Orientador: Paulo Roberto de Oliveira / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-10T00:15:40Z (GMT). No. of bitstreams: 1 Drigo_AlexandreJanotta_D.pdf: 6077796 bytes, checksum: 2d3c3e53899e0e659c7d2308e4f447e5 (MD5) Previous issue date: 2007 / Resumo: Esta Tese procurou analisar a partir de diversas óticas o desporto judô, tendo como referência as Ciências do Desporto e conhecimentos oriundos da Educação Física brasileira, enfocando a relação entre a formação artesanal e profissional. Utilizaram-se como referenciais de análise as Corporações de Oficio e a teoria de campo de Bourdieu. O estudo, portanto, objetivou: a) investigar ,a constituição das artes marciais no Brasil, em particular o judô, considerando a formação e a capacitação do técnico desportivo para a modalidade b) desvelar o desempenho histórico brasileiro em Campeonatos Mundiais e Jogos Olímpicos de judô e; c) analisar as lutas dos judocas brasileiros nos Jogos Olímpicos de Atenas 2004 considerando as inter-relações entre o desempenho, o discurso da mídia televisiva (capital especifico) e o Habitus do judô. Utilizou-se uma metodologia de triangulação de métodos, onde foi possível comparar fontes documentais sobre formação dentro do desporto em relação ao desempenho apresentado pelos judocas brasileiros na Olimpíada de 2004. Como resultados, na análise documental, foram encontradas estruturas semelhantes às formações existentes nas Escolas de Oficio em detrimento da formação Acadêmica, além de um Habitus (Bourdieu) detectável que se confIrma, tanto pelas expressões dos atletas nas lutas verificadas pelo modelo próprio do estudo para a análise, quanto no discurso produzido pelas Mídias e analisados no trabalho. Concluiu-se então que o judô distancia-se dos modelos de formação profissional formal e que a falta de modelos de treinamentos com base nas Ciências do Desporto interfere tanto no desempenho dos atletas como na interpretação das lutas pelas Mídias (intencionalmente ou não) / Abstract: This thesis analyses the judo sport from different aspects (point ofviews). The basis ofthe work is the Sport Science and Brazilian Physical Education. It treats specifically the relationship between artesian and professional formation, based on the Bourdieu conceptions of Work Corporations and Field Theory. In this context, the analysis objectives are: a) to search the development of the Martial Arts in Brazil in terms of the formation and capacitating of the sport coach, in particular the judo; b) to point out the judo Brazilian historic in W ord Competitions and Olympic Games and c) to analyze the Brazilian judo athletes fights in Athena' s Olympic Games in 2004, considering the relations between the results, the television media (specific capital) and the judo Habits. It uses a triangulation methodology of methods, in how it was possible to compare documents about sport formation and the results presented by the Brazilian judo athletes in the 2004 Olympic Games. From the documental analysis, the athletes' formation are more similar with the formation present in the W ork School than an academic formation. A Habits (Bourdieu) was identified and confirmed by the athletes' expressions. That was verified by the model developed in this work and by the media discourse. In conclusion, it is observed that the judo formation is far from the professional formation and the inexistence of training models based in the Sport Science has consequences in the athletes results and in the Media interpretation (intentional or involuntary) of the fights / Doutorado / Ciencia do Desporto / Doutor em Educação Física

