Adopting a socio-cultural approach to the study of cold war historiography, this master’s degree essay is a comparative study of the two main disciplinary fields of cold war scholarship, diplomatic history and international relations theory (IR). The study applies the theory of scientific development formulated by Thomas Kuhn and the concept of paradigm on the field of cold war research. Diplomatic history and IR shows many similarities in their development, and in the importance different schools has had in scholarly debate. These different schools are analysed as paradigms, a concept that has been more willingly adopted within IR than in diplomatic history. The transition from what historian John Lewis Gaddis has termed Old Cold War History to New Cold War History is discussed in terms of paradigms and paradigm shift. What this shift has meant for historical cold war research is also addressed. With the starting point in conclusions by historian Anders Stephanson, the study also suggests that the predominating view of the cold war during the cold war can be analysed as a paradigm, effecting interpretations and theories about the conflict. As IR scholar Ted Hopf has suggested, the normal science during the cold war prevented IR research from correctly predicting the end of the cold war. From a Kuhnian perspective, an interpretation of the difficulties in communication and scholarly interchange between diplomatic history and IR is offered. The study emphasizes the importance of political and social factors in the development of the different paradigms within the field, and concludes that the goal to become a paradigmatic science might not be attainable, or even desirable, for disciplines such as diplomatic history and IR.

Maps have been important elements of visual representation in the development of different societies, and for this reason they have mainly been considered from a practical and utilitarian point of view. This means that cartographers or mapmakers have largely focused on the technical aspects of the cartographic products, and cartography has given little attention to both its theoretical component and to its philosophical and epistemological aspects. The current study is dedicated to consider these views. In this study the main trends, thoughts and different directions in cartography during positivism/empiricism, neo-positivism and post-structuralism are reviewed; and cartography is analysed under the modernism and post-modernism periods. Some of the arguments proposed by philosophers such as Ludwig Wittgenstein and Karl Popper are examined as important contributions in our understanding of the development of cartography and mapping. This study also incorporates the idea or concept of paradigm, which has been taken from the field of the epistemology of sciences. The aforementioned opens a space to analyse cartography in terms of a paradigm shift. In the analysis of each trend within contemporary cartography – from the second half of the twentieth century until today – it is necessary to keep in mind the theoretical scheme of a scientific discipline (object of study, research aims, methods and approaches, and results). This helps to determine the body of knowledge in cartography. It is also important to consider the epistemological context in which the tendencies are developed: positivism/empiricism, realism/structuralism and idealism/hermeneutic. In this way, by considering three epistemological levels - essentialist/ontical (scientific), deconstructive (sociological), and ontological (emergent) - some paradigmatic tendencies are postulated. The first level results in tendencies such as cartographic communication, cartographic semiotics, analytical cartography and cartographic visualisation - all of these belong to the scientific-empirical perspective. In the second level, we have critical cartography, belonging to the critical perspective and that confronts the scientific stances. Finally, in the third level the so-called post-representational cartography arises in open opposition to the traditional representational cartography. / Im Entwicklungsprozess verschiedener Gesellschaften sind Karten immer wichtige Elemente visueller Darstellung gewesen. Karten wurden meist aus einer praktischen und utilitaristischen Sicht betrachtet. Das heißt, dass sich Kartographen oder Kartenmacher gezielt auf die technischen Aspekte kartographischer Produkte fokussiert haben, und Kartographie sich nur wenig mit den theoretischen Komponenten und philosophischen oder epistemologischen Aspekten auseinandergesetzt hat. Diese Arbeit verfolgt das Ziel, diese Sichten zu analysieren. Diese Studie untersucht die verschiedenen kartographischen Denkrichtungen, die während des Positivismus/Empirismus, des Neo-Positivismus und der Post-Strukturalismusperioden entstanden sind und analysiert Kartographie der Moderne und post-moderner