Made available in DSpace on 2014-06-11T19:35:14Z (GMT). No. of bitstreams: 0 Previous issue date: 2004Bitstream added on 2014-06-13T19:45:18Z : No. of bitstreams: 1 matthes_na_dr_fran.pdf: 707612 bytes, checksum: 2287942d8b3b09f0e7cd1207b3e489f8 (MD5) / Universidade Estadual Paulista (UNESP) / Pesquisa de natureza qualitativa que explora a noção de sujeito moriniana no estudo do sujeito-professor, focalizado como homo complexus, sapiens/demens, capaz de racionalidade e de emoção. Sob a ótica da complexidade, a reflexão caminha pelo desvelamento do lado poético do sujeito-professor, buscando evidenciar a presença e a importância da sensibilidade e do imaginário na formação e na ação do agente educativo. Esse caminhar pelo poético significa embrenhar-se pelo estado de encantamento, pelo prazer estético, conhecer as emoções imbricadas no sujeito e ressaltar a importância desse cultivo como alimento de um sentimento humano muitas vezes ausente na vida real. Entendendo a ação educativa como essencialmente humana, o trabalho aproxima a docência da ação do Assistente Social e, dessa forma, ambas emergem, no contexto educacional, como ações humanas carregadas de significado, valores e intenções, interferindo na realidade humano-social. Pensar os vínculos entre Educação e Serviço Social pressupõe uma relação dialógica que ultrapassa a fronteira da especialização e se amplia na interação humana entre os agentes protagonistas da ação educativa. Para enriquecer a pesquisa, foram feitas entrevistas abertas, de natureza narrativa, com professores de Ensino Fundamental, Médio e de Serviço Social. A interpretação dos dados, expressos descritivamente, deu consistência e significado à pesquisa bibliográfica. As conclusões apontam para a inseparabilidade racional/ poético, e, sobretudo, para a importância do poético num cotidiano educativo que pretende remeter à associação de conceitos e ações sociais tais como emancipação humana e transformação social. O fechamento do trabalho abre aos educadores o convite à auto-reflexão sobre a própria... / A qualitative-natured research which explores the notion of subject, according to Morin, in the study of the subject-teacher, focused as Homo Complexus or Sapiens/Demens, who is capable of rationality and emotion. Within the complexity sight, the reflection tends to disclose the subject-teacher's poetic side, trying to make clear the presence and the importance of the sensibility and imaginary in the educational agent's formation and action. This poetic side means to be involved in enchantment, esthetic pleasure; experience the hidden emotions in the subject; and highlight the significance to cultivate such important food to a feeling which human beings lack in real life a lot of times. Understanding the educational action as essentially human, the paper approximates teaching to Social Worker's action and, this way, both emerge, in the educational context, as human actions which are full of meaning, value and intention, intervening in the human-social reality. Thinking about the Education and Social Work chains presupposes a dialogic connection which pushes back the boundaries of specialization and gets larger in the human interaction among educational action protagonists. To enrich the research, some narrative-natured interviews were given by elementary and high school, and Social Work teachers. The data interpretation, descriptively expressed, gave support and meaning to the bibliographic research. The conclusions point out the rational/poetic inseparability, and, essentially, the poetic importance in an educational quotidian which intends to go beyond the concepts association and social actions such as human emancipation and social transformation. The work closing invites educators to the self-reflection upon their own particularity, upon the singular way to integrate their rationality into the human dimension, and upon the art potential in everybody's world's vision formation and in the final citizenship building.

