This dissertation attempts to answer the research question on whether there is a common pattern of democratic backsliding. Levitsky and Ziblatt’s theoretical model of democratic backsliding is utilized as the guiding theory. The theory suggests that Democratic Backsliding has three stages where different goals are attempted to be achieved. The goals are first to take over state institutions, thereafter to use these institutions to target political opponents and protect the government from criticism. The third stage concerns entrenching the political dominance. The research question is answered by a systematic comparison of Hungary, Turkey and Venezuela. The results are that each case does follow the suggested path of democratic backsliding, with certain differences. More emphasis is put on the media, election monitoring, and how the institutions are controlled. The institutions are often taken control over by hijacking the nomination process, a fact overlooked by the theoretical model. These aspects are not expanded on in the theoretical model, and this dissertation suggest adding these to the model.

O presente artigo tem por objetivo examinar se – como aponta parte da literatura - há alguma similaridade entre situação econômica e valores democráticos, isto é, se a variação ou estabilização se manifestam da mesma maneira nas duas dimensões. A importância deste trabalho reside no fato de que durante a segunda metade do século XX aconteceram a segunda e terceira ondas democráticas, fazendo com que o número de regimes que se definem como democracias aumentasse significativamente: nesse sentido, no final deste mesmo século e início do século seguinte, muitos países sofreram o impacto de crises econômicas e de queda da satisfação com os regimes democráticos e da confiança em suas instituições. Desse modo, para observar de que maneira a opinião pública se comporta diante das flutuações de índices econômicos, são verificados os casos do Brasil, Uruguai, Espanha e Finlândia, propondo-se uma análise de dados econômicos do Banco Mundial – no que diz respeito ao desemprego, inflação, PIB per capita, PIB crescimento anual, Índice de GINI - e do PNUD - sobreÍndice de Desenvolvimento Humano (IDH) - em comparação com indicadores de atitudes democráticas, como satisfação e confiança nas instituições públicas, do Latino e Eurobarômetro nos últimos vinte anos, para tentar descobrir se há, de fato, similaridade de comportamento entre as duas dimensões nestes países. / This article aims to examine whether - as points of the literature - there is a relationship between economic status and democratic values, in other words, if the variation or stabilization manifest the same way in two dimensions. The importance of this work lies in the fact that during the second half of the twentieth century happened the second and third democratic wave, causing the number of schemes that call themselves democracies increased significantly: in this sense, at the end of this same century and beginning of the next century, many countries suffered the impact of economic crises and loss of satisfaction with democratic regimes and trust in their institutions. Thus, to observe how the public opinion behaves in the face of economic indices fluctuations, are verified the cases of Brazil, Uruguay, Spain and Finland, proposing a World Bank economic data analysis - with regard to unemployment, inflation, GDP per capita, GDP annual growth, GINI index and of the UNDP data about Human Development Index (HDI) - compared with democratic attitudes indicators such as satisfaction and trust in public institutions, of Latinobarómetro and Eurobarometer in the last twenty years to find out if there is, indeed, the relationship between the two dimensions in these countries.

In Sub-Saharan Africa (SSA), technical and vocational education and training (TVET) is central to political discourses and educational concerns as a means for economic development, poverty alleviation, youth employment, and social mobility. Yet, there is an intriguing contradiction between this consideration and the real attention dedicated to TVET. Research on African TVET is varied, but tends to be narrowly focused on issues of policies, economic strategies, cost-efficiency, curriculum contents, and outdated equipment. Offering an alternative inquiry, the purpose of this conceptual dissertation was to use critical education theory and post-colonial insights to explore the macro and micro challenges SSA TVET systems are facing in a global context. Indeed, in the era of economic and cultural globalization, the African continent has the opportunity to make its way toward socioeconomic development. Still, rich countries are getting richer and the poor poorer. The African continent is rich in natural, mineral, agricultural, human, and intellectual resources. Thus, there are opportunities for well-being and educational prosperity. However, all statistics show that Africans are the poorest in the world. I argue that this poverty is socially constructed and not an inevitable condition for Africans. Unemployment is a tough reality in SSA. The number of students enrolling in TVET is increasing. From the critical and post-colonial conceptual framework I illustrate structural and systematic concerns to show how SSA TVET systems involve oppression, exploitation, marginalization, prejudice, stereotypes, gender discrimination, reproduction, hegemony, and subalternity. Through the concept of democratic education Dewey and Freire offer, I envision, idealistically and realistically, a holistic and emancipatory TVET where the main concern would not just be to train hands but also heads. In so doing, SSA TVET could develop students' critical awareness about citizenship, self-determination, and problem-solving in order to create social cohesion, peace, and stability in Africa.

