Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-12-28T17:55:05Z No. of bitstreams: 1 476878 - Texto Completo.pdf: 6243783 bytes, checksum: 5e65cfad4baadbf6a4cd9a47aa9f28f8 (MD5) / Made available in DSpace on 2015-12-28T17:55:05Z (GMT). No. of bitstreams: 1 476878 - Texto Completo.pdf: 6243783 bytes, checksum: 5e65cfad4baadbf6a4cd9a47aa9f28f8 (MD5) Previous issue date: 2015-11-30 / The Internet has transformed the reality of brazilian television, and changed the way of watching its programming. Aligned with a research published in 2015 by the Ministry of Communication that indicates that 42% of the population is connected at least four hours a day to the Internet, Rede Globo has been testing a new model of television drama based on the transmedia storytelling. Such phenomenon constitutes in a trend that shows a new stage of involvement between the receptor and the products of entertainment offered. The success of Cheias de Charme, the 7pm soap opera broadcasted by Rede Globo in 2012, is the result of an experiment that overlapped a fiction environment to a simulated reality scenario. In that context, the viewer is stimulated to move along the several platforms where the plot develops (television, radio, websites and social networks) in a way to fulfill the whole of the plot. Capable of uniting the two contexts (the real and the pseudo-fiction), the Internet was used as a mean (1) and as an object of soap opera. In the first hypothesis (1) it serves as a link between the two atmospheres where the plot develops. In the second (2), the world wide web is addressed as a theme in the script itself, being treated as agent of social transformation, mainly when the phenomenon empreguetes was propelled. This dissertation has as an objective to comprehend the transmedia strategies adopted by the soap opera Cheias de Charme for the launching of the clip Vida de Empreguete. From the content analysis techniques (Bardin, 2009) applied to the body of seven chapters and the materials published on the web ? (www.globo.com/cheiasdecharme) and social networks that surround the clip, it was possible to identify the importance of the usage of Internet in the ambience of the soap opera (fiction) as well as outside of it (pseudo-reality and reality). / A internet transformou a realidade da televis?o brasileira e mudou a forma de assistir a programa??o. Alinhada ? pesquisa divulgada em 2015 pelo Minist?rio das Comunica??es, que indica que 42% da popula??o est? conectada pelo menos quatro horas por dia ? internet, a Rede Globo vem testando um novo modelo de teledramaturgia, baseado na narrativa transmidi?tica. Tal fen?meno se constitui em tend?ncia que demonstra um novo grau de envolvimento entre o receptor e os produtos de entretenimento ofertados. O sucesso de Cheias de Charme, novela das 19 horas exibida pela Rede Globo em 2012, ? resultado de um experimento que sobrep?s um ambiente de fic??o a um cen?rio de simula??o da realidade. Nesse contexto, o telespectador ? incitado a transitar entre as diversas plataformas, nas quais a trama se desenrola (televis?o, r?dio, websites e redes sociais), de forma a completar o c?rculo da trama. Capaz de unir os dois contextos (simula??o da realidade e realidade), a internet foi utilizada como meio (1) e objeto da telenovela (2). Na primeira hip?tese (1), ela serve como elo entre as duas atmosferas onde a trama se desenvolve. Na segunda, a rede mundial de computadores ? abordada como tem?tica no pr?prio roteiro, sendo tratada como agente de transforma??o social, principalmente quando da propuls?o do fen?meno empreguetes. Esta disserta??o tem como objetivo compreender as estrat?gias transmidi?ticas adotadas pela novela Cheias de Charme para o lan?amento do clipe Vida de Empreguete. A partir das t?cnicas de an?lise do conte?do (Bardin, 2009) aplicadas ao corpus de sete cap?tulos e os materiais divulgados na web - site (www.globo.com/ cheiasdecharme) e redes sociais que envolvem o clipe - foi poss?vel identificar a import?ncia do uso da internet, tanto no ambiente da novela (fic??o) quanto fora dela (simula??o da realidade e realidade).

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-02-10T15:37:22Z No. of bitstreams: 1 DIS_CRISTINA_MARTINS_COMPLETO.pdf: 1667958 bytes, checksum: b2646cc1bd3aeacadcedaa6f3e910912 (MD5) / Made available in DSpace on 2016-02-10T15:37:22Z (GMT). No. of bitstreams: 1 DIS_CRISTINA_MARTINS_COMPLETO.pdf: 1667958 bytes, checksum: b2646cc1bd3aeacadcedaa6f3e910912 (MD5) Previous issue date: 2015-12-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This thesis, associated to the Graduate Program in Education at the Pontif?cia Universidade Cat?lica do Rio Grande do Sul, in the line of research on Training, Policies and Practices in Education, discusses the challenges of teachers? formation to work with cyberculture, where the school and university system preserves outdated paradigmatic heritages. Moreover, new meanings aimed at the complete education of the student are necessary. Our guiding question is as follows: what are the relations between the development of educational gamified practices and the formation background of teachers in the Early Years of Elementary Education in a private school in Porto Alegre/RS? The objective was to investigate how the formation background of professors of Early Years (EY) of Elementary Education (EE) in a private school in Porto Alegre/RS implies the constitution of educational practices based on gamification, based on the proposal of a model of elements of digital games in gamified activities. The theoretical foundation consisted of the state of the knowledge, where the following authors highlighted: Tardif, L?vy, Huizinga, Santaella, Alves, Zabala and Arnau, and, Prensky. For the research methodology, we opted for a qualitative approach, using a case study. The data analysis was carry out using Textual Discourse Analysis, using the following data collection instruments: questionnaires, participant and non-participant observations, interviews