Made available in DSpace on 2014-06-11T19:32:23Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-11-12Bitstream added on 2014-06-13T21:04:16Z : No. of bitstreams: 1 sanches_el_dr_fran.pdf: 2965019 bytes, checksum: c5a8a94f3a531688f5974767207d5a82 (MD5) / Este trabalho procura identificar o pensamento humanitário de Charles Chaplin usando a seqüência que encerra o seu filme “O grande ditador” (The great dictator, 1940 – EUA) como principal fonte de estudo. Propõe-se ainda confrontar o pensamento do ator e cineasta com o “Humanismo Integral” de Jacques Maritain, bem como com a Declaração Universal dos Direitos Humanos, estabelecendo relações entre as partes / This work try to identify the Charles Chaplin’s humanitarian thought using the final sequence of the film “The great dictator” (ditto, 1940 – USA) like principal fountain of study. It propose yet to confront the actor’s thought with the “Integral Humanism” of Jacques Maritian, just as with the Human Rights Universe Declaration, make acquaintance between the parts

Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-26T18:51:06Z No. of bitstreams: 2 Luzia_Duarte2017.pdf: 1143538 bytes, checksum: b434c87853bd4a8b522ba7f4e6723b92 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-26T18:51:06Z (GMT). No. of bitstreams: 2 Luzia_Duarte2017.pdf: 1143538 bytes, checksum: b434c87853bd4a8b522ba7f4e6723b92 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2014-06-05 / The liberal education reforms of the 1990 play an important role in the formulation of teacher education policies in the State of Paraná. With the advent of new functions for school education and the rescue of the emphasis on improving the quality of education, in the XXI century the elaboration and implementation of an educational policy of continuing education in the Requião government (2003-2010) is sustained by the interlocution between Education and Higher Education. Therefore, this study takes as its object the analysis of the Educational Development Program of the State of Paraná (PDE / PR) as a public policy aimed at the continuing education of teachers of the public school system. The research focuses on signaling the continuities and advances that underpinned this proposal of continuing education of teachers of Basic Education in Paraná (2007-2012) in relation to the policies of teacher training of the 1990s. It is used as a theoretical- Analytical method of historical-dialectical materialism for the analysis and understanding of the primary and secondary sources pertinent to the research object. In order to meet the central objective, it is firstly to trace the course of teacher training policies that preceded and succeeded the PDE / PR; In the second moment, the analytical characterization of the pedagogical and political proposal of the documents that guided the said Program is carried out; Finally, it is sought to indicate the continuities and advances of the PDE / PR in relation to the policies of continuing education of teachers of the State Education Network in Paraná from the years of 1990. As a final considerations, the interfaces Of the relationship between the University and the School due to the formative interlocution between the Basic Education and the Higher Education, besides reflecting on the characteristics of permanence and progress that the PDE / PR presents with the policies implemented from the years of 1990 in the formation Teacher in the State of Paraná. / As reformas educacionais dos anos de 1990, de corte liberal, desempenham um importante papel na formulação das políticas de formação docente no Estado do Paraná. Com o advento de novas funções à educação escolar e o resgate da ênfase pela melhoria da qualidade de ensino, no século XXI ocorre à elaboração e implementação de uma política educacional de formação continuada no governo Requião (2003-2010) sustentada pela interlocução entre a Educação Básica e o Educação Superior. Por isso, este estudo toma como objeto a análise do Programa de Desenvolvimento Educacional do Estado do Paraná (PDE/PR) enquanto uma política pública direcionada à formação continuada de professores da rede pública de ensino. A pesquisa concentra-se em sinalizar as permanências e os avanços que embasaram essa proposta de formação continuada dos professores da Educação Básica no Paraná (2007-2012) em relação às políticas de formação docente dos anos de 1990. Emprega-se como referencial teórico-analítico o método do materialismo histórico-dialético para a análise e compreensão das fontes primárias e secundárias pertinentes ao objeto de pesquisa. Para atender ao objetivo central, primeiramente, elenca-se o percurso das políticas de formação docente antecessoras e sucessoras ao PDE/PR; no segundo momento, realiza-se a caracterização analítica da proposta pedagógica e política dos documentos que nortearam o referido Programa; por fim, busca-se indicar as permanências e os avanços do PDE/PR em relação às políticas de formação continuada de professores da Rede Estadual de Ensino no Paraná a partir dos anos de 1990. A guisa de considerações finais, estabelece-se as interfaces da relação entre a Universidade e a Escola devido à interlocução formativa entre a Educação Básica e o Educação Superior, além de refletir sobre as caraterísticas de permanência e de avanço que o PDE/PR apresenta face às políticas implementadas a partir dos anos de 1990 na formação docente no Estado do Paraná.

