Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Se pretende con este trabajo de finalización de curso contribuir con la lectura y la enseñanza de la poesía afro-brasileña, teniendo como parámetro lo que determinan los PCNs (1998) y la ley 10.639/03 del gobierno federal que tornó obligatoria la inserción en los currículos escolares de contenido sobre historia y cultura africana y afro-brasileña, y las demandas de los movimientos sociales que claman por una educación capaz de promover una nueva mirada sobre las relaciones sociales, culturales, étnicas, raciales y religiosas y a la vez, desmitificar y romper con la visión educacional euro céntrica y etno céntrica que han contribuido a la diseminación nefastamente preconceptuosa y discriminatoria en cuanto a la cultura y la sociabilidad de los negros, en Brasil, apoyándose en estudios pedagógicos, sociológicos y antropológicos desarrollados por estudiosos como Munanga (2005), Candido (1995), Gomes (20011), Duarte (2010), Bernd (2011), Freire (1980) e Gadotti (2010). A la vez se pretende también construir caminos para el proceso de enseñanza literaria, en el ciclo básico, amparado en recortes teóricos desarrollados por investigadores e intelectuales pedagógicos como Aguiar y Bordini (1993), Kleiman (2005), Zilberman (1993), Soares (2003), Cosson (2009), Gomes (2014) y Cereja (2015) con el uso de hipertextos, según estudios de Levy (1993), Marcuschi y Xavier (2004), principalmente. / Pretende-se, com este Trabalho de Conclusão Final contribuir com a leitura e o ensino da poesia afro-brasileira, tendo como parâmetro o que preceituam os PCNs (1998) e a lei 10.639/03 do governo federal, que tornou obrigatória a inserção nos currículos escolares do ensino básico de conteúdos sobre história e cultura africana e afro-brasileira, e as demandas dos movimentos sociais que clamam por uma educação capaz de promover um novo olhar sobre as relações sociais, culturais, étnicas, raciais e religiosas e, ao mesmo tempo, desmistificar e romper com a visão educacional eurocêntrica e etnocêntrica que tem contribuído para a disseminação nefastamente racista, preconceituosa e discriminatória quanto à cultura e à sociabilidade dos negros e seus descendentes no Brasil, apoiando-se em estudos pedagógicos, literários, sociológicos e antropológicos, desenvolvidos por estudiosos como Munanga (2005), Gomes (2001), Candido (1995), Duarte (2010), Bernd (2011), Freire (1980) e Gadotti (2010). Concomitantemente, pretende-se, também, sugerir caminhos para o processo de letramento literário, amparado em recortes teóricos, desenvolvidos por pesquisadores e intelectuais pedagogos, como Aguiar e Bordini (1993), Kleiman (2005), Zilberman (1993), Soares (2003) Cosson (2009), Gomes (2014) e Cereja (2005), através de hipertextos, segundo estudos de Levy (1993), Marcuschi e Xavier (2004), principalmente.

This work presents the results of a research it had as objective to investigate the National Curricular Parameters - Mathematics PCN of the last two cycles of Primary Education in the period from 1996-2008, as regards the process of preparing and performed courses, for the dissemination of PCN in Sergipe it s offered by members of the technical team of the State Department of Education Sport and Leisure of Sergipe - SEED. Firstly were performed readings about curriculum from authors such as Sacristan (1998), Goodson (1995), Veiga Neto (2002) and Silva (2009), to understand the extent which the PCN can or cannot be categorized in relation to theories of curriculum. And from these analyses sources collected were taken as reference D Ambrosio (1989) and Mendes (2009) and for methodology trends, Valente (2007) for sources treatments. Semistructured interviews were also realized, especially made with Ruy Cesar Pietropaolo, one of the participants in the process of elaboration about initial and final version about PCN Mathematics. Even sources were taken as the opinions on the preliminary version of the PCN, the curriculum developed by Sergipian, planning teaching, ministering record, evaluation form and certificate courses about PCN, belonging to the archival Center Personal Qualification Prof. Antonio Garcia Filho. From these sources collected and examined, It‟s possible to include Sergipe in the map of the states with produced opinions on the preliminary version of the PCN, and declare that as it happened in other states, in Sergipe there was a Mathematics Curriculum Proposal dated 1995 with similar themes inserted in the PCN, as example: The problem solving and mathematical games. It was found that during almost a decade there was training courses with involved these and other issues that have gained force prescriptive orientation from the publication of