and research journals. The research subjects were professors of EY in EE. The main results show that: (a) the initial formation rarely enables the professor to develop the competencies necessary for working with cyberculture; (b) the short-term continuing education courses do not provide the teacher with the necessary reflection and experiences; (c) the teachers that include gamification in their teaching practices do not always understand what they are doing; (d) the model proposed is promising, though the teachers that present the best results are those who have already had contact with Role-Playing Games and with gamification elements. The following issues remain to be discussed in future research: broadening the investigation to other environments and pursuing contributions of gaming to student learning. / Esta disserta??o, vinculada ao Programa de P?s-Gradua??o em Educa??o da Pontif?cia Universidade Cat?lica do Rio Grande do Sul, na linha de pesquisa Forma??o, Pol?ticas e Pr?ticas em Educa??o, problematizou os desafios de formar professores para atuarem na cibercultura, onde o sistema escolar e universit?rio conserva heran?as paradigm?ticas ultrapassadas, e que ressignifica??es voltadas ? forma??o integral do estudante se fazem necess?rias. Adotou-se como quest?o norteadora: como ocorrem as rela??es entre o desenvolvimento de pr?ticas pedag?gicas gamificadas e a constitui??o formativa de professores de Anos Iniciais do Ensino Fundamental de uma escola de ensino privado de Porto Alegre/RS? O objetivo foi investigar como a constitui??o formativa dos professores de Anos Iniciais (AI) do Ensino Fundamental (EF) de uma escola de ensino privado de Porto Alegre/RS implica a constitui??o de pr?ticas pedag?gicas a partir da gamifica??o, a partir de uma proposta de modelo de elementos de jogos digitais em atividades gamificadas. O referencial te?rico constituiu o estado de conhecimento, onde destacam-se os autores: Tardif, L?vy, Huizinga, Santaella, Alves, Zabala e Arnau, e, Prensky. Como metodologia de pesquisa optou-se pela abordagem de natureza qualitativa, do tipo estudo de caso. O m?todo de an?lise de dados foi a An?lise Textual Discursiva, sendo os instrumentos de coleta de dados: question?rio, observa??o participante e n?o participante, entrevistas e di?rios de pesquisa. Os sujeitos de pesquisa foram professores dos AI do EF. Os principais resultados alcan?ados mostram que: (a) a forma??o inicial pouco possibilita ao professor desenvolver as compet?ncias necess?rias para atua??o na cibercultura; (b) os cursos de Educa??o Continuada de curta dura??o n?o proporcionam ao docente a reflex?o e as experi?ncias necess?rias; (c) os professores que inserem a gamifica??o nas pr?ticas pedag?gicas nem sempre t?m o entendimento de que est?o o fazendo; (c) o modelo proposto ? promissor, por?m, os docentes que apresentaram melhores resultados s?o aqueles que j? haviam tido contato com jogos do tipo Role-Playing Games e com os elementos da gamifica??o. Fica em aberto para ser discutido em poss?veis trabalhos futuros: ampliar a investiga??o para outros cen?rios e buscar contribui??es da gamifica??o para aprendizagem dos alunos.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-02-12T17:10:17Z No. of bitstreams: 1 TES_JULIANO_BUSETTI_COMPLETO.pdf: 4728791 bytes, checksum: 9cc2c815f6f8eda49ba630d9796f6ea8 (MD5) / Made available in DSpace on 2016-02-12T17:10:17Z (GMT). No. of bitstreams: 1 TES_JULIANO_BUSETTI_COMPLETO.pdf: 4728791 bytes, checksum: 9cc2c815f6f8eda49ba630d9796f6ea8 (MD5) Previous issue date: 2015-10-27 / Regeneration of lost tissues can be obtained in a predictable way by using the Guided Bone Regeneration (GBR) concept. The development of such concept is based on the observation that to regenerate a certain type of tissue, specific cells with the ability to reconstruct such kind of tissue must repopulate the wound. GBR was applied to heal different type of bone defects and the isolation of it by using resorbable and nonresorbable membranes resulted in a predictable healing through the formation of new bone. Nowadays the GBR concept is used for the treatment of multiple clinical situations in dentistry, even with dental implants. Osteoporosis is the most common chronic bone disease and may interfere in the healing of regenerative procedures. The increase in life expectancy results in a larger number of elderly patients referred for bone regeneration and dental implants. Osteoporosis is associated with aging, menopause and chronic use of some types of drugs. Regenerative protocols must be postulated taking into account this category of patients. Limited scientific evidence suggests that osteoporosis can negatively influence bone healing as well as the osseointegration of dental implants. In addition to disease, the use of drugs for its prevention and treatment may affect healing of GBR procedures. Bisphosphonates (BP) are the most frequently used drugs for treatment and prevention of osteoporosis. The drug acts mainly in the inhibition of bone resorption by its action on osteoclasts. Among the commercially prescribed BP, zoledronic acid (ZA) is known to be the most potent of all. In the first paper of this thesis osteoporosis was induced in rats and these animals were submitted to regenerative procedures comparing samples with and without osteoporosis as well as with and without the use of ZA. To assess GBR, critical size defects (CSD) were made in the animals? calvarial bone. Microporous non-resorbable PTFE (polytetrafluorethylene) membranes were used to promote GBR in healthy, osteoporotic and osteoporotic animals treated with ZA. Forty-eight Wistar rats with 6 months of age were included in the study. Experimental osteoporosis was induced by ovariectomy (OVX) associated with hipocalcic diet in 32 animals. Sixteen OVX rats received a single dose of ZA (OZ) while the other 16 osteoporotic rats received no treatment (O). The remaining 16 animals were SHAM operated; the ovaries were exposed but not removed, being