and despite the obstacles and adversities faced, her sporting career is recognized on the national scene.

El proceso de construcción de la democracia en el colegio tiene como actor principal al docente, cuyas concepciones y creencias influirán en su práctica pedagógica. Por este motivo, el presente estudio tuvo como propósito explorar las concepciones y creencias de los docentes sobre el colegio democrático. Se entrevistó a ocho profesores de una institución educativa pública secundaria. Los resultados mostraron que ellos no reconocen la construcción de una sociedad democrática como fin de la educación, sino que perciben que su objetivo principalmente es formar emprendedores y personas preparadas para el mundo laboral. Si bien mencionan el desarrollo de habilidades y la formación integral como fines de la educación, estos no se dirigen al desarrollo de la ciudadanía de sus estudiantes. La mayoría comprende la democracia principalmente como un sistema de gobierno, algunos solamente como una forma de vida y otros mencionan ambas. Además, piensan que esta es blanda, no sabe aplicar normas, que en democracia la libertad de expresión se tergiversa y que los políticos se aprovechan de la ignorancia del pueblo para conseguir votos. En el colegio la democracia se entiende principalmente como participación en programas escolares para la democracia o en acciones centradas en el docente. Los profesores consideran que las familias no contribuyen con la formación de los estudiantes, que el colegio no puede hacer nada por los estudiantes con familias problemáticas y que los alumnos llegan con muchas limitaciones que dificultan la enseñanza y el aprendizaje. Además, sus creencias sobre su rol como docentes los distancian de posturas democráticas. Sobre disciplina y métodos correctivos se encuentra poca claridad y frustración en los profesores. La mayoría está de acuerdo con la participación de alumnos en la elaboración de normas, pero con límites y guía del docente. / Teachers are principal actors in the process of building democracy in school, while their conceptions and beliefs have influence in their pedagogical practice. Therefore, the aim of the present study was to explore teacher’s conceptions and beliefs about democratic schools. Eight public secondary school teachers where interviewed for the study. Results show that teachers do not recognize that building a democratic society is one of the aims of education. Instead, they perceive entrepreneurship and educating for the work world as its principal aims. Even though they mention development of abilities and integral training, these are not directed to the development of citizenship in their students. The majority of teachers understand democracy only as a government system, others just as a way of living and some mention of these characteristics. Also, they think that democracy is weak, do not apply rules, in democracy freedom of expression is misunderstood and politicians take advantage of peoples ignorance to get votes. In school, democracy is understood principally as involvement in school programs for democracy or teacher centered actions. Teachers consider families can’t contribute to student’s education, school can’t do anything for students with problematic families and that they arrive to school with several limitations that make difficult teaching and learning. Additionally, they hold beliefs about teacher’s role that distance them from democratic stances. Little clarity and frustration was found in relation to discipline and corrective methods. The majority of teachers agree with student’s participation in the creation of rules, but with limits and teacher’s guide.

Creencias irracionales y estilo de atribución en un grupo de jóvenes abusadores de marihuana Esta investigación buscó describir la presencia de creencias irracionales y estilo atribucional en una muestra de 40 jóvenes entre 18 y 25 años, abusadores de marihuana de la ciudad de Lima metropolitana que acudieron a un centro de consejería y terapia motivacional. Las pruebas aplicadas fueron el Registro de Opiniones de Ellis y la Escala de Estilo Atribucional “PASS” de Arévalo. Debido a la falta de baremos, se procedió a describir la muestra en relación a sus características sociodemográficas. Los resultados de la investigación no mostraron características similares en el consumo. Asimismo no se encontraron creencias irracionales altas o bajas, sin embargo la más próxima al punto de corte alto fue la relacionada al temor “se debe sentir miedo o ansiedad ante lo desconocido o potencialmente peligroso”; y la que bordeo el punto de corte bajo fue la relacionada al control “Los sucesos externos causan la mayoría de desgracias, los sujetos sólo reacciona según cómo estos afectan sus emociones”. El estilo atribucional sólo presentó una media elevada, encontrada en el grado de instrucción en relación a la estabilidad. / Irrational believes and attributional style in a group of young marijuana abusers The present described the presence of irrational believes and attribution style in a group of 40 young marijuana abusers, aged between 18 and 25 years, from Lima Metropolitana that attend a counseling and motivational therapy center. The tests applied where Ellis Opinion Register and the Personal Attribution Style Scale “PASS” by Arévalo. Due to the lack of national scales, the sample was described in regarding it’s socio-demographic characteristics. The results didn’t show similar characteristics regarding marijuana use. Also, high or low irrational believes weren’t found. Nevertheless, the believe that was found nearest the high range was related to fear “we must feel fear or anxiety to the unknown o potentially dangerous”, and the one found nearest the low range was related to control “external factors are the main cause of misfortunes, people just react to how they affect their emotions”. The attributional style, only presented one elevated mean, found in the instruction level regarding the Stability.