During the Great War, the horse was essential to military efficiency. Horses hauled artillery guns, transported vital supplies and ammunition, and carried men into battle. The military horse was, in fact, a weapon. Many thousands of horses were purchased and supplied to the British Expeditionary Force at great expense, because without them an Army could not function. Although the British Army was the most modern of all the belligerent forces during the Great War, the horse was nevertheless favoured because of its reliability and versatility. For example, horses coped much better than motor vehicles where the going was difficult. It was horse-power that ensured the Army’s lines-of-communication were maintained. Indeed, without an adequate supply of horses it is probable that the British Army would not have achieved victory in 1918. However, the military horse was also a weapon which quickly broke down when it was not properly maintained. The British Army had learned this to its cost during the Boer War, when more horses had been killed by bad management than by enemy action. Good horse management in the field depended upon the soldier. It was essential that he had received adequate training, and it was also essential that he take responsibility for his horse’s well-being. During the Great War, all soldiers given ‘ownership’ of a horse were taught to put their horse’s needs before their own, and to always think first of their horse. They were taught to see their horse in the same way as an infantryman would his rifle; as something he may have cause to rely upon and which it was therefore in his best interests to look after. The soldier-horse relationship developed once the soldier’s care became one of sympathetic consideration. Soldiers and their horses spent most of their lives together when on active service, and it was this close proximity which helped to bond them into a unit. Many soldiers came to see their horses as comrades; they named them, and went to great lengths to protect their horses from harm. From the Army’s perspective, the soldier-horse relationship ensured that an expensive military asset was properly maintained. At home, portrayals of the soldier-horse relationship extended this vital contribution to the war effort beyond the battlefield. For example, images and stories that told of the soldier’s kindness to his horse bolstered a positive illusion the British had of themselves as a people capable of both strength and compassion. Images of the soldier-horse relationship played an important part in helping the British people to imagine war. They also provided much-needed comfort and reassurance when friends and loved ones were in danger. Importantly, by studying these portrayals dispassionately, we find that they were never entire flights of fancy, and often bore more than a passing resemblance to the soldier’s actual experience. Indeed, it becomes possible to question whether sense and sentimentality ever did entirely part company in the British imagination. Like their flesh and blood inspiration, portrayals of the soldier-horse relationship have not received the attention they merit. By rectifying this oversight, this thesis not only contributes to study of the horse-human relationship, but also to our knowledge of the Great War. Not least, because we achieve a better appreciation of what it was like to live in the War’s shadow.

Magister Legum - LLM / This thesis assessed the effectiveness of the Special Court in relation to the impact is has made in cultivating the rudiments of a human rights culture, dispensing justice, ending a culture of impunity, effecting unity and national reconciliation in post war Sierra Leone. / South Africa

Made available in DSpace on 2014-12-17T14:36:02Z (GMT). No. of bitstreams: 1 TerezaCBC.pdf: 424229 bytes, checksum: f07d7ab6a9b85eaf2646b82168574522 (MD5) Previous issue date: 2005-10-07 / The present study comes from inquietudes of an investigative posture assumed by a Physical Education Graduation Professor, before her educative action with undergraduate teachers. The research was done with 16 (sixteen) Kindergarten and Elementary School teachers, who teach at public schools. The referred teachers are undergraduate students of the Graduating Normal Course at Superior Educational Institute President Kennedy, in Natal/RN. The analysis and discussion of the intertwining of knowledge, within the four Pillars of Education, at the Fountain of Knowledge , is a metaphor, especially created for this study, as for its epistemological and methodological structure, guiding all the investigative process. It provided to show up the repercussion of bathing and drinking these humanizing waters of a pedagogical practice that values the Being, aiming his self-transcendence. The conclusions obtained were the following: 1) The professor, while bathing himself in the Fountain of Life Knowledge, reflects his personal and professional life, recalling feelings and emotions that through time were forgotten, but as they were remembered and lived again, impulse people towards humanity. 