Perioden. Argumente von Philosophen wie Ludwig Wittgenstein und Karl Popper werden untersucht als wichtige Beiträge zu unserem Verständnis der Entwicklung der Kartographie. Diese Arbeit berücksichtigt auch das Konzept des Paradigmas, welches aus dem Gebiet der wissenschaftlichen Epistemologie adaptiert wurde. Dies eröffnet die Möglichkeit, Kartographie hinsichtlich eines Paradigmenwechsels analysieren zu können. Wenn man die Tendenzen der zeitgenössischen Kartographie – von der zweiten Hälfte des zwanzigsten Jahrhunderts bis heute – studiert, muss der theoretische Rahmen einer wissenschaftlichen Disziplin (Forschungsobjekt, Forschungsziel, Arbeitsmethodik und Ergebnisse) berücksichtigt werden. Dies erlaubt es, das gesammelte Wissen der Kartographie zu ermitteln. Ebenfalls wichtig ist die Berücksichtigung des epistemologischen Kontexts, in dem diese Tendenzen entstanden: Positivismus/Empirismus, Realismus/Strukturalismus und Idealismus/Hermeneutik. Unter Berücksichtigung dreier epistemologischer Ebenen – Essenzialisten/ontisch (wissenschaftlich), dekonstructiv (soziologisch) und ontologisch (emergent) – werden ausgewählte paradigmatische Tendenzen postuliert. Die erste Ebene ergibt Tendenzen wie die kartographische Kommunikation, die kartographische Semiotik, die analytische Kartographie und die kartographische Visualisierung, die alle zu der wissenschaftlich-empirischen Perspektive gehören. Zur zweiten Ebene gehört die kritische Kartographie, welche der kritischen Perspektive zugeordnet ist und die wissenschaftliche Standpunkte konfrontiert. Die so genannte post-repräsentative Kartographie entsteht aus der dritten Ebene im offenen Widerstand zur traditionellen repräsentativen Kartographie.

The self-defending object (SDO) concept is an extension to the object-oriented programming paradigm, whereby those objects that encapsulate the protected resources of a security aware application (SAA), are made aware of, and responsible for, the defence of those resources. That defence takes two forms, the enforcement of mandatory access control on protected resources and the generation of the corresponding portion of the SAA's audit trail. The SDO concept acts as the philosophy that guides the application level mandatory access control within SAAs which ensures that the provided access control is both complete and non bypassable. Although SDOs accept responsibility for controlling access to the protected data and functionality that they encapsulate, an SDO delegates the responsibility for making authorisation decisions to an associated authorisation object. Thus, SDOs fulfill their access control obligations by initiating the authorisation check and then enforcing the decision made on their behalf. A simple, yet effective mechanism for enforcing that access control at the object level involves controlling the ability to invoke those SDO methods that access protected resources. In the absence of previous research on this approach to the enforcement of application level access control, the primary aim of this research was to demonstrate that the SDO concept is a viable paradigm for developing SAAs. That aim was achieved in two stages. The first stage targeted the provision of a 'proof of concept', that demonstrated that the SDO concept could be applied to the development of non-distributed SAAs. The second stage demonstrated its applicability to the development of distributed SAAs. In the second stage, two versions of a distributed prototype were developed, one based on a traditional (proprietary) distributed computing model, (Java RMI), and the second using the currently popular Web services model, to demonstrate the general applicability of the SDO concept. Having already demonstrated that the SDO concept could be applied to SAAs executing on a single machine, the major focus of that research was to devise a mechanism by which SDOs could be transferred between machines. The research then concentrated on determining what impacts the adoption of the SDO concept would have on SAA development. Experimentation carried out using the distributed prototypes demonstrated that (1) the adoption of the SDO does not restrict the use of inheritance hierarchies that include SDOs, (2) the restriction of the lifetime of SDOs can be supported, (3) usage rights enforcement can be employed, and (4) the use of cryptographic techniques to provide additional security guarantees is not affected. A key feature of the SDO concept, is that no major changes need to be made to current development tools or　methodologies, so its adoption is not hampered by significant financial or training impediments. This research demonstrated that the SDO concept is practical and constitutes a valuable extension to the object oriented paradigm that will help address the current lack of security in information systems. The SDO approach warrants additional research and adoption.

