This dissertation examines the debates and discourses surrounding the Korean Astronaut Program (KAP) using the concepts of sociotechnical imaginaries, sociotechnical vanguards, and the construction of expertise. Based on documentary analysis and oral interviews, this research considers KAP as an example of how the visions of sociotechnical vanguards conflict and their failure to construct a unified sociotechnical imaginary. Furthermore, it contends that the expertization of the Korean astronaut failed because of the public openness of KAP. KAP was proposed by the Ministry of Science and Technology (MOST) and run by the Korea Aerospace Research Institute (KARI). These two sociotechnical vanguards, MOST and KARI, provided different visions to the Korean public sphere, which already ascribed to its own image of an astronaut. MOST imagined the future Korea as a science-loving nation in which especially the next generations would have a strong interest in science and technology. Thus, MOST defined KAP as a science popularizing program and the Korean astronaut as a science popularizer. However, imagining a better Korea with better science and technology, KARI defined KAP as a research program that would lead to human space flight technology and considered the Korean astronaut a space expert. However, in the Korean public sphere, the widely shared expectation was a better Korea with a Korean heroic astronaut, because having a hero similar to that in other countries could position Korea on par with other advanced countries. These three visions conflicted in Korean society during KAP, and none of them succeeded in becoming the dominant sociotechnical imaginary. This elicited severe criticism of KAP and the Korean astronaut. KAP was also a good example of expertization with public openness. Credibility is the most important part of modern scientific practice. Without credibility, scientific experts cannot exercise their authority. Credibility rests on social markers such as academic degrees, track records, and institutional affiliation. However, these social markers are not suddenly assigned to an expert, who spends much time and effort attaining them. Rather, experts are made in a continuous process of improvement. Therefore, this research focuses on the process through which a person becomes an expert in emerging science and proposes the new terminology: expertization. Usually, the expertization process is hidden behind a public image. People do not know how experts obtain social markers, despite believing that these verify expertise. However, when the expertization process open to the public, it could be easily destroyed. KARI tried to position the Korean astronaut as a space expert. The first Korean astronaut did not become an expert overnight, but emerged as such to the Korean public through a selection process, training, and spaceflight. However, unlike other expertization, all steps comprising KAP were broadcast, and the expertization of Dr. Soyeon Yi, the first Korean astronaut, was open to the public. Consequently, her expertise was questioned each time the public found an element that did not satisfy their expectations. This research also clarifies the meaning of gender in emerging science. Dr. Soyeon Yi became the first Korean astronaut before any Korean male. In this way, KAP provided an important meaning to women in science, especially in the field of emerging science, which is usually dominated by males. Through these discussions, this research expands the application of sociotechnical imaginary and expert studies. It also enhances understanding of these discourses in Korean society, and stimulates discussions of the negative consequences of research programs. / Doctor of Philosophy / In April 2008, the first Korean Astronaut, Dr. Soyeon Yi, was launched to the International Space Station. The Korean nation welcomed their astronaut and believed this marked Korea's entry into the space age. However, before long, this aspiration changed to severe criticism. This research analyzes the Korean Astronaut Program (KAP) from its proposal to after its spaceflight in terms of its reception by Korean society. The Korean Astronaut Program was proposed by the Ministry of Science and Technology (MOST) to overcome the science and engineering crisis in 2004. As such, MOST defined KAP as a science-popularization program and the Korean astronaut as a science popularizer. However, as the first human space program in Korea, the Korea Aerospace Research Institute (KARI), who ran KAP, considered it a research program to achieve human spaceflight technology and the Korean astronaut a space expert. These two different understandings were communicated to the Korean public sphere. However, the Korean pubic already had its own image of the "heroic" astronaut based on other countries' space programs and popular culture. The public thought that having an astronaut would position the country on par with other countries. Because the visions of MOST, KARI, and the Korean public differed, KAP could not satisfy the expectations of all three actors. In addition, the process through which Dr. Yi became the first Korean astronaut was opened to the Korean public. Consequently, when the public found an element that did not satisfy their expectations, they doubted Dr. Yi as a space expert, bringing about severe criticism of KAP and the concept of the Korean astronaut.