2) While bathing himself at the Fountain of Life Knowledge, the professor realizes he is awoken to humane knowledge, caring about his practices, which he develops in the classroom. Practices he considers the learning of knowing, of doing, of living together, and of learning how to be, having and integrated form on the Being. 3) When the worries about the developing of the Being exist coming from the undergraduate teacher there is a practice the shows up the web of corporeity knowledge knowing how to play, how to create, how to feel, how to think, and how to humanize. 4) The presence of the professional of Physical Education, with knowledge and experience of the budgets of corporeity, is essential in the process of graduating the Kindergarten and first years of Elementary School undergraduate teacher, for he, the former, has a huge responsibility as to the learning and developing of the educational process the humanizing developing of the Being In a proposal of education that occurs through the whole life. 5) The Professional of Physical Education has positions to conquer, for the existent gap in the educational process, as for the understanding of the body and of corporeity in the perspective of totality, urges to be modified in name of another mankind, with full humanity / O presente estudo ? oriundo de inquieta??es de uma postura investigativa assumida por uma Professora Formadora de Educa??o F?sica, perante sua a??o educativa com professores em forma??o. A pesquisa foi realizada com 16 (dezesseis) professores de Educa??o Infantil e anos iniciais do Ensino Fundamental que lecionam em Escolas da Rede P?blica de Ensino. Os referidos professores s?o alunos do Curso Normal Superior do Instituto de Educa??o Superior Presidente Kennedy , Natal/RN. A an?lise e discuss?o do entrela?amento dos saberes atrav?s dos quatro Pilares da Educa??o, na Fonte dos Saberes da Vida, met?fora especialmente criada para este estudo como estrutura epistemol?gica e metodol?gica norteadora de todo processo investigativo, propiciou evidenciar a repercuss?o do banhar-se e do beber nessas ?guas humanescentes de uma pr?tica pedag?gica que valoriza o Ser, rumo a sua autotranscend?ncia. As conclus?es apontadas pelo estudo foram as seguintes: 1) O professor, ao banhar-se na fonte dos Saberes da Vida reflete acerca de sua vida, pessoal e profissional, resgatando sentimentos e emo??es que ao longo do tempo foram sendo esquecidos , mas que ao serem relembrados e vividos os impulsiona para a humanesc?ncia. 2) Ao banhar-se na fonte dos saberes da vida, o professor reconhece que ? despertado para os saberes humanescentes, passando a ter uma preocupa??o com a pr?tica que desenvolve em sua sala de aula. Pr?tica que considera o aprender a conhecer , aprender a fazer , aprender a conviver e aprender a ser de forma integrada no Ser. 3) Quando existe, por parte do professor em forma??o, a preocupa??o com o desenvolvimento do Ser, h? uma pr?tica que evidencia a teia dos saberes da corporeidade saber brincar , saber criar , saber sentir , saber pensar e saber humanizar-se . 4) A presen?a do profissional da Educa??o F?sica com conhecimento e viv?ncia dos pressupostos da corporeidade, ? de fundamental import?ncia no processo de forma??o de professores do Ensino Infantil e anos iniciais do Ensino Fundamental, pois ele tem uma grande responsabilidade no desenvolvimento de uma educa??o para o desenvolvimento humanescente do Ser, em uma proposta de educa??o que ocorra ao longo de toda a vida. 5) O profissional de Educa??o F?sica tem um espa?o a conquistar, pois a lacuna existente no processo educacional em rela??o a compreens?o de corpo e da corporeidade na perspectiva da totalidade, urge ser transformada em nome de uma outra humanidade, plena de humanesc?ncia

Given the unresolved status of the cases of victims of forced sterilizations during the government of Alberto Fujimori, this report aims to identify criterias of rationality from criminal doctrine and jurisprudence developed over the years, that will enable judicial officers to get a fair decision, consistent with a Constitutional Democracy, when determining criminal responsibility.Also, with the review of Salomon Lerner and Yvan Montoya, renowned lawyers defenders of human rights and knowledgeable in the subject. / Ante la situación irresuelta de las denuncias de las victimas deesterilizaciones involuntarias durante el gobierno de Alberto Fujimori, el presente informe pretende identificar criterios de racionalidad provenientes de la doctrina y jurisprudencia penal que le permitan a los operadores judiciales obtener una decisión justa y acorde a una Democracia Constitucional, al momento de determinar la responsabilidad penal.Asimismo, se cuenta con los comentarios del Dr. Salomón Lerner y Dr. Yvan Montoya, reconocidos abogados defensores de los derechos humanos y entendidos en el tema.