The purpose of this research is to investigate whether or not adult education acts as an agent for social change in Lesotho, especially in communities of the urban and rural poor. The importance and value of adult education as an agent for social change are highlighted. The study has employed a descriptive approach with case studies, involving samples from chiefs, the Ministry of Education and three prominent institutions: the Lesotho Distance Teaching Centre, the Lesotho Association of Non-Formal Education and the Institute of Extra Mural Studies. The samples of these constituencies totalled one hundred and forty-three. The study has used interviews, questionnaires and observations for collection of data. The researcher observed and judged the natural environment under which facilitation education occurred. Occurrences of all instances under observation were recorded and analysed. The study revealed that even though there is no government policy regarding adult education in Lesotho, the role played by adult education is important as an agent for social change. Adult education has proven its importance and value as a means of providing solutions to pressing issues and problems of the disadvantaged groups. Adult education has a wide range of achievements through which social change is visible and measurable. On the other hand, there is an equally strong opposing side that argues that adult education, as a provision of education in general, does not bring social change in Lesotho; instead, it perpetuates social inequalities that exist. Adult education, according to practices which conform to consensus and conflict paradigm principles, is used as an instrument to promote and strengthen the status quo of social inequalities in Lesotho. However, the researcher believes, through the findings of this study, that educating the urban and rural poor is a reasonable move because these groups constitute a large number of the human resource in Lesotho. With this human resource, if well developed, it is hoped that all other resources can be mobilised for the good of the nation. Lastly, the researcher believes that follow-up studies are needed in order to assess impact of adult education in Lesotho and recommends further research concerning adult education programmes and other pressing issues that are not included in this study. / Educational Studies / D.Ed. (Didactics)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Western science, today, is science that has been instituted and comes in the first place, with characteristics such as objectivity, measurement and Cartesianism. This study brings to light, in a way, an old debate about what science is. And, behind that backdrop, reveals itself the central question: what reasons have led some doctors, immersed in the biomedical rationality and, consequently, in the Western scientific rationality, to look at other rationalities of health, getting to choose to work with at least one of them, the floral medicine, main theme of this study. Just this, a medicine based on other rationality of health, on other scientific rationality and, therefore, another understanding of individual, disease, health, treatment and cure. While the Western medical science focuses its gaze on diseases, organs and injuries and it is still slow, floral medicine - which is one of the complementary medicines is starting to look at the individuals and their relation with themselves and their surroundings to think about healing and illness, it looks at the person in all his relations to make his diagnosis and treatment, without fragmenting the individual and his body. Through content analysis of Bardin (2010), held with eight interviews with doctors who also work with floral medicine in the city of Porto Alegre, six categories were observed, which indicate the differences of the rationalities and the influences of each one in their work and also the reasons for the choice of floral medicine as a tool in the treatment of sick individuals, or better, of individuals with some physical, mental or emotional imbalance. The categories are: 1. What is illness? 2. What is healing? 3. What is health? 