considered the control group (C). Six weeks after osteoporosis induction, each animal from the OZ group received a single dose of ZA. One week latter (7 weeks after baseline) two 5-mm CSD were performed bilaterally in the parietal bones and one of these defects was treated with two membranes, one located internally, in contact to the Dura, and the other was placed on top of the defect. GBR healing periods were 30 and 60 days for each group. Evaluation of new bone formation (NBF) was done by qualitative and quantitative histological analysis. Differences in means between groups (O, OZ and C), the use of membranes as well as the observation period (days 30 and 60) were analyzed by ANOVA for each variable. When a statistically significant difference was identified between the averages, the Bonferroni post hoc test was used. The results showed that treatment with ZA (p = 0.001) and the use of membranes (p = 0.000) significantly increased the amount of regenerated bone tissue and the presence of osteoporosis may have reduced NBF (p = 0.028). / Regenera??o de tecido ?sseo perdido pode ser alcan?ada de forma previs?vel utilizando-se o conceito de Regenera??o ?ssea Guiada (ROG). O desenvolvimento deste conceito ? baseado na observa??o de que para realizar a regenera??o de um tipo de tecido, c?lulas espec?ficas, com habilidade de regenerar este tecido especificamente, devem repopular a ferida. Quando ROG foi utilizada para regenera??o de v?rios tipos de defeitos ?sseos, o isolamento destes, com o uso de barreiras f?sicas reabsorv?veis e n?o reabsorv?veis, as membranas, resultou em uma cicatriza??o previs?vel atrav?s da forma??o de novo tecido ?sseo. Atualmente, o pr?nc?pio de ROG ? usado para o tratamento de v?rias situa??es cl?nicas na odontologia, com ou sem o uso associado de implantes dent?rios. Osteoporose ? a doen?a ?ssea cr?nica mais prevalente e pode interferir na cicatriza??o de procedimentos regenerativos. O aumento na expectativa de vida da popula??o resulta em um maior n?mero de pacientes idosos indicados para regenera??o ?ssea e implantes dent?rios. Considerando que a osteoporose est? relacionada com fatores como idade, menopausa e uso cr?nico de alguns tipos de f?rmacos, a preval?ncia desta doen?a ? alta. Protocolos regenerativos devem ser postulados levando-se em conta esta categoria de pacientes. Por?m, limitada evid?ncia cient?fica sugere que osteoporose pode influenciar negativamente a cicatriza??o ?ssea assim como a osseointegra??o de implantes dent?rios. Somado ? doen?a, o uso de drogas para preven??o e tratamento da osteoporose pode influenciar na cicatriza??o de procedimentos regenerativos. Bisfosfonatos (BF) s?o os f?rmacos mais utilizados para tratamento da osteoporose. A droga age na inibi??o da reabsor??o ?ssea atrav?s da sua a??o principalmente sobre os osteoclastos. Dentre os BF existentes comercialmente, o ?cido zoledr?nico (AZ) ? reconhecidamente o mais potente de todos. Sendo assim, o primeiro artigo desta tese buscou criar condi??es de osteoporose em ratas e, nestes animais, procedimentos regenerativos foram feitos comparando amostras com e sem osteoporose assim como com e sem o uso de AZ. Para avaliar ROG, defeitos cr?ticos (CSD) foram feitos na calv?ria dos animais. Membranas n?o reabsorv?veis microporosas de teflon foram utilizadas para ROG em animais saud?veis, osteopor?ticos e osteopor?ticos tratados com AZ. Quarenta e oito ratas Wistar, com 6 meses de idade, foram inclu?das no estudo. Osteoporose experimental foi induzida atrav?s de ovariectomia (OVX) associada ? dieta hipoc?lcica em 32 animais. Dezesseis ratos OVX receberam uma dose ?nica de AZ (OZ) enquanto as outras 16 ratas osteopor?ticas n?o receberam tratamento (O). Os demais 16 animais foram submetidos ? cirurgia controle, onde os ov?rios n?o foram removidos, sendo considerado o grupo controle (C). Seis semanas ap?s a indu??o da osteoporose, o grupo OZ recebeu uma dose ?nica de AZ. Ap?s mais uma semana (7 semanas ap?s OVX), dois CSD de 5 mm foram feitos, bilateralmente, nos ossos parietais, sendo que um destes defeitos foi tratado com duas membranas, uma instalada internamente ao defeito, sobre a dura mater, e outra na por??o externa. Os per?odos de cicatriza??o de ROG foram de 30 e 60 dias para cada grupo. Avalia??o da forma??o de tecido ?sseo (NBF) foi feita atrav?s de an?lise histol?gica qualitativa e quantitativa. Diferen?as entre as m?dias entre os grupos (O, OZ e C), o uso de membranas assim como o per?odo de observa??o (30 e 60 dias) foram analisados atrav?s de ANOVA para cada vari?vel. Quando uma diferen?a estat?stica era identificada entre as m?dias, o teste p?s hoc Bonferroni foi utilizado. Os resultados mostraram que o tratamento com AZ (p=0,001) e o uso de membranas (p=0,000) aumentaram significativamente a quantidade de tecido ?sseo regenerado e que a presen?a de osteoporose pode ter reduzido a forma??o de novo osso (p=0,028).

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-03-30T16:52:31Z No. of bitstreams: 1 DIS_FERNANDA_FERREIRA_GOMES_COMPLETO.pdf: 1355807 bytes, checksum: c0b0bef56502901278adb90dd726d751 (MD5) / Made available in DSpace on 2016-03-30T16:52:31Z (GMT). No. of bitstreams: 1 DIS_FERNANDA_FERREIRA_GOMES_COMPLETO.pdf: 1355807 bytes, checksum: c0b0bef56502901278adb90dd726d751 (MD5) Previous issue date: 2015-12-17 / Knowledge Management and Project Management are widely discussed in literature, but the intersection of these themes has been perceived as a promising research area since the knowledge management has the potential to leverage Project Management results. This research focus on knowledge management processes and, in depth, the process of knowledge sharing in order to analyze its relationship with project management processes group considering three perspectives: type of knowledge generated, actors and involved technologies. As main research results, the existing literature is complemented with respect to technologies that support knowledge sharing as well as the involved actors are