My work explores protracted conflict in DR Congo representationally, considering ways in which conflict is thematized in Western media around sexual violence. I use content and text mining to think through the role of framing in media, and conduct discourse analysis tracing how rape in the context of war has become instrumentalized by Western media to make sense of and justify interventions in the conflict in DR Congo. Specifically I examine forty-two articles published in diverse sources containing the phrase "rape capital of the world" to uncover links between violence, gender, and power. This thesis is generally situated within a postmodern feminist critique of overemphasis on rape and sexual violence as a universal narrative about women’s lives. My policy recommendation is stop implementing laws singling out rape in the context of war as a unique assault, because they enforce female vulnerability and injurability by representing women as victims/pre-victims of SGBV.

One of the concerns of the modern Christian church and dissident groups is to ensure that the Church's fundamental doctrines, leadership, women's ministries and religious practices conform with the early apostolic church teachings. In this study the writer offers a comprehensive and detailed evaluation of the modern church in the light of the early church. The case of the modern Seventhday Adventist (SDA) Church in the Democratic Republic of Congo (DRC) and worldwide is examined and compared, basing its survey on numerous published and unpublished documents from a combined use of primary, secondary materials and individual statements. Setting the early history of the SDA Church within the religious context of nineteenth-century America, the writer describes how SDA doctrines, leadership, women's ministries and religious practices link with those beliefs and practices in the early apostolic church, showing whether the SDA Church has departed from the early apostolic church’s Biblical, timeless principles or not. Several pertinent issues however have stirred up as much controversy in recent years within the Adventist dissident groups as that of the women’s ministries in the church, the righteousness by faith doctrine, the monarchical leadership, and various religious practices. Nevertheless, in the light of the early apostolic teaching, some enlightenment has been achieved, and several critical accusations from dissident groups were illuminated and confirmed.The accusation regarding the deterioration of Biblical doctrines appears not to have been confirmed by the Biblical evaluation and the lifestyle of the SDA believers. Rather, concerning this issue, it is confirmed that in the DRC and worldwide, the SDA Church has not departed from the fundamental doctrines of the early Apostolic church. / Thesis (D. TH. (Church History))

Nesta pesquisa procuramos avaliar a repercussão do Projeto e se os princípios da gestão democrática estão de fato sendo colocado em prática e identificar como os gestores que concluíram a especialização em Gestão Pública, através Programa de Capacitação a Distância para Gestores Escolares (PROGESTÃO), no Rio de Janeiro, estão fazendo uso de conceitos trabalhados em curso, tais como o processo de democratização e de socialização e a gestão democrática. Utilizando entrevistas estruturadas foram analisados os discursos produzidos pelos entrevistados: diretores, coordenador e tutor com o objetivo de avaliar a repercussão do Progestão e se os princípios da gestão democrática estão de fato sendo postos em prática. Abordamos a questão da gestão democrática no atual contexto educacional e os fundamentos conceituais e políticos para a formação de gestores escolares Progestão. Consideramos que os processos de formação de gestores precisam ser consolidados para que enfim a atitude democrática possa ser adotada no trabalho realizado no interior da escola. Acreditamos também que outros estudos que versem sobre os assuntos tratados nesta dissertação sejam realizados, pois existem os conflitos (nem sempre admitidos) entre o conservadorismo administrativo com cunho empresarial e a gestão democrática entre os gestores. / This research sought to identify how managers who have completed specialization in Public Management through Distance Training Program for School Managers (PROGESTÃO) in Rio de Janeiro, are using the concepts worked in the pipeline, such as the process of democratization and socialization and democratic management. Using structured interviews were analyzed speeches made by respondents: directors, coordinator and tutor in order to assess the repercussions of PROGESTÃO and if the principles of democratic management are actually being implemented. We address the issue of democratic management in the current educational context and the conceptual and policy for the training of school managers PROGESTÃO. We consider that the processes of training managers need to be consolidated so that finally the democratic attitude can be adopted in the work done within the school. We also believe that other studies that deal with the issues addressed in this thesis must be performed, as there are conflicts (that are not always admitted) between administrative conservatism with corporate nature and a democratic management among managers.