Made available in DSpace on 2016-08-10T10:57:42Z (GMT). No. of bitstreams: 1 ANA PAULA RIBEIRO ZENHA.pdf: 448471 bytes, checksum: 5713d407b2b1f94618a94c7902b60d1a (MD5) Previous issue date: 2015-06-29 / It is a descriptive and exploratory study with a qualitative approach, conducted from November of 2014 to February of 2015 in urgency and emergency units in the city of Goiania, aiming to analyze the reception process with risk classification within these public units through a client s perspective. 68 clients took part of this study. They were in the urgency and emergency units selected and they had been taken care of through the risk classification and had received the specifications: yellow, green and blue. The data was collected through interviews and direct observation and registered in a field diary. In order to collect the data, it was used the technique of semi structured individual interview taped in audio. It was observed that clients were not well guided on the concept and applicability of the reception with risk classification within these units nor on the benefits this method allows to the public health system. There were unhappy clients, but the majority found itself happy with the risk classification. It was observed that some of them, due to the recurrence to these units, have discovered how the system worked and found ways to anticipate their medical care. However, they declared that there was never a clarification from the institutions. There is a certain degree of approval of the reception with risk classification from part of the clients, for many of them demonstrated to understand the difference in the seriousness of those who seek care in these units saying that they felt safer waiting for the care after being trialed in the reception unit. The study has concluded that the client awareness of how the system works and the goals of the risk classification have provided them with a better understanding of the units flow in identifying which cases are urgent, allowing the reorganization of the internal unit flow and indicating a subtle level of awareness of which unit the client should go to in order to have his or her needs attended and also offering safety to clients and professionals involved in the risk classification process as soon as the patients arrive in urgency and emergency units. / Trata-se de um estudo descritivo exploratório com abordagem qualitativa, realizado nos meses de novembro de 2014 a fevereiro do ano de 2015, nas unidades de urgência e emergência de Goiânia, com o objetivo de analisar o processo de acolhimento com classificação de risco nessas unidades públicas, na visão do usuário. Participaram do estudo 68 usuários que estavam nas unidades de urgência e emergências selecionadas e que já haviam sido atendidos pela classificação de risco e receberam as especificações: amarela, verde e azul. Os dados foram coletados por meio de entrevista e observações diretas, registradas em diário de campo. Para a coleta de dados, foi utilizada a técnica de entrevista individual semiestruturada, gravada em áudio. Observamos que os usuários não foram devidamente orientados acerca do conceito e da aplicabilidade do acolhimento com classificação de risco nessas unidades e nem sobre os benefícios que esse método proporciona ao sistema público de saúde. Encontramos usuários insatisfeitos, porém a maioria se declarou bem atendida pela classificação de risco. Notamos que alguns, pela recorrência nessas unidades, haviam conseguido decifrar o funcionamento do dispositivo e encontrar formas para antecipação de seu atendimento médico, porém alegam que nunca houve esclarecimento por parte das instituições. Há certa aprovação do acolhimento com classificação de risco por parte dos usuários, pois muitos demonstraram compreender a diferença de gravidade dos que buscam atendimento nessas unidades e alegaram ficar mais seguros na espera pelo atendimento médico após serem consultados no setor de acolhimento. Concluímos que a conscientização dos usuários quanto ao funcionamento e objetivos do acolhimento com classificação de risco proporcionou maior compreensão do fluxo das unidades, ao identificar quais atendimentos são de urgência, favorecendo a reorganização do fluxo interno da unidade, apontando uma sutil conscientização acerca da unidade que o usuário deve recorrer em suas necessidades de saúde, além de proporcionar segurança aos usuários e profissionais envolvidos no processo de classificação de risco, assim que esses usuários chegam às unidades de urgência e emergência.

Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-07-24T00:43:26Z No. of bitstreams: 1 DISSERTA??O - MESTRADO UR?NIA SANTA ROSA.pdf: 1601052 bytes, checksum: a1aa50afe512dd2acafeaf4ee77a1742 (MD5) / Made available in DSpace on 2015-07-24T00:43:26Z (GMT). No. of bitstreams: 1 DISSERTA??O - MESTRADO UR?NIA SANTA ROSA.pdf: 1601052 bytes, checksum: a1aa50afe512dd2acafeaf4ee77a1742 (MD5) Previous issue date: 2014-05-08 / The present study sought to understand and discuss on the condition of young monitors in a municipal school on the outskirts of Feira de Santana-BA, inserted into Federal Program called More Education Program (PME). It became normative by the Interministerial Ordinance no 172007 and by Decree 27012010, 7,083 by Ministry of Education. Its implementation is understood as a strategy for the induction of the national policy of integral education and aims at contributing to the improvement of learning through the expansion of on-call time of children, adolescents and young people enrolled in public schools. The process of operationalization of the PME can be done by the broad subject of selection of knowledge and its pedagogical activities are developed by monitors "volunteers", remunerated who can be popular educators, cultural agents and students with specific training and skills recognised by the community. The general objective of this investigation was to know the socioeconomic profile, the trajectories of schooling and occupation of young people, their daily battles for personal and financial autonomy and their juvenile projects (schooling, occupation and life) in order to understand to what extent the participation of those in a specific context of program has been constituted as a socio-professional insertion, was the overall objective of the present study.It was taken as reference to the specificities of the various youthfulness that exist and for further discussion regarding the notion of youthfulness and its interfaces with the processes of schooling, work and socioprofessional insertion, it was sought guidance from scholars and researchers of these theoretical fields, such as: Abramo (1994, 1997); Abramovay (2004); Carrano (2005); Castro (2006); Corrochano (2005, 2008); Dayrell (2005, 2007, 2012); Frigotto (2004); Le?o (2001, 2004, 2006); Novaes (2003, 2006); Pais (1990, 1996, 2001, 2005); Pochmann (1998, 2002, 2004); Sposito (1997, 2000, 2003, 2005). A qualitative research was done with nine young people from 19 to 28 years old, of both sexes, and as methodological procedures were used socioeconomic profile questionnaires, semi-structured interviews and notes prepared by the subjects of research on youth projects. The analysis of the data indicated that in a context of structural fragility of PME, with compensatory and assistance trend, act monitors educators, blacks and browns young, from public school, who in their majority attended or still attend at the higher education including in private institutions come from families of popular classes, therefore, need to work and have an individual income to be able to carry on their studies, maintain themselves and usufruct goods for general consumption and enjoy leisure and the insertion in the PME represents a way of obtaining incomes so they will be able to live with some dignity, a youthful condition. On this basis, it is considered a "pseudoinser??o" socioprofessional of such young and the pressing necessity for effective youthfulness public policies, better educational opportunities and professionals. The evidences lead to the conclusion that the contemporaneous project of full-time school, represented by PME, for the Brazilian working class needs to be (re) thought and best structured in their times, spaces and in the valorization and teacher professionalization. / O presente estudo buscou compreender e problematizar a condi??o juvenil de jovens monitores em uma escola municipal da periferia de Feira de Santana- BA, inseridos no programa federal denominado Programa Mais Educa??o (PME), normatizado pela Portaria Interministerial n? 17/2007 e pelo Decreto 7.083, de 27/01/2010 do Minist?rio da Educa??o. Sua implanta??o ? compreendida como uma estrat?gia para a indu??o da pol?tica nacional de educa??o integral e tem por finalidade contribuir para a melhoria da aprendizagem por meio da amplia??o do tempo de perman?ncia de crian?as, adolescentes e jovens matriculados em escolas p?blicas. O processo de operacionaliza??o do PME na escola se faz pela sele??o de macrocampos do saber e suas atividades pedag?gicas s?o desenvolvidas por monitores ?volunt?rios?, remunerados, que podem ser educadores populares, agentes culturais e estudantes com forma??o espec?fica e com habilidades reconhecidas pela comunidade. O objetivo geral da investiga??o foi conhecer o perfil socioecon?mico, as trajet?rias de escolariza??o e ocupa??o de jovens, suas batalhas cotidianas pela autonomia financeira e pessoal e os seus projetos juvenis (de escolariza??o, de profiss?o e de vida) para compreender em que medida a participa??o destes em um contexto espec?fico do programa tem se constitu?do como uma inser??o socioprofissional. Tomou-se como refer?ncias as especificidades das diversas juventudes existentes e para uma discuss?o mais aprofundada a respeito da no??o de juventude e suas interfaces com os processos de escolariza??o, trabalho e inser??o socioprofissional, buscou-se orienta??o de estudiosos e pesquisadores destes campos te?ricos, tais como: Abramo (1994, 1997); Abramovay (2004); Carrano (2005); Castro (2006); Corrochano (2005, 2008); Dayrell (2005, 2007, 2012); Frigotto (2004); Le?o (2001, 2004, 2006); Novaes (2003, 2006); Pais (1990, 1996, 2001, 2005); Pochmann (1998, 2002, 2004); Sposito (1997, 2000, 2003, 2005). Realizou-se uma pesquisa qualitativa junto a nove jovens de 19 a 28 anos, de ambos os sexos, e, como procedimentos metodol?gicos foram utilizados question?rio de perfil socioecon?mico, entrevistas semi-estruturadas e notas elaboradas pelos sujeitos da pesquisa sobre projetos juvenis. A an?lise dos dados indicou que num contexto de fragilidades estruturais do PME, com tend?ncia compensat?ria e assistencialista, atuam monitores/educadores, jovens negros e pardos, egressos da escola p?blica, em sua maioria cursou/cursa o ensino superior inclusive em institui??es privadas, oriundos de fam?lias de classes populares, e que, portanto, precisam trabalhar e ter um rendimento individual para poder levar adiante os seus estudos, se manter e usufruir bens de consumo e lazer e, nesse sentido, a inser??o no PME representa uma forma de obten??o de renda para poderem vivenciar com certa dignidade, a condi??o juvenil. Com base nisto, considera-se uma ?pseudoinser??o? socioprofissional de tais jovens e a necessidade premente de efetivas pol?ticas p?blicas juvenis, melhores oportunidades educativas e profissionais. As evid?ncias permitem concluir, ainda, que o projeto contempor?neo de escola de tempo integral, representado pelo PME, para a classe trabalhadora brasileira, precisa ser (re) pensado e melhor estruturado em seus tempos, espa?os e na valoriza??o e profissionaliza??o docente.