Inserido no campo da formação e das práticas profissionais na área da música, este trabalho tem o objetivo de apreender e compreender os modos de ser e agir na profissão, os valores, atitudes, interesses, destrezas e conhecimentos próprios da cultura profissional dos professores de violão. Para este propósito, é necessária a articulação de um conceito aberto de profissão, tendo como referência os trabalhos de Caria, Carrolo, Dubar e Franzoi. Nessa pesquisa foram entrevistados oito professores de violão, que exercem sua atividade em Porto Alegre/RS, cuja prática profissional varia de dois a vinte e cinco anos de experiência, e que atuam em espaços diversos, como escolas da rede de ensino, academias de música, casas dos alunos e em suas próprias residências. O material empírico foi colhido por intermédio de entrevistas semi-estruturadas, baseadas em relatos orais temáticos e diários de campo. Dentre as principais conclusões, pode-se destacar o fato dos professores de violão constituírem um grupo social singular que compartilha aspectos de uma cultura profissional, que é transmitida no transcorrer da socialização profissional. Tal cultura é entendida como um processo contínuo, que se inicia nas primeiras aproximações com a atividade e se estende por toda a vida profissional - e é apropriada e reinventada por cada indivíduo na construção de sua identidade profissional. Diante da impossibilidade em se destacar traços generalizantes dos modos de ser e agir desses professores, devido à própria natureza da atividade desenvolvida pelos sujeitos investigados, a pesquisa limita-se a apontar tendências gerais que balizam sua cultura profissional. Dentre essas tendências destacam-se: a importância das redes na construção e manutenção dos nichos de atuação e transmissão da cultura profissional; o ensino focado nas expectativas e necessidades do público atendido; o poder de adaptabilidade e resposta às mais variadas demandas; tendência às regularidades na construção das trajetórias profissionais, mesmo dentro de sistemas aparentemente instáveis; modos de ser e agir que se contrapõem às representações sociais estigmatizantes de precariedade e improvisação associadas a essa prática profissional. Os resultados contribuem para um maior entendimento acerca da constituição das culturas profissionais dos professores de instrumento musical. / Within the field of training and professional practice in the music area, this paper aims to capture and understand the ways of being and acting in the profession, values, attitudes, interests, skills and knowledge of the professional culture of guitar teachers. For this purpose it is necessary to articulate an open concept of profession, with reference works of Caria, Carrolo, Dubar and Franzoi. In this research eight teachers of guitar that have their activity in Porto Alegre/RS were interviewed and whose professional practice varies from two to twenty-five years of experience, and that act in different spaces such as schools of education network, academies of music houses of students and in their own homes. The empirical material was collected through semi-structured interviews, based on oral reports and field diary. Among the key findings, you can highlight the fact of guitar teachers are a natural social group that share aspects of a professional culture, which is transmitted in the phases of professional socialization. This culture is understood as a continuous process that begins in the first approximations with the activity and extends throughout life - and it is appropriate and reinvented by each individual in the construction of their professional identity. Facing the impossibility to highlight features that generalize the ways of being and acting of teachers, due to the nature of the activity performed by the subjects investigated, the search is limited to general trends indicating that sustains their professional culture. Among these trends are: the importance of networks in the construction and maintenance of niches of work and occupational transmission of culture, education focused on the needs and expectations of the public attended, the power of adaptability and response to the most varied demands, tend to regularities in the construction of professional paths, even in apparently unstable systems, ways of being and acting that is opposed to stigmatizing representations of social precariousness and improvisation associated with this practice. The results contribute to a better understanding about the formation of the professional cultures of teachers of musical instrument.