Over the past few years, higher education institutions have been submitted to various changes largely conditioned by the demands of society. The change from a university for the elite to a university for the masses, the increasing demand for the improvement in quality, the globalization of knowledge, the competitiveness at national and international levels, the development of internal improvement procedures, the changes in relationships with administration and society in general; are some of the unavoidable factors of growing importance in the field of higher education in Europe and around the world. Accountability, to build trust between society and universities, and the demand for transparency, for the design and implementation of plans for improvement and decision-making, are key aspects for meeting society¿s needs. Nevertheless, it is a fact that universities offer less openness than desired, although in recent years there has been a common effort to change this situation. Spanish universities have developed several initiatives to assess the quality of university activities. In particular, one of the relevant challenges to ensure quality in the Spanish university system is the assessment of the university teaching staff activity. The importance of the assessment activities is ever increasing. Such activities can help ensure the quality of educational processes affecting students, the university community and society in general. The evaluation results will allow the design and implementation of plans for improvement for the performance of university teaching staff at universities. It is therefore important to have measurement tools to assess the university teaching staff activity in three dimensions: teaching, research and management. However, commonly the assessment instrument used does not meet the need for the transparency which society demands. The aim of this research is to design methodological strategies for building composite indicators to assess and measure multidimensional concepts related to higher education management. To that end, a thorough review of the statistical techniques that can be applied in the development of composite indicators is performed. Furthermore, the importance of the indicators as a basic tool for suitable quality management and accountability in universities is studied. After reviewing a summary of the use of indicators in higher education, this study focuses on the assessment of the academic activities of the Universitat Politècnica de València teaching staff. First of all, an exploratory analysis of all indicators proposed by the university, for their teaching staff assessment, is performed. To do this, statistical techniques of dimensionality reduction, and classification techniques are applied. Subsequently, different methodologies for constructing a composite indicator that measures teaching activity are proposed, according to the normalization and weighting techniques applied. Lastly, the analytical characteristics of each of the methodologies proposed are studied, using uncertainty and global sensitivity analysis techniques to evaluate the quality and robustness of the proposed models, according to the goals set by the university. The uncertainty analysis is performed using a quasi-random simulation process and applying a non-compensatory aggregation technique on the results, known as the Copeland method. A nonparametric approach, known as the State Dependent Parameter, based on the Kalman filter and smoothing techniques, is performed to apply global sensitivity analysis. The uncertainty and sensitivity analysis are considered necessary techniques to provide validity and methodological support for the composite indicators proposed. Finally, the generalization of the composite indicator referring to teaching activity is studied, and a composite indicator is designed to evaluate the academic activity of each teacher with respect to the rest. This is based on the three main dimensions of university teachers: teaching, research and university management. In order to do this, a non-parametric weighting and aggregation technique called Benefit of the Doubt is applied. This technique measures the relative effectiveness in the development of academic activities of each member of university teaching staff, according to their academic profile. The methodological techniques proposed in this study are applicable in any field of research, and they provide a robust and transparent construction scheme of composite indicators. / Bas Cerdá, MDC. (2014). Estrategias metodológicas para la construcción de indicadores compuestos en la gestión universitaria [Tesis doctoral]. Editorial Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/35330