4. How does Western science work; 5. How does floral medicine work; 6. The path from biomedicine to floral medicine. These categories indicate the way of thinking of doctors during their life history and their professional history, what has influenced them and even led them up to work with floral therapy. Some of them already had in their lives factors and concepts that were the pillars to whet their curiosity about other forms of care with patients that complemented what they learned with medicine. Other doctors, fully immersed in the Western medical and scientific rationality, were caught by surprise by the effects of floral in their lives or in the lives of people nearby, which made them rethink their actions as doctors. All, however, when in contact with floral medicine, claimed to have noticed in this the possibility of helping their patients and themselves in the art of curing human suffering, thereby obtaining results that were and are interesting or even amazing. Maybe this surprise is not only because of the results, but because of the approximation that the study of floral made possible between these doctors and their patients, and thus between these doctors and the art of healing, making them even more curing agents of individuals and not just of illness or injuries. / A ciência ocidental, hoje, é a ciência instituída que vem em primeiro lugar, com características como a objetividade, mensuração e o cartesianismo. Este trabalho vem trazer à luz, de certa forma, uma discussão antiga sobre o que é ciência. E, por trás desse pano de fundo, desvela-se a questão central: quais motivos levaram alguns médicos, imersos na racionalidade biomédica e, consequentemente, na racionalidade científica ocidental, a olhar outras racionalidades da saúde, chegando a escolher trabalhar com pelo menos uma delas, a medicina floral, tema central deste estudo. Justo esta, uma medicina embasada em outra racionalidade de saúde, em outra racionalidade científica e, com isso, outra compreensão de sujeito, de doenças, de saúde, de tratamento e de cura. Enquanto a ciência médica ocidental foca seu olhar nas doenças, órgãos e lesões e ainda está a passos lentos, começando a olhar para os sujeitos e sua relação consigo mesmo e com o seu entorno para pensar a cura e a doença, a medicina floral que é uma das medicinas complementares olha o sujeito em todas as suas relações para realizar seu diagnóstico e seu tratamento, sem fragmentar o indivíduo e seu corpo. Através da análise de conteúdo de Bardin (2010), realizada com as oito entrevistas feitas com médicos que também atuam com medicina floral no município de Porto Alegre-RS, foram observadas seis categorias, as quais indicam as diferenças das racionalidades e as influências de cada uma em seus trabalhos e, ainda, os motivos pela escolha da medicina floral como mais uma ferramenta de trabalho no tratamento dos sujeitos doentes, ou melhor, com algum desequilíbrio físico, mental ou emocional. As categorias são: 1. O que é doença?; 2. O que é cura?; 3. O que é saúde?; 4. Como é a medicina ocidental; 5. Como é a medicina floral; 6. Caminho da biomedicina ao floral. Estas categorias indicam a forma de pensar dos médicos durante sua história de vida e sua história profissional, o que os influenciou e até os levou a trabalhar com terapia floral. Alguns deles já possuíam em sua vida fatores e concepções que foram os pilares para aguçar sua curiosidade em relação a outras formas de cuidado com os pacientes, que complementassem o que aprenderam com a medicina. Outros médicos, totalmente imersos na racionalidade científica e médica ocidental, foram pegos de surpresa pelos efeitos do floral em suas vidas ou na vida de pessoas próximas, o que os fez repensar sobre seu agir médico. Todos, no entanto, ao entrar em contato com a medicina floral, disseram ter percebido nesta a possibilidade de ajudar seus pacientes e a si mesmos na arte de curar o sofrimento humano, obtendo assim resultados que foram e são interessantes ou mesmo surpreendentes. Talvez essa surpresa não seja apenas pelos resultados, mas pela maior aproximação que o estudo dos florais possibilitou entre esses médicos e seus pacientes, e, assim, entre esses médicos e a arte de curar, tornando-os, ainda mais, agentes de cura de sujeitos, e não apenas de doenças ou lesões.