mapped in each of the project management groups considering their intersections with knowledge sharing. In addition, as knowledge type analysis results was was concluded that it is possible to influence knowledge conversion forms. In addition, it is possible to explore inter-project knowledge sharing opportunities in order to optimize project management results for the organization, there are opportunities to create and store knowledge in an organized manner so it can be retrived when needed, as well as there are ways to stimulate the knowledge sharing. To conclude, it is possible to implement control mechanisms that enable effective knowledge management. / A Gest?o do Conhecimento e a Gest?o de Projetos s?o temas amplamente abordados na literatura, por?m a interse??o desses vem sendo percebida como uma ?rea promissora de pesquisa uma vez a Gest?o do Conhecimento tem o potencial de alavancar os resultados da Gest?o de Projetos. Esta pesquisa aborda os processos de gest?o do conhecimento e, de forma aprofundada, o processo de compartilhamento do conhecimento com o intuito de analisar como ? a sua rela??o com os grupos de processos de gest?o de projetos sob tr?s perspectivas: tipo de conhecimento gerado, atores e tecnolgias envolvidas nessa rela??o. Como principais resultados da presente pesquisa, complementa-se a literatura existente em rela??o ?s tecnologias que suportam o compartilhamento do conhecimento assim como s?o mapeados os atores envolvidos em cada um dos grupos de gest?o de projetos considerando a sua inse??o com o compartilhamento do conhecimento. Al?m disso, foram analisados os tipos de conhecimento gerados e percebeu-se que ? poss?vel influenciar as formas de convers?o do conhecimento, oportunidades de comaprtilhamento inter-projeto de forma a otimizar os resultados da gest?o de projetos na organiza??o, oportunidades de cria??o e armazenamento do conhecimento nas organiza??es de forma organizada e pass?vel de recupera??o desse conhecimento quando necess?rio, formas de estimular o compartilhamento do conhecimento e, al?m disso, mecanismos de controle que permitem a gest?o eficaz do conhecimento.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-04-01T12:30:37Z No. of bitstreams: 1 DIS_LUCIANA_MARIA_SANTOS_FERRAZ_COMPLETO.pdf: 1204805 bytes, checksum: 6ab87f230b6cd61914d4f481674c4700 (MD5) / Made available in DSpace on 2016-04-01T12:30:38Z (GMT). No. of bitstreams: 1 DIS_LUCIANA_MARIA_SANTOS_FERRAZ_COMPLETO.pdf: 1204805 bytes, checksum: 6ab87f230b6cd61914d4f481674c4700 (MD5) Previous issue date: 2015-06-30 / A technological revolution transformed society and the global economic scenario in the late twentieth century. This new context, which is marked by uncertainty and constant and highly competitive changes, imposes new challenges to managers of SME (Small or Medium Enterprise) seeking strategic advantages to compete with large companies. Alternatively, there are the horizontal cooperation networks, a new form of organization and relationship between companies. It is an associative model, where companies in the same economic sector and with common goals, unite in pursuit of greater competitiveness and better results.In order to provide a better understanding of the subject, this paper aims to analyze, from the manager perspective, the factors that influence the performance of horizontal cooperation networks from Cascavel (PR-BR). To do so, we use a methodology study of multiple exploratory and qualitative approach cases. Interviews were conducted with managers of two networks for data collection. They were intentionally selected, depending on the accessibility and development stage. Seven managers of each of the selected networks were also interviewed along with a Sebrae?s consultant and an Apras?s consultant. The research was completed with a documentary analysis. After data analyzes, it was observed that the formation of networks generates benefits that are not always perceived by entrepreneurs due to their individual goals. It was also noted a lack of commitment of the members and a very strong culture of competition. Those are factors that have a direct impact in the performance of horizontal cooperation networks of Cascavel. / No final do s?culo XX, uma revolu??o tecnol?gica transforma a sociedade e o cen?rio econ?mico mundial. E, este novo contexto, marcado pela incerteza, mudan?as constantes e elevada competitividade, imp?e novos desafios aos gestores das MPEs em busca de vantagens estrat?gicas para competir com as grandes empresas. Como alternativa, surgem as redes de coopera??o horizontal, uma nova forma de organiza??o e relacionamento entre empresas; um modelo associativo, onde empresas de um mesmo segmento econ?mico, com objetivos comuns, unem-se em busca de maior competitividade e melhores resultados. Desta forma, visando proporcionar uma maior compreens?o sobre o assunto, este trabalho tem como objetivo analisar, sob a ?tica dos gestores, os fatores que influenciam o desempenho das redes de coopera??o horizontal de Cascavel (PR). Para isso, fez-se uso de uma metodologia de estudo de casos m?ltiplos, de car?ter explorat?rio e abordagem qualitativa. Para a coleta de dados, foram realizadas entrevistas com os gestores de duas redes de coopera??o, selecionadas de forma intencional, em fun??o da acessibilidade e est?gio de desenvolvimento. Tamb?m foram entrevistados sete gestores de cada uma das redes selecionadas e, ainda, dois consultores do Sebrae e uma consultora da Apras. A pesquisa foi complementada com uma an?lise documental. Ap?s a an?lise dos dados, observa-se que a forma??o em redes gera benef?cios, que nem sempre s?o percebidos pelos empres?rios, em fun??o de seus objetivos individuais. Evidenciou-se, tamb?m, que a falta de comprometimento dos associados e uma cultura muito forte de concorr?ncia s?o fatores que tem impactado de forma direta o desempenho das redes de coopera??o horizontal de Cascavel.