El presente estudio tiene por objetivo identificar y caracterizar las creencias epistemológicas de un grupo de docentes de nivel escolar de Lima Metropolitana. Ello contribuye a una aproximación al rol del docente en la educación, pues las creencias articulan las actitudes y el comportamiento o, en el caso de los docentes en el contexto de la institución educativa, la práctica pedagógica. Partiendo del paradigma cualitativo, se entrevistó a 8 docentes de múltiples disciplinas de dos colegios de la capital, siendo uno lacio estatal y el otro, religioso privado. Mediante análisis temático, se identificaron creencias sobre la naturaleza del conocimiento, incluyendo nociones como estabilidad y tipología; y sobre el proceso de adquisición del conocimiento, que abarcaron las diversas formas de conocer, las fuentes de proveniencia y la validación del conocimiento. Los resultados evidencian un pensamiento epistémico bastante desarrollado en los participantes, lo que podría influenciar de una forma positiva en su práctica pedagógica. En cuanto a las variables sociodemográficas, se halló mayor variabilidad en las creencias de los docentes con el máximo grado académico alcanzado entre los participantes (grado de maestría en educación) y más años de experiencia en la docencia (34 años). El estudio aporta con categorías emergentes, entendiéndose como creencias sofisticadas no halladas en estudios previos. Las creencias epistemológicas se constituyen como un campo aún no profundamente estudiado en el Perú, por lo que la presente investigación contribuye a cimentar las bases de la línea investigativa. / The objective of this study is to identify and characterize the epistemological beliefs of a group of school-level teachers in Lima. This contributes to an approach to the role of the teacher in education, since beliefs articulate attitudes and behavior or, in the case of teachers in the context of the educational institution, pedagogical practice. Based on the qualitative paradigm, 8 teachers from multiple disciplines were interviewed from two schools in the capital, one being a secular state school and the other religious and private. Through thematic analysis, beliefs about the nature of knowledge were identified, including notions such as stability and typology; and on the process of knowledge acquisition, that include the different ways of knowing, the sources of provenience and the validation of knowledge. The results show a well developed epistemic thought in the participants, which could influence in a positive way in their pedagogical practice. Regarding the sociodemographic variables, greater variability was found in the beliefs of the teachers with the highest academic level reached among the participants (masters degree in education) and more years of experience in teaching (34 years). The study contributes with emerging categories, understood as sophisticated beliefs not found in previous studies. The epistemological beliefs are constituted as a field not yet deeply studied in Peru, reason why the present investigation contributes to cement the bases of the investigative line.

La presente investigación tuvo como objetivo caracterizar las concepciones y creencias de los participantes sobre el asesoramiento psicopedagógico. Para ello, se entrevistó a seis docentes de la asignatura Introducción a la Computación de una universidad privada de Lima Metropolitana, quienes participaban por primera vez en un proceso de asesoramiento psicopedagógico para la mejora de sus prácticas pedagógicas. Los resultados mostraron que los participantes conciben el asesoramiento de tres maneras: como evaluación, como proceso formativo y como un proceso de toma de conciencia que incluye la reflexión y la autonomía docente. Asimismo, algunos suponen que el propósito del asesoramiento es la mejora de la enseñanza y otros lo consideran un proceso de evaluación referido a su desempeño o a la asignatura. En cuanto al enfoque u orientación del proceso de asesoramiento, algunos docentes piensan que se trata de un proceso activo, en el que el asesor es un especialista y orientador, el asesorado tiene un rol activo y receptivo, que los objetivos se establecen de mutuo acuerdo y que la dinámica de trabajo es entre especialistas, en temas que se complementan. Otros lo conciben como un proceso directivo, donde se espera que el asesor, en calidad de experto, controle, informe, oriente y decida, mientras que el asesorado asume un rol receptivo y dependiente del asesor, quien establece los objetivos y la dinámica de trabajo es entre un especialista y un novato para la mejora de la práctica pedagógica. / The present study aimed to characterize the conceptions and beliefs of participants on psychopedagogical advice. To do this, we interviewed six teachers of the course Introduction to Computing at a private university in Lima, who participated for the first time in a process of counseling to improve their teaching. The results showed that participants conceive the advice of three ways: as evaluation as a learning process and a process of awareness that includes reflection and teacher autonomy. Likewise, some of them suppose that the intention of the advice is to improve teaching and others consider it to be a process of evaluation referred to his performance or to the subject. In approach or orientation of the process of advice, some teachers think that this is an active process in which the adviser is a specialist and counselor, the advised has an active and receptive role, which the aims establish in mutual agreement and which the dynamics of work is between specialists, in topics that complement each other. Others conceive it as a management process, where it hopes that the adviser, as expert, controls, report, orient and decides, whereas the advised assumes a receptive role and dependent on the adviser, who establishes the aims and the dynamics of work is between a specialist and a novice for the improvement of the pedagogic practice.