the parameters. Finally, it was found during the stage of dissemination of topics related to PCN, there was a process of adaptation from the understanding that trainers have had in relation to: for example, the organization of content about the use of resources and methodologies. And probably because of that, the game was one of the most prominent thematic featured in the courses. / Neste trabalho e apresentado o resultado de uma pesquisa que teve por objetivo investigar sobre os Parametros Curriculares Nacionais . PCN de Matematica, dos dois ultimos ciclos do Ensino Fundamental, no periodo de 1996 a 2008, no que diz respeito ao processo de elaboracao e aos cursos realizados, para a divulgacao dos PCN em Sergipe e ofertados por membros da equipe tecnica da Secretaria de Estado da Educacao do Desporto e Lazer de Sergipe - SEED. Inicialmente foram efetuadas leituras sobre curriculo, a partir de autores como Sacristan (1998), Goodson (1995), Veiga Neto (2002) e Silva (2009), para compreender em que medida os PCN podem ou nao ser categorizados em relacao as teorias de e sobre curriculo. E para exame das fontes coletadas foram tomados como referentes D.Ambrosio (1989) e Mendes (2009) para as tendencias metodologicas e Valente (2007) para o tratamento das fontes. Tambem foram realizadas entrevistas semiestruturadas, com destaque para a efetuada com Ruy Cesar Pietropaolo, um dos participes do processo de elaboracao da versao inicial e final dos PCN de Matematica. Ainda foram tomados como fontes os pareceres sobre a versao preliminar dos PCN, a proposta curricular elaborada por sergipanos, planejamentos didaticos, ficha de ministrantes, ficha de avaliacao e certificados de cursos sobre os PCN pertencentes ao acervo do arquivo do Centro de Qualificacao Pessoal ¡°Prof.¨¬ Antonio Garcia Filho¡±. A partir dessas fontes coletadas e examinadas e possivel incluir Sergipe no mapa dos estados que produziram pareceres sobre a versao preliminar dos PCN, e afirmar que assim como aconteceu em outros estados, em Sergipe houve uma Proposta Curricular de Matematica datada de 1995 com tematicas semelhantes as postas nos PCN, a exemplo: da resolucao de problema matematico e dos jogos. Foi constatado ainda que durante quase uma decada houve cursos de formacao, envolvendo essas e outras tematicas que ganharam forca de orientacao prescritiva a partir da publicacao dos Parametros. Por fim, constatou-se que durante a etapa de divulgacao de tematicas vinculadas aos PCN, ocorreu um processo de adaptacao a partir dos entendimentos que os formadores ja possuiam em relacao a por exemplo, a organizacao dos conteudos, ao uso de recursos e as metodologias. E provavelmente, por conta disso, o jogo foi uma das tematicas mais destacada nos cursos.

Este trabalho propõe diretrizes de Gestão de Continuidade de Negócios (GCN) para a tecnologia de Ensino Presencial Mediado por Recursos Tecnológicos (EPMRT), que conta, para a realização de suas atividades acadêmicas, com um sistema complexo para transmissão de aulas e exige um grande esforço para o controle das suas operações e das respostas coordenadas diante de erros, falhas e defeitos, ou quaisquer incidentes que resultem na interrupção das suas atividades. A manutenção deste ambiente tecnológico está relacionada com a implantação de processos eficientes de gestão de risco e do ciclo de melhoria contínua em ambiente de TI com a adoção do ITIL® e através da construção das diretrizes de um Plano de Continuidade de Negócios (PCN), documentado por meio de elementos da UML, utilizando a Análise de Impacto nos Negócios (BIA), a Avaliação dos Riscos (RA) e os atributos de Dependabilidade para os elementos tecnológicos: disponibilidade, confiabilidade, segurança, confidencialidade, integridade e manutenibilidade. / This paper proposes guidelines for Business Continuity Management (BCM) that uses a technology called Education System Mediated Classroom Resources Technology (SPMRT), which needs, for the achievement of their academic activities, a complex system for transmission of lessons and requires a great effort to control their operations and coordinated fast responses in case of errors, faults, attacks and defects, or any incidents that result in the disruption of their activities. Maintaining this technological environment is related to the implementation of efficient processes of risk management and continuous improvement cycle in the IT environment with the adoption of ITIL® and through the construction of a Business Continuity Plan (BCP), documented by elements of the UML using the Business Impact Analysis (BIA), Risk Assessment (RA) and the attributes of Dependability: availability, reliability, security, confidentiality, integrity and maintainability.

