This thesis analyses three aspects of the link between a woman’s educational trajectory and her childbearing behaviour. Special attention is paid to educational field as a further dimension of education next to educational enrolment and educational level. It is argued that this dimension has to be taken into account to fully understand the complex interplay between women’s educational careers and fertility. The empirical investigations are based on Swedish register data for the period 1990 to 2004 and carried out by means of event history analyses. Regarding the impact of women’s education on fertility, this study confirms that educational enrolment generally impedes childbearing. Further, in addition to differences in first, second and third birth risks among women with different levels of education, the analyses reveal strong variations in the fertility behaviour of women with different types of education. To investigate the impact of fertility on women’s educational careers, this study examines how becoming a mother influences a woman’s risk to pursue further training in a different field of education. The effect of motherhood on the risk of educational change varies strongly depending on the field Swedish women initially were trained in. Especially women with degrees in fields in which it is difficult to get established in the labour market are found to have a high risk of educational change. For these women giving birth to a child appears to lead them to strive for further training in a field that offers more stable and family friendly employment prospects. Finally, the study explores the impact of unobserved factors on education and fertility. By estimating a simultaneous hazard equation for a woman’s childbearing behaviour and her choice of educational field, it is shown that women’s decisions about education and fertility are correlated due to the existence of unobserved determinants that simultaneously influence both life domains.

With the expansion of higher education in recent decades, exclusive academic qualifications have become the prominent way in which the status hierarchy of education is preserved. Much of the previous research explaining social class differences in educational attainment have focused on cognitive ability but largely overlooked the importance of non-cognitive skills for enrolling in more prestigious educational fields. Using unique longitudinal data, the focus of this thesis is on childhood non-cognitive skills to explore their role for understanding the association between social class of origin and selection into prestigious university education in Sweden. The results confirm class differences in attending prestige education, but also show that non-cognitive skills cannot explain much of the variation in educational attainment between or within classes. More research is needed in order to fully understand the large class gap in prestigious academic outcomes in Sweden.

Made available in DSpace on 2014-06-11T19:32:25Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-04-05Bitstream added on 2014-06-13T19:06:54Z : No. of bitstreams: 1 paula_rp_dr_assis.pdf: 1485476 bytes, checksum: 45f73d0517edcd64d572665e4ff276fe (MD5) / Universidade Estadual Paulista (UNESP) / Abordamos na presente pesquisa, a trajetória da organização coletiva dos professores da rede oficial de ensino do Estado de São Paulo, particularmente daquela referente à Apeoesp. Associação criada por professores secundaristas e normalistas com o objetivo de defender os interesses da categoria. Analisamos as diferentes formas de organização experimentadas ao longo dos anos, a partir de um duplo movimento. Externamente, provocado pelas transformações sociais, políticas, econômicas e culturais vivenciadas no Brasil e no mundo que interagiram na formação do campo educacional paulista. Internamente, decorrente de uma dinâmica própria, provocada pelas disputas travadas pelo comando das atividades e atitudes em relação aos seus representados, ao governo e ao conjunto da sociedade brasileira. Tais condicionantes teriam contribuído para mudanças na atuação dos professores em seu cotidiano, dando origem a movimentos de construção e reconstrução de sociabilidades, modificando padrões, identidades e ações desenvolvidas coletivamente. Esse processo, acompanhado de permanências e rupturas, apresentou três fases: 1945-1963, surgimento e estruturação, até a primeira experiência grevista dos docentes; 1963- 1978, anos de acomodações e resistências em meio à ascensão e crise do regime militar instalado a partir de 1964; e, por fim, 1978-1989, fase de reorganização da entidade com base em novas experiências no enfrentamento de problemas originados ou aprofundados pelas transformações vividas no país ao longo do período de redemocratização. Fase esta que assinalou a ascensão de grupos, projetos e ideologias acerca da organização de professores, criando ou reforçando estratégias de mobilização, consolidando ações e representações acerca do magistério e de sua entidade coletiva, culminando na obtenção do registro sindical em 1989. / It was approached in the research the trajectory of the collective organization of the teachers from the official chain of education in the State of São Paulo, particularly from the one referring to Apeoesp, association created by secondary teachers with the aim of defending the category's interests. It was analyzed the different forms of organization experimented through the years, starting with a dual process. Externally caused by social, political, economical and cultural transformation experienced in Brazil and around the world, that interacted with the making of the educational field of São Paulo. Internally, as a result of its own dynamics, caused by disputes for the activities and attitudes related to their representatives, the government and the whole Brazilian society. Theses facts contributed to the changes in the teachers's role in their daily routine, originating construction and reconstruction processes of socialization, modifying standards, identities and actions collectively developed. This process, followed by ruptures and permanences, presented three phases: 1945-1963, the emergence and organization, until the first strike experience; 1963-1978, the years of adaptation and resistances during the ascent and crisis of the Military regime adopted since 1964; and at last, 1978-1989, the reorganization of the institution phase, which was based on new experiences in the confrontation with problems originated or expanded by the transformation in the Country through the democratization period. Such phase marked the ascent of groups, projects and ideologies through the teacher's organization, creating or reinforcing mobilization strategies, establishing actions and representations in the teaching process and its collective institution, culminating in acquisition of the syndical register in 1989.