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-04-07T17:54:52Z No. of bitstreams: 1 DIS_GIANE_RAMOS_COMPLETO.pdf: 1520885 bytes, checksum: 8153e92979139166b57b546121ce851b (MD5) / Made available in DSpace on 2016-04-07T17:54:52Z (GMT). No. of bitstreams: 1 DIS_GIANE_RAMOS_COMPLETO.pdf: 1520885 bytes, checksum: 8153e92979139166b57b546121ce851b (MD5) Previous issue date: 2016-01-22 / This study aims to research and reflect on musical learning in Early Childhood Education as the primary objective of this dissertation. Seeking to know how these learnings happen and what is the current situation in the schools Private Network from Porto Alegre, five Music teachers were chosen, who are working at this stage of basic education, so that they could bring their impressions about these learning processes. Hence from semi-structured interviews, data were collected for analysis and conclusions. It should be noted that each person, playing a role in society, their chosen profession or one that emerged as an option, brings his or her history, beliefs, concepts of education and therefore the data collected are relevant in order to give voice to those who are directly involved in the teaching and learning processes. Children, in turn, are described by these professionals, who have the certainty of the importance of their role in the individual formation. / O presente estudo se prop?e a pesquisar e refletir sobre as aprendizagens musicais na Educa??o Infantil como o objetivo primeiro dessa disserta??o. Buscando saber como acontecem essas aprendizagens e qual ? o cen?rio atual nas escolas da Rede Privada de Porto Alegre. Foram escolhidos cinco professores de M?sica, que est?o trabalhando nessa etapa da educa??o b?sica, para que pudessem trazer as suas impress?es sobre estes processos de aprendizagem. Assim, a partir de entrevistas semiestruturadas, foram coletados os dados para an?lise e conclus?es. Cabe destacar que cada pessoa, ao desempenhar uma fun??o na sociedade, uma profiss?o que escolheu ou que lhe surgiu como op??o, traz consigo sua hist?ria, suas cren?as, suas concep??es acerca da educa??o e, por isso, os dados coletados s?o relevantes no sentido de se dar voz aqueles que est?o diretamente implicados nos processos de ensino e de aprendizagem. As crian?as, por sua vez, s?o descritas por estes profissionais, que tem a certeza da import?ncia de seu trabalho para a forma??o do indiv?duo.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-04-07T18:03:45Z No. of bitstreams: 1 TES_KARINA_PACHECO_DOHMS_COMPLETO.pdf: 2656095 bytes, checksum: e00f279108486376d11154508124eaf3 (MD5) / Made available in DSpace on 2016-04-07T18:03:45Z (GMT). No. of bitstreams: 1 TES_KARINA_PACHECO_DOHMS_COMPLETO.pdf: 2656095 bytes, checksum: e00f279108486376d11154508124eaf3 (MD5) Previous issue date: 2016-01-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The institutional well-being was investigated based on the answers of teachers, students, managers and employees to the Institutional Well-being Questionnaire (IWQ). It was applied between the beginning and end of 2014 school year, following the implementation of Course Curriculums and development of actions from the Strategic Planning from a Marist school in Porto Alegre. In the literature review were listed elements about ill-being and well-being, Bildung, influences of Positive Psychology, affection, educational environment and their contexts. The research was descriptive, using a mixed method (qualitative and quantitative), with 220 participants who answered the Questionnaire (IWQ) with open-ended questions complemented with field notes, collected by the researcher, from observation records made during the school year. To the quantitative data analysis from the questionnaires, it was used a statistical software, SPSS 17.0 for Windows, analyzing data thought descriptive statistics, comparison of average between the first and second data collection, paired T-Test, Pearson's correlation and variables logistic regression. The research result shows stable indexes at the begging and end year, it was also verified significant statistical differences in the positive and negative affection scale, in the negative affection factor of teachers (M1=4,42, M2= 4,06, p= 0,025) and students (M1=4,04, M2= 3,91, p= 0,020); in the spiritual well-being scale the personal domain (M1=18,40, M2= 16,40, p= 0,000) and common domain in the students (M1=18,12, M2= 15,97, p= 0,000), reflecting then in this scale total average (M1=64,14, M2= 59,54, p= 0,005); in the cultural perception and organizational climate scale (FOCUS) on the support dimensions (M1=43,22, M2= 39,78, p= 0,049), rules dimensions (M1=36,56, M2= 33,56, p= 0,007) and goals dimensions (M1=32,48, M2= 29,04, p= 0,021) from teachers, and for the students in the rules dimension (M1=33,58, M2= 32,37, p= 0,049) and goals dimensions (M1=30,69, M2= 28,80, p= 0,000); and to the affection organizational support perception dimension of teachers (M1=21,52, M2= 19,91, p= 0,053) and to the cognitive dimension (M1=18,37, M2= 16,82, p= 0,000) and to the total average (M1=36,15, M2= 34,45, p= 0,013) of the students. It was verified that the BEI had an adequate internal credibility of its scales and, using the Stepwise method to the logistic regressions resulting in a ROC curve of 0,916. To the open-ended questions answers analysis it was used the technique of content analysis (categorization), complemented with data from the field notes (initial stage from fluency read), it has resulted of five categories: well-being definition, aspects that generate well-being, actions from the well-being, relations perceptions in the institution and well-being promotion. The participants had stand out positive features of the institution (such as the family atmosphere, the open dialogue between people, the cleanness and organization of the site) and they had stand out improvements (such as relationship between all members of the institution, which should be healthier and based on respect; work appreciation and recognition of faculty and staffs, and students performance; more