Este trabalho propõe diretrizes de Gestão de Continuidade de Negócios (GCN) para a tecnologia de Ensino Presencial Mediado por Recursos Tecnológicos (EPMRT), que conta, para a realização de suas atividades acadêmicas, com um sistema complexo para transmissão de aulas e exige um grande esforço para o controle das suas operações e das respostas coordenadas diante de erros, falhas e defeitos, ou quaisquer incidentes que resultem na interrupção das suas atividades. A manutenção deste ambiente tecnológico está relacionada com a implantação de processos eficientes de gestão de risco e do ciclo de melhoria contínua em ambiente de TI com a adoção do ITIL® e através da construção das diretrizes de um Plano de Continuidade de Negócios (PCN), documentado por meio de elementos da UML, utilizando a Análise de Impacto nos Negócios (BIA), a Avaliação dos Riscos (RA) e os atributos de Dependabilidade para os elementos tecnológicos: disponibilidade, confiabilidade, segurança, confidencialidade, integridade e manutenibilidade. / This paper proposes guidelines for Business Continuity Management (BCM) that uses a technology called Education System Mediated Classroom Resources Technology (SPMRT), which needs, for the achievement of their academic activities, a complex system for transmission of lessons and requires a great effort to control their operations and coordinated fast responses in case of errors, faults, attacks and defects, or any incidents that result in the disruption of their activities. Maintaining this technological environment is related to the implementation of efficient processes of risk management and continuous improvement cycle in the IT environment with the adoption of ITIL® and through the construction of a Business Continuity Plan (BCP), documented by elements of the UML using the Business Impact Analysis (BIA), Risk Assessment (RA) and the attributes of Dependability: availability, reliability, security, confidentiality, integrity and maintainability.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-16T10:22:16Z No. of bitstreams: 1 2015 - Tatiana da Concei??o Gon?alves.pdf: 5453125 bytes, checksum: 99e70cebe492e0864542a551ea8ebf1c (MD5) / Made available in DSpace on 2017-01-16T10:22:16Z (GMT). No. of bitstreams: 1 2015 - Tatiana da Concei??o Gon?alves.pdf: 5453125 bytes, checksum: 99e70cebe492e0864542a551ea8ebf1c (MD5) Previous issue date: 2015-04-28 / Programa de P?s Gradua??o em Educa??o Agr?cola da UFRuralRJ - UFRRJ / The teaching of Portuguese language applied by the contemporary teacher cannot be dissociated from the guidance and influences of The National Curricular Parameters and from the theoretical postulates of the textual linguistic, which are premised on the doctrinal basis of Mikhail Bakhtin. At the same time, it is important that this teacher organizes his practice from didactical and pedagogical guidelines of teaching through textual genres, which crosses the bias of the didactical sequences of Bernard Scheneuwly and Joaquim Dolz as well as the theoretical interactionist idea of Levy Vygotsky. It is also necessary trying to understand approaches that comprise the multimodal universe of various emerging communication forms, which consolidates several sign systems that interweaves each other in order to establish language uses, and thus the result of human relations expressed by ways of several languages. This implies to mention literacy and multi-literacy, once multimodality is a constitutive characteristic of social communicative forms, which are found in society in accordance with technological development. Not only this emphasizes oral and written interactions, but also includes every communicative technology. Once that new means of organization for academic knowledge are created as a result of this context of continuous changes and that new means of reading, interpreting and producing texts are constantly being produced, this paper presents only those ones focused on the study of languages, which stimulates a didactic and pedagogical transposition flexible to several cultural contexts. From this assumption, this paper aims to present results from a research conducted on the program of post-degree in Agricultural Education (UFRRJ), which intends to create a summary and analyze critically the knowledge and didactical and pedagogical practice of Portuguese Language Teachers of The Federal Institute of Amap?. Thus, this study purposed to see that the Portuguese-speaking school with a didactic and pedagogical practice rooted in the theory of genres , guided at first by the National Curriculum Standards , can help pluridiscursivo language learning , going beyond what is proposed and waiting for this document , achieving citizenship education linked to the context of technological change , in which different