O presente trabalho pretende investigar as práticas de leitura e apropriações de O Ateneu, romance de Raul Pompéia, escritor e intelectual do século XIX, no campo educacional brasileiro. O trabalho tem a intenção de traçar considerações a respeito da relevância e alcance do romance no seu diálogo com a produção do campo educacional ao longo dos anos. Colhendo leituras, imagens e apropriações de O Ateneu, o trabalho busca as formas de apropriação da obra e a possível constituição de uma memória a seu respeito e em sua relação com a História da Educação no século XIX. Para tanto, será analisado um corpus selecionado de fontes escritas que tenham circulação no campo educacional brasileiro e que contenham referências a O Ateneu, permitindo, assim, uma avaliação daquilo que a obra representa na constituição e funcionamento do campo educacional. / The aim of this work is to investigate the reading practices and appropriations of O Ateneu, novel written by Raul Pompéia, an important nineteenth century author, in Brazilian educational field. This work intends to make considerations about the relevance of the novel in its dialogue with the production of the educational field over the years. This work searches forms of appropriations and the construction of a memory on the novel and on History of Education in the nineteenth century, while bringing up readings, images and appropriations of O Ateneu. To do so, it will be considered a selected corpus of written sources that circulate in Brazilian educational field and that have references to O Ateneu. This will allow us to make an evaluation of what the work represents in the constitution and functioning of Brazilian educational field.

The present thesis reports an empirical study of how ten remedial teachers or special remedial teachers, all women, encountered reality as supervisors or tutors in schools during the 1990s. The study sought to define the conditions for supervision and tutoring in the remedial-teaching function. Data was collected in two steps. The preparatory step consisted of a scrutiny of Report DsU 1986:13 on the modified remedial-teacher function, and perusal of the referees’ comments thereon. The second step consisted ofinterviews with all ten participants three years after their training as supervisors/tutors at the Stockholm Institute of Education. Neither in the above Report nor in the referees’ comments was supervision defined or discussed. Despite this resistance, supervision is required by the macro level for the modified remedial-teacher function. Regarding the micro-level situation for supervising in school, two themes were distinguished: an organisational theme and a legitimacy theme. The informants saw school management, the organisation’s pre-understanding of supervision and the profession’s continual adaptation to areas of knowledge not possessed by teachers as important aspects. The legitimacy theme expresses how differentiation of the supervisory task and the design of teaching posts influence the implementation. The supervision/tutoring examined here is described through six experiential themes: the dialogical here-and-now-theme, the relational theme, the didactic ”technical” theme, the reflective and self-fostering theme, the change theme and the leadership theme. Remedial-educational supervision as described in the study appears as vertical but does not extend to the depth of therapeutic intervention. It is seen as an ethical act where consideration or recognition, rather than care, is a distinctive feature. Care may represent ”tacit” gender-loaded knowledge and needs to be discussed in educational contexts where supervision or tutoring is included in the special-remedial-teacher function.