feedbacks and effective dialogue means). Based on the research results it was suggested a proposition for the institution though the Marist educational model. It was highlighted that if the person does more positive self-analysis the institution analysis is also better. That means that better subjective levels of well-being reflect on better levels of institutional well-being. / Investigamos o Bem-estar Institucional a partir das respostas de docentes, discentes, gestores e funcion?rios ao Question?rio de Bem-estar Institucional (QBEI), no in?cio e final do ano letivo de 2014, acompanhando a implementa??o das Matrizes Curriculares e desenvolvimento de a??es oriundas do Planejamento Estrat?gico de um col?gio marista de Porto Alegre. No referencial elencamos elementos sobre mal/bem-estar docente, Bildung, Psicologia Positiva, afetividade, ambiente educacional. Na pesquisa, de n?vel descritivo, utilizamos o m?todo misto (quanti-qualitativo), com 220 participantes , aplicando o Question?rio, com perguntas de resposta fechada/aberta, complementando com Di?rio de Campo da pesquisadora, registrando observa??es realizadas durante o ano letivo. Para an?lise dos dados quantitativos do QBEI utilizamos o programa estat?stico SPSS 17.0-Windows, com estat?stica descritiva, compara??o entre m?dias (primeira/segunda coleta), Teste-t pareado, correla??o de Pearson e regress?o log?stica das vari?veis. Os resultados da pesquisa apontaram que os ?ndices se mantiveram est?veis no in?cio e final do ano, constatando diferen?as estatisticamente significativas na Escala de Afetos Positivos e Negativos, fator de Afetos Negativos dos docentes (M1=4,42, M2= 4,06, p= 0,025) e discentes (M1=4,04, M2= 3,91, p= 0,020); na de Bem-estar Espiritual nos dom?nios pessoal (M1=18,40, M2= 16,40, p= 0,000) e comunit?rio dos discentes (M1=18,12, M2= 15,97, p= 0,000), o que reflete na m?dia global destes (M1=64,14, M2= 59,54, p= 0,005); na percep??o cultural e clima organizacional (FOCUS) nas dimens?es apoio (M1=43,22, M2= 39,78, p= 0,049), regras (M1=36,56, M2= 33,56, p= 0,007) e objetivos (M1=32,48, M2= 29,04, p= 0,021) dos docentes, e para os discentes nas dimens?es regras (M1=33,58, M2= 32,37, p= 0,049) e objetivos (M1=30,69, M2= 28,80, p= 0,000); e na Percep??o do Suporte Organizacional na dimens?o afetiva dos docentes (M1=21,52, M2= 19,91, p= 0,053) e na dimens?o cognitiva (M1=18,37, M2= 16,82, p= 0,000) e na m?dia global (M1=36,15, M2= 34,45, p= 0,013) dos discentes. Verificamos que o BEI apresenta consist?ncia interna adequada em suas escalas e, utilizado o m?todo Stepwise, na regress?o log?stica o resultado sob a curva de ROC foi de 0,916. Na an?lise das resposta ?s quest?es abertas utilizamos a T?cnica de An?lise de Conte?do (categoriza??o), que foram complementados com elementos do Di?rio de Campo (etapa inicial de leitura flutuante), originando cinco categorias: Defini??o de Bem-estar, Aspectos que geram Bem-estar, A??es para o Bem-estar, Percep??o das rela??es na Institui??o, Promo??o do Bem-estar; em que os participantes ressaltaram caracter?sticas positivas da institui??o (clima familiar, possibilidade de di?logo entre as pessoas, ambiente limpo e organizado) e pontos a melhorar (rela??es interpessoais entre todos aqueles que fazem parte da institui??o, que deveriam ser mais saud?veis e baseadas em respeito, valoriza??o e reconhecimento do trabalho dos docentes e funcion?rios e desempenho dos estudantes; necessidade de mais momentos de feedback e espa?o para de fato dialogar). A partir dos resultados, tamb?m sugerimos propostas para a institui??o baseadas no modelo marista de educar. Ressaltamos ainda que, quanto mais positiva a avalia??o que a pessoa realiza de si mesma, melhor ? a avalia??o que realiza sobre a Institui??o. Ou seja, melhores graus de Bem-Estar Subjetivo refletem em melhores e mais positivos graus de Bem-estar Institucional.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-04-18T12:16:22Z No. of bitstreams: 1 DIS_LUCIENE_MALDONADO_COMPLETO.pdf: 2633884 bytes, checksum: 8c65089a2ecd9ebdd8a512dd6a66e6f1 (MD5) / Made available in DSpace on 2016-04-18T12:16:22Z (GMT). No. of bitstreams: 1 DIS_LUCIENE_MALDONADO_COMPLETO.pdf: 2633884 bytes, checksum: 8c65089a2ecd9ebdd8a512dd6a66e6f1 (MD5) Previous issue date: 2016-01-25 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / This job aims to propose a reflection on the subjects roles in regards to the school?s transformation. The field of investigation was a project at a inovative public school at S?o Paulo city, that has broken the traditional paradigms even though being part the municipal school system. Inspired in the ?Escola da Ponte?, walls had been pulled down, fences had been broken and a Project had been implemented to support the (re)construction of the school into a model to fulfill the main internal and external yearnings of the community, a everyone?s school and for everyone. With a remarkable democratic participation, with a differentiated building structure the school has an educational policy through cycles and self-researches. They make round tables to discuss topics and define responsibilities, so everyone is on the same page. Teachers are tutors and the relatives are mostly present. The volunteer work is well accepted and practiced by many. All those changes have as main elements the management and the intention to have a praxis of transformation in that space, creating identity and daily (re)constructing the school as they want to have. For this research, semi-structured interviews had been performed with relatives, students, teachers, managers and government employee during April/May, 2015.Thereby aiming to fulfill the purpose of the research, an exploratory and qualitative approach (Barros & Lehfeld, 1990) has been chosen, a technique of non-probability sampling strategies (Cooper & Schindler, 2011) with a methodical data collection based on Bardin (2009) has been used in the prerogative to understand and analyze how innovative changes involving the