Made available in DSpace on 2016-04-29T14:23:38Z (GMT). No. of bitstreams: 1 Tarcisio de Sa Cardoso.pdf: 1957795 bytes, checksum: 2ec735b233e87e46a64f20519835aa98 (MD5) Previous issue date: 2015-09-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Interdisciplinary researches have been found problems using conceptual systems founded on philosophical dichotomies such as subject/object, mind/matter, human/non-human, which are often unable to cope with emergent properties, especially interesting for such studies. In order to contribute to a maturing of the discussion interested at the border more than in the center of the disciplines, this research will study the idea of mediation that the work of Bruno Latour has given rise in its construction of a non-dualistic theory. We believe that the notion of mediation, which appears in several parts his work, is a key concept to promote a non-dualistic thinking as it establishes a mediator ground between the poles built by modern philosophy. In this sense, the present research asks: how the concept of mediation appears in the reticular thinking of Bruno Latour and what it adds to modern thought? / Pesquisas interdisciplinares têm encontrado problemas em usar sistemas conceituais fundados em dicotomias filosóficas como sujeito/objeto, mente/matéria, humano/não humano, muitas vezes incapazes de dar conta das características emergentes, especialmente interessantes para tais estudos. Tendo em vista contribuir para um amadurecimento da discussão interessada mais nas bordas do que nos centros das disciplinas, o presente trabalho vai estudar o que a ideia de mediação ensejada na obra de Bruno Latour tem a acrescentar para a construção de modelos não dualistas. Acredita-se que a noção de mediação, que aparece em diversas obras do autor, seja um conceito-chave para fomentar um pensamento não dualista, pois instaura um fundamento mediador entre os polos construídos pela filosofia moderna. Neste sentido, esta pesquisa pergunta: como o conceito de mediação aparece no pensamento reticular de Bruno Latour e o que ele acrescenta ao pensamento moderno?

Submitted by PPG Direito (ppgdir@pucrs.br) on 2018-09-10T18:33:25Z No. of bitstreams: 1 ?SIS_BOLL_DE_ ARAUJO_BASTOS_TES.pdf: 2389583 bytes, checksum: 196cf75482cb924c1a1581c7e059967b (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-09-12T12:01:13Z (GMT) No. of bitstreams: 1 ?SIS_BOLL_DE_ ARAUJO_BASTOS_TES.pdf: 2389583 bytes, checksum: 196cf75482cb924c1a1581c7e059967b (MD5) / Made available in DSpace on 2018-09-12T12:07:53Z (GMT). No. of bitstreams: 1 ?SIS_BOLL_DE_ ARAUJO_BASTOS_TES.pdf: 2389583 bytes, checksum: 196cf75482cb924c1a1581c7e059967b (MD5) Previous issue date: 2018-07-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The effectiveness of the constitutional provision of integral protection of children and adolescents with the use of mediation as a proper procedure in the transformation of conjugalparental disputes is the theme to be here developed. The general objective is to analyze the procedural adequation of mediation as a means of transformation of conjugal-parental conflicts with juridical effects. The specific objectives have been unfolded in identifying the conceptual content of integral protection and verifying the suitable procedural construction of mediation by considering the Child and Youth Law. The central issue involves assessing whether mediation is a suitable means to actualize and materialize the integral protection of children and adolescents, as well as the procedures required to achieve this goal. It is understood that, in the face of a specific and associated procedural commitment of mediation of conflicts, by means of collaborative and committed behaviors of integral protection agents (family, society and State), the materialization of the integral protection is a real possibility in the sphere of mediation. By following three sequential paths, the procedure is suitable to attain the intended result. The first one is the moment of pre-judicial mediation, i.e. before any judicial or litigation proceeding. The second one is the action of society, in the person of both the mediator, on the grounds of their training and accountability, and the lawyer, through their collaborative and committed action. The third one is the function of the State as an agent of planning and taking actions intended for increasing and providing judicial and managerial settings for implementation of mediation. Thus, if the previous procedural sequence is followed, mediation becomes a proper procedure for transformation of conjugal-parental disputes, and it materializes the integral protection of children and adolescents. / A efetividade da previs?o constitucional de prote??o integral de crian?as e adolescentes a partir do uso da media??o como procedimento adequado ? transforma??o dos conflitos conjuparentais ? o tema a ser desenvolvido. O objetivo geral ? analisar a aptid?o procedimental da media??o como meio de transforma??o de conflitos conjuparentais com reflexos jur?dicos. Os objetivos espec?ficos desdobram-se em identificar o conte?do conceitual de prote??o integral e verificar a constru??o procedimental adequada da media??o a partir do Direito da Crian?a e do Adolescente. A problem?tica central implica aferir se a media??o ? um meio adequado para efetivar e concretizar a prote??o integral de crian?as e adolescentes e o que precisa ser realizado em termos procedimentais para atingir este fim. Entende-se que, diante de um comprometimento procedimental espec?fico e vinculado da media??o de conflitos, mediante comportamentos colaborativos e comprometidos dos agentes de prote??o integral (fam?lia, sociedade e Estado), o resultado de concretiza??o da prote??o integral ? uma possibilidade real no ?mbito da media??o. O procedimento, ao obedecer a tr?s caminhos sequenciais, ? apto a atingir o resultado pretendido. O primeiro ? o momento de ocorr?ncia da media??o de forma pr?-judicial, antes de qualquer procedimento judicial ou processual. O segundo ? a a??o da sociedade, nas figuras do mediador, a partir dos pilares da capacita??o e responsabiliza??o, e do advogado, por meio de uma atua??o colaborativa e comprometida. O terceiro ? a fun??o do Estado como ator de planejamento e a??es direcionadas ? amplia??o e facilita??o de espa?os administrativos e judiciais para implementa??o da media??o. Logo, a media??o, observada a sequ?ncia procedimental exposta, ? procedimento adequado ? transforma??o dos conflitos conjuparentais e concretiza a prote??o integral de crian?as e adolescentes.