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / O Programa Nacional de AlimentaÃÃo Escolar (PNAE) tem dentre seus objetivos contribuir para a superaÃÃo do baixo rendimento e na reduÃÃo da evasÃo escolar. Apesar da polÃtica social de alimentaÃÃo escolar nÃo visar eliminar a desnutriÃÃo infantil no Brasil, buscando apenas suprir 15% das necessidades nutricionais diÃrias das crianÃas, à relevante pelo fato de representar acesso à alimentos necessÃrios ao crescimento e ao aprendizado pelos escolares, como tambÃm por fornecer a possibilidade do resgate de hÃbitos e costumes locais, importantes na identidade Ãtnica da populaÃÃo. AlÃm disso, os recursos destinados à compra da merenda escolar podem representar para a comunidade uma possibilidade de desenvolvimento sustentÃvel, pois a gestÃo dos recursos de forma participativa pode levar à construÃÃo de uma nova racionalidade na exploraÃÃo dos recursos naturais locais. A principal motivaÃÃo deste trabalho à contribuir para as discussÃes das polÃticas pÃblicas na reduÃÃo da pobreza e compreender as inter relaÃÃes entre a oferta de uma polÃtica compensatÃria e os impactos gerados para a populaÃÃo demandante. Busca-se atravÃs de um estudo de caso, onde o espaÃo geogrÃfico à o municÃpio de TauÃ-CE, determinar a eficiÃncia, eficÃcia e efetividade de um programa de carÃter redistributivo atravÃs da anÃlise descritiva da perspectiva dos usuÃrios em relaÃÃo ao PNAE. Trata-se de uma avaliaÃÃo ex post, que se utilizando da pesquisa bibliogrÃfica e documental, da aplicaÃÃo de questionÃrios à comunidade escolar, de entrevistas à nutricionista e representantes das instituiÃÃes de fomento local e de tabulaÃÃo pelo programa estatÃstico Statistical Package for the Social Sciences (SPSS) evidencia que os problemas de infra-estrutura dos transportes e estradas do municÃpio e a ausÃncia de equipamentos nas escolas representam os principais entraves ao alcance da eficÃcia do Programa e que a perda do poder de compra dos R$ 0,13 per capita/dia aliado à homogeneizaÃÃo da populaÃÃo-objetivo realizada de forma centralizada, compromete sua eficiÃncia. Enfim, explicita a ausÃncia da utilizaÃÃo de indicadores para a mensuraÃÃo da efetividade pelos gestores do programa e o desconhecimento da comunidade escolar em relaÃÃo à sua gestÃo e operacionalizaÃÃo. / The School Feeding National Program (PNAE) aims to contribute to overcome the low school revenue and in the reduction of the school escape. In spite of the social politics of school feeding not to seek to eliminate the child malnutrition in Brazil, just looking for to supply 15% of the children's needs daily, it is important for the fact of representing access to necessary foods to the growth and the learning for the scholars, as well as for supplying the possibility of the ransom of customs and local customs, important in the ethnic identity of the population. Besides, the resources destined to the purchase of the school snack can represent for the community a possibility of maintainable development, because the administration of the resources of a participant form can take to the construction of a new rationality in the exploration of the local natural resources. The main motivation of this work is to contribute for the discussions of the public politics in the reduction of the poverty and to understand the inter relationships among the offer of a compensatory politics and the impact s generated for the population plaintiff. It is looked for through a case study, where the geograp hical space is the municipal district of TauÃ- CE, to determine the efficiency, effectiveness and effectiveness of a re-distribution program through the descriptive analysis of the PNAE users perspective. It is a subsequent evaluation, that if using of bibliographical and documental research , of the application of questionnaires to the school community, of interviews to the nutritionist and representatives of the institutions of local fomentation and of tabulation for the statistical program Statistical Package for the Social Sciences (SPSS), it evidences that the problems of infrastructure of the transports and highways of the municipal district and the absence of equipments in the schools represent the main impediments within reach of the effectiveness of the Program and that the loss of the purchase power of the R$ 0,13 per capita/day allied to the accomplishment of the equality of the population-objective made of a centralized form, commits its efficiency. Finally, it explicits the absence of the use of indicators for the measuration of its effectiveness by the managers of the program and the school community's ignorance in relation to its administration.