Orientador: Frederico Alexandre de Moraes Hecker / Banca: Paula Perin Vicentini / Banca: Kátia Maria Abud / Banca: Áureo Busetto / Banca: José Leonardo do Nascimento / Resumo: Abordamos na presente pesquisa, a trajetória da organização coletiva dos professores da rede oficial de ensino do Estado de São Paulo, particularmente daquela referente à Apeoesp. Associação criada por professores secundaristas e normalistas com o objetivo de defender os interesses da categoria. Analisamos as diferentes formas de organização experimentadas ao longo dos anos, a partir de um duplo movimento. Externamente, provocado pelas transformações sociais, políticas, econômicas e culturais vivenciadas no Brasil e no mundo que interagiram na formação do campo educacional paulista. Internamente, decorrente de uma dinâmica própria, provocada pelas disputas travadas pelo comando das atividades e atitudes em relação aos seus representados, ao governo e ao conjunto da sociedade brasileira. Tais condicionantes teriam contribuído para mudanças na atuação dos professores em seu cotidiano, dando origem a movimentos de construção e reconstrução de sociabilidades, modificando padrões, identidades e ações desenvolvidas coletivamente. Esse processo, acompanhado de permanências e rupturas, apresentou três fases: 1945-1963, surgimento e estruturação, até a primeira experiência grevista dos docentes; 1963- 1978, anos de acomodações e resistências em meio à ascensão e crise do regime militar instalado a partir de 1964; e, por fim, 1978-1989, fase de reorganização da entidade com base em novas experiências no enfrentamento de problemas originados ou aprofundados pelas transformações vividas no país ao longo do período de redemocratização. Fase esta que assinalou a ascensão de grupos, projetos e ideologias acerca da organização de professores, criando ou reforçando estratégias de mobilização, consolidando ações e representações acerca do magistério e de sua entidade coletiva, culminando na obtenção do registro sindical em 1989. / Abstract: It was approached in the research the trajectory of the collective organization of the teachers from the official chain of education in the State of São Paulo, particularly from the one referring to "Apeoesp", association created by secondary teachers with the aim of defending the category's interests. It was analyzed the different forms of organization experimented through the years, starting with a dual process. Externally caused by social, political, economical and cultural transformation experienced in Brazil and around the world, that interacted with the making of the educational field of São Paulo. Internally, as a result of its own dynamics, caused by disputes for the activities and attitudes related to their representatives, the government and the whole Brazilian society. Theses facts contributed to the changes in the teachers's role in their daily routine, originating construction and reconstruction processes of socialization, modifying standards, identities and actions collectively developed. This process, followed by ruptures and permanences, presented three phases: 1945-1963, the emergence and organization, until the first strike experience; 1963-1978, the years of adaptation and resistances during the ascent and crisis of the Military regime adopted since 1964; and at last, 1978-1989, the reorganization of the institution phase, which was based on new experiences in the confrontation with problems originated or expanded by the transformation in the Country through the democratization period. Such phase marked the ascent of groups, projects and ideologies through the teacher's organization, creating or reinforcing mobilization strategies, establishing actions and representations in the teaching process and its collective institution, culminating in acquisition of the syndical register in 1989. / Doutor

O presente trabalho pretende investigar as práticas de leitura e apropriações de O Ateneu, romance de Raul Pompéia, escritor e intelectual do século XIX, no campo educacional brasileiro. O trabalho tem a intenção de traçar considerações a respeito da relevância e alcance do romance no seu diálogo com a produção do campo educacional ao longo dos anos. Colhendo leituras, imagens e apropriações de O Ateneu, o trabalho busca as formas de apropriação da obra e a possível constituição de uma memória a seu respeito e em sua relação com a História da Educação no século XIX. Para tanto, será analisado um corpus selecionado de fontes escritas que tenham circulação no campo educacional brasileiro e que contenham referências a O Ateneu, permitindo, assim, uma avaliação daquilo que a obra representa na constituição e funcionamento do campo educacional. / The aim of this work is to investigate the reading practices and appropriations of O Ateneu, novel written by Raul Pompéia, an important nineteenth century author, in Brazilian educational field. This work intends to make considerations about the relevance of the novel in its dialogue with the production of the educational field over the years. This work searches forms of appropriations and the construction of a memory on the novel and on History of Education in the nineteenth century, while bringing up readings, images and appropriations of O Ateneu. To do so, it will be considered a selected corpus of written sources that circulate in Brazilian educational field and that have references to O Ateneu. This will allow us to make an evaluation of what the work represents in the constitution and functioning of Brazilian educational field.