Made available in DSpace on 2017-07-10T16:21:16Z (GMT). No. of bitstreams: 1 Cassia_ lima.pdf: 1781498 bytes, checksum: 5e9dd8f5f3831b63bdc877f1418f1e33 (MD5) Previous issue date: 2015-01-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The research presented focused on the application and analysis of a didactic proposal involving the theme: Construction of authorship in students´ text productions of elementary school students II, having a Portuguese teacher as mediator. From studies and empirical knowledge on the subject, some questions have emerged that stood out as the guiding research: The student knows and uses the discursive genre letter to interact and position himself as subject-author participatory socially? What strategies the teacher can develop for their students to put themselves in their textual productions, as authors? How the students, in their text, are constructed as authors? In order to find answers to this issue, the work brings as it main objective to promote activities of reading, viewing and discussion of a particular theme, using various genres of journalistic sphere, so that students have the foundation to their text production of discursive genre reader's letter. This genre was chosen in order to encourage elementary school students II to establish as active subjects in discursive communication and as a result to identify authorship traces in his writings, having the Portuguese teacher as the mediator. The theoretical basis for research, is based on Applied Linguistics (Moita Lopes, 2008); the principles of qualitative research (Bortoni-Ricardo, 2008); the discursive gender concepts and language from the perspective of Bakhtin (2010); studies on the verification of authorship indications (Possenti, 2002) (Bakhtin, 1997, 2003, 2010) and (krokocsz, 2012); dialectic of checking the historical-critical pedagogy (Gasparin, 2005). The participants of the research are students of the 6th grade and a Portuguese Language teacher/researcher. The generation of data of this project has as corpus twenty textual productions, being ten initial productions as a parameter for analysis authored by evidence and final ten productions in order to determine if there is evidence of authorship after intervention of a Portuguese teacher. After analyzing, it is concluded that elementary school students II succeeded through the mediation of a Portuguese language teacher to put themselves as subjects of their sayings / A pesquisa ora apresentada focalizou-se na aplicação e análise de uma proposta didática envolvendo o tema: construção de autoria nas produções de texto dos alunos do Ensino Fundamental II, tendo o professor de Língua Portuguesa como mediador. A partir de estudos e de conhecimento empírico sobre a temática, despontaram alguns questionamentos que se destacaram como norteador da investigação: O aluno conhece e utiliza do gênero discursivo carta para interagir e posicionar-se enquanto sujeito-autor participativo socialmente? Quais estratégias o professor pode desenvolver para que seus alunos se coloquem, em suas produções textuais, como autores? Como os alunos, em seus textos, se constroem como autores? Com o propósito de encontrar respostas a essa problematização, o trabalho traz como objetivo geral promover atividades de leitura, visualização e discussão acerca de determinada temática, utilizando de diversos gêneros da esfera jornalística, para que os alunos tenham embasamento para a produção textual do gênero discursivo carta do leitor, gênero escolhido com a finalidade de estimular os alunos do Ensino Fundamental II a se constituírem como sujeitos ativos na comunicação discursiva e como consequência identificar os traços de autoria em seus textos, tendo o professor de Língua Portuguesa como mediador. A fundamentação teórica, para a pesquisa, apoia-se na Linguística Aplicada (Moita Lopes, 2008); nos princípios da pesquisa qualitativa (Bortoni-Ricardo, 2008); nas concepções de gênero discursivo e linguagem sob a perspectiva de Bakhtin (2010); estudos sobre a verificação de indícios de autoria (Possenti, 2002), (Bakhtin,1997, 2003, 2010) e (krokocsz, 2012); verificação da dialética na pedagogia históricocrítica (Gasparin, 2005). Os sujeitos participantes da pesquisa são alunos do 6º ano e a professora de Língua Portuguesa/pesquisadora. A geração de dados do presente trabalho tem como corpus vinte produções textuais, sendo dez produções iniciais como parâmetro para análise de indícios de autoria e dez produções finais a fim de constatar se há indícios de autoria após a mediação do professor de Língua Portuguesa. Após análise, conclui-se que os alunos do Ensino Fundamental II conseguiram, por meio da mediação da professora de Língua Portuguesa, colocarse como sujeitos de seus dizeres.