In this study, the contributions of learning motivation, reasoning ability, learning orientation and gender to International Baccalaureate and National Program students&rsquo / mitosis and meiosis achievement was investigated. Participants of the study were 472 ninth grade students from a private high school in Ankara. Two hundred nineteen students (46%) were in International Baccalaureate Program and two hundred fifty three (54%) were in National Program. The study was conducted during the 2006-2007 Spring semester. Prior to the introduction of mitosis and meiosis topics, students&rsquo / motivations toward biology learning (self efficacy, active learning strategies, science learning value, performance goals, achievement goals, learning environment stimulation), formal reasoning abilities and learning approaches were measured by Students&rsquo / Motivation Towards Biology Learning Questionnaire, Test of Logical Thinking Ability scale and Learning Approach Questionnaire respectively. After the topics have been covered, a 20 item Mitosis and Meiosis Achievement Test was used to measure achievement in mitosis and meiosis topics. Multiple regression analysis revealed that achievement was explained in positive direction by formal reasoning ability and in negative direction by active learning strategies and rote learning in National Program classes. Self-efficacy and formal reasoning ability had significant contributions to achievement for International Baccalaureate students. The main predictor of achievement was formal reasoning ability for both International Baccalaureate and National Program students, explaining 4.7% and 10.9% variance respectively. Moreover, while 2.9% of the variance in achievement was explained by self efficacy in International Baccalaureate classes, rote learning explained 2.2% of the variance in achievement in negative direction in National Program classes.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Taking into account the increasing interest of recognizing the oral language as one of the objects of Portuguese Language (LP) teaching, such as writing, reading and grammar are traditionally recognized, and the few researches about the treatment attributed to oral language at Portuguese textbooks (LDP), in this research, developed between 2012 and 2014, from Bakhtin‟s socio-historic and discursive perspective, it was investigated in which measure, the proposals involving oral language, presented at LDP, can promote the development of practices that can result in a rethinking of this language teaching. For that, it was selected as corpus, six LDPs for elementary school, whose sets were approved in the editions of National Program of Textbook (PNLD) of 1999, 2011 e 2014. Through the analysis involving oral language in these textbooks, it was noticed possible signals of a rethinking at LP teaching, considering the relations between oral and written suggested to be established during the development of the proposals: there is a prevalence of approach relations between the language modalities, in which the written is took as a piece of instrument in order to develop the oral expression skills; and there is a meaningful decrease of the proposals based on a dependency relation of oral to written, it means, of oralization of written texts . These signals are also found in the role that is projected to be performed by the teacher and the pupils during the development of the proposals. To the teacher, it is projected a less participative paper, and to the pupil, a more active paper, what is seen due to the detailed explanations, given to the pupil, about the actions to be realized by him in each proposal, and, in the more recent textbooks, due to teacher‟s orientations to be given directly to the pupil. In spite of the advances in the treatment attributed to oral language, it is still visible more worrying with written development, particularly, in the textbooks Português através de textos and Vontade de Saber: Português . Thus, a rethinking in LP teaching, regard to oral language, can be developed in the future, since the oral modality needs to fight for its space as a true teaching object at Portuguese classes. / Tendo em vista o crescente interesse em fazer com que a oralidade seja reconhecida como um objeto de ensino nas aulas de língua portuguesa (LP), tal como a escrita, a leitura e os conhecimentos linguísticos são tradicionalmente reconhecidos, e o contingente reduzido de pesquisas sobre o tratamento atribuído a esse objeto no livro didático de português (LDP), dedicou-se, nesta pesquisa, desenvolvida entre 2012 e 2014, a partir de uma perspectiva sócio-histórico-discursiva bakhtiniana, a investigar até que ponto as propostas de trabalho com o oral, presentes em LDP, podem favorecer o desenvolvimento