L’incise de citation a mauvaise réputation dans le champ narratif, où elle est pourtant fort utile pour indiquer la source des répliques : elle soulève de nombreuses polémiques, tant sur le plan de la théorie que de la pratique. Peu traitée par les études grammaticales, elle est souvent fustigée par les discours normatifs dès qu’elle s’écarte du prototypique dit-il, au nom de transgressions de certaines règles syntaxiques et logiques, décourageant les auteurs qui déplorent sa monotonie de la déjouer par des variations distributives et lexicales. Ce travail vise à exposer les difficultés analytiques soulevées par cette forme, qui voit bon nombre de ses réalisations rejetées comme incorrectes, et à s’interroger sur les fondements de tels jugements. Le parcours diachronique d’un vaste corpus narratif invite à reconsidérer sa monotonie, en rendant compte de son histoire, qui est celle d’une diversification formelle et fonctionnelle : bien plus que simple escorte du dialogue qui se contenterait d’en indiquer les actants, elle possède de nombreux rôles textuels qui font d’elle un enjeu narratorial et esthétique. / Interpolated clauses have a bad reputation in the narrative field, although they are very useful in indicating the source of lines ; they arouse numerous theoretical as well as practical controversies. Seldom dealt with in grammatical studies, they are often censured by normative discourses whenever they stray from the prototypical he said, as they transgress certain syntactic and logical rules. This censure discourages those authors who lament their monotony from trying to avoid this thanks to distributive and lexical variations. This study aims at showing the analytical difficulties that are raised by this form – many variants of which are rejected as incorrect –, and seeks to question the bases of such judgments. Looking at a vast, diachronic corpus of narrative texts invites us to qualify its monotony by accounting for its history, one of formal and functional diversification : interpolated clauses do not accompagny dialogues simply to point out their speakers, they have many textual roles that put them at the centre of narratorial and aesthetic issues.

Cette thèse livre, sous forme de chronique ethnographique, l’analyse d’une partie de l’enquête effectuée au sein du doyenné et de la paroisse de Questembert, dans le sud-est du Morbihan en Bretagne. Cette étude, menée entre 2003 et 2007, a consisté à l’origine en une investigation sur le « croire en actes », empirique et portant simultanément sur nos pratiques d’enquête, sur la description et l’interprétation des activités religieuses ordinaires.Je relate les étapes d’un tel parcours interrogatif, les transformations de la définition de cet objet de recherche « fuyant » et l’extension du champ de l’enquête : du « croire » au « langage ordinaire » à « l’action », ainsi qu’aux dynamiques d’engagement dans les mouvements d’Eglise et activités paroissiales et, conjointement, aux dynamiques de « prise en main » de sa foi – d’un langage religieux, de pratiques de prière, etc.La découverte progressive des problématiques effectives, des motifs et enjeux concrets de l’engagement de mes interlocuteurs, permet alors de dégager les coordonnées d’une situation imbriquant enjeux locaux et généraux : entre « exculturation » (D. Hervieu-Léger) du catholicisme, crises et efforts renouvelés de la mobilisation paroissiale et dynamisme des acteurs et mouvances de sensibilité traditionnelle sous le pontificat de Jean-Paul II puis celui de Benoît XVI, et tensions entre protagonistes de sensibilités spirituelles différentes. Les entreprises pastorales et militantes observées, les interrelations parfois conflictuelles entre acteurs s’inscrivent aussi dans le contexte politique dominé par la droite et d’intégration religieuse autrefois importante qu’est celui du sud-est du Morbihan, et dans un contexte municipal d’antagonismes partisans