The following study aims to discuss the impact of Erik Poppes’ and Paul Greengrass’ respective audio-visual texts depicting the July 22 massacre on Utøya, Norway. The study will discuss the impact of said texts on the creation of a cultural memory of the event, as well as the creation of identity which is derived from its remembrance.   The cultural memory and formation of identity created by this mediating media have an impact on the reception of the depicted past as well as the ideas and views regarding contemporary times. This gives the study a deeper relation to the historical field, whilst also contextualizing the entire study in the grander field of memory studies. In addition, the method decodes the theoretical perspectives of gender-theory and ideological-theory.   Considering the choice of theoretical fields, discourse analysis is implemented as the method of analysis. It is derived from Faucault’s idea of language and its notions of hierarchical carriers of meaning, though in this context with a broader scope as to include both linguistic and non-linguistic signs.   The results of the analysis were fruitful. In terms of gender-theoretical portrayal, the films offered similarities as well as differences. Both of them portrayed a nuanced representation of gender-constructions, however in highly different ways, as their respective narratives were dissimilar. Furthermore, the ideological values portrayed were interlinked between the films, though more or less fixed towards different ideas. The discussion that followed connected this study to the wider field of cultural memory and identity creation in relations to mediating popular-historical media.

A presente pesquisa buscou investigar a cooperação na Educação Infantil, de modo a refletir sobre o processo educativo envolvido na interação entre as crianças e estas com o professor, no sentido de analisar o papel do professor na promoção de atitudes cooperativas bem como a existência de jogos cooperativos neste nível de ensino. Com base na pesquisa qualitativa em educação, a metodologia adotada para este estudo é a do tipo etnográfico, em que a investigação proposta foi realizada através da observação participante, filmagens, entrevistas e pesquisa documental. Os subsídios teóricos estão baseados nos pressupostos de autores e pesquisadores que se dedicam ao estudo do lúdico e da Educação Infantil, como Kishimoto (2005), Friedmann (1992; 1996), Wajskop (1995), Nicolau (2003), Carneiro (2006), Kramer (2006), Vygotsky (1994), Brotto (2001), Teixeira (2001), Soler (2005; 2006), Brown (2006). A análise dos dados obtidos pela pesquisa aponta para uma prática em que o lúdico resume-se a passatempo e recreação apesar de aparecer no discurso como um instrumento de ensino; o brincar não é planejado, estruturado ou mediado pelas educadoras, restringindo-se a brincadeiras livres; as educadoras não conhecem os jogos cooperativos e não os utilizam na sua prática educativa; em suas falas não demonstraram clareza sobre o conceito de cooperação, apresentando dificuldades em desenvolver atividades que a objetivem. Entretanto, observou-se a possibilidade de promover atitudes cooperativas nas crianças de 4 a 6 anos de idade pela mediação de um adulto mais experiente quando estão brincando. Para melhoria desta realidade, é necessário a capacitação dos diretores, professores, monitores e funcionários das creches municipais através de cursos, treinamentos, formação continuada, voltados à Educação Infantil, contextualizando-a historicamente, definindo o seu papel como um nível de ensino e como lugar da socialização, trabalhando a teoria na prática, para que esta seja criativa e comprometida com a educação das crianças, uma educação que privilegie a cooperação. / This paper is aimed at investigating cooperation in Childhood Education, in order to reflect about the educational process involved in the interaction between children and their teacher. It intended to analyze the teacher\'s role when promoting cooperative attitudes as well as the existence of cooperative games in this level of education. Based on the qualitative study in education, the methodology used was the ethnographic research, using filming, observation, interviews and documentary research to gather data. The theory is based on authors and researchers who have dedicated their lives to the study of the ludic and the childhood education, such as Kishimoto (2005), Friedmann (1992;1996), Wajskop (1995), Nicolau (2003), Carneiro (2006), Kramer (2006), Vygotsky (1994), Brotto (2001), Teixeira (2001), Soler (2005;2006), Brown (2006). The analysis of the data gathered from the research points to a performance where the ludic is summarized to a pastime and recreation although it appears in the discourse as an education instrument; playing is not planned, structured or mediated by the educators, being restricted to free games; the educators do not know the cooperative games and they do not use them in their educational performance; in their speech they do not seem to be aware of the cooperation concept, presenting difficulties in developing activities that objectify it. However, it was observed the possibility to promote cooperative attitudes in 4 and 6 year-old children through the mediation of a more experienced adult when they are playing. To improve this reality, the qualification of principals, teachers, monitors and employees of municipal day-care centers through courses, training, continued formation is necessary, aimed at Childhood Education, contextualizing it historically, defining its role as an education level and as place of the socialization, bringing theory into practice so that it is creative and committed to children\'s education, an education that privileges cooperation.