Orientador: Jorge Sergio Perez Gallardo / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-10T14:23:56Z (GMT). No. of bitstreams: 1 LinzmayerGutierrez_LuisAlberto_D.pdf: 758207 bytes, checksum: 191cb9e95996dbe53b5c250d8a82a990 (MD5) Previous issue date: 2008 / Resumo: O presente estudo teve como objetivo pesquisar, analisar e compreender a importância do conceito formação humana como necessário ao desenvolvimento humano em qualquer dos seus âmbitos e/ou níveis de educação. A análise apresenta uma proposta pedagógica baseada na Ginástica Geral (GG) e sua relação com a visão multicultural do currículo e as reformas educacionais acontecidas na América Latina, especialmente no Chile, a partir dos anos '90. A pesquisa se baseou em dados bibliográficos, apresentando a postura de diferentes autores respeito do tema central e construindo relações conceituais a partir de ditos argumentos para fundamentar a relevância da formação humana na formação e atuação profissional do professor de Educação Física. Junto com isso, apresenta-se a teoria dos níveis do processo ensino aprendizagem que o autor relaciona com a proposta pedagógica da GG. Os níveis estão atrelados ao reconhecimento de Cultura Patrimonial dos alunos a partir da qual a informação pode-se transformar em conhecimento. Por outro lado, dita teoria explica como o professor pode desenvolver esses níveis tentando transcender a individualidade, o que significa entender que minha existência se justifica e adquire sentido, na medida em que reconheço aos outros tão necessários quanto eu para construir espaços de convivência mais humanos. Nesta pesquisa, apresentei a necessidade de enfatizar a formação humana nos processos de ensino uma vez que por meio dela se pretende orientar o ser humano para uma sociedade mais justa e respeitosa das diferenças / Abstract: The aim of this study was to research, to analyze, and to understand the importance of the concept: human formation as a necessity to the human development in any level of edcation. The analysis presents a pedagogical propose based on the General Gymnastics (GG) and his relation with the multicultural vision of the curriculum and the changing of the educational reforms done in the Latin America as well, especially in Chile, from years 90. The research was based on bibliographical data, presenting the position of different authors about the central subject and constructing the conceptual relations from these arguments to emphasize the relevance of the human formation and actuation of the professional of physical Education. Together with these arguments, it is presented the theory of the levels of the learning teaching process that the author relates with the proposal pedagogical of the GG. The levels are linked to the recognition of Patrimonial Culture of the students which the information can be transformed into knowledge. On the other hand, this theory explains how the teacher can develop these levels trying to exceed the individuality, understanding that my existence justifies and acquires direction, in the same way that I can recognize in the others the necessity of creation for a better human companionship space. In this research I presented the necessity to emphasize the formation human being in the education processes once that for his own way it intends to guide the human being for a society more respectful and just of the differences / Doutorado / Educação Fisica e Sociedade / Doutor em Educação Física

Orientador: Vladimir Antonio Paulon / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo / Made available in DSpace on 2018-08-04T21:27:25Z (GMT). No. of bitstreams: 1 Fujimoto_Aparecido_D.pdf: 2103182 bytes, checksum: 92d418417c767a23ba7dd2dbb5d11f99 (MD5) Previous issue date: 2005 / Resumo: O trabalho analisa e reforça a importância da educação permanente para o desenvolvimento e eficiência dos trabalhadores na área da construção civil, na cidade de Campinas e região, nos últimos 10 anos, bem como identificar os problemas que afetam o trabalhador e pesquisar as empresas na forma como conduzem a qualificação profissional e elaborar propostas de treinamentos baseados na educação. A metodologia usada é descritiva qualitativa, que procura trabalhar com o desempenho e comportamento do trabalhador, ou seja, coletar dados e confrontá-los, interpretar e não deduzir. Constata-se que o trabalhador consciente e responsável na atividade que desenvolve contribui para obtenção do controle de qualidade total, minimizando perda de tempo e material, satisfazendo a empresa, a sociedade, e sobretudo a si próprio. Os dirigentes das empresas da construção civil devem ter autoconfiança o suficiente para transmitirem tanta autoridade quanto for possível aos seus funcionários. Assim, assegura-se