de práticas que possam resultar em uma reconfiguração no ensino dessa língua. Para isso, tomou-se como corpus de pesquisa, seis LDPs para ensino fundamental II, cujas coleções foram aprovadas nas edições do Programa Nacional do Livro Didático (PNLD) de 1999, 2011 e 2014. Mediante a análise das propostas de trabalho envolvendo oralidade nesses livros, notam-se possíveis indicativos de uma reconfiguração no ensino de LP a partir de relações entre oral e escrita sugeridas para serem estabelecidas no desenvolvimento das propostas: há predomínio de relações de aproximação entre as modalidades da língua, nas quais ocorre a instrumentalização da escrita para o desenvolvimento da expressão oral; e há considerável diminuição das propostas que se fundamentam em uma relação de dependência do oral com a escrita, ou seja, de oralização do texto escrito . Esses indicativos também se se estendem ao papel que se projeta para ser assumido pelo professor e pelos alunos no decorrer do desenvolvimento das propostas. Ao professor cabe um papel menos intervencionista e ao aluno, um papel mais ativo, o que se observa nas explicações minuciosas, fornecidas ao aluno, sobre as ações que deve realizar em cada proposta, e, nos volumes da coleção mais recente, pelo fato de as orientações ao professor serem dadas diretamente ao aluno. Apesar de avanços no tratamento do oral nesses LDPs, ainda é visível a continuidade de uma maior preocupação com o desenvolvimento da expressão escrita, em particular nos volumes das coleções Português através de textos e Vontade de Saber: Português . Assim, uma reconfiguração no ensino da LP, no que tange o eixo de ensino oralidade, está em vias de acontecer, visto que a modalidade oral precisa lutar pelo seu espaço como um objeto de ensino legítimo nas aulas de LP.

[pt] Esta pesquisa busca fazer uma caracterização e análise do Programa Nacional de Produção e Uso de Biodiesel (PNPB), enfocando seu aspecto ambiental e sobretudo social através do Selo Combustível Social, ressaltando o questionamento do discurso da sustentabilidade sobre o qual se baseia o programa, percebendo até que ponto este combustível é sustentável ambientalmente e socialmente. Para dar conta analisa a construção do imaginário social de desenvolvimento e desenvolvimento sustentável presentes no Programa e as exigências e adaptações exigidas no espaço no qual esta produção está inserida, parte assim para análise de como vem se estruturando a produção no espaço agrário tanto na realidade do agronegócio como na realidade da agricultura familiar através do Selo Combustível Social, percebendo a matéria prima que vem sobressaindo e os reflexos no espaço frutos de sua produção levando ao questionamento da sustentabilidade ambiental. Quanto à questão da sustentabilidade social do programa, a região de Irecê, na Bahia, foi escolhida por representar uma das áreas de investimento da Petrobras, empresa que mais vem investindo na questão social do PNPB e por estar localizada no Semi Árido, localidade onde a agricultura familiar ainda tem grande peso. Objetiva assim embasar a discussão das repercussões do tipo de desenvolvimento atual no espaço que se expressa na contradição da produção de Biodiesel com o discurso da sustentabilidade, apontando alguns limites e dificuldades encontradas. / [en] This research seeks to make a characterization and analysis of the National Program for Production and Use of Biodiesel (PNPB), focusing its environmental aspect and social aspect through the Social Fuel Seal, emphasizing questioning the sustainability discourse upon which the program is based, realizing the extent to which this fuel is environmentally and socially sustainable. Analyzes to account for the construction of the social imaginary of development and sustainable development in the Program and present the requirements and adjustments required in the space in which this production is included, so for the analysis of how the production is being structured in agrarian space in both the reality of agribusiness as the reality of family farming through the Social Fuel Seal, realizing the raw material that is protruding and reflections within the fruits of their production leading to questions of environmental sustainability. On the issue of social sustainability of the program, the region of Irecê, Bahia, was chosen because it represents an investment in the areas of Petrobras, a company that is investing more in social issues PNPB and for being located in the semi arid region, where the location family farms still have great weight. Objective as well base the discussion of the implications of the type of current development in space that is expressed in the production of Biodiesel contradiction with the sustainability discourse, pointing out some limitations and difficulties.

