Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-06T13:49:08Z No. of bitstreams: 1 LilianMendoncaOliveiraDissertacao2016.pdf: 1288159 bytes, checksum: f5504e27d03e3e365d929ec11337b9fb (MD5) / Approved for entry into archive by Kelson Anthony de Menezes (kelson@ucb.br) on 2017-04-06T18:16:39Z (GMT) No. of bitstreams: 1 LilianMendoncaOliveiraDissertacao2016.pdf: 1288159 bytes, checksum: f5504e27d03e3e365d929ec11337b9fb (MD5) / Made available in DSpace on 2017-04-06T18:16:39Z (GMT). No. of bitstreams: 1 LilianMendoncaOliveiraDissertacao2016.pdf: 1288159 bytes, checksum: f5504e27d03e3e365d929ec11337b9fb (MD5) Previous issue date: 2016-02-19 / This research investigates how the proposed internationalization of the National Graduate Plan (2011-2020) is translated in the context of praxis of two graduate programs of a private higher education institution in Brazil's Midwest Region. This is a qualitative case study which is based on the method of analysis of the policy cycle (BOWE, BALL, GOLD, 1992; Ball, 1994) to understand the network of policies and knowledge surrounding the internationalization of higher education and its weight in the evaluation of graduate programs conducted by CAPES. Through documentary analysis, questionnaires, and semi-structured interviews it was possible to understand how the administrators and professors of a program evaluated by CAPES at four, and another at five, deal with internationalization in the context of praxis at the same institution. The Bardin Content Analysis (2010) and the Statistical Package for Social Sciences (SPSS) were used to interpret the qualitative and quantitative data. The results show weaknesses in the dynamics of internationalization experienced in everyday programs by their administrators and professors, compromising their performance. Despite the existence of international activities, the process is incipient and isolated in each program. There is a lack of institutional policies with financial support and internationalization strategies built with the demands of the current National Plan for Graduate Studies in mind. Since internationalization is an important criterion in CAPES evaluations, it needs to be prioritized in the internal policies of graduate programs, contributing to the expansion of international academic production and strengthening partnerships. / Esta pesquisa investiga como a proposta de internacionaliza????o do Plano Nacional de P??s-Gradua????o (2011-2020) ?? traduzida no contexto da pr??tica de dois programas Stricto Sensu de uma institui????o de educa????o superior privada da Regi??o Centro-Oeste. Trata-se de um estudo de caso qualitativo que se inspira no m??todo de an??lise do ciclo de pol??ticas (BOWE; BALL; GOLD,1992; BALL,1994) para compreender as redes de pol??ticas e conhecimentos que cercam a internacionaliza????o da educa????o superior e o seu peso na avalia????o de programas de p??s-gradua????o realizada pela CAPES. Por meio da an??lise documental, question??rios e entrevistas semiestruturadas foi poss??vel compreender como gestores e docentes de um programa com nota quatro e outro com nota cinco lidam com a internacionaliza????o no contexto da pr??tica da mesma institui????o. A An??lise de Conte??do de Bardin (2010) e o Statistical Package for the Social Sciences(SPSS) foram utilizados para tratar os dados qualitativos e quantitativos. Os resultados revelam fragilidades na din??mica de internacionaliza????o vivenciada no cotidiano dos programas por seus gestores e docentes, o que compromete um melhor desempenho. Apesar da exist??ncia de a????es de internacionaliza????o, o processo ocorre de modo incipiente e isolado em cada programa. Falta uma pol??tica institucional com apoio financeiro e estrat??gias de internacionaliza????o articuladas com as demandas do atual Plano Nacional de P??s-Gradua????o. Por ser um crit??rio importante na avalia????o da CAPES, a internacionaliza????o dos programas precisa ser priorizada na pol??tica interna de p??s-gradua????o da universidade, contribuindo para a amplia????o da produ????o acad??mica internacional e fortalecendo as parcerias.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-07T12:23:52Z No. of bitstreams: 1 LeonardoHumbertoSoaresTese2016.pdf: 3372069 bytes, checksum: 169fca20a6185d87dade610d53ed8616 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-07T12:24:04Z (GMT) No. of bitstreams: 1 LeonardoHumbertoSoaresTese2016.pdf: 3372069 bytes, checksum: 169fca20a6185d87dade610d53ed8616 (MD5) / Made available in DSpace on 2017-04-07T12:24:04Z (GMT). No. of bitstreams: 1 LeonardoHumbertoSoaresTese2016.pdf: 3372069 bytes, checksum: 169fca20a6185d87dade610d53ed8616 (MD5) Previous issue date: 2016-04-22 / This research paper aims to identify how the new informational and communicational technologies, the large volume of information produced and the teaching practice across the "Information Society" reinforce and / or puts into question the teachers??? perception of their own authority in the classroom. The study assumed that the sense of "crisis of authority", which is verbalized repeatedly by teachers, might be directly linked to the new emerging social dynamics of technological and informational development seen in the past forty years and it has been increasingly inserted in social and educational context. In this sense, the survey revealed important aspects that might contribute to a better understanding of the educational act itself and on the phenomena that are part of the teacher???s daily routine in the classroom. Taking this scenario as a basis, the research is mainly grounded in the ideas presented by Bauman (2011), Bourdieu and Passeron (1975), Castells (1999), Hobsbawm (1995) in order to understand how contemporary is reacting to changing historical events in what has been called the information society. On this scenario, the plot of the discussion of this work and we had painted-Arendt (1964) as a guide to the concept of crisis in teaching authority and the education crisis. Durkheim (1978) and Furlani (1990) complemented the vision of Arendt???s authority (1964), with convergent and divergent points on the subject. N??voa (1995), Alarc??o (2001), Zabala (1998), Zabalza (2004) and Postic (1990) helped on the reflection about the concerns and the new roles of the teacher. Phenomenology was used as conducting scientific method to the procedures for generation and data