Orientador: Cyntia Graziella Guizelim Simões Girotto / Banca: Rony Farto Pereira / Banca: Suely amaral Mello / Resumo: O objeto de estudo deste trabalho são a brincadeira de faz-de-conta e as atividades produtivas como bases orientadoras à aquisição da escrita e da leitura na infância. Com base nisto, o objetivo central desta pesquisa foi a análise da articulação dos aprendizados possíveis na Educação Infantil e a criação de novas necessidades de conhecimento no Ensino Fundamental, especialmente no que se relaciona à educação das crianças do primeiro ano desse nível de escolaridade formal. A fim de alcançar esse objetivo, utilizei o Enfoque Histórico-Cultural como teoria embasadora à compreensão de algumas teses essenciais a este trabalho: o desenvolvimento humano, os períodos sensitivos, as atividades principais, a concepção de homem, criança e infância. Além do estudo teórico, realizei uma pesquisa empírica. Observei e anotei as situações vividas em duas turmas de primeiro ano do Ensino Fundamental, Vera Cruz (SP) em um diário de bordo, baseada em algumas categorias de observação: espaço, material, atividade, rotina, relação, criança. Com a busca da unidade entre teoria e prática, mediante a análise da coleta de dados, a partir das noções de criança e de infância, pude refletir sobre a questão propulsora desta investigação: a antecipação da escolaridade garante ou não o desenvolvimento cognitivo e emocional da criança de maneira ampla e harmônica? As análises realizadas permitiram algumas considerações finais: a prática educativa ainda não se constitui como motivadora de um amplo desenvolvimento das crianças, particularmente daquelas observadas, uma vez que a rotina educativa desconsidera o valor de atividades essenciais às aprendizagens infantis, tais como a brincadeira, os jogos de construção, o desenho, a dança, a pintura, a modelagem. A escola organizada para o Ensino Fundamental não... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The object of study of this research are the make believe game and the productive activities as guide foundations to the writing and reading acquirement in childhood. Based on this, the central objective of this search was the articulation analysis of the possible apprenticeships in Infantile Education and the creation of new knowledge necessities in Fundamental Education, especially in what refers to first grade child education from this level of formal primary school. In order to reach this objective, I used the Historical Cultural Focus as foundation theory to the comprehension of some essential thesis to this study: the human development, the sensitive periods, the main activities, the man, the child and the childhood conceptions. Beyond the theoretical study, I achieved an empiric research. I observed and made notes on the living situations from two first grade group of the Fundamental Education, at Vera Cruz city (SP) in a logbook, based on some observation categories: space, material, activity, routine, relationship, and child. Searching the unity between the theory and practice, by the analysis of data collects, from the child and the childhood notions, I could reflect about a propulsive question of this investigation: Does the anticipation of the primary education warrant or doesn't the child emotional and cognitive development in an amplified and harmonic way? The achieved analysis allowed some final considerations: the educational practical hasn't constituted itself yet as motivating to children's amplified development, particularly to those were observed, since the educational routine doesn't consider the value of essential activities to the infantile apprenticeships as the children's play, the construction games, the drawings, the dance, the painting, the molding. The organized school to the Fundamental Education doesn't structure itself in an appropriate... (Complete abstract, click electronic access below) / Mestre

The objective of this diploma thesis is to demonstrate the theory of fundamental analysis, summarising the theory and using British construction company Morgan Sindall as an example; satisfy the theory by applying methods to inputs and subsequently analysing the outputs. The first two sections of the diploma thesis are focused on the analysis of the company. The first section analyses the individual elements of the company. The second section applies the methods of fundamental analysis to determine the intrinsic value of the company. The third and fourth section discusses construction sector influences and global factors which impact on the value of Morgan Sindall shares. Regression analysis is applied to determine the impact of these global factors on the company's share price. This diploma thesis concludes with investment recommendations for Morgan Sindall based on the partial results of the fundamental analysis.