Memoria (licenciado en ciencias jurídicas y sociales) / La aspiración a la certeza y al conocimiento exacto, resultan ser ideas ilusas dentro del marco de la naturaleza humana, lo que se extiende también a las instituciones construidas y conformadas por seres humanos, los que son, por esencia, seres falibles. Así las cosas, no está de más recordar que los jueces, a pesar de su especial poder para adjudicar en los conflictos de terceros, siguen siendo personas, que llevan inherente a su naturaleza la imposibilidad de omnisciencia y, por ende, la capacidad de errar. Lo anterior, en el contexto de un juicio, inexorablemente abre paso a la necesidad de implementar alguna herramienta que posibilite al juez responder a la pregunta de ¿cuándo puede dar por acreditada una determinada versión sobre los hechos, sin incurrir en un error que acarree el reproche social? La respuesta a dicha interrogante, únicamente puede hallarse en la implementación de un estándar de prueba, herramienta procesal que se instituye como el elemento de concatenación lógica en la decisión del adjudicador, pues sin éste, los jueces se encontrarían en la imposibilidad de fundamentar íntegramente sus fallos y a la vez, es fiel reflejo de las expectativas de justicia de la sociedad toda, las que se manifiestan a través de la decisión político-normativa efectuada por sus representantes, a la hora de regular el umbral específico que indicará el nivel de suficiencia probatoria exigible y el margen de error que como comunidad estamos dispuestos a tolerar en las decisiones judicial

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-01-16T19:25:31Z No. of bitstreams: 1 MarlonBarrosDeLima_DISSERT.pdf: 3375312 bytes, checksum: 2aab036eb30debd13696eb8e2bc26ed2 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-01-22T13:59:47Z (GMT) No. of bitstreams: 1 MarlonBarrosDeLima_DISSERT.pdf: 3375312 bytes, checksum: 2aab036eb30debd13696eb8e2bc26ed2 (MD5) / Made available in DSpace on 2018-01-22T13:59:47Z (GMT). No. of bitstreams: 1 MarlonBarrosDeLima_DISSERT.pdf: 3375312 bytes, checksum: 2aab036eb30debd13696eb8e2bc26ed2 (MD5) Previous issue date: 2017-12-04 / O presente Trabalho aborda quest?es interpretativas a respeito de 3 obras para trombone solista do Maestro Duda, com o objetivo de sugerir subs?dios que auxiliem no desenvolvimento dos procedimentos de prepara??o e execu??o das pe?as. As obras aqui estudadas s?o: Duas Dan?as (Gizelle e Marquinhos no Frevo), Fantasia para Trompete e Trombone, e Su?te Monette. Dentre as principais caracter?sticas dos trabalhos composicionais do Maestro Duda, podemos destacar a utiliza??o de g?neros musicais da cultura brasileira, por?m, poucos s?o os trabalhos acad?micos que abordam quest?es sobre a interpreta??o deste tipo de m?sica. Este fato foi o que nos impulsionou a realizar uma investiga??o buscando evidenciar os principais aspectos interpretativos dos g?neros utilizados pelo Maestro Duda. Foi realizada uma entrevista semiestruturada com o compositor, objetivando compreender sobre as diversas quest?es referentes ?s Obras e sua carreira musical. Desta forma, o trabalho encontra-se divido em 3 partes: a primeira, cont?m informa??es sobre a carreira musical do compositor, produ??o art?stica e atualiza??o do cat?logo de composi??es para forma??es de instrumentos de metais; a segunda, aborda, de um modo geral, quest?es a respeito da interpreta??o; e a terceira parte, trata dos g?neros musicais utilizados pelo compositor al?m de conter sugest?es interpretativas para o trombonista nas Obras estudadas. / The present work deals with interpretative questions about 3 works for soloist trombone of Maestro Duda, with the objective of suggesting subsidies that aid in the development of the procedures of preparation and execution of the pieces. The works studied here are: Two Dances (Gizelle and Marquinhos in Frevo), Fantasia for Trumpet and Trombone, and Monette Suite. Among the main features of Maestro Duda's compositional works, we can highlight the use of musical genres of Brazilian culture, however, there are few academic works that deal with questions about the interpretation of this type of music. This fact was what prompted us to carry out an investigation seeking to highlight the main interpretative aspects of the genres used by Maetro Duda. A semi - structured interview was conducted with the composer, aiming to understand the various issues concerning the works and his musical career. In this way, the work is divided into 3 parts: the first contains information about the composer's musical career, artistic production and updating of the catalog of compositions for formations of metal instruments; the second addresses in general questions about interpretation; and the third part, deals with the musical genres used by the composer, besides containing interpretative suggestions for the trombonist in the works studied.