analysis. The research is characterized as exploratory regarding the objective and field and as empirical research on the means. From the qualitative approach semi-strutucture interview and systematic observation as techniques for data generation were used, while the collective subject discourse (DSC) and interparticipant analysis were employed as instruments for its contextualization. As a result, three important phenomena have been identified and appear to be essential to this debate: a) the student has facility to interact with technology, but this feature does not extend to their use in the context of communication and entertainment; b) Students??? access to new information bases can generate a sense of loss of authority on a teacher who might not be prepared to deal with that reality; and c) that the strategies in which are based on the understanding of the other as part directly involved in the educational act seem to strengthen the teacher???s authority relations. In summary, the result points to the idea that it is not the domain of ICT by the teacher reinforcing or not your authority. / O presente trabalho de pesquisa teve como intuito identificar de que maneira as novas tecnologias informacionais e comunicacionais, o grande volume informacional produzido e a pr??tica docente frente a ???Sociedade da Informa????o??? refor??am e/ou p??em em xeque a percep????o do professor sobre a sua autoridade em sala de aula. A pesquisa partiu do princ??pio de que o sentimento de ???crise da autoridade??? que ?? verbalizado recorrentemente por parte dos docentes poderia estar diretamente vinculado ??s novas din??micas sociais emergentes do desenvolvimento tecnol??gico e informacional visto nos ??ltimos quarentas anos e que se apresenta cada vez mais inserido no contexto social e educacional. Nesse sentido, a pesquisa revelou aspectos importantes que podem contribuir para uma melhor compreens??o sobre o pr??prio ato educativo e sobre os fen??menos que fazem parte da rotina cotidiana do professor em sala de aula. Tendo esse cen??rio como base, a pesquisa se fundamentou principalmente nas reflex??es apresentadas por Bauman (2011), Bourdieu e Passeron (1975), Castells (1999) e Hobsbawm (1995) para compreender como a contemporaneidade est?? reagindo aos eventos hist??ricos de mudan??a no que vem sendo chamado de sociedade da informa????o. Sobre esse cen??rio, pintou-se o enredo da discuss??o desse trabalho e que teve Arendt (1964) como fio condutor para o conceito de crise da autoridade docente e crise da educa????o. Durkheim (1978) e Furlani (1990) complementaram a vis??o sobre autoridade de Arendt (1964), apresentando pontos convergentes e divergentes sobre o assunto. N??voa (1995), Alarc??o (2001), Zabala (1998), Zabalza (2004) e Postic (1990) auxiliaram na reflex??o sobre as inquieta????es e os novos papeis do professor. A fenomenologia foi utilizada enquanto m??todo cientifico condutor para os procedimentos de gera????o e an??lise dos dados. A pesquisa se caracterizou como explorat??ria quanto ao fim e pesquisa de campo e emp??rica quanto aos meios. A partir da abordagem qualitativa, foi utilizada a entrevista semiestrutura e a observa????o assistem??tica enquanto t??cnicas para gera????o de dados, enquanto o discurso do sujeito coletivo (DSC) e a an??lise interparticipante foram utilizados como instrumentais utilizados para a sua contextualiza????o. Como resultado, foram identificados tr??s importantes fen??menos que parecem ser essenciais para esse debate: a) que o aluno possui facilidade em interagir com a tecnologia, mas essa facilidade n??o ultrapassa o seu uso no contexto comunicacional e de entretenimento; b) que o acesso dos alunos ??s novas bases informacionais pode gerar um sentimento de perda da autoridade naquele professor que n??o est?? preparado para lidar com essa realidade; e c) que as estrat??gias que se pautam na compreens??o do outro como parte diretamente envolvida no ato educativo parecem fortalecer as rela????es de autoridade do professor. Em s??ntese, o resultado aponta a ideia de que n??o ?? o dom??nio da TIC pelo professor que refor??a ou n??o a sua autoridade.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-07T12:45:45Z No. of bitstreams: 1 AnaLuizaFernandesMendesDissertacao2016.pdf: 1763394 bytes, checksum: 2eaadba1b596e06095dd84adc203e231 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-07T12:45:55Z (GMT) No. of bitstreams: 1 AnaLuizaFernandesMendesDissertacao2016.pdf: 1763394 bytes, checksum: 2eaadba1b596e06095dd84adc203e231 (MD5) / Made available in DSpace on 2017-04-07T12:45:55Z (GMT). No. of bitstreams: 1 AnaLuizaFernandesMendesDissertacao2016.pdf: 1763394 bytes, checksum: 2eaadba1b596e06095dd84adc203e231 (MD5) Previous issue date: 2016-06-17 / This research investigated the management dynamics in a Higher Education Institution (HEI) Private of Bahia western on the demands of the policy of the National Higher Education Evaluation System (Sinaes). This scenery is marked by de regulation, and by the rankings in the higher education. This is a qualitative case study, without giving up the use of quantitative data. The adopted approach is supported in the Policy Cycle contexts (BOWE; BALL; GOLD, 1992) - context of influence, text production and practical context, and the context of practice is the focus of the research. Data was collected through semi-structured interviews with managers of the analyzed HEIs, and questionnaires were applied to their teachers and students. The policy cycle method was used to analyze the Sinaes as a regulatory policy, quality inducer in higher education. The cycle was chosen for allow the articulation of political processes at macro and micro levels. The policy analysis contexts are interconnected, out of time, not linear. The analysis of Sinaes was permeated with some methodological aspects by critical discourse analysis (CDA). In the research it was found that the Sinaes establishes quality criteria, and by the evaluative acts linked concepts to the HEIs. The results revealed the limited knowledge of the managers on the construction context of Sinaes policy. The lack of knowledge by the influence context don???t unfeasible the discussion by Sinaes policy. Teachers and students recognize the text of the policy, but they don???t validate like quality reflex. The managers need to share information and results of the evaluation process, even