alors marqués. L’analyse des dynamiques d’implication et de « prises en main » actuelles et de celles, passées, de trajectoires imbriquant vie familiale, professionnelle ou militante permet de mettre en évidence certaines des logiques récurrentes, les terrains spirituels et milieux sociaux antérieurs de la mobilisation catholique, et d’éclairer par contraste les difficultés observées.Les évolutions de cette recherche, du « croire » – « objet introuvable » mais amenant à l’affinement des descriptions ethnographiques - aux dynamiques d’action et d’engagement, se sont accompagnées d’un retour critique sur ma pratique d’enquête initiale, héritée de traditions objectivistes et décontextualisantes en anthropologie et en sociologie. La restitution des étapes de ce parcours permet ainsi d’argumenter précisément l’approche processuelle et articulée à l’action ainsi que la forme d’écriture auxquelles j’ai abouti. Elle permet également d’étayer la critique de ma pratique initiale en ce qu’elle induit notamment des cécités à l’action, au sens fort, s’agissant principalement ici d’une entreprise entremêlant enjeux religieux et partisans au cœur du milieu paroissial. / This thesis presents, in the form of an ethnographic chronicle, the analysis of part of the survey carried out into the deanery and parish of Questembert, in the south-west of Morbihan in Bretagne, France. This study, conduced between 2003 and 2007, first consisted in an investigation about « acts of believing », empirical and simultaneously about our survey practices, on description and interpretation of ordinary religious activities.I tell the steps of such an interrogative course, the transformations of the definition of this research object « fleeing » and the extension of the scope of the investigation : from « belief » to « ordinary langage » to « action », and to dynamics of involvment into Church movements and parish activities and, jointly, dynamics of « taking charge » of one’s own faith – of a religious langage, prayer practices, etc.The gradual discovery of actual problems, of concrete motives and issues of commitment of my interlocutors, then allows to clear coordinates of a situation imbricating local and general issues : between « exculturation » (D. Hervieu-Léger) of catholicism, crisis and renewed efforts of parish mobilization and dynamism of actors and movements of traditionnal sensitivity under the Pontificate of John-Paul II then Benedict XVI, and tensions between protagonists of different spiritual sensitivities. The pastoral and militant enterprises observed, the interrelations sometimes conflictual between actors are part too of this context politicaly dominated by the right and of religious integration formerly important of the south-west of Morbihan, and of a municipal context of partisan antagonism then very marked. The analysis of actual dynamics of engagement and « take in charge » and those, passed, of trajectories imbricating family, professionnal or militant life leads us to highlight some of the recurring logics, the spiritual grounds and former social environments of catholic mobilization, and illuminate by contrast the difficulties observed.The evolutions of this research, from « belief » – « object not found » but leading to refine ethnographic descriptions – to dynamics of action and involvment, were accompagned with a critical feeback on my initial survey practice, inherited from objectivating and decontextualizing traditions in anthropology and sociology. The restitution of the stages of this route makes it possible to argue precisely the processual approach, articulated to action, and the form of writing that I reached. It makes it possible too to support a criticism of my initial practice in that it induces in particular blindness to action, in the strong sense, mainly here in the case of an entreprise combining religious and partisans issues at the heart of the parish environment.