genres emerge as the sociocomunicativa needs of individuals in situations of social interaction / O ensino de L?ngua Portuguesa ministrado pelo professor da contemporaneidade n?o pode prescindir das orienta??es e influ?ncias dos Par?metros Curriculares Nacionais e dos postulados te?ricos da Lingu?stica Textual, os quais s?o ancorados nos princ?pios te?ricos de Mikhail Bakhtin. Ao mesmo tempo, ? importante que esse profissional organize sua pr?tica, a partir de orienta??es did?tico-pedag?gicas de ensino com g?neros textuais, as quais perpassam pelo vi?s das sequ?ncias did?ticas de Bernard Schneuwly e Joaquim Dolz, bem como pela vertente te?rica interacionista de Levi Vygotsky. ? necess?rio, tamb?m, buscar compreender abordagens que abranjam o universo multimodal das distintas formas comunicativas emergentes, em que se consolidam diversos sistemas de signos. Isso implica referirmo-nos ao conceito de Letramento(s) e/ou de Multiletramentos, uma vez que a multimodalidade ? um tra?o constitutivo das distintas formas sociocomunicativas que circulam em sociedade, em fun??o do desenvolvimento tecnol?gico. Por conseguinte, sabe-se que, nesse contexto de transforma??es constantes, surgem novos meios de estrutura??o dos conhecimentos cient?ficos; destacando, aqui, apenas aqueles voltados para ?rea de linguagens, os quais suscitam uma transposi??o did?tico-pedag?gica flex?vel aos contextos culturais diversificados, tendo em vista que, a todo instante, s?o instauradas novas maneiras de ler, interpretar e produzir textos. A partir desses pressupostos, este trabalho tem como objetivo principal apresentar resultados de uma pesquisa realizada no ?mbito do Programa de P?s- Gradua??o em Educa??o Agr?cola da (UFRRJ), em uma institui??o Federal de Educa??o, Ci?ncia e Tecnologia do estado do Amap?. Dessa maneira, esse estudo intencionou constatar que o ensino de l?ngua portuguesa com uma pr?tica did?tico-pedag?gico alicer?ada na teoria dos g?neros textuais, orientada, a princ?pio, pelos Par?metros Curriculares Nacionais, pode favorecer o aprendizado pluridiscursivo da l?ngua, indo al?m do que ? proposto e esperado por esse documento, alcan?ando uma forma??o cidad? vinculada ao contexto das transforma??es tecnol?gicas, em que distintos g?neros emergem, conforme a necessidade sociocomunicativa dos indiv?duos nas situa??es de intera??o social

La présente étude a pour objectif de vérifier si le Canada respecte les prescriptions internationales en matière de droits de l’homme et d’entreprises vis-à-vis de l’encadrement qu’il exerce sur les sociétés minières canadiennes évoluant à l’étranger. En 2011, le Conseil des droits de l’homme de l’ONU a adopté des «Principes directeurs» afin de mettre en oeuvre le cadre de référence « Protéger, Respecter, Réparer » du Représentant spécial chargé de la question des droits de l’homme et des sociétés transnationales et autres entreprises. Selon ce cadre de référence, les États ont des obligations de protection et de réparation alors que les entreprises ont seulement la responsabilité de respecter les droits humains. Après six années de travail, le Représentant spécial John Ruggie, a fait le choix de formuler dans ses «Principes directeurs» des directives non contraignantes à l’égard des États et des entreprises afin de les aider à remplir leurs obligations et responsabilités vis-à-vis des droits de l’homme. Selon, l’ONU, cet instrument de portée universelle est le plus élaboré en la matière, si bien qu’il est recommandé aux entreprises et plus particulièrement aux États de s’y conformer lors de l’élaboration de leurs politiques respectives en matière d'activité économique et de droits humains. Il convient donc de vérifier d’une part si l’encadrement exercé par l’appareil législatif et gouvernemental vis-à-vis des sociétés minières canadiennes évoluant à l’étranger est conforme au principe directeur «Protéger». D’autres part, il convient de vérifier si les recours judiciaires et extrajudiciaires disponibles au Canada remplissent les exigences du principe directeur «Réparer». Cette double analyse permettra de conclure que le Canada respecte dans les grandes lignes ces «Principes directeurs» mais qu’il pourrait faire bien plus notamment en terme d’accès à des réparations effectives pour les victimes étrangères de minières canadiennes. / This study propose to assess whether Canada meets the international requirements of business and human rights in relation to the supervision it has on Canadian mining companies operating abroad. In 2011, the Human rights Council adopted the Special Representative’s Guiding Principles on Business and Human Rights in order to implement the United Nations “Protect, Respect and Remedy” Framework. According to this framework, States have obligations to protect and remedy while companies only