also they not countersign in its entirety. In practice, they have consciousness of the excessive importance given to the National Examination of Student???s Performance (Enade), although not suitable for measuring quality. However, the indicators are used as instrument to attract students and generate rankings. For managers, the Sinaes is guiding improvements, but requires reinforcing its articulator character, valuing the self-assessment and regional characteristics. / Esta pesquisa investigou as din??micas de gest??o em uma Institui????o de Educa????o Superior (IES) privada do oeste da Bahia diante das demandas do Sistema Nacional de Avalia????o da Educa????o Superior (Sinaes). Esse cen??rio ?? marcado pela regula????o e pelo ranqueamento na educa????o superior. Trata-se de um estudo de caso qualitativo, sem prescindir do uso de dados quantitativos. A abordagem adotada ampara-se nos contextos do Ciclo de Pol??ticas (BOWE; BALL; GOLD, 1992) ??? contexto da influ??ncia, produ????o de texto e contexto da pr??tica, sendo o contexto da pr??tica o foco da pesquisa. Foram realizadas entrevistas semiestruturadas com os gestores da IES analisada, e aplicados question??rios aos seus docentes e discentes. O m??todo do ciclo de pol??ticas foi utilizado para analisar o Sinaes como uma pol??tica de regula????o, indutora de qualidade na educa????o superior. O ciclo foi escolhido por permitir a articula????o dos processos pol??ticos em n??veis macro e micro. Os contextos de an??lise da pol??tica s??o interligados, n??o temporais, n??o lineares. A an??lise do Sinaes foi permeada com o uso de alguns aspectos metodol??gicos da an??lise cr??tica do discurso (ACD). Na pesquisa constatou-se que o Sinaes estabelece crit??rios de qualidade, e mediante os atos avaliativos vincula conceitos ??s IES. Esses conceitos s??o utilizados como ferramentas de marketing para a atra????o de alunos e geram rankings. Ocorre que os componentes do Sinaes s??o homog??neos em um pa??s com um sistema de educa????o heterog??neo. Os resultados da pesquisa revelaram o conhecimento limitado dos gestores sobre o contexto de constru????o da pol??tica do Sinaes. A falta de conhecimento do contexto de influ??ncia do Sinaes n??o inviabilizou a discuss??o sobre a pol??tica. Docentes e discentes reconhecem o texto da pol??tica, mas n??o o validam como reflexo de qualidade. Para os gestores os crit??rios de avalia????o n??o favorecem as IES de pequeno porte, como apontada nas entrevistas. Falta aos gestores compartilharem com a comunidade acad??mica as informa????es e os resultados do processo avaliativo, mesmo que tamb??m n??o o referendem em sua totalidade. No contexto da pr??tica observou-se a excessiva import??ncia dada ao Exame Nacional de Desempenho de Estudantes (Enade), mesmo n??o sendo adequado para medir qualidade. Para os gestores, o Sinaes ?? norteador de melhorias, mas requer que se reforce o seu car??ter articulador, valorizando-se a autoavalia????o e as caracter??sticas regionais.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-07T12:54:47Z No. of bitstreams: 1 AngeloCaminhaMunhozDissertacao2016.pdf: 1912628 bytes, checksum: ee626641122eb44aaa48963c20a2f511 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-07T12:55:01Z (GMT) No. of bitstreams: 1 AngeloCaminhaMunhozDissertacao2016.pdf: 1912628 bytes, checksum: ee626641122eb44aaa48963c20a2f511 (MD5) / Made available in DSpace on 2017-04-07T12:55:01Z (GMT). No. of bitstreams: 1 AngeloCaminhaMunhozDissertacao2016.pdf: 1912628 bytes, checksum: ee626641122eb44aaa48963c20a2f511 (MD5) Previous issue date: 2016-04-01 / With the objective of analysing how teenagers appropriate the message app for mobile devices WhatsApp and what are the consequences of this process to their sociabilities, an exploratory study was made with thirteen students, of ages of 15 to 18 years, of both sexes, in a public high school of the Distrito Federal. The theoretical foundation was based on Simmel, L??vy and Castells, among others. The data was collected by means of questioners and implementation of two focal groups and the material was given a qualitative treatment by means of the Bardin's Content Analysis Technique. As the main results, the fluent appropriation of the WhatsApp app in their daily routine, mostly in a modest to intense way, stands out. However, the app is still not primarily used in their interactions with their social groups, prevailing, still, the face-to-face interactions. The online and offline communication are interchanged. They are motivated to use it by the need of immediate and ubiquitous communication, which the app makes available in an easy and simple way, allowing continuous connectivity, intrinsic to contemporary times. Also, as motivation, they receive influence from friends and colleagues, from the capitalist market and from the families' financial condition. As opportunities for their sociabilities, they pointed out the maintenance and intensification of their relationships, sociality and enlargement of their contact network. In relation to the challenges, they indicated the communication conflicts, digital privacy and the sporadic showing of psychic and physical symptoms. The consequences regarding their sociabilities transpired in dualistic manner as bonds and awkwardness, chiefly in their basic social circles. In the friend circle, the bonds arise from the intensity and warmth with which they interact. The awkwardness, among others, from the fear of exclusion from the group, conflicts and the matter of privacy. In the family circle, seeking security, they contact their parents through WhatsApp, keeping the primary bonds. The restriction to the use of the app, the absence of familiar talking groups or in an unpleasant participation generate the awkwardness. On the social school circle, given opportunity by the resources made available by the app, they become collaborative in sharing the school tasks, registering the subjects needed to be studied and participating in groups of student interest. The awkwardness arise from the restraint of the use inside classroom and from the pretentious neutrality of the school regarding the prevention of cyberbullying. The conclusions are preliminary, induced by the literature review and the interpretation reported by the researched. In face of this, we understand that the communication technology advances that are happening in the 21st century