As políticas da diversidade/diferença ocuparam um lugar de destaque na gestão do governo Luiz Inácio Lula da Silva (2003-2010), influenciando as políticas educacionais desse período. Na educação especial, propriamente, o discurso do direito à diferença norteou uma série de documentos de orientação técnica da Seesp/MEC e serviu como subsídio para que os sistemas de ensino organizassem estratégias de consolidação do processo de inclusão escolar de alunos com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação. Nesse período, um exemplo de ação de governo pautada pelo princípio do direito à diferença foi a implantação do PNBE/ESP 2008 pela Seesp/MEC, em que foram indicados livros de literatura infantojuvenil para compor as bibliotecas das escolas públicas de todo o país, considerando as especificidades da população a ser contemplada pelos serviços da educação especial, no que tange à acessibilidade da leitura em diversas modalidades, entre elas: Libras, Braille, caracteres ampliados, áudio e tinta. Nesse cenário, a presente pesquisa teve como objetivo analisar os discursos sobre as diferenças, presentes nos textos narrativos infantis dos livros sugeridos pelo PNBE/ESP 2008, especialmente naqueles em que se propõe abordar a temática da pessoa com deficiência, em tempos de ebulição das discussões acerca da inclusão escolar. Como parte deste estudo foram também consideradas as concepções de diferenças presentes nos documentos oficiais de educação especial no período de 2003 a 2010, na tentativa de discutir as interfaces entre o discurso oficial sobre as diferenças e as (im)possíveis formas de materialização desses discursos nas enunciações dos livros indicados pelo programa citado. O referencial de análise das diferenças foi balizado por autores da corrente dos chamados Estudos culturais, dentre eles Bhabha (2007) e Silva (2007). Foram apropriados, ainda, os conceitos de dialogismo e polifonia, na perspectiva de autores situados no Círculo de Bakhtin, como forma de estabelecer um olhar mais atento aos discursos dos livros analisados, considerando os efeitos de sentido provocados no leitor de literatura infantil. Os resultados nos levaram a concluir que as obras estudadas podem constituir-se numa espécie de lobo em pele de cordeiro, quando, em nome do forçoso apelo do respeito às diferenças, colaboram para o processo de mercantilização da própria diferença, escancarando as contradições da política educacional vigente. / The politics of diversity/difference occupied a prominent place in Luiz Inacio Lula da Silvas government management (2003-2010), influencing educational policies of this period. In special education, specifically, the discourse of the right to difference has guided a series of technical guidance documents of SEESP/MEC and served as a subsidy for school systems to organize strategies to consolidate the process of school inclusion of students with disabilities, pervasive developmental disorders and high ability/gifted students. During this period, an example of government action guided by the principle of the difference was the implementation of PNBE/ESP 2008 by SEESP/MEC, wherein children\'s and youth literature books were appointed to be further acquired by the public school libraries across the country considering the specifics of the population to be covered by the special education services, in terms of accessibility of reading in various ways, including: LIBRAS (Brazilian Language of Signs), Braille, extended characters, audio and ink. In this scenario, the present study aimed to analyze the discourses on the differences present in children\'s narrative texts from the books suggested by PNBE/ESP 2008, especially those in which is approached the issue of disabled people in times of boiling discussions about school inclusion. As part of this study were also considered the views of these differences in the official documents of special education in the period of 2003 to 2010 in an attempt to discuss the interfaces between the official discourse on the differences and the (im)possible forms of materialization of these discourses in the program appointed book utterances. The so-called \"cultural studies\" school, including Bhabha (2007) and Silva (2007) supported the differences analysis. The concepts of dialogism and polyphony of Bakhtin Circle were applied in order to set a closer look at the discourses of the analyzed books, considering the meaning effects caused in the reader of children\'s literature. The results led us to conclude that the works can be studied in a kind of \"wolf in sheep\'s clothing\" when, compelled to appeal on behalf of the respect for differences, collaborate to the commodification of difference itself, exposing the contradictions of education policy in force.