have responsibilities to respect human rights. After six years of work, the Special Representative on Business and Human rights, John Ruggie, has chosen to give in its Guiding Principles non- binding recommendations in order to help States and businesses to encounter their obligations and responsibilities towards human rights. According to the UN, this universal instrument is the most developed in the field. Thus, it is strongly recommended that companies and especially States, comply those «guiding principles» when they elaborate their respective policies on economic activity and human rights. It is therefore necessary to check first if the supervision exercised by the legislature and the government on Canadian mining companies operating abroad succeeds to comply with the "Protect" principles. On the other hand, it must be checked whether the judicial and extrajudicial remedies available in Canada meet the requirements of the «Remedy" principles. This dual analysis will led to conclude that Canada meets broadly the "Guiding Principles" but could do much more, especially in terms of access to effective remedies for foreign victims of Canadian mining companies.

La présente étude a pour objectif de vérifier si le Canada respecte les prescriptions internationales en matière de droits de l’homme et d’entreprises vis-à-vis de l’encadrement qu’il exerce sur les sociétés minières canadiennes évoluant à l’étranger. En 2011, le Conseil des droits de l’homme de l’ONU a adopté des «Principes directeurs» afin de mettre en oeuvre le cadre de référence « Protéger, Respecter, Réparer » du Représentant spécial chargé de la question des droits de l’homme et des sociétés transnationales et autres entreprises. Selon ce cadre de référence, les États ont des obligations de protection et de réparation alors que les entreprises ont seulement la responsabilité de respecter les droits humains. Après six années de travail, le Représentant spécial John Ruggie, a fait le choix de formuler dans ses «Principes directeurs» des directives non contraignantes à l’égard des États et des entreprises afin de les aider à remplir leurs obligations et responsabilités vis-à-vis des droits de l’homme. Selon, l’ONU, cet instrument de portée universelle est le plus élaboré en la matière, si bien qu’il est recommandé aux entreprises et plus particulièrement aux États de s’y conformer lors de l’élaboration de leurs politiques respectives en matière d'activité économique et de droits humains. Il convient donc de vérifier d’une part si l’encadrement exercé par l’appareil législatif et gouvernemental vis-à-vis des sociétés minières canadiennes évoluant à l’étranger est conforme au principe directeur «Protéger». D’autres part, il convient de vérifier si les recours judiciaires et extrajudiciaires disponibles au Canada remplissent les exigences du principe directeur «Réparer». Cette double analyse permettra de conclure que le Canada respecte dans les grandes lignes ces «Principes directeurs» mais qu’il pourrait faire bien plus notamment en terme d’accès à des réparations effectives pour les victimes étrangères de minières canadiennes. / This study propose to assess whether Canada meets the international requirements of business and human rights in relation to the supervision it has on Canadian mining companies operating abroad. In 2011, the Human rights Council adopted the Special Representative’s Guiding Principles on Business and Human Rights in order to implement the United Nations “Protect, Respect and Remedy” Framework. According to this framework, States have obligations to protect and remedy while companies only have responsibilities to respect human rights. After six years of work, the Special Representative on Business and Human rights, John Ruggie, has chosen to give in its Guiding Principles non- binding recommendations in order to help States and businesses to encounter their obligations and responsibilities towards human rights. According to the UN, this universal instrument is the most developed in the field. Thus, it is strongly recommended that companies and especially States, comply those «guiding principles» when they elaborate their respective policies on economic activity and human rights. It is therefore necessary to check first if the supervision exercised by the legislature and the government on Canadian mining companies operating abroad succeeds to comply with the "Protect" principles. On the other hand, it must be checked whether the judicial and extrajudicial remedies available in Canada meet the requirements of the «Remedy" principles. This dual analysis will led to conclude that Canada meets broadly the "Guiding Principles" but could do much more, especially in terms of access to effective remedies for foreign victims of Canadian mining companies.