requires of the academic knowledge new researches seeking to analyse the possible consequences in the experience of the teenagers. / Com o objetivo de analisar como os adolescentes se apropriam do aplicativo de mensagens por dispositivos m??veis WhatsApp e quais as consequ??ncias desse processo para as suas sociabilidades, foi realizado um estudo explorat??rio com treze estudantes, na faixa et??ria de 15 a 18 anos, de ambos os sexos, de um escola p??blica de Ensino M??dio do Distrito Federal. A fundamenta????o te??rica se baseou em Simmel, L??vy e Castells, entre outros. Os dados foram coletados por meio de question??rios e realiza????o de dois grupos focais e ao material foi dado um tratamento qualitativo, por meio da T??cnica de An??lise de Conte??do de Bardin. Como principais resultados, destacaram-se a apropria????o fluente do aplicativo WhatsApp na sua rotina di??ria, a maioria, de maneira moderada a intensa. No entanto, n??o est??o utilizando prioritariamente o aplicativo para suas intera????es com os seus grupos sociais, prevalecendo, ainda, as intera????es de modo presencial. Alternam-se nas comunica????es ditas offline e online. S??o motivados a utilizar pela necessidade de uma comunica????o imediata e de ubiquidade, cujo aplicativo disponibilizam de modo f??cil e simples, propiciando uma conectividade cont??nua, inerente ao espa??o contempor??neo. Tamb??m como motiva????es, recebem influ??ncias dos amigos e colegas, do mercado capitalista e da condi????o financeira familiar. Como oportunidades para as suas sociabilidades, apontaram a manuten????o e intensifica????o dos seus relacionamentos, o gregarismo e a amplia????o das redes de contato. Em refer??ncia aos desafios, indicaram os conflitos de comunica????o, a privacidade digital e o aparecimento pontual de sintomas ps??quicos e f??sicos. As consequ??ncias quanto ??s suas sociabilidades transpareceram de maneira dual??stica em la??os e embara??os, principalmente nos seus c??rculos sociais b??sicos. No c??rculo dos amigos, os la??os se formam na intensidade e na afetuosidade que interagem. Os embara??os, entre outros, no receio de exclus??o do grupo, na ocorr??ncia de conflitos e na quest??o da privacidade. No c??rculo da fam??lia, em busca de seguran??a, contatam com os pais por meio do WhatsApp, mantendo os la??os prim??rios. A restri????o ao uso do aplicativo, a aus??ncia em grupos de conversa familiares ou uma participa????o desprazerosa geram os embara??os. No c??rculo social escolar, oportunizados pelos recursos dispon??veis no aplicativo, tornam-se colaborativos no compartilhamento das tarefas escolares, no registro do conte??do a ser estudado e na participa????o em grupos de interesse estudantil. Os embara??os surgem na coibi????o do uso dentro de sala de aula e na pretensa neutralidade da escola quanto ?? preven????o do cyberbullying. Conclus??es s??o preliminares, induzidas pela revis??o da literatura e pela interpreta????o relatada pelos pesquisados. Diante disso, entendemos que os avan??os tecnol??gicos comunicacionais que est??o ocorrendo no s??culo XXI requerem do saber acad??mico novas pesquisas buscando analisar as poss??veis consequ??ncias na viv??ncia dos adolescentes.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-17T19:48:00Z No. of bitstreams: 1 RenatoAndreSousadaSilvaTese2016.pdf: 2035760 bytes, checksum: 9fe81429a4fb823f8dc8395ec71df1ae (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-17T19:48:22Z (GMT) No. of bitstreams: 1 RenatoAndreSousadaSilvaTese2016.pdf: 2035760 bytes, checksum: 9fe81429a4fb823f8dc8395ec71df1ae (MD5) / Made available in DSpace on 2017-04-17T19:48:22Z (GMT). No. of bitstreams: 1 RenatoAndreSousadaSilvaTese2016.pdf: 2035760 bytes, checksum: 9fe81429a4fb823f8dc8395ec71df1ae (MD5) Previous issue date: 2016-08-26 / Introduction: Previous studies have found that cerebral cooling is effective to decrease the elevation in core temperature during exercises performed in hot environment. Furthermore, other have shown that the rate of increase in core temperature may vary according to the exercise mode under consideration; in contrast to self-paced exercise, controled-pace exercise requires greater muscle recruitment, thereby inducing higher increase in core temperature. The aim of this study was to examine the acute effects of cranial-cervical cooling in the rate of increase of core temperature, and physiological and psychological responses during controlled-pace and self-paced exercises performed in hot environment. Methods: Ten cyclists took part in the study, they underwent 3 preliminary sessions under ~21 ??C and 4 experimental sessions in hyperthermia (~33 ??C), that is: self-paced exercise with or without central cooling (ESP33 e ESP33C); and controlled-pace exercise with or without central cooling (ECP33 e ECP33C). In both the exercise modes they completed 20km cycling trial either in a self-paced manner anchored in ratings of perceived exertion (RPE = 16), or in a controlled-pace manner with intensity set at the mean power output recorded during preliminary self-paced exercise session under ~21 ??C. Core and peripheral temperature, cardiopulmonary and perceptive measures were obtained during exercises, while maximal voluntary muscle torque, body mass and urine density were obtained prior and post exercises. Mean responses, as well as the rate of increase in core temperature and RPE along the exercises with or without cooling were compared. Results: The control trials showed that ESP e ECP were submaximal, and affected by the elevation in environment temperature (21 ??C vs 33??C). Regarding the responses to the cranial-cervical cooling, there were cooling main effects due to reduction in exercise time, increases in power output, reduction in mean core temperature and its rate of increase. Additionally, there was lower RPE and thermal sensation. Only the oxygen uptake showed exercise mode main effects, with greater values in ECP. No exercise mode by cooling interaction effects was observed. Conclusion: The central cooling was effective to increase the motor performance, likely due to the attenuated increase in core temperature and RPE. However, the exercise mode did not determine to these responses. / Introdu????o: Estudos anteriores observaram que o resfriamento central ?? efetivo para atenuar a taxa de eleva????o da temperatura central ao longo do exerc??cio realizado em hipertermia. Demonstram