Submitted by Jaqueline Silva (jtas29@gmail.com) on 2016-08-26T17:27:42Z No. of bitstreams: 2 Dissertação - Maxmillian Lopes da Silva - 2015.pdf: 2107829 bytes, checksum: 609028556905e842729d74ebe152b7a4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-08-26T17:28:04Z (GMT) No. of bitstreams: 2 Dissertação - Maxmillian Lopes da Silva - 2015.pdf: 2107829 bytes, checksum: 609028556905e842729d74ebe152b7a4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-08-26T17:28:04Z (GMT). No. of bitstreams: 2 Dissertação - Maxmillian Lopes da Silva - 2015.pdf: 2107829 bytes, checksum: 609028556905e842729d74ebe152b7a4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-05-08 / This master’s thesis has as its theme the technological education in Brazil and focused on the expansion of the Federal Network of Professional, Scientific and Technological Education (EPCT). The objective of this work was to analyze the recent expansion in the number of campus, having as object the Instituto Federal de Goiás. Therefore, the category of treatment was the study of case, starting from the socioeconomic information of candidates for selective processes of the IFG, in the period between 2005 and 2012. The more general question was “for whom this expansion was directed, i.e., to whom it was propagated and effectively implemented?” The observation of a profile of this candidate was made against the backdrop of the history of development of the Network of EPCT and Bourdieu’s field theory. The intersection of this information allowed to see that the subfield of professional education, long ago proclaimed, being finally designed, with this recent expansion. This work shows that this subfield, since the candidate profile, is increasingly defined under the Brazilian educational field, since reverting the criticism made in the years 80 and 90 about who joined there, the institutions of this field have their activism for the formation of the imperial decree of creation of Schools of Apprentices and Artisans called “disadvantaged of fortune”. This is done from the data analysis of candidate selection processes of the IFG, which identified by the access majority of black or browns people, from public schools and with household income of up to three minimum salaries and residents near the Campus. / Esta dissertação tem como tema a educação tecnológica no Brasil e como foco a Expansão da Rede Federal de Educação Profissional, Científica e Tecnológica. O objetivo do trabalho foi analisar a expansão recente do número de câmpus, tendo como objeto o Instituto Federal de Goiás. Portanto, a categoria do tratamento foi o estudo de caso, partindo das informações socioeconômicas de candidatos a processos seletivos do IFG, no período compreendido entre 2005 e 2012. A pergunta mais geral era ‘pra quem foi dirigida essa expansão, ou seja, pra quem foi propagada e para quem, efetivamente, foi implementada?’ A observação de um perfil desse candidato foi feita tendo como pano de fundo o histórico de desenvolvimento da Rede de EPCT e a teoria dos campos de Bourdieu. O cruzamento dessas informações possibilitou constatar que o subcampo da educação profissional, há muito tempo proclamado, está sendo, enfim, desenhado, com essa recente expansão. Esse trabalho mostra que este subcampo, desde o perfil do candidato, está cada vez mais delimitado no âmbito do campo educacional brasileiro, pois revertendo as críticas feitas no final dos anos 90 sobre quem ali ingressava, as instituições desse subcampo têm sua atuação voltada para a formação daqueles que o decreto imperial de criação das Escolas de Aprendizes Artífices denominava de ‘desfavorecidos da fortuna’. Tal constatação se faz a partir da análise dos dados dos candidatos a processos seletivos do IFG, em que ficou identificado o acesso majoritário de pessoas pretas ou pardas, oriundas da rede pública de ensino e com renda familiar de até três salários mínimos e residentes na cidade do câmpus implantado.