school management team impacts at the development of the school. At the end of the research process and completion of this work, we understand that the school management has considerable importance in the realization of this project. This project is working nearly 20 years ago. / Este trabalho prop?e uma reflex?o acerca do papel dos sujeitos na transforma??o de uma escola. O campo de investiga??o foi um projeto em uma escola p?blica de ensino fundamental da rede municipal, na cidade de S?o Paulo, capital, que rompeu os paradigmas tradicionais. Inspirados na Escola da Ponte rompeu-se paredes, quebraram-se alambrados e construiu-se um projeto que auxiliasse a escola a se (re)construir em um modelo que atendesse o principal anseio da comunidade interna e externa, uma escola de todos e para todos. Com uma not?vel participa??o democr?tica, com uma estrutura predial modificada a escola possui uma pol?tica de ensino diferenciada. Professores s?o tutores e h? um grande corpo de volunt?rios. Toda essa mudan?a tem como elemento principal a gest?o e sua inten??o por uma pr?xis de transforma??o naquele espa?o, criando identidade, (re)construindo todos os dias a escola que querem ter. Para a pesquisa foram feitas entrevistas semiestruturadas com os familiares, alunos, professores, gestores e servidores no per?odo de abril/maio. Desse modo objetivando cumprir a intencionalidade da pesquisa que ? analisar de que forma as mudan?as inovadoras que envolvem gest?o escolar impactam no desenvolvimento da escola. Na presente disserta??o, escolheu-se fazer o uso de uma abordagem explorat?ria e qualitativa (Barros e Lehfeld, 1990), utilizamos a t?cnica n?o probabil?stica com amostragem por julgamento (Cooper & Schindler, 2011) e com procedimento metodol?gico de an?lise de dados apoiados em Bardin (2009) na prerrogativa de entender e analisar de que forma as mudan?as inovadoras que envolvem a gest?o escolar impactam no desenvolvimento da escola. Ao final do processo de pesquisa e de conclus?o desse trabalho, entendemos que a gest?o escolar possui uma consider?vel import?ncia na realiza??o desse projeto. Este projeto est? dando certo h? quase 20 anos.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-04-18T12:24:53Z No. of bitstreams: 1 DIS_KATIUSCA_MARUSA_CUNHA_DICKOW_COMPLETO.pdf: 1128915 bytes, checksum: 3ea9bf573e79342d561e9f07e14bfb19 (MD5) / Made available in DSpace on 2016-04-18T12:24:53Z (GMT). No. of bitstreams: 1 DIS_KATIUSCA_MARUSA_CUNHA_DICKOW_COMPLETO.pdf: 1128915 bytes, checksum: 3ea9bf573e79342d561e9f07e14bfb19 (MD5) Previous issue date: 2016-01-21 / The goal of the present qualitative-interpretative-comprehensive research is to discuss the formation of professors of Ballroom Dance, coming up reflections about the constitutive features of the professors of this area, and the relationship with their docent knowledge?s. The necessity of this reflection came up due to the lack and fragility of the formative and normative ways of the Ballroom Dance professional, mainly referred to specific and extensive training, and to the lack of supervision and structuration of this job field. The data of the present research were obtained through the use of the instruments ?Letters and Semi structured Interviews?, where the investigated participant was Jaime Ar?xa, a professor of Ballroom Dance, intentionally chosen because of his large acknowledgement, constitutive characteristics, and significant teaching practice in Ballroom Dance professor?s formation. The objective of the interview was to investigate which characteristics are emphasized and worked by this professional when choosing the methodological processes for his classes, and to which extent his life experiences, influenced his chooses and constitution of the professor that he actually is. The identification of the characteristics of the Being Professor was done through the letters written and directed to the interviewed by professionals formed directly by him, and that continue actuating with the Ballroom Dance. The interviews were structured in two themes: Histories of Life and Professor Action and Actuation. The Letters and Interviews were analyzed aiming to interlace the features reveled by the Letters with the professor knowledge?s: experiential, pedagogical, academicals, and spiritual, constructed and expressed in the Interviews, according to the theoretical referential of Tardif (2014) and Grillo (2006). The analysis of the variables of the investigation revealed that the constitutive characteristics of the Being professor of Ballroom Dance help the construction of his docent knowledge?s that, in turn, re-feed the permanent and systematic evaluation of what he is, resulting in a representative basis to the definition of the Being of a professor of Ballroom Dance. / A presente investiga??o qualitativa interpretativa ? compreensiva tem o intuito de discutir a forma??o de professores em Dan?a de Sal?o, trazendo reflex?es sobre as caracter?sticas constitutivas/identit?rias do Ser professor nessa ?rea e sua rela??o com seus saberes docentes. A necessidade dessas reflex?es surgiu da insufici?ncia e fragilidade dos meios formativos e normativos do profissional de Dan?a de Sal?o, no que se refere ? capacita??o espec?fica e abrangente e ? falta de fiscaliza??o e estrutura??o desse campo de trabalho. Para obten??o dos dados da pesquisa, foram utilizados os instrumentos Cartas e Entrevistas semiestruturadas. Teve como participante investigado, Jaime Ar?xa, professor de Dan?a de Sal?o, intencionalmente escolhido, pelo crit?rio de seu relevante reconhecimento, por suas caracter?sticas constitutivas/identit?rias e significativa pr?tica docente na forma??o de professores de Dan?a de Sal?o, no intuito de verificar: quais caracter?sticas s?o salientadas e trabalhadas por esse profissional em rela??o ? escolha dos processos metodol?gicos utilizados em suas aulas e de que forma suas experi?ncias de vida influenciaram em suas escolhas e constitui??o/identidade do Ser professor que ele ? hoje. A