Made available in DSpace on 2014-06-11T19:33:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-12-16Bitstream added on 2014-06-13T19:04:31Z : No. of bitstreams: 1 cardoso_om_dr_mar.pdf: 1017665 bytes, checksum: 0fc7e61b9c81088cb24af8fde071745e (MD5) / O estudo tem como objetivo analisar o processo de construção da gestão democrática na Universidade Tecnológica Federal do Paraná (UTFPR). Partimos do pressuposto de que para ser efetivamente democrática a gestão deve ser compartilhada, possibilitando a todos os segmentos da universidade a participação nas tomadas de decisão, de modo a delegar-lhes autoridade. Na análise do fenômeno estudado utilizamos a pesquisa bibliográfica e a pesquisa documental. Ainda, objetivando entender a dinâmica e o funcionamento da gestão na UTFPR, foram coletados dados nos seis campi da instituição, o corpus é formado, então, por entrevistas semi-estruturadas realizadas com representantes dos diversos segmentos da comunidade universitária. Procuramos, inicialmente, a compreensão do conceito de democracia verificando seu desenvolvimento desde o surgimento na Grécia antiga até os dias atuais considerando ainda sua trajetória no Brasil. Buscamos também, um entendimento sobre o funcionamento da democracia e da gestão democrática no interior das instituições de ensino superior no Brasil, bem como a relação estabelecida entre autonomia e gestão democrática. Neste estudo, também fomos averiguar as influências dos organismos multilaterais na elaboração de políticas públicas para o ensino superior brasileiro, principalmente nos governos de Fernando Henrique Cardoso e Luis Inácio Lula da Silva que se mostraram mais próximos ao ideário neoliberal. Investigamos, ainda se a forma como é elaborado o orçamento e também como foi organizado o processo de elaboração do novo Estatuto da UTFPR permitiu a participação efetiva da comunidade desta universidade. Finalizando, analisamos se os possíveis elementos de democratização existentes na universidade como as eleições para a escolha dos diretores de campi... / The study aims to analyze the process of democratic management building Federal Technological University of Paraná (UTFPR). Assuming that to be an effective democratic management it must be shared, enabling all segments of the university to participate in decision taken to delegate authority to them. In the analysis of the phenomenon studied were used literature and documental researching. Purposing to understand the dynamic and the functioning of management UTFPR, data were collected in the six campus, the corpus is formed, for semi-structured interviews conducted with representatives of various segments of the university community. Initially we tried to understand the concept of democracy checking its development since the appearing in ancient Greece till the present, considering its trajectory in Brazil. We also aim understanding about the functioning of democracy and democratic management inside education institutions in Brazil and the relationship between autonomy and democratic management. In this study, we also investigate the influence of multilateral agencies in developing public policies for the Brazilian higher education, especially in the governments of Fernando Henrique Cardoso and Luis Inacio Lula da Silva who were closest to the neoliberal ideology. We also investigated the way the budget is prepared and organized as the process of drafting the new statute of UTFPR enabled the effective participation of the college community. Finally, we analyzed if the possible elements of democratization in the university as the election for the choice of directors of campus, recently introduced, and the structuring and functioning of the collegiate councils with deliberative rights of the institution that has helped democratize the way of managing UTFPR. The study considered that in UTFPR the legal autonomy previewed... (Complete abstract click electronic access below)