Com o estabelecimento do Conselho de Arquitetura e Urbanismo do Brasil (CAU/BR), no final de 2011, a categoria profissional dos Arquitetos e Urbanistas conquistou a formação de seu órgão regulador, voltado somente a esse profissional. Diante de tal fato, a necessidade de formulação e implantação de um novo Código de Ética e Disciplina para a profissão, junto com seus procedimentos disciplinares tornou-se evidente. Com isso, a tese buscou, primeiramente, acompanhar e registrar o processo de elaboração do Código, ressaltando a metodologia utilizada e destacando as principais discussões que envolveram a consolidação do texto final do primeiro Código de Ética e Disciplina voltado somente aos profissionais de arquitetura e urbanismo no Brasil. Tal investigação não só possibilitou o levantamento das principais discussões voltadas à estrutura do texto do Código, como também, as discussões que envolveram os conflitos predominantes que ocorriam na prática profissional do arquiteto e urbanista naquele momento. Em seguida a tese se concentrou na demonstração do levantamento e classificação das decisões publicadas pelos CAU/UF da Região Sudeste referente às sanções aplicadas às infrações ocorridas às regras do Código a partir de sua implementação no início de 2014 até o final de 2017, procurando destacar quais infrações se apresentarem recorrentes. Ainda, com a intenção de fornecer uma descrição do processo histórico do desenvolvimento da profissão do arquiteto e urbanista no Brasil, enfocado na evolução de seu comportamento profissional baseado nos códigos de conduta estabelecidos pelos órgãos reguladores, seguiu-se a elaboração de um estudo comparativo dos resultados alcançados no decorrer das investigações colocadas acima, com os resultados obtidos em pesquisa anterior, no período em que a classe profissional se encontrava sob vigência do então Código de Ética do Sistema CONFEA/CREA. / With the establishment of the Architecture and Urban Design Council of Brazil (CAU/BR), by the end of 2011, the professional category of architects and urban designers attained the formation of its regulatory entity, exclusively dedicated to its professionals. Therefore, the need to formulate and implement a new Code of Ethics and Discipline for the profession, along with its disciplinary procedures became evident. With that in mind, the thesis aimed, in the first place, to follow and record the elaboration process of the Code, explaining its methodology and highlighting the main discussions that took place to achieve the consolidation of its final draft, with the first Code of Ethics dedicated solely to the field of Architecture and Urban Design in Brazil. The research made possible the survey of the main topics regarding the Code contents structure, and also, discussions that encompassed the predominant conflicts that occurred within the professional practice of Architecture and Urban Design at that time. Subsequently, the thesis focuses on the demonstration of the survey and classification of the decisions published by CAU/UF1, from the southeast region, concerning the applied sanctions regarding infractions committed against the Code after its implementation in the beginning of 2014, until the end of 2017, seeking to highlight the more recurrent ones. With the intention to provide a description of the historical process of the development of the profession of Architect and Urban Designer in Brazil, focused on the evolution of its professional behavior, based on the Conduct Codes established by the regulatory entities, the next step was the elaboration of a comparative study of the obtained results during the investigations mentioned above, containing the data of a previous research, conducted in a period in which the professional category was still under the regulation of the past Code of Ethics, under the CONFEA/CREA System.

The aim of this bachelor’s thesis is to develop knowledge about the professionalization development of the librarians in Sweden and what it has resulted in, mainly in terms of professional status. What has been the content of the professionalization agenda for the librarians? Is professionalization an efficient way forward in order to enhance the status of the profession? The thesis suggests that probably there are other methods to be explored in order to increase the status of the librarians.

The Swedish Armed Forces distributed in the early 2016 an official document named, Our Military Profession. The document states that all the categories of personnel in the defense forces should be included in the conception of a profession. This purpose could be hard to combine with some military profession scholars which are having trouble to arrange all categories under the same term. Therefore it is possible to see a contrast between the opinions from both sides. A Profession is defined by a high degree of specialized academic knowledge. This is distributed within the military occupation thru the basic officer's training, which in Sweden consists of both officer's – and non-commissioned officers (NCO) training. The purpose of this study is to examine the content of the training within the education plans and syllabuses, and thru a theoretical profession analysis draw conclusions that can improve the training. This study should answer the question: to what extent does the basic officer training support the officers' occupation as a profession? The study uses the principles for action research as an overall design. An analysis tool that builds on military profession research is developed in order to facilitate the survey. The result of the study indicates that both the officer's and NCO's basic training supports the occupation as a profession to a high degree. The analysis of the officer's training shows that it fulfils most of the criteria for a profession. The analysis of the NCO's training indicates that it foremost fulfils the criteria, expertise.

The purpose was to investigate attitudes of successful full-time performing classical singer-actors toward career concerns of the music profession. Five research problems were formulated to: (1) describe attitudes toward control of work conditions; (2) describe attitudes toward entrapment; (3) describe attitudes toward dependency; (4) report attitudes concerning current practices of training the solo singer; and (5) identify commonalities among the subjects regarding demographic, the attitudes described in problems one through four, and demeanor during the interviews.