tamb??m, que a taxa de eleva????o da temperatura central pode depender do modelo de exerc??cio praticado; exerc??cios com ritmo controlado, ao contr??rio de exerc??cios com ritmo auto-ajustado, requerem maior recrutamento muscular e, consequentemente, apresentam maior eleva????o da temperatura central. O objetivo deste estudo foi examinar os efeitos agudos do resfriamento cr??nio-cervical sobre a taxa de eleva????o da temperatura central, respostas fisiol??gicas e perceptivas associadas, durante exerc??cios de ritmo auto-ajustado e ritmo controlado, realizados em ambiente quente. M??todos: Participaram do estudo dez ciclistas experientes e aclimatados ao calor, os quais foram submetidos a 4 sess??es preliminares em 21 ??C e 4 sess??es experimentais em hipertermia (33 ??C), a saber: exerc??cio com ritmo auto-ajustado sem e com resfriamento cr??nio-cervical (EAA33 e EAA33R); e exerc??cio com ritmo controlado sem e com resfriamento cr??nio-cervical (ECON33 e ECON33R). Em ambos os modelos, os participantes completaram 20 km; ou com ritmo auto-ajustado, controlado pela percep????o subjetiva de esfor??o (PSE = 16), ou ritmo controlado, em intensidade fixa, correspondente ?? intensidade m??dia gerada na sess??o preliminar de exerc??cio com ritmo auto-ajustado em 21 ??C. Medidas de temperatura central e perif??rica, cardiopulmonares e psicol??gicas foram obtidas durante a realiza????o dos exerc??cios, enquanto medidas do torque muscular volunt??rio m??ximo, massa corp??rea e densidade da urina, foram realizadas antes e ap??s os exerc??cios. Respostas m??dias e a taxa de modifica????o da temperatura retal (TR) e percep????o subjetiva de esfor??o (PSE) ao longo dos diferentes modelos de exerc??cio, sem e com resfriamento, foram comparadas. Resultados: Os testes controle evidenciaram que o EAA e ECON foram de intensidade subm??xima, e foram influenciados pelo aumento da temperatura ambiente (21 ??C vs 33??C). Quanto as respostas frente ao resfriamento cr??nio-cervical, foram verificados efeitos principais, em fun????o da redu????o do tempo total, eleva????o da pot??ncia mec??nica produzida, atenua????o da TR e de sua taxa de eleva????o; al??m da menor PSE (geral e local) e sensa????o t??rmica. Com rela????o aos efeitos principais do modelo de exerc??cio, somente o consumo de oxig??ncio foi modificado com maiores valores em ECON. Efeitos do resfriamento foram detectados sobre a TR e sua taxa de eleva????o, pois foram reduzidas em ambos os modelos de exerc??cio. Nenhum efeito de intera????o foi observado nas vari??veis medidas. Conclus??o: O resfriamento central foi efetivo na eleva????o do desempenho motor, possivelmente mediado por uma atenua????o da eleva????o da temperatura central e altera????o na PSE. Entretanto, o modelo de exerc??cio n??o foi determinante para a observa????o destas respostas.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-20T11:22:06Z No. of bitstreams: 1 FilipeTomazFigueiredoDuarteDissertacao2015.pdf: 2626801 bytes, checksum: cc3ec9eeab069be9c17e3ec966b00277 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-20T11:22:28Z (GMT) No. of bitstreams: 1 FilipeTomazFigueiredoDuarteDissertacao2015.pdf: 2626801 bytes, checksum: cc3ec9eeab069be9c17e3ec966b00277 (MD5) / Made available in DSpace on 2017-04-20T11:22:28Z (GMT). No. of bitstreams: 1 FilipeTomazFigueiredoDuarteDissertacao2015.pdf: 2626801 bytes, checksum: cc3ec9eeab069be9c17e3ec966b00277 (MD5) Previous issue date: 2015-08-21 / The automobile sector in Brazil is responsible for 20% of the country??s manufacturing sector GDP, and because it is a strategic sector, it is historically supported by the Brazilian government. This paper performs a foreign trade analysis for the automotive sector in Brazil. Elasticities of substitution between imported vehicles and those produced and sold in Brazil, as well as between exported vehicles and those produced for the internal market, are calculated for the period of 1997 to 2015. This approach was first proposed by Armington (1969) and it was use Kume, Tourinho e Pedroso (2007). Using data of total import and export sum of vehicles, domestic, import and export prices, the Armington elasticities are computed according to the methodology of Tourinho, Kume e Pedroso (2007). / O setor automobil??stico no Brasil ?? respons??vel por 20% do produto interno bruto (PIB) da ind??stria de transforma????o e, por ser um setor estrat??gico, historicamente ?? amparado pelo governo brasileiro. O presente trabalho consiste numa an??lise do com??rcio exterior para o setor automobil??stico no Brasil. Para tanto, foram estimadas as elasticidades de substitui????o entre ve??culos importados e ve??culos produzidos e vendidos internamente, bem como entre ve??culos exportados e ve??culos produzidos e vendidos internamente, no per??odo de 1997 a 2015. A abordagem adotada foi a proposta por Armington (1969) e utilizada em Tourinho, Kume e Pedroso (2007). Utilizando uma base de dados composta por s??ries de volumes de exporta????es, importa????es e produ????o nacional de ve??culos, al??m de pre??os de ve??culos importados, exportados e pre??os dos ve??culos vendidos internamente, foi aplicada a metodologia sugerida por Tourinho, Kume e Pedroso (2007) para a estima????o das elasticidades de substitui????o de Armington.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T13:34:36Z No. of bitstreams: 1 IvoneteFerreiradeSousaDissertacao2016.pdf: 2003078 bytes, checksum: b7151f18fe83e1999da002a581144508 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T13:35:03Z (GMT) No. of bitstreams: 1 IvoneteFerreiradeSousaDissertacao2016.pdf: 2003078 bytes, checksum: b7151f18fe83e1999da002a581144508 (MD5) / Made available in DSpace on 2017-05-09T13:35:03Z (GMT). No. of bitstreams: 1 IvoneteFerreiradeSousaDissertacao2016.pdf: 2003078 bytes, checksum: b7151f18fe83e1999da002a581144508 (MD5) Previous issue date: 2016-10-20 / This study aimed to investigate the advances and challenges in the management process of Integral Education Pilot Project in Full Time (Projeto Piloto de Educa????o Integral em Tempo Integral ??? PROEITI) in a public school in the Federal District. This is a qualitative case study based on the policy cycle method (Bowe; Ball; Gold, 1992; Ball, 1994).This research analyses the full-time education in three contexts: influence, text production and practice. Data were collected by means of document