Made available in DSpace on 2014-12-17T14:36:03Z (GMT). No. of bitstreams: 1 EldaSNM.pdf: 2013496 bytes, checksum: 093891ebda50102917adbb7031d402a0 (MD5) Previous issue date: 2009-11-10 / Teaching is an activity inherent to the human condition. Historically, from the institutionalization of education, the key role to pursue that activity has been attributed to the teacher, who is required to adapt to the demands of each historical conjuncture. Currently, according to the new paradigmatic requirements, the teacher must possess various skills in order to handle the complex and challenging act of teaching. Assuming the existence of a gap between what the State and the scientific discourse recommend the teacher act upon in the classroom, a decision was made to identify the configuration and structure of social representation in the act of teaching, put forth by elementary school teachers in the public schools of Natal, RN, Brazil. Therefore, the research relied on the theoretical model developed by Domingos Sobrinho (1998, 2000, 2003), which articulates the praxeology of Pierre Bourdieu with the theory of social representations of Serge Moscovici (1978). It was intended to demonstrate how teachers habitus, in its due historical context, directs the construction of social representations in the act of teaching which guides the actions of the teacher, particularly in the classroom context. At the methodological level, the following methods and techniques were used: bibliographic and documentary review in order to identify the scientific discourse on the subject matter and the official parameters of educational regulation and the act of teaching; the Procedure of Multiple Classifications PMC in order to capture the configuration and structure of the representational content in focus, the direct observation of the classroom to identify in actual terms the social representation as "guide to action" as the theory preaches. From the standpoint of the analysis, quantitative data were analysed through Multidimensional Scaling MDS, covering in this study the Multidimensional Scale Analysis MSA and Smallest Space Analysis SSA; and non-parametric statiscal techniques. Additional data of qualitative value had to undergo categorical content analysis. It was then concluded that the teachers investigated guided themselves by social representation, the product of collectively constructed and shared assumptions about the act of teaching, forming a synthesis of different sources of information and knowledge acquirement, involving elements of common sense, religious habitus, pedagogic models considered outdated, the agencies responsible for teacher training and the hegemonic discourse about education today / Ensinar ? uma atividade inerente ? condi??o humana. Historicamente, a partir da institucionaliza??o do ensino, o papel privilegiado para exercer essa atividade tem sido atribu?do ao professor, o qual se v? obrigado a adequar-se ?s demandas de cada conjuntura hist?rica. Atualmente, de acordo com as novas exig?ncias paradigm?ticas, esse precisa ser portador de compet?ncias diversas, para dar conta da complexidade e desafios do ato de ensinar. Partindo do pressuposto da exist?ncia de um descompasso entre o que o Estado e o discurso cient?fico receituam para a a??o do professor em sala de aula, decidiu-se identificar a configura??o e estrutura da representa??o social do ato de ensinar, constru?da pelos professores do ensino fundamental da rede p?blica estadual de Natal/RN. Para tanto, a pesquisa apoiou-se no modelo te?rico desenvolvido por Domingos Sobrinho (1998; 2000; 2003), que articula a praxiologia de Pierre Bourdieu com a teoria das representa??es sociais de Serge Moscovici (1978). Buscou-se, assim, demonstrar como um habitus professoral, historicamente situado, pauta a constru??o da representa??o social do ato de ensinar que orienta as a??es do professor, em particular, no contexto da sala de aula. No plano metodol?gico, lan?ou-se m?o dos seguintes m?todos e t?cnicas: revis?o bibliogr?fica e documental visando a identificar o discurso cient?fico sobre o objeto em quest?o e os par?metros oficiais de regula??o do ensino e do ato de ensinar; o Procedimento de Classifica??es M?ltiplas PCM, tendo em vista apreender a configura??o e estrutura??o do conte?do representacional em foco; a observa??o direta da sala de aula para identificar, em atos, a representa??o social como guia para a a??o , conforme apregoa a teoria. Do ponto de vista da an?lise, os dados de car?ter quantitativo foram analisados atrav?s da t?cnica de Escala Multidimensional MDS, abarcando, nesse estudo, a An?lise Escalonar Multidimensional MSA e a An?lise de Menores Espa?os SSA; e, de t?cnicas estat?sticas n?o-param?tricas. Os demais dados, de car?ter qualitativo, foram submetidos ? an?lise categorial de conte?do. Conclui-se, assim, que o professorado investigado orienta-se por uma representa??o social, produto de uma atribui??o de sentido coletivamente constru?do e compartilhado a respeito do ato de ensinar, constituindo-se numa s?ntese de diferentes fontes de informa??o e produ??o de saberes, que envolve elementos do senso comum, de um habitus religioso, de modelos pedag?gicos considerados ultrapassados, das ag?ncias respons?veis pela forma??o docente e do discurso hegem?nico sobre a educa??o atualmente