The objective of this research is to evaluate the effectiveness of the development of professional judgement during the two year work-based pre-admission training period (PEAT 2) required of Scottish solicitors so as to identify a model that allows them to respond to the changes the UK legal services sector is experiencing. The methodology adopted throughout reflects an emphasis on researching knowledge in the context of its application (Flyvbjerg 2001). Professional judgement is described as the ‘heart of professional practice’ (Fish and Coles 1998) and is therefore selected to provide a holistic method of evaluation. The UK legal profession is fragmenting in its response to market pressures, including the introduction of external regulation and ‘alternative business structures’ under the Legal Services Act 2007 and increased globalisation, specialisation and commoditisation. It is therefore important to identify the traditional method used by Scottish solicitors to develop their judgement as there is a risk that what was previously implicit and assumed in this ‘community of practice’ (Wenger 1998) becomes dissipated. As a result, the relevance and application of judgement is considered in the context of professional practice and solicitors in particular. The effect of external influences are interpreted, including in relation to the job of a solicitor, the future development of judgement and implications for legal education. The research method adopted enables confidential data to be obtained about the development of professional judgement and the PEAT 2 processes through completion of semi-structured interviews with a number of Scottish law firms, the Law Society of Scotland and related regulatory organisations, supplemented with Scottish trainee focus groups and comparative data from illustrative law firms and regulators in England and Wales. This allows 10 detailed case studies of law firms to be developed and analysed using Eraut’s (2007) model of early career learning and Fuller and Unwin’s (2003) model of expansive and restrictive apprenticeships as well as providing commentary from experienced solicitors and regulatory sources on the development of professional judgement. This allows 10 detailed case studies of law firms to be developed and analysed using Eraut’s (2007) model of early career learning and Fuller and Unwin’s (2003) model of expansive and restrictive apprenticeships as well as providing commentary from experienced solicitors and regulatory sources on the development of professional judgement. This data enables an analysis of the effectiveness of the current Scottish pre-admission training processes and the identification of methods used to develop the judgement of novices. Findings indicate that elements of the formal requirements of PEAT 2 are limiting the experiential and reflective learning of trainees and, in the wider context of work-based learning, that professional judgement is developed through exposure to reflective practice in a ‘community’ that provides an expansive apprenticeship and establishes parameters of acceptable choices. Recommendations include adjustments to pre-admission legal training and the introduction of a specialist qualification, accredited by the Law Society of Scotland.

The aim for this study is to explore how leisure-time pedagogues construct their profession through discussion in facebookgroups that are dedicated to leisure-time pedagogues and the pedagogy that they represent. The aim is fulfilled by performing a discourse analysis of the statements that leisure-time pedagogues make about their profession. Subsequently the statements are put through an analysis using the theoretical framework of this paper, which is social representation theory. The aim for the use of the theoretical framework is to identify the representation that the statements make about the leisure-time pedagogues profession and the meaning they give to them. The results show that the leisure-time pedagogues have trouble reaching consensus in the representations they make about their profession. It is therefore questioned if their occupation can be called a profession at all. It is meanwhile also concluded that leisure time pedagogues share a common knowledge base in child upbringing that forms a foundation in their profession. This is something that is contested in previous research in the field that this paper operates, which proclaims that leisure-time pedagogue’s profession is shattered and divided. The results show that it is more just to describe the profession consisting of a base with different branches.

The aim of this qualitative and exploratory study is to increase the understanding of the effects digitalization has on the tools and working methods of the audit profession. This is achieved through 14 semi-structured interviews with practicing auditors, where emphasis is put on interpretation. Conclusions drawn are that the effect on the auditors’ working methods are more prominent than on the tools, due to paperless working methods and increased flexibility. Unlike previous research, this study also discovers an increasing effect – education. Thereby, education is underlined as important among auditors, where institutions also have to develop available education to the new competence needed.

Magister Educationis - MEd / The aim of this study was to investigate the experiences of stress by teachers in the Metropole North, Circuit 6 of the Western Cape, South Africa, The study investigated factors causing teachers to experience stress as well as the levels or extent of their stress, to determine whether teacher stress due to learners, conditions of service, workload, resources for teaching and school-community relations could explain the variance in total stress experienced by teachers and to determine if there is no statistically significant difference in sources of stress based on the biographical variables (age, gender, marital status and tenure) amongst educators in primary schools.