analysis, observation, interviews and focus groups with managers, teachers and students. The results indicate that the PROEITI advanced when extended the offer to all children enrolled in a journey of 10 hours daily. In addition, it allowed the hiring official teachers to work in complementary disciplines and the specific disciplines of computer science and physical education. Data indicate that the three major challenges experienced by managers relate to limitation of funds for the development of the proposed activities by integral education, the lack of continuing education to the teachers and the lack of the physical structure of schools. For the improvement of the Program was suggested more investment in the schools and the development of continued training for professionals that work in full-time schools. The research proposes alternatives to improve the management process in the context of integral education and on the identified challenges point to the a need for integral management model, who thinks and organizes the school considering the networks of local and external actors. Integral management for integral school is democratic and made with all and for all. / O presente estudo investigou os avan??os e desafios no processo de gest??o do Projeto Piloto de Educa????o Integral em Tempo Integral (PROEITI) em uma escola p??blica do Distrito Federal. Trata-se de um estudo de caso qualitativo baseado no m??todo do ciclo de pol??ticas (Bowe; Ball; Gold, 1992; Ball, 1994). Esta pesquisa analisa a educa????o em tempo integral no DF a partir de tr??s contextos: o de influ??ncia, de produ????o de texto e o da pr??tica, sendo o ??ltimo o foco principal do estudo. Os dados foram coletados por meio de an??lise documental, observa????o, entrevistas e grupo focal com gestores, professores e estudantes. Os resultados apontam que o PROEITI avan??ou ao ampliar a oferta para todas as crian??as matriculadas em uma jornada de 10 horas di??rias. Al??m disso, possibilitou a contrata????o de professores concursados para atuar nas disciplinas complementares e nas disciplinas espec??ficas de inform??tica e educa????o f??sica. Os dados indicam que os tr??s maiores desafios vivenciados pelos gestores se relacionam ?? limita????o de verbas para o desenvolvimento das atividades propostas pela educa????o integral, ?? car??ncia de forma????o continuada dos docentes e ?? restri????o de estrutura f??sica das escolas. Para o aprimoramento do Programa foi sugerido mais investimento nas escolas e o desenvolvimento de uma forma????o continuada para os profissionais que atuam nas escolas de tempo integral. A pesquisa prop??e alternativas para o aperfei??oamento do processo de gest??o no contexto da educa????o integral e diante dos desafios identificados aponta para a necessidade de um modelo integral de gest??o, que pensa e organiza a escola considerando as redes de atores locais e externos. A gest??o integral para a escola integral ?? democr??tica e feita com todos e para todos.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-23T14:13:53Z No. of bitstreams: 1 RosamaliaOtoniPimentaCamposDissertacao2017.pdf: 3554454 bytes, checksum: 9480fb0576035f85b798dd5e4ead2e2f (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-23T14:14:08Z (GMT) No. of bitstreams: 1 RosamaliaOtoniPimentaCamposDissertacao2017.pdf: 3554454 bytes, checksum: 9480fb0576035f85b798dd5e4ead2e2f (MD5) / Made available in DSpace on 2017-05-23T14:14:08Z (GMT). No. of bitstreams: 1 RosamaliaOtoniPimentaCamposDissertacao2017.pdf: 3554454 bytes, checksum: 9480fb0576035f85b798dd5e4ead2e2f (MD5) Previous issue date: 2017-02-24 / The literature reveals that developing Countries like Brazil are getting older. Brazil is experiencing a change on its population age and in a few years, the oldest people will be the majority facing kids group with 1-14 years old. The development of the medical, physical and biological sciences and the technologies mainly have been possible for people to get more opportunities, to feel healthier and look for better social life moments, inclusive to frequent a Higher Education Institution. Observing these groups of middle age and older people, this researcher have analyzed the Motivations and Demotivation of the Higher Education students aged 40 years old and above in all graduation courses in a private Higher Education Institution of The Federal District, Bras??lia, Brazil. It was used a mixed method research of exploratory character and a comparative-descriptive design survey. It was first characterized the participants??? sociodemographic profile and after that it was analyzed the students Extrinsic/Intrinsic Motivations and Demotivation based on the Autodetermination Theory in all courses of the private Higher Education Institution and it was made an analysis of these Motivations in two courses that have had more inscribed students with 40 years old and above. The instruments used in this research were: 1- Academic Motivation Scale; 2- Survey questionnaire of the participants to the Higher Education Institution Principal; 3- Participants??? characterization questionnaire. The electronic instrument Google Docs was utilized for data collect. The population of the participants had 113 (30%) volunteers with ages between 40 and 59 years old. The results have showed that these students have low wage income, 50% have some type of scholarship, the most of them are married, study in night shift and they have been out of Higher Education Institution for 1 to 30 years. They prefer the courses of Law, Psychology, Social Service and Physical Education. But the greater quantity of the students with 60 years and above is in the Law School and they have not participated of the research, because they have not volunteered to answer the questionnaires. It was verified the ???Intrinsic Motivation to know (to learn)???, like the most important Motivation that move these masculine and feminine students to do a graduation course. Psychology and Social Service are the courses with the most students. These two courses have showed great Intrinsic Motivation. The Psychology course students have more Intrinsic Motivation to know and the ones of Social Service, Intrinsic Motivation to Achieve Things. / A literatura revela que o Brasil, como todos os pa??ses em desenvolvimento est?? envelhecendo. O Brasil vive uma mudan??a na estrutura et??ria da sua popula????o e, em poucos anos, os