identifica??o das caracter?sticas do Ser professor, foi feita por meio das Cartas escritas e dirigidas ao entrevistado por profissionais formados diretamente por ele e que continuam atuando, no mercado de Dan?a de Sal?o. As entrevistas foram estruturadas em dois temas: Hist?rias de Vida e Atua??o Docente e A??o Docente. As Cartas e as Entrevistas foram analisadas, no intuito de entrela?ar a an?lise das caracter?sticas reveladas nas Cartas, com os saberes docentes: Experienciais, Pedag?gicos, Acad?micos e Espirituais, constru?dos e expressados nas Entrevistas, segundo o referencial te?rico de Tardif (2014) e Grillo (2006). A an?lise das vari?veis da investiga??o, revelaram que, as carater?sticas constitutivas/identit?rias do Ser professor de Dan?a de Sal?o, o que ele ?, auxiliam na constru??o de seus saberes docentes que, por sua vez, realimentam a permanente e sistem?tica avalia??o do que se ?, resultante em uma base representativa para a defini??o do Ser de um professor da Dan?a de Sal?o.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-07-13T14:02:45Z No. of bitstreams: 1 AntidiodeAndradeCarvalhoDissertacao2016.pdf: 1719778 bytes, checksum: b2ff7d0658f92727c1ea7921c2d00b43 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-07-13T14:03:38Z (GMT) No. of bitstreams: 1 AntidiodeAndradeCarvalhoDissertacao2016.pdf: 1719778 bytes, checksum: b2ff7d0658f92727c1ea7921c2d00b43 (MD5) / Made available in DSpace on 2017-07-13T14:03:38Z (GMT). No. of bitstreams: 1 AntidiodeAndradeCarvalhoDissertacao2016.pdf: 1719778 bytes, checksum: b2ff7d0658f92727c1ea7921c2d00b43 (MD5) Previous issue date: 2016-06-30 / The ideal of any Education Institution is that every school is in possession of a quality education. In this context, this research will analyze the management skills in assessment processes concerning the quality of learning. In order to understand better the educational management, the function and role of the institution???s managers who are directly associated with learning in school are analyzed. The role of the director, supervisor and teacher will be discussed because the managers are the ones who directly influence on policy, planning and strategies of the educational program which impact the quality of learning. This study describes the Institutional, Large-Scale and Curriculum Content Evaluation as models of independent and complementary assessment for achieving essential indicators such as school management work tools in the pursuit of quality of the teaching and learning process. This study demonstrates and differentiates administrative and pedagogical management, which are dimensions that are present and experienced by school managers when carrying out their Pedagogical Political Project. The text analyzes how the neoliberal ideology can overshadow the educational administration, when the activity runs through the administrative, economic and financial dimension of the school may interfere paradoxically in the core business of education which should be preserved as a public and social common good. This work intentionally concerns the pedagogical management dimension for being intrinsically linked to the subject of the study. Regarding the nature of the subject and the objectives of this study, the research has a qualitative approach, also supported by quantitative information and studies based on institutional documentation for data collection, in order to investigate the competence of management in the evaluation processes concerning their impact on the quality of learning. The study shows, for its theoretical reference and data analysis, that the knowledge, understanding and articulation of the information generated by the evaluation instruments by school managers have a decisive influence on the quality of learning. / O ideal de toda Institui????o de Ensino ?? que toda escola seja portadora de uma educa????o de qualidade. Nesse contexto, esta pesquisa vai analisar as compet??ncias da gest??o nos processos de avalia????o em vista da qualidade da aprendizagem. Para melhor compreender a gest??o educacional ?? analisada a fun????o e o papel dos gestores da institui????o de ensino diretamente associados ?? aprendizagem na escola. Foi discutida a fun????o do diretor, do supervisor e do professor por serem os gestores que influenciam diretamente nas pol??ticas, no planejamento e estrat??gias de a????o do projeto pedag??gico que impactam sobre a qualidade da aprendizagem. Esse estudo descreve a Avalia????o Institucional, de Grande Escala e dos Conte??dos Curriculares como modelos de avalia????o independentes e complementares na obten????o de indicadores imprescind??veis como ferramentas de trabalho da gest??o escolar na persecu????o da qualidade do processo do ensino e da aprendizagem. O estudo explicita e diferencia a gest??o administrativa e pedag??gica, que s??o dimens??es presentes e vivenciadas pelos gestores da escola na realiza????o do seu Projeto Pol??tico Pedag??gico. O texto analisa como a ideologia neoliberal pode ofuscar a gest??o educacional, quando a atividade meio, perpassada pela dimens??o administrativa, econ??mica e financeira da escola, pode interferir de forma paradoxal com a atividade fim da educa????o que deve ser preservada como um bem p??blico e social. O trabalho tem o foco, propositalmente, na dimens??o gestora pedag??gica por estar intrinsecamente ligada ao tema do estudo. Dada a natureza do tema e os objetivos deste estudo, a pesquisa tem uma abordagem qualitativa, subsidiada tamb??m em informa????es quantitativas e de estudos com base em documenta????o institucional para a coleta de dados, com o objetivo de investigar as compet??ncias da gest??o nos processos avaliativos em vista do seu impacto na qualidade da aprendizagem. A pesquisa demonstra, pelo seu referencial te??rico e a an??lise dos dados, que o conhecimento, a compreens??o e a articula????o das informa????es geradas pelos instrumentos de avalia????o pelos gestores da escola, impactam de forma decisiva na qualidade da aprendizagem.