o respeito pela humanidade como sua filosofia de administração. Segundo a pesquisa realizada, as empresas que promovem treinamentos baseados na educação, apresentam alto grau de satisfação com o desempenho de seus funcionários, da mesma forma que a reciprocidade ocorre. A maioria dos trabalhadores demonstra eficiência nas tarefas quando treinados sistematicamente. Em geral, percebe-se que após os treinamentos, a integração do trabalhador, empresa e seus pares é eficaz, melhorando a qualidade de serviço, interação entre as equipes e, principalmente, a satisfação pessoal. Ao privilegiar a abordagem humanística, através da educação permanente, reconhece-se que entre o comportamento e o desempenho há o valor das pessoas / Abstract: The main purpose of this study is to analyze the importance of permanent education for development and efficiency of workers in the civil construction in Campinas city and region for the last ten years, as well as to raise the problems that affect the worker and to survey about companies and how they conduct the professional qualification, and to elaborate proposals of training based on education. The applied methodology is the qualitative descriptive that tries to work with the performance and behavior of the worker, that is to collect and analyse data and compare them, to interpret not to deduce than. One evidence is that the conscientious and responsible worker contributes for attainment of the total quality control minimizing waste of time and construction material, satisfying the company, society, and especially the worker himself. The leaders of the civil construction companies must have enough confidence to transmit as much authority as possible to their employees. Thus, the respect for humanity is assured as a philosophy of management. According to this research, the companies that promote training based on the education present high degree of satisfaction with the performance of their employees, likewise reciprocity occurs. The majority of the workers demonstrates efficiency in their tasks when trained systematically. In general, it is noticed that after the training, the integration of the workers with the company and their partners is efficient, improving the quality of work, interaction between teams and mainly the personal satisfaction. When insisting on this humanistic boarding, through the permanent education, it is recognized that the behavior and the performance have the people's values / Doutorado / Edificações / Doutor em Engenharia Civil

No marco do direito internacional dos direitos humanos, a presente dissertação de mestrado analisa o desaparecimento forçado de pessoas, que, em razão de constituir grave violação de direitos humanos, foi tipificado crime contra a humanidade. Desse modo, tem por fim verificar o surgimento desse fenômeno nos regimes ditatoriais da América Latina, e o tratamento dispensado a ele pela comunidade internacional, observando-se a interdependência de ramos do direito internacional face ao desaparecimento. Ademais, visa a fazer uma aproximação entre memória e direitos humanos, temática intrinsecamente relacionada com o desaparecimento forçado de pessoas. Nessa perspectiva, apresenta uma análise dos casos de desaparecimento julgados pela Corte Interamericana de Direitos Humanos com vistas à sua compreensão acerca do direito à verdade, extraindo-se a afinidade desse direito com a construção de memórias. Dessa maneira, este estudo considera a relação direta entre a manipulação de memórias do passado, pelo ocultamento dos fatos relativos a crimes da natureza do desaparecimento forçado, e as violações de direitos humanos que ocorrem no presente. / Within the framework of international human rights, this thesis analyzes the enforced disappearance of persons, which was typified as a crime against humanity due the fact of being a serious violation of human rights. Thus, it aims to determine the emergence of this phenomenon during dictatorial regimes in Latin America, and its treatment by the international community, emphasizing the interdependence between different international law branches to the disappearance. Moreover, it aims to make a connection between memory and human rights, a theme closely linked to enforced disappearance of persons. Through this perspective, it presents an analysis of disappearance cases judged by the Inter-American Court of Human Rights in order to depict its understanding about the right to the truth, extracting the affinity of this right with the construction of memory. Accordingly, this study considers the relationship between the manipulation of memories about the past through the concealment of facts related to enforced disappearance crimes, and ongoing human rights violations.