idosos estar??o em maioria diante do grupo de crian??as com at?? 14 anos. Com o desenvolvimento das ci??ncias, principalmente, a f??sica, a m??dica e a biol??gica, e das tecnologias, as pessoas passaram a possuir mais oportunidades de ter uma sa??de melhor e mais momentos de socializa????o inclusive, frequentando uma IES. Ao observar o grupo et??rio de meia-idade e de idosos, esta pesquisadora analisou em uma pesquisa de m??todo misto de car??ter explorat??rio e delineamento comparativo-descritivo, as motiva????es e desmotiva????es dos estudantes de 40 anos e acima em todos os cursos de gradua????o de uma IES particular de Bras??lia. Primeiro caracterizou-se o perfil sociodemogr??fico dos participantes e, com base na Teoria da Autodetermina????o, analisaram-se as motiva????es Intr??nsecas e Extr??nsecas e poss??vel Desmotiva????o dos estudantes em todos os cursos da IES pesquisada e, separadamente nos dois cursos que tiveram mais discentes matriculados. Os instrumentos utilizados na pesquisa foram: 1- Escala de Motiva????o Acad??mica (EMA); 2- Question??rio de levantamento de dados dos participantes feito ?? dire????o da IES; 3- Question??rio de caracteriza????o dos participantes. Recorreuse ?? ferramenta eletr??nica Google Docs para coleta de dados. A amostra de 113 participantes volunt??rios correspondeu a 30% do total de 380 estudantes matriculados em todos os cursos da IES. Os resultados indicaram que estes estudantes t??m baixa renda salarial familiar, metade deles tem algum tipo de bolsa para estudar e, em sua maioria, s??o casados, estudam no per??odo noturno, tendo ficado de um a 30 anos sem estudar. Os cursos de Direito, Psicologia, Servi??o Social e Educa????o F??sica foram os cursos mais frequentados por eles. Por??m, a maioria dos estudantes com 60 anos de idade e acima est??o no curso de Direito e ficou fora da pesquisa, pois n??o se voluntariaram a responderem os question??rios. A ???Motiva????o Intr??nseca para Saber??? apresentou-se como a principal motiva????o dos estudantes para cursarem uma gradua????o, tanto do g??nero masculino, como do feminino. Os dois cursos com mais discentes foram Psicologia e Servi??o Social. Estes dois cursos t??m muita Motiva????o Intr??nseca. Os discentes do curso de Psicologia t??m mais MI para Saber e os do Servi??o Social, MI para Realizar Coisas.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-23T14:25:15Z No. of bitstreams: 1 WendellBentoGeraldesDissertacao2017.pdf: 1238183 bytes, checksum: 5ecb9ba0da869ee32309dae2c9d5f131 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-23T14:25:32Z (GMT) No. of bitstreams: 1 WendellBentoGeraldesDissertacao2017.pdf: 1238183 bytes, checksum: 5ecb9ba0da869ee32309dae2c9d5f131 (MD5) / Made available in DSpace on 2017-05-23T14:25:32Z (GMT). No. of bitstreams: 1 WendellBentoGeraldesDissertacao2017.pdf: 1238183 bytes, checksum: 5ecb9ba0da869ee32309dae2c9d5f131 (MD5) Previous issue date: 2017-02-23 / In Brazil, Professional and Technological Education has received special attention from the State, with the creation of the Federal Institutes of Education, Science and Technology. The introduction of fundamentals of computer science in school curricula in several countries demonstrates the concern of their governments to enable children, youth and adults not only to use these technologies, but to understand how they work with the goal of using this knowledge to address a portion of current problems faced by society. Computation can be seen as the area of knowledge involved with systematic problem solving. Computational Thinking is a problem solving approach based on fundamental concepts of computation and that can be used in several situations to assist in the tasks of everyday life. On this aspect, it is necessary to understand how the abilities related to Computational Thinking can be disseminated in the educational environment by the diverse curricular subjects of the most diverse training courses. This work aims to identify in the pedagogical practices of teachers of professional and technological education what Computational Thinking skills are being developed and which tools serve to support these practices and how they perceive the term. For this, a qualitative analysis of the answers given to an exploratory questionnaire answered by the teaching community of the Federal Institute of Goi??s was carried out. It was verified the inexpressive perception by this community of the meaning of the concept of Computational Thinking, indicating the need for investments The diffusion of this concept and its applicability in academic activities. / No Brasil, a Educa????o Profissional e Tecnol??gica tem recebido especial aten????o do Estado, com a cria????o dos Institutos Federais de Educa????o, Ci??ncia e Tecnologia. A introdu????o dos fundamentos da Ci??ncia da Computa????o nos curr??culos das escolas em v??rios pa??ses demonstra a preocupa????o de seus governos em capacitar crian??as, jovens e adultos para n??o s?? utilizar estas tecnologias, mas entender como elas funcionam com o objetivo de utilizar este conhecimento para abordar uma parcela significativa de problemas atuais enfrentados pela sociedade. Computa????o pode ser vista como a ??rea do conhecimento envolvida com a resolu????o sistem??tica de problemas. O Pensamento Computacional ?? uma abordagem de resolu????o de problemas baseado em conceitos fundamentais da computa????o e que pode ser utilizado em diversas situa????es para auxiliar nas tarefas do cotidiano. Sobre este aspecto, ?? preciso compreender como as habilidades relacionadas ao Pensamento Computacional podem ser disseminadas no ambiente educacional pelas diversas disciplinas curriculares dos mais diversos cursos de forma????o. Este trabalho tem como objetivo identificar nas pr??ticas pedag??gicas dos professores da educa????o profissional e tecnol??gica quais habilidades do Pensamento Computacional est??o sendo desenvolvidas e quais ferramentas servem de apoio a estas pr??ticas e como eles percebem o termo. Para isso, foi feita uma an??lise qualitativa das respostas dadas a um question??rio explorat??rio respondido por parte da comunidade docente do Instituto Federal de Goi??s. Constatou-se a inexpressiva percep????o, por essa comunidade, do significado do conceito Pensamento Computacional, indicando a necessidade de investimentos institucionais para a difus??o desse conceito e sua aplicabilidade nas atividades acad??micas.