Made available in DSpace on 2014-06-11T19:35:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-11-07Bitstream added on 2014-06-13T19:46:22Z : No. of bitstreams: 1 pacheco_a_dr_arafcl.pdf: 467501 bytes, checksum: 36b1e9af6833319e48ad57b5e9f3cc72 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Neste trabalho, discutimos as formas de construção por parte da imprensa do Rio e de São Paulo da imagem do autor literário, em especial, do escritor Rubem Fonseca entre os anos de 1975 e 1980. Imagens que, apesar de terem sido impostas como universais para todo um público leitor, foram apresentadas a partir das intenções da imprensa não só para explorar a literatura e o autor literário a partir de interesses mercadológicos, mas também a partir de interesses políticos ante o regime ditatorial. Estudo importante por nos revelar a figuração de uma situação no campo das relações entre imprensa e autores, onde pudemos perceber como certas disposições e interesses da imprensa, ao serem incorporados como formas de legitimação da construção da imagem do escritor, representaram a hegemonia dos poderes políticos e econômicos das elites no campo da cultura, em especial da literatura. / In this thesis, we argue the forms of construction through of the Rio and São Paulo press of the imageþs literary author, in special, of the Rubem Fonseca writer between the years 1975 and 1980. Images that, had been imposed as universal for a public reader, they was showed from the intentions of the press in not only to explore literature and the literary author from marketing interests, but also from interest politicians against the ditatorial regimen. This is a important study for demonstrate the figuration of a situation in the field of relations between the press and authors, where we could perceive as certain disposals and interests of the press, when being incorporated as form of legitimation of the construction of the writer image, would represent the hegemony of economics and politicians power from elites in the field of the culture, in special of literature.

Orientador: Neusa Maria Dal Ri / Banca: Cândido Giraldez Vieitez / Banca: Carlos Bauer de Souza / Resumo: Este trabalho procura discutir a intervenção e contribuição do movimento estudantil (ME) para a construção da autonomia e gestão democrática da Universidade Estadual Paulista (UNESP). O movimento de democratização da gestão foi desencadeado em 1984 pelas entidades representativas dos três segmentos da comunidade universitária, isto é, estudantes, docentes e funcionários, o qual resultou na primeira reforma democrática desta instituição. A autonomia outorgada pelo Governo Estadual em 1989 às Universidades Estaduais Paulistas, a saber: Universidade de São Paulo (USP), Universidade Estadual de Campinas (UNICAMP) e UNESP, consolidou-se como um aspecto da gestão democrática. Esse movimento de democratização foi retomado, de forma explícita, em 2007 pelas Universidades Estaduais Paulistas, em resposta ao conjunto de decretos promulgados pelo Governador José Serra. Neste contexto, o trabalho tem como objetivo geral verificar a intervenção e contribuição do ME para a construção da autonomia e gestão democrática da UNESP. Os objetivos específicos são analisar a literatura e documentação disponível sobre a temática; verificar o desenvolvimento da autonomia e da gestão democrática na UNESP no período determinado, bem como seu estágio atual, no que diz respeito à participação discente; identificar as expressões partidárias e independentes no ME e compreender quais os principais desdobramentos dos conceitos e práticas das mesmas com relação à autonomia e gestão democrática. Os procedimentos de coleta de dados da pesquisa guiaram-se pela pesquisa bibliográfica; pesquisa documental; aplicação de entrevistas semi-estruturadas com estudantes que participaram desse processo e observação direta sistemática nos fóruns estudantis / Abstract: This paper discusses the involvement and contribution of the student movement (ME) to the construction of autonomy and democratic management of the Universidade Estadual Paulista (UNESP). The movement for the democratization of management was initiated in 1984 by representative organizations of the three segments of the university community, ie, students, teachers and employees, which resulted in the first democratic reform of this institution. The autonomy granted by the State Government in 1989 to the state universities, namely Universidade de São Paulo (USP), Universidade Estadual de Campinas (UNICAMP) and UNESP, has established itself as an aspect of democratic management. This democratization movement was taken up explicitly in 2007 by state universities, in response to a series of decrees issued by the Governor José Serra. In this context, this paper aims to verify the overall intervention and the ME contribution to the construction of autonomy and democratic management of Unesp. The specific objectives are to analyze the literature and documentation available on the subject; check the development of autonomy and democratic management of Unesp in the specified period, as well as its current stage, with regard to student participation; identifying the party and independent expressions of ME and understand what are the main developments of the concepts and practices related to autonomy and democratic management. The procedures for data collection were guided by the research literature, documentary research, application of semi-structured interviews with students who participated in this process, and systematic and direct observation of the student forums / Mestre