Após a promulgação da Lei nº 11.274/06, que ampliou a duração do ensino fundamental para nove anos, diversos estudiosos voltaram seus olhares para esta temática, buscando investigar como se deu o processo de implantação dessa política. Com o grande número de produções sobre esse tema, cada qual com diferentes graus de abrangência, tornou-se possível e necessário analisar, de forma integrada, os resultados desses estudos para traçar um panorama geral de como se deu a implantação do ensino fundamental de nove anos em âmbito nacional. Assim, a presente pesquisa tem por objetivo analisar o que pesquisas empíricas indicam sobre a implantação do ensino fundamental de nove anos no país, e analisar as possíveis contribuições e os problemas gerados por essa política. A busca foi realizada nas bases de dados CAPES, SCIElo, Edubase, PePSIC, Anped e Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), resultando em um total de 84 pesquisas. As pesquisas apontam para alguns problemas na implantação do ensino fundamental de nove anos, como a falta de participação dos professores nos processos de decisão, a ausência ou insuficiência dos cursos de formação continuada, a falta de adequação do espaço escolar para receber as crianças de seis anos, as alterações pouco significativas no currículo, as cobranças para a alfabetização das crianças de seis anos e a pouca valorização do brincar, que aparece restrito às sobras de tempo ou às aulas de Educação Física. Ainda, algumas pesquisas apontam para experiências positivas, em especial na construção de um novo currículo que contemple as necessidades das crianças de seis anos. O presente estudo permitiu observar que a maior parte das pesquisas concentrou seu foco de análise no primeiro ano do ensino fundamental, evidenciando a necessidade de investigações nos demais anos do ensino fundamental. Observou-se também a carência de pesquisas que busquem ouvir as crianças e suas contribuições sobre a implantação do ensino fundamental de nove anos. Por fim, acredita-se que o presente trabalho pode contribuir para o avanço das discussões sobre o ensino fundamental de nove anos. / After the promulgation of the Law nº 11.274/06, that expanded the Brazilian fundamental education to nine years, several researchers begin to study it, seeking to investigate how was the implementation process of this policy. With a large amount of productions about this topic, each with different degrees of coverage, it became possible and needed to analyze seamlessly these studies to draw a general outlook of how was the implementation of the nine-year fundamental education nationwide. This research aim to analyze what empirical researches indicates about the implementation of nine-year fundamental education in Brazil. The search for these researches was performed on CAPES, SCIElo, Edubase, PePSIC, Anped and Biblioteca Digital Brasileira de Teses (BDTD), resulting in a total of 84 studies. The researches pointed out to some problems in implementation of nine-year fundamental education, such as lack on the teachers participation on the decision process, lack or insufficiency of the continuous formation course, lack of an adequate lieu on school to receive six years old children, low efficient alterations on curriculum, imposition to alphabetize six years old children and disregarding of the playfulness, that seems restrict to physical education classes or leftover time. Yet, several researches pointed out to some positives experiences, regarding the construction of a new curriculum, which covers the six years old children needs. This research pointed out that most of the studies focused the first year of the nine-year fundamental education, showing the need of investigations about the others years of the nine-year fundamental education. It also has been seen the lack of researches which aims to listen the children and they contribution on the implementation of the nine-year fundamental education. At last, we suggest that this research can contribute to the improvement of the discussions about the nine-year fundamental education.

Orientador: Celso Kraemer. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação.

Orientador: Oscar Dalfovo. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências Sociais Aplicadas, Programa de Pós-Graduação em Administração.

Orientador: Rosinéte Gaertner. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências Exatas e Naturais, Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática.

Orientador: Edson Schroeder. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação.

We define an extension of the nth homotopy group which can distinguish a larger class of spaces. (E.g., a converging sequence of disjoint circles and the disjoint union of countably many circles, which have isomorphic fundamental groups, regardless of choice of basepoint.) We do this by introducing a generalization of homotopies, called component-homotopies, and defining the nth extended homotopy group to be the set of component-homotopy classes of maps from compact subsets of (0,1)n into a space, with a concatenation operation. We also introduce a method of tree-adjoinment for "connecting" disconnected metric spaces and show how this method can be used to calculate the extended homotopy groups of an arbitrary metric space.