Made available in DSpace on 2014-12-17T14:36:33Z (GMT). No. of bitstreams: 1 EldaSNM.pdf: 1142914 bytes, checksum: 9ceb7fcfc6d6b8493d49812be76f7f8f (MD5) Previous issue date: 2006-08-12 / Teaching formation has been the target of many changes, having been forged according to numerous formats and models through different times and spaces, composing thus, different codes and curricular proposals for different levels of qualification. We've tried in this work to pinpoint the main discussions which take place in the area of the teaching formation, based in the views of modern writers. We ve also tried, through the Social Representations Theory, to reveal and learn how the agents directly involved in this process realize and react, that is, the teachers who cope with the beginning stages of the Fundamental Teaching in the public school system in Natal/RN, taking into account that, in many cases, such formation demands the rethinking of the very formation policies. We've also adopted the concepts of field and educational field introduced by the praxiology of Pierre Bourdieu. It s been considered a fundamental theoretical reference which enables the understanding of social phenomena, both in macro and micro viewpoints. Thus, we do not neglect the whole, and particularly, the nuances of each context or specific situation. In the methodological track we ve used for data gathering the Free Word Association Test, and the Semi-Structured Interview, and also secondary sources for the characterization of the research spectre. Data treatment and analysis were performed with the help of the following software: SPSS Statistical Package for Social Sciences and EVOC; and the method of Content Category Analysis. The combination of the concepts and techniques mentioned above was necessary to cope with the qualitative and quantitative aspects, in our attempt to offer a wider range of contributions and outcome validations, which have shown, among other less explicit elements, the existence of a social representation of the teaching formation such as: knowledge theoretical and practical; a necessity imposed by the symbolical conflicts of the social field; capacitation and compromisse. We acknowledge the relevance of the thoughts discussed here, though aware that this is just one of the possible approaches to the theme / A forma??o docente tem sido alvo de diversas mudan?as, sendo delineada de acordo com in?meros formatos e modelos atrav?s de tempos e espa?os diversificados, compondo assim, estatutos e propostas curriculares diferentes em diferentes n?veis de qualifica??o. Buscou-se neste trabalho, pontuar as principais discuss?es que permeiam a forma??o docente, pautadas na vis?o de autores da atualidade. Atrav?s da Teoria das Representa??es Sociais buscou-se ainda, desvelar e conhecer como percebem e reagem os agentes diretamente envolvidos com esse processo, ou seja, os professores das s?ries iniciais do Ensino Fundamental da rede p?blica de Natal/RN, considerando-se que, em muitos casos, essa forma??o exige o repensar das pol?ticas de forma??o. Adotamos tamb?m, os conceitos de campo e campo educacional apresentados pela praxiologia de Pierre Bourdieu. A ado??o de tais conceitos se deu por considerarmos que se trata de um instrumental te?rico possibilitador da apreens?o dos fen?menos sociais, tanto no plano macro quanto micro. Assim, n?o se perde de vista o geral e, particularmente, as nuances de cada contexto ou situa??o espec?fica. No percurso metodol?gico utilizou-se para a coleta de dados o Teste de Associa??o Livre de Palavras, e a Entrevista Semi-Estruturada, al?m de fontes secund?rias para caracteriza??o do universo da pesquisa. O tratamento e an?lise dos dados foram realizados com a ajuda dos softwares: SPSS Statistical Package for Social Sciences e EVOC; e o m?todo de An?lise Categorial de Conte?do. A combina??o dos conceitos e t?cnicas supra citados fez-se necess?ria tendo em vista apreender tantos os aspectos de ordem qualitativa como quantitativa, buscando assim, um leque maior de contribui??es e de valida??o dos resultados, os quais evidenciaram, dentre outros elementos menos salientes, a exist?ncia de uma representa??o social da forma??o docente como: conhecimentos - te?ricos e da pr?tica; uma necessidade - imposta pelas disputas simb?licas do campo social; capacita??o e compromisso. Reconhecemos a relev?ncia das reflex?es aqui tratadas, por?m conscientes de que este ? apenas um dos enfoques poss?veis ao tema