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-24T20:45:00Z No. of bitstreams: 1 DemersonGodinhoMacielDissertaccao2017.pdf: 1361214 bytes, checksum: 9dde9d309aba2d85cfad6259f8f5aa67 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-24T20:46:07Z (GMT) No. of bitstreams: 1 DemersonGodinhoMacielDissertaccao2017.pdf: 1361214 bytes, checksum: 9dde9d309aba2d85cfad6259f8f5aa67 (MD5) / Made available in DSpace on 2017-05-24T20:46:07Z (GMT). No. of bitstreams: 1 DemersonGodinhoMacielDissertaccao2017.pdf: 1361214 bytes, checksum: 9dde9d309aba2d85cfad6259f8f5aa67 (MD5) Previous issue date: 2017-04-17 / The curtains are opened exposing a huge show, in which several work spheres come together to make the presentation happen, and in which different perceptions and dynamics are established in each one of its ambient - public, stage, ayles and green room -. Although the exact moment when men started dancing isn???t known, by investigating the dance world in its different moments and spaces, it is possible to realise that their presence in this bodily practice is as old as the emergency of the practice in human history. Several are the affirmatives concerning men who dance, which opens a complex and almost unlimited field of research and analysis regarding the experiences lived by them. The prejudice, recognized as a an autonomous scientific field studied by the social psychology, is constant in the daily routine of these individuals, thus, a holistic view upon this subject must be built, therefore, the comprehension of the prejudice origins is necessary because only from there it will be possible to identify the propagation patterns on a social level, the contributing psychocognitive factors, and elaborate coherent and consistent interventions. With the objective of comprehending the social representations referring to the male participation in the dance universe, as well as identifying the stereotypes, prejudices, labels and discrimination reported by them, in order to amplify and solidify a holistic and informed view about the experience in this diverse artistic language under the perspective of the men who dance, this study - through a Quali quantitative Approach, of Applied Nature, Explanatory and Descriptive Features, based on Social Representation Research - investigates ballet male dancers working in Brasilia/DF and, by using content analysis and the IRAMUTEQ software, proposes reflections about the social dynamics lived by these dancers. It was concluded, under the perspective of ballet male dancers about the social representations surrounding this theme, the existence of representative words freely associated to them: ???Gay/Sensitive??? are negative stereotypes frequently attributed to them; in the other hand, ???Artist/Delivery??? even when not fully understood, present positive significance; and ???Brave/Strong??? can be classified as neutral stereotypes, however, in the dancers speech, these words are used to refer to behaviours of confrontation against the discrimination experienced by them. It was also noted that the main motivation to dance, described by the interviewed ballet male dancers, was the feeling of freedom that comes from the opportunity of detaching themselves from a reality often full of prejudices that invalidates the free movimentation and expression and that promotes behavioural patterns to several groups, turning any deviation in a motive for disapproval and, consequently, discrimination. / A cortina se abre expondo um grande espet??culo, no qual as diversas esferas de trabalho confluem para a realiza????o da apresenta????o, e no qual s??o estabelecidas percep????es e din??micas diferentes em cada um de seus ambientes - plateia, palco, coxias e bastidores -. Apesar de n??o se saber ao certo quando o homem come??ou a dan??ar, ao investigar o mundo da dan??a em diferentes momentos e espa??os, percebe-se que o seu aparecimento nessa pr??tica corporal ?? t??o antigo quanto o surgimento da pr??tica no in??cio da hist??ria da humanidade. Diversas s??o as afirmativas referentes aos homens que dan??am, sendo esse um assunto complexo e de propor????es quase ilimitadas por possibilitar diversos campos de an??lise acerca das experi??ncias por eles vivenciadas. O preconceito, reconhecido como conhecimento cient??fico aut??nomo estudado pela psicologia social, se faz uma constante no cotidiano desses indiv??duos, portanto, para que se tenha uma vis??o hol??stica sobre preconceito, ?? necess??rio que se compreenda sua origem, pois apenas a partir dela pode-se identificar os padr??es de propaga????o a n??vel social e os aspectos psico-cognitivos contribuintes, e ent??o elaborar interven????es coerentes e consistentes. Objetivando, ent??o, identificar os estere??tipos, preconceitos e discrimina????es referentes a participa????o masculina no universo da dan??a, sob a perspectiva dos bailarinos, no intuito de compreender as representa????es sociais de uma espec??fica companhia de dan??a profissional de Bras??lia/DF, esse estudo - atrav??s de uma abordagem qualiquantitativa, de natureza aplicada, car??ter explorat??ria e descritiva, pautada na pesquisa de representa????o Social, dentro de um estudo de caso - investiga bailarinos atuantes em Bras??lia/DF e, utilizando-se da an??lise de conte??dos e do software IRAMUTEQ, prop??e reflex??es acerca da din??mica social por eles vivenciada. Conclui-se, sob a perspectiva dos homens que dan??am acerca das representa????es sociais em torno desse tema, que pode-se constatar a exist??ncia de palavras associadas livremente aos bailarinos: ???Viado, Sens??vel??? s??o estere??tipos mais frequentemente associados negativamente a eles; por outro lado, ???Artista, Entrega???, mesmo que com entendimentos distorcidos, t??m car??ter mais positivo; e ???Corajoso, Forte??? podem ser classificadas como neutras, entretanto, no discurso dos bailarinos, serem implementadas como atitudes de enfrentamento ??s discrimina????es por eles vivenciadas. Notase, tamb??m, que o principal motivo para dan??ar, relatado pelos bailarinos pesquisados, ?? a sensa????o de liberdade de poder se desvencilhar de uma realidade muitas vezes marcada por preconceitos que inviabilizam a livre movimenta????o/express??o e que incitam padr??es de comportamentos para diversificados grupos, tornando quaisquer desvios motivo para desaprova????o e, consequentemente, discrimina????o.