Fundamental Dissonance, an original composition scored for alto saxophone and sinfonietta, explores the concept of dissonance not only in the traditional musical sense related to tonality, but as a general principle indispensable for variety and creation. The particular perspective of this concept that can be found in the early work of the Hungarian philosopher, aesthetician, and literary historian Georg Lukács has given a specific direction to my creative process. In one of his first writings, The Theory of the Novel (1914), Lukács presents the idea of dissonance in the following terms: “Every form is the resolution of a fundamental dissonance of existence.” Here Lukács refers to a general conception of form, which includes the artistic context. A couple of texts about Lukács contribute to a thorough understanding of this idea and help to give shape to my interpretation of this sentence. Resolution is the key term in the sentence and mediates between form, what will be created, and dissonance, what needs to be resolved. In this way dissonance is presented as a problem, a question, or what others have also called a knot. It is fundamental because of its previous condition to existence. Without unrest, unity keeps things in a state of equilibrium, inhibiting movement or variety. Instead, disunity, or dissonance, permits change and creation, hence existence. There is a strong link between creation and dissonance. These ideas, and the multiple interpretations of dissonance in the musical context, influenced the original concepts used in Fundamental Dissonance and guided the compositional process. The first, and perhaps more evident manifestation of dissonance is the use of specific intervals as foundations of the musical language in the piece. Uses of the set class (012); with variants (013), (023), or (024) obtained by the expansion of (01); appear not only in the melodic and harmonic aspects but also at the structural level. Some scattered uses of microtonality are also part of this approach. In opposition, and as a reference to its genesis, the “equilibrium before its existence” is represented with unisons, adding contrast and variety to the previous intervals. Contrast is the second element I used to represent Lukács’s idea of dissonance. I have included references to contrasting styles and genres, short passages in tonal chords or short melodic cells with tonal character. These traditionally consonant elements play a contrasting –i.e., dissonant- role because of the general dissonant language in which they have been placed. Other compositional aspects that serve as contrast have to do with the opposition of densities and textures; the highly marked differences between the two main themes; and the use of the alto saxophone, an instrument traditionally not belonging to the sinfonietta, as the soloist. Extramusical elements have been used as general principles in the creative process. The saxophone adopts a role of leadership from the very beginning of the piece, presenting its ideas in a monologue style. Some instruments follow the soloist while others oppose, creating a clash of forces that ultimately generates more dissonance.

Orientadora: Suely Amaral Mello / Banca: Stela Miller / Banca: Andréia Maria Cavalinami Lugle / Banca: Beatriz Carmo Lima de Aguiar / Banca: Regina Marques de Souza / Resumo: O presente trabalho apresenta os resultados da pesquisa que teve como objetivo analisar e compreender a contribuição do início do desenvolvimento da atividade de estudo como estratégia pedagógica essencial ao processo de apropriação e objetivação da linguagem escrita pelas crianças nos anos iniciais do Ensino Fundamental. A pesquisa teve como objeto o processo de apropriação da linguagem escrita das crianças nos anos iniciais do Ensino Fundamental, tendo em vista defender a tese de que a iniciação da atividade de estudo, especificamente da tarefa de estudo, como propulsora do desenvolvimento do processo de apropriação da linguagem escrita na produção de diferentes gêneros discursivos. Como processo inicial da atividade de estudo desenvolvemos a proposta de construção de jornal com base nas técnicas pedagógicas freinetianas, com a finalidade de criar necessidades de produção escrita de textos de diferentes gêneros discursivos como conteúdo do jornal. Esse trabalho resultou na construção coletiva de 6 (seis) edições de jornal, uma ao final de cada semestre letivo. O conteúdo das produções textuais resultou das vivências das crianças no contexto escolar, problematizadas e produzidas coletivamente. A pesquisa foi desenvolvida em uma escola da rede pública municipal de Marília-SP envolvendo como sujeitos crianças no período do 1º ao 3º Anos do Ensino Fundamental que foram acompanhadas pela professora, caracterizando-se como uma investigação longitudinal a partir da abordagem metod... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present work reports the research results that aimed analyze and comprehend the primary development of the study activity contribution as an essential appropriate pedagogic strategy for the appropriation and objectification process of written language for children who are in the beginning of Elementary School. The research had as object the appropriation and objectification process of written language of children who are in the beginning of Elementary School, in order to defend the thesis that the initiation of the study activity, specifically, the accomplishment of study tasks as a propelling of the development of the appropriation and objectification process of written language by means of different discursive genres production. As primary process of the study activity, we developed the proposal of the collective newspaper construction based on Freinet's pedagogic techniques, aiming the creation of necessity of written texts production in different discursive genres as the newspaper content. This work resulted in the collective construction of 6 (six) newspaper editions, one at the end of each school semester. The text productions content for the newspaper was resulted from the written register of different children experience on school context, objected and produced collectively. This research was developed in a municipal public school of Marília-SP involving children as subject from 1st to 3rd grade of Elementary School which was accompanied by the educator-researcher... (Complete abstract click electronic access below) / Doutor