Orientador: Maria Eugênia Porém / Resumo: A comunicação é elemento edificador da sociedade. Por meio dela as sociedades foram e vão se constituindo e se organizando. Dessa forma, a comunicação perpassa e conecta todos os elementos constitutivos sociais. E assim como na sociedade, a comunicação também funda as organizações, além de ser o elo que as mantém conectadas com o contexto onde estão inseridas. Diante disso, uma transformação comunicacional social resvala na organização e nas suas relações comunicativas. O fenômeno da midiatização inicia-se com a introdução das tecnologias digitais e da internet no cotidiano das sociedades. Esse movimento comunicacional promove a reformulação de estruturas, de simbologias e de interações, trazendo para as organizações novos contextos comunicacionais, novos meios de comunicação e novas relações comunicativas. Diante do exposto, este estudo tem como objetivo analisar e identificar as transformações nas relações comunicacionais organizacionais em organizações inseridas no contexto em midiatização. Para atingir o objetivo foi realizado um estudo conceitual e aplicado, com fins descritivos, exploratórios e interpretativos tendo como técnica metodológica de coleta de dados a entrevista semiestruturada junto a gestores de comunicação atuantes em empresas de Tecnologia de Informação (TI) da cidade de Bauru/SP. Diante dos dados coletados foi aplicada a análise de conteúdo para categorização e interpretação dos resultados. Com os resultados pode-se concluir que a principal transformação... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Communication is a building element of society. Through their communicative sharing, societies were and are being constituted and organized. In this way, communication permeates and connects all social constituent elements. And just as in society, communication also founds organizations, as well as being the link that keeps them connected with the context in which they are inserted. Given this, a social communicational transformation slips into the organization and its communicative relations. The phenomenon of mediatization begins with the introduction of digital and internet technologies in the daily lives of societies. This communicational movement promotes the reformulation of structures, symbols and interactions, bringing to the organizations new communicational contexts, new media and new communicative relations. Given the above, this study aims to analyze and identify the transformations in organizational communication relations in organizations inserted in the context of mediatization. In order to achieve the objective, a conceptual and applied study was carried out, with descriptive, exploratory and interpretative purposes. The semi-structured interview with communication managers working in IT companies in the city of Bauru / SP was the methodological technique of data collection. Given the collected data was applied the content analysis methodology for categorization and interpretation of results. Based on the results, it can be concluded that the main organization... (Complete abstract click electronic access below) / Mestre

This study aims to further understand the mechanisms through which work interference with family (WIF) influences important attitudinal, behavioral, and well-being outcomes. First, the study expands the content of employees' psychological contract through creating a measure of Work-Family Psychological Contract Breach (WFPCB). The study also examines the mediating role of WFPCB in the relations between WIF and work-related outcomes. Finally, the study explores potential cultural influences by looking at the moderating role of individualism-collectivism on the relations between WIF and WFPCB as well as between WFPCB and the outcomes. Research was carried out in three stages: 1) telephone interviews were conducted to understand the content of work-family psychological contract; 2) the WFPCB measure was piloted; and 3) a final survey study was carried out to test the main hypotheses. Data were collected in both the U.S. and China, resulting in 20 participants each for the interview study, over 60 participants each for the pilot study and over 200 respondents each for the final stage. Support was found in both samples for the link between WIF and WFPCB, and some of the direct paths with the outcomes, especially the attitudinal variables. Full mediation effect of WFPCB was found for organizational commitment in the U.S. and for job satisfaction in China. Evidence for partial mediation was also found for the other attitudinal variables. The moderating role of individualism-collectivism at the individual level was only found in the Chinese sample for organizational commitment, such that the negative relationship between WIF and commitment was stronger when individualism was high. A country comparison of the hypothesized direct effect was posed as research questions. The present study contributes to the psychological contract and work-family literature by introducing the psychological contract theory and shedding some light on the potential mechanism through which work interference with family affects important outcomes such as employee job attitudes and well-being.