Made available in DSpace on 2015-03-04T22:00:54Z (GMT). No. of bitstreams: 0 Previous issue date: 27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esse estudo visa a analisar as necessidades dos jovens, tendo em vista os objetivos da política pública denominada Programa Nacional de Estímulo ao Primeiro Emprego - PNPE, do Governo Federal. Busca assim verificar os pontos positivos, as dificuldades do Programa e de que forma ele deveria ser aprimorado. A política pública objetiva inserir o jovem no mercado de trabalho; porém, tem tido resultados abaixo do esperado, segundo informações do principal órgão implementador, o Ministério do Trabalho e do Emprego. Essa investigação visa a entender essa dificuldade pelo prisma do público-alvo da política, que é o jovem: quando a política pública tiver essa possibilidade de contemplar as necessidades dos públicos que são o seu objeto, estará propiciando espaços de participação e de democratização e, ao mesmo tempo, poderá atingir melhores resultados. Trata-se de uma pesquisa qualitativa, cujos dados foram coletados no Município de São Leopoldo. Foram entrevistados jovens que participam do Programa Nacional de Estímu / This thesis discusses the needs of young people in relation to the goals of a public policy of the Brazilian federal government called First Job National Program (PNPE). It intends to check what are the program’s strengths and weaknesses and in which manner it should be improved. The PNPE aims at inserting the youth in the labor market. Its results, however, have fallen short of what had been expected from it, according to information given by its main implementation agency, the Labor and Employment Ministry. This thesis has the purpose of understanding the program’s difficulties from the point of view of its target group, viz. the young people themselves. If this public policy is able to address the needs of its target group, it will provide spaces of participation and democratization. At the same time, it will be able to achieve better results. This thesis is a qualitative research and its data was collected in the municipality of São Leopoldo, state of Rio Grande do Sul. It includes interviews made with y

Made available in DSpace on 2016-04-25T20:20:22Z (GMT). No. of bitstreams: 1 Maria Amelia Jundurian Cora.pdf: 2479891 bytes, checksum: 2dc34be1ee9faf8bc8b1723496bf8d2a (MD5) Previous issue date: 2011-08-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Created in 2000, the Programa Nacional do Patrimônio Imaterial (PNPI) National Program of Intangible Heritage established a new form of state action related to Brazilian intangible heritages. Executed by Instituto Nacional do Patrimônio Nacional (Iphan), the program innovates by extending its object of heritage, by proposing the registration process for intangible cultural heritage and the development of safeguarding plans to determine the actions to be undertaken. The central problem is based on the following questions: a) what were the progresses and limitations of the Programa Nacional do Patrimônio Imaterial (National Program of Intangible Heritage); b) how its establishment has impacted on the Brazilian cultural policy and the dynamics of cultural property registered as Patrimônios Culturais do Brasil (Cultural Heritage of Brazil)? Based on these questions, this research aims at understand how was the process of implementation of PNPI. The research is based on the analysis of procedures for registration and documents provided by Iphan on its website, supplemented by interviews with Iphan technicians, cultural intermediaries and holders of registered cultural property. It was observed that despite its progress, the program still needs to publicize its procedures and purposes, as well as to increase its human and financial resources to meet the demands created by the program itself. In the context of the holders of cultural property, was noticed that those who obtained record make use of the title Cultural Heritage of Brazil to achieve specific benefits such as access to social rights, the possibility of generating employment and income, partnerships, brokering with other public officials, etc. That is because the title gave greater visibility to the registered holders of cultural practices, enabling better articulation of them / Criado em 2000, o Programa Nacional do Patrimônio Imaterial (PNPI) estabeleceu uma nova forma de atuação do Estado em relação aos patrimônios imateriais brasileiros. Executado pelo Instituto Nacional do Patrimônio Nacional (Iphan), o programa inova ao ampliar seu objeto de patrimonialização, propondo o processo de registro de bens culturais imateriais e a elaboração de planos de salvaguarda para determinar as ações a serem realizadas. O problema central baseia-se nas seguintes indagações: a) quais foram os avanços e as limitações do Programa Nacional do Patrimônio Imaterial; b) como sua implantação impactou na política cultural brasileira e na dinâmica dos bens culturais registrados como Patrimônios Culturais do Brasil? Partindo desses questionamentos, esta pesquisa tem como objetivo geral compreender como se deu o processo de implantação do PNPI. A pesquisa é fundamentada na análise dos processos de registro e dos documentos disponibilizados pelo Iphan em seu sítio eletrônico, complementada pelas entrevistas realizadas com técnicos do Iphan, intermediários culturais e detentores dos bens culturais registrados. Observou-se que apesar dos avanços o programa ainda precisa publicizar seus procedimentos e finalidades, além de aumentar seus recursos humanos e financeiros para atender às demandas criadas pelo próprio programa. No âmbito dos detentores dos bens culturais, o que se percebeu foi que aqueles que obtiveram registro fazem uso do título de Patrimônio Cultural do Brasil para alcançar benefícios pontuais como acesso aos direitos sociais, possibilidade de geração de trabalho e renda, formação de parcerias, intermediação com outros agentes públicos etc. Isso porque o título proporcionou uma visibilidade maior para os detentores das práticas culturais registradas, possibilitando uma maior articulação dos mesmos. Palavras chave: Iphan, Patrimônio imaterial, Programa Nacional Patrimônio Imaterial, Patrimônio Cultural do Brasil