A presente dissertação de mestrado analisa a atuação do Tribunal Penal Internacional para Ruanda, corte com sede na Tanzânia, criada sob os auspícios da ONU e encarregada de processar as pessoas responsáveis por sérias violações ao Direito Internacional Humanitário cometidas durante o genocídio da população tutsi organizado por membros do governo e do exército de Ruanda em 1994, e que vitimou mais de 800.000 civis. Estuda-se a evolução do Direito Internacional Penal ao longo do século XX até a criação do Tribunal e a história e a organização política de Ruanda até a eclosão da guerra civil e do genocídio. Apresenta-se a estrutura, a competência e a dinâmica dos julgamentos, promove-se o estudo de quatro casos paradigmáticos julgados, e verificam-se os resultados concretos alcançados pelo Tribunal para impedir a impunidade, apontando este órgão judicial como importante precursor do Tribunal Penal Internacional criado pelo Estatuto de Roma em 1998. O trabalho também ambiciona perpetuar a lembrança de um dos maiores massacres da história, comparável ao próprio Holocausto, e o tratamento dado pelo Direito e pela comunidade internacional ao episódio / This dissertation examines the performance of the International Criminal Tribunal for Rwanda, Tanzania-based court, created under the auspices of the UN, in charge of prosecuting people responsible for serious violations of International Humanitarian Law committed during the genocide of the Tutsi population, organized by members of the government and the army of Rwanda in 1994, which killed over 800,000 civilians. It is studied the evolution of International Criminal Law over the twentieth century until the establishment of the Court, and also the history and the political organization in Rwanda until the outbreak of civil war and genocide. This dissertation presents the structure, competence and dynamics of the trials, promotes the study of four paradigmatic cases tried, and verifies the concrete results achieved by the Court to prevent impunity, pointing this judicial body as an important forerunner of the International Criminal Court created by the Rome Statute in 1998. The study also aspires to perpetuate the memory of one of the greatest massacres in history, comparable to the Holocaust itself, and treatment given by the law and by the international community to the episode

Le statut du témoignage au sein du savoir est devenu un objet de questionnements, occasionnant des affrontements entre différentes disciplines à travers l’usage de paradigmes distincts. À partir du constat de l’«émergence» récente de la catégorie de «témoignage» dans le champ littéraire, cette thèse essaie de décrire son expansion et son extension au sein de plusieurs disciplines (droit, histoire, philosophie, critique et théorie littéraires) et d’examiner l’hypothèse selon laquelle son développement dans le champ des sciences humaines et sociales correspondrait en réalité à sa profonde mise en crise. Pour définir la notion de «témoignage» en littérature au XXe siècle, elle entreprend de poser les jalons d’une «histoire culturelle» des gestes testimoniaux et des notions de «témoignage», en vue de définir un objet théorique pertinent pour la théorie et la critique littéraires. Son but est de comprendre la manière dont le «témoignage» est devenu une catégorie à la fois nébuleuse et centrale de la vie culturelle en Occident, et de mettre en évidence la spécificité des formes testimoniales au XXe siècle. En introduisant les notions de «littérature testimoniale», d’«œuvre testimoniale» et de «création testimoniale» elle veut préciser la notion de «témoignage» et lui rendre sa complexité. Il s’agit donc de retrouver l’intelligence historique de la notion, afin d’en faire une catégorie pleinement opératoire pour le discours critique et de construire les fondements d’une «histoire culturelle du testimonial» qui retrace la rencontre entre l’art et le témoignage et explique l’émergence, au sein de la littérature, de cette forme nouvelle appelée «création testimoniale». / The status of testimony in knowledge has become a subject of questions, causing clashes between different disciplines through the use of distinct paradigms. From the observation of the recent "emergence" of the category of "testimony" in the literary field, this thesis attempts to describe its expansion and extension in several disciplines (law, history, philosophy, and critical literary theory), and examines the hypothesis that the progressive flooding of this concept in humanities and social sciences corresponds to a deep "crisis of witnessing". In an attempt to define the concept of "testimony" in literature as it appears during the twentieth century, this work aims at laying the foundations for a "cultural history" of testimonial gestures and notions of "testimony" in order to define an appropriate category for literary theory and criticism. Its goal is to understand how "testimony" became both a nebulous and central category in cultural life in the West, and highlights the specificity of testimonial forms in the twentieth century in the aftermath of the Holocaust, which must ultimately help clarify the concept of "testimony" and re-establish its complexity by introducing the notions of "testimonial literature", "testimonial work of art" and "testimonial creation". This thesis aims therefore primarily to recover the historical understanding of the concept, in order to make a fully operational category out of it for critical discourse, and to build the foundations of a "cultural history of testimonial gestures" which traces the encounter between art and testimony and explains the emergence, in literature, of a new form called "testimonial creation".