Submitted by Regivaldo Silva (regissilva978@gmail.com) on 2018-09-04T15:17:33Z No. of bitstreams: 1 Dissertação Final - PPGCI-UFBA.pdf: 1572020 bytes, checksum: 5da5fa1fced1328ec115a988f910f815 (MD5) / Approved for entry into archive by Urania Araujo (urania@ufba.br) on 2018-09-14T21:06:51Z (GMT) No. of bitstreams: 1 Dissertação Final - PPGCI-UFBA.pdf: 1572020 bytes, checksum: 5da5fa1fced1328ec115a988f910f815 (MD5) / Made available in DSpace on 2018-09-14T21:06:51Z (GMT). No. of bitstreams: 1 Dissertação Final - PPGCI-UFBA.pdf: 1572020 bytes, checksum: 5da5fa1fced1328ec115a988f910f815 (MD5) / Presente em diversas atividades humanas, a mediação constitui um processo dialógico que envolve indivíduos, ou grupos sociais, no âmbito da elaboração de conhecimento em sujeitos. Assim, a mediação docente visa a proporcionar recursos essenciais à formação de indivíduos em diferentes contextos, com orientação ao seu protagonismo social. Mas como a mediação docente vem favorecendo a formação dos egressos, pertinente ao fortalecimento do ensino, pesquisa, produção científica, lideranças em ambientes de informação e em instituições que atuam na consolidação da Ciência da Informação no Brasil? Para responder referida pergunta de partida, o objetivo geral desta dissertação procurou identificar a participação de egressos do Programa de Pós-Graduação em Ciência da Informação da Universidade Federal da Bahia (PPGCI/UFBA) na pesquisa, produção científica, atividades de ensino e atuação em instituições da área da Ciência da Informação (CI) no Brasil, a partir da mediação docente. Os objetivos específicos propuseram a: mapear as áreas e subáreas temáticas da CI de atuação dos egressos; verificar a permanência das interlocuções, parcerias e produção entre os egressos e seus orientadores e; identificar a atuação dos egressos em atividades envolvidas com o processo de consolidação da CI brasileira. Para cumprir os objetivos desta investigação, aplicou-se o método de estudo de caso e o documental. Como técnica adotou-se a observação indireta dos Currículos Lattes, e o instrumento foi a criação de formulário para registro dos dados levantados nos currículos. Do universo com 162 egressos, nossa amostra foi de 96 egressos, do curso do PPGCI/UFBA, que apresenta duas linhas de pesquisa: Linha de Pesquisa 1 – Políticas e Tecnologias da Informação e; Linha de Pesquisa 2 – Produção, Circulação e Mediação da Informação. Os resultados revelam que os egressos do Programa vêm contribuindo significativamente, porém ainda sendo uma parte limitada em pesquisa e produção científica. E que, embora tenha egresso que se mantenha na pesquisa de seus temas e tenha realizado uma produção científica relevante, esse número ainda é limitado. Por outro lado, o Programa tem egresso atuando na docência tanto no ensino superior público quanto no privado. E, mostra também um número significativo de egressos que atuam em entidades representativas da área da Ciência da Informação. A grande necessidade de análise da mediação pedagógica e da auto- avaliação do Programa é na questão do ingresso e no acompanhamento do egresso para assegurar a sua permanência na pesquisa e na produção científica. / Abstract Present in various human activities, mediation is a dialogic process that involves individuals, or social groups, within the framework of the developmentof knowledge in subjects. Thus, teacher mediation aims to provide essential resources for the training of individuals in different contexts, with with guidance to your social protagonism. But as the teaching mediation been favouring the formation of graduates, pertaining to the strengthening of the teaching, research, scientific production, leaders in information environments and in institutions that act in the consolidation of information science in Brazil? To answer referred to question, the overall objective of this dissertation has sought to identify the participation of graduates of the Post-Graduate Program in Information Science of the Federal University of Bahia (PPGCI / UFBA) in research, scientific production, teaching activities and institutions in the area of Information Science (CI) in Brazil, based on teacher mediation. The specific objectives proposed to: map the areas and thematic subareas of the IC of the alumni; verifying the permanence of interlocutions, partnerships and production among the graduates and their supervisors; identify the performance of the graduates in activities involved with the consolidation process of the Brazilian IC. To fulfill the objectives of this investigation, the case study method and the documentary were applied. As a technique, indirect observation of Lattes Curricula was adopted, and the instrument was the creation of a form for recording the data collected in the curricula. From the universe with 162 graduates, our sample was 96 graduates, from the course of the PPGCI / UFBA, which presents two lines of research: Research Line 1 - Information Technology and Policies, and; Research line 2 - Production, Circulation and Mediation of Information. The results show that the graduates of the Program have contributed significantly, but still a limited part in research and scientific production. And that although it has egressed that it remains in the research of its subjects and has realized a relevant scientific production, that number is still limited. On the other hand, the Program has graduates teaching in both public and private education. And, it also shows a significant number of alumni who work in entities representative of the area of Information Science. The great need for analysis of the pedagogic and the evaluation of the program is on the issue of entry and egress monitoring to ensure your stay in research and scientific production.