O presente trabalho na área de Psicologia e Educação tem como objeto de estudo práticas de mediação de uma professora em conjunto com a pesquisadora, visando melhorar o envolvimento das crianças durante as atividades. O campo de investigação é a educação infantil de uma EMEI na cidade de São Paulo. Os sujeitos da pesquisa são crianças de 4 e 5 anos e a professora da turma. O estudo enquadra-se na modalidade de pesquisa educacional, que discute prática de melhor qualidade, sustentadas nos saberes praxiológicos, tendo como pressupostos a educação democrática, que acredita na criança como ator social, atuante em seu processo de aprendizagem, subsidiada por uma pedagogia para a criança participativa. A pesquisa adotou uma concepção de educação com base na experiência que requer um currículo para a criança participativa sustentada por Dewey (1959a, 1959b, 1973, 1976). A prática pedagógica concebe a mediação como eixo de aprendizagem baseado em Vygotski (1978, 1995, 1999) e a brincadeira na educação infantil como possibilidade de aprendizagem. A metodologia baseou-se no paradigma qualitativo e na utilização de um estudo de caso com o uso de pesquisa-ação, observando as orientações de Elliott (2000a, 2000b), Kemmis e Smith (2008) e Máximo-Esteves (2008), o que exigiu um compromisso ético e uma investigação colaborativa entre a pesquisadora e a professora. O tempo estendido por mais dois anos (2010 e 2011) possibilitou mudanças da práxis pedagógica. Como ferramenta para a coleta de dados, foram utilizadas na investigação a escala criança-alvo (Target), nos itens correspondentes ao envolvimento da criança e suas interações, e a escala de empenho do adulto (LAEVERS, 1994; PASCAL; BERTRAM, 1999). Durante a análise, pesquisadora e professora realizaram planejamentos e avaliaram conjuntamente as ações. Para a triangulação de dados, foram utilizadas as vozes das crianças, da professora, da pesquisadora e dos pais dos alunos. Os resultados estão divididos em três eixos de discussões, baseados na teoria de Lev S. Vygotski, tendo sido analisadas as práticas de mediações entre sujeitos, signos e instrumentos. Assim, as mediações foram discutidas em parceria estabelecida entre a professora e a pesquisadora, no sentido de possibilitarem um envolvimento mais significativo da criança na organização de um ambiente com materiais diversificados, por meio da utilização de signos e da interação de parceiros mais experientes. As ações colaborativas de empenho do adulto favoreceram o interesse das crianças, possibilitando a vivência de experiências em plenitude na participação do contexto educativo. / The work in the field of Psychology and Education has as its object of study, practices mediation of a teacher in conjunction with the researcher to improve the involvement of children during activities. The field of research is in early childhood education in a EMEI in São Paulo. The research subjects are 4-5 years old children and the teacher. The study fits in the educational research modality which discusses practice of best quality, sustained by the praxeological knowledge, having as assumptions, the democratic education that believes in the child as a social actor, who participates in the learning process, supported by pedagogy for the participative child. The research adopted a concept of education based on an experience that requires a curriculum for the participative child sustained by Dewey (1959a, 1959b, 1973, 1976). The pedagogical practice conceives the mediation as the axis of learning based on Vygotsky (1978, 1995, 1999) and the prank in early childhood education as possibilities of learning. The methodology was based on the qualitative paradigm, in the use of a case study using action research, observing the guidelines of Elliott (2000a, 2000b), Kemmis and Smith (2008) and Maximo-Esteves (2008), in which an ethical commitment and a collaborative investigation between the researcher and the teacher is required. The length of time longer than two years (2010 and 2011) allowed changes of pedagogical praxis. As a tool for data collection, the child scale target (Target) was used in the investigation, in the corresponding items to the involvement of children and in their interactions and the scale of commitment of adult was also used (LAEVERS, 1994; PASCAL; BERTRAM 1999). During the investigation, the researcher and the teacher performed planning and jointly assessed the actions. For the triangulation of data was used the voices of the children, the teacher, the researcher and the parents. The results are divided into three areas of discussion, based on the theory of Lev Vygotsky, in which we analyzed the practices of mediation between subjects, signs and instruments. Thus, the mediations were discussed in a partnership between the teacher and researcher in the sense of allowing greater involvement of the child in organizing an environment with diverse materials, through the use of signs and the interaction of more experienced partners. The actions of collaborative effort made by the adults favored the interests of children, enabling a full experience concerning the participation in the educational context.