The purpose of this study was to examine the relationship between teenagers’ use of mobile Internet devices and their involvement in risky digital behaviors, including problematic Internet use, exposure to pornography, and participation in sexting. A crosssectional correlational design using a sample (N = 97) of teens aged 13-18 was used. Linear regression analyses revealed that teens using smartphones as their primary source of Internet access were most likely to receive sexting requests, while teens using computers to access the Internet were most likely to intentionally view pornography. Additionally, teens who used multiple mobile devices to connect to the Internet and teens who had owned at least one mobile Internet device for longer periods of time were most likely to have higher levels of problematic Internet use. Contextual factors such as age, gender, family structure, religious commitment, attachment to parents, and parental monitoring of online activities were also examined to determine their relationship to the aforementioned outcomes. Consistent with adolescent developmental trajectories, older teens reported higher rates of pornography exposure and sexting requests, and indicated a greater willingness to participate in sexting. However, younger teens who used smartphones as their primary source of Internet access were just as likely as older teens to have received requests to sext. Males had higher rates of pornography exposure and were more willing than females to send sexual messages to their significant other. Females, on other hand, were asked to sext more frequently. Teens with high levels of religious commitment had the lowest levels of pornography exposure and participation in sexting. Among the parental variables examined, teens’ attachment to their parents was most significantly related to the studies’ outcomes. Strongly attached teens had lower levels of problematic Internet use, pornography exposure, and participation in sexting than their peers who were not as strongly attached to their parents.

According to the American College Health Association 31.3% of college students reported feeling depressed. Early parental attachment forms an internal working model that is used as reference for later relationships and experiences. Past research suggests that parental attachment is associated with depression. Low self-esteem was found to mediate the relationship between parental bonding (low care and overprotection) and depression. The cognitive schemas of defectiveness and shame were found to meditate the relationship between poor parental bonding and depression. Among cancer patients the relationship between anxious attachment and symptoms of depression was mediated by perceived social support. Research is necessary to further understand the negative outcomes of insecure parental attachment as it relates to depression. Purpose of study is to simultaneously examine three potential mediators (shame, social support, and self-esteem) of the attachment and depression relationship. The results of the current study suggest that the relationship between insecure parental attachment and depression is indirect with shame, social support, and self-esteem each serving as mediators of this relationship.

[pt] A acessibilidade na Web é um dos grandes desafios de pesquisa na área das Ciências da Computação. Existem muitas iniciativas que visam a melhorar os sistemas, a fim de que usuários com deficiências e outras necessidades especiais tenham o pleno acesso às informações e serviços disponíveis na internet. Uma delas é o sistema apresentado neste trabalho, o WNH – Web Navigation Helper, um assistente de navegação na Web, criado para auxiliar usuários com necessidades especiais a realizarem atividades na internet, por meio de diálogos de mediação, previamente construídos, com um editor especializado, por pessoas interessadas em ajudar. Mostramos, no texto, a descrição das ferramentas desenvolvidas (editor e assistente) e a análise de três estudos exploratórios realizados, antes e depois do desenvolvimento do sistema. Apresentamos ainda como os experimentos revelaram aspectos sociais e culturais da sociedade brasileira relevantes para o design do WNH e como eles alteraram a nossa visão original do sistema. Foi preciso repensar a ferramenta, a fim de que se considerasse a variável cultural no seu desenvolvimento e avaliação. / [en] Web accessibility is one of the big challenges in the Computer Science research. There are many initiatives that aim to improve systems, in order that users with disabilities and other special needs have plain access to information and services available on the Internet. One of them is the system presented here, WNH, a Web Navigation Helper, created to support users with special needs do activities on the Internet, through mediation dialogs, previously developed, with a specialized editor, by users interested in helping these people. We present in the text, the description of the developed tools (the editor and the helper) and the analysis of three exploratory studies done, before and after the system development. We also show how the experiments revealed social and cultural aspects of Brazilian society, that are relevant to the WNH design, and we show how they changed our initial vision of the system. There was necessary to rethink the tool, in order to take account on the cultural variable in its development and evaluation.