Made available in DSpace on 2016-06-02T19:51:24Z (GMT). No. of bitstreams: 1 DissSJB.pdf: 1198587 bytes, checksum: 1d294b78ab991245636eb211cc176f0f (MD5) Previous issue date: 2006-12-15 / Financiadora de Estudos e Projetos / This research presents the application of the Strategic Manufacturing Management Paradigm (SMMP) identification method and the most appropriate SMMP for an organization in the three main footwear areas of the state of São Paulo: Franca, Birigui and Jaú. This method was developed by Godinho Filho e Fernandes (2006a). The research procedure used was survey. Thirty companies were selected using random probabilistic sampling, where 10 of them were interviewed in each studied area. Only 29 companies that composed the sample participated in the research. Based on the identification of the used SMMPs, it was verified that most of the companies didn t have strategic focus, which was elucidated by cases of inconsistency among ends and means. The SMMPs identified in some companies were: Responsive manufacturing and Mass customization. During the identification of the ideal SMMPs, it was observed that most of the companies focused non-coherent objectives due to the turbulence of the market in which they are inserted into. Amongst the SMMPs considered appropriate to some companies, the following could be identified: Responsive Manufacturing/ Mass Customization and Mass Customization/Agile Manufaturing. This dissertation presents contributions for the Production Management literature, by means of the identification of the possible types of strategic integration in an organization, as for the Brazilian shoe factoring market, supplying relevant information for a field that is in crisis, besides motivating new researches on the researched theme. / O presente trabalho apresenta a aplicação do método de identificação do Paradigma Estratégico de Gestão da Manufatura (PEGEM) utilizado e do PEGEM mais adequado para uma empresa nos três principais pólos do estado de São Paulo: Franca, Birigui e Jaú. Este método foi desenvolvido por Godinho Filho e Fernandes (2006a). O procedimento de pesquisa utilizado foi a pesquisa de avaliação, também conhecida como survey. Foram selecionadas 30 empresas por meio de amostragem probabilística e aleatória, na qual foram entrevistadas 10 em cada pólo estudado. Apenas 29 empresas que compunham a amostra participaram da pesquisa. Na identificação dos PEGEMs utilizados, verificou-se que a maioria das empresas se encontra sem foco estratégico, apresentando também, casos de inconsistência entre fins e meios. Os PEGEMs identificados em algumas empresas foram: Manufatura Responsiva e Customização em Massa. Durante a identificação dos PEGEMs ideais, observou-se que a maioria das empresas foca objetivos não coerentes com a turbulência do mercado em que atuam. Dentre os PEGEMs considerados adequados a algumas empresas, identificou-se: Manufatura Responsiva/Customização em Massa e Customização em Massa/Manufatura Ágil. Esta dissertação apresenta contribuições tanto para a literatura em Gestão da Produção, por meio da identificação dos tipos possíveis de integração estratégica em uma organização, como para o setor calçadista brasileiro, fornecendo informações relevantes para um setor que está em crise, além de motivar novas pesquisas sobre o tema pesquisado.

Given that the pastoral societies of the Peruvian Andes have seldom participated in scientific and political debates about climate change, this paper aims to explain and account for the languages of beliefs, meanings, and experiences of those principally affected from a philosophical and anthropological approach. In a time of ecological crisis, not only is the world of certainties or the significant experiences of the highland shepherds put into question, but also there is an opportunity forthe critique of the relationships of reciprocity in the totality of what exists, offering answers to various inquiries through different interpretative paradigms or language games. With the same strength with which the accounts of the peasants are able to show that crisis, critic, and creation go essentially hand-in-hand, there rises the need to establish limits to the scientific or dogmatic pretention of reducing the debate about climate change solely to closed decisions of expert groups or autonomous power centers, apart from all political process of discussion and dialogue with those mainly affected. Thence comes the ethical demand to initiate processes of democratization that can give a voice to the marginalized and include them in the procedures of public deliberation about climate change by means of reciprocity, social cooperation, and symbolic exchanges on equal standing. / Dado que las sociedades pastoriles de los Andes peruanos pocas vecesparticipan en los debates científicos y políticos sobre el cambio climático, este artículo pretende explicitar y dar cuenta de los idiomas de creencias, las significaciones y las vivencias de los principales afectados, desde una aproximación filosófica y antropológica. En una época de crisis ecológica, no solo se pone en cuestión el mundo de certidumbres o las experiencias de sentido de los pastores de altura, sino que estos también encuentran una ocasión propicia para la crítica de las relaciones de reciprocidad en la totalidad de lo existente, así como para ofrecer respuestas a sus diversas interrogantes desde diferentes paradigmas interpretativos o juegos de lenguaje. Con la misma fuerza con que los relatos de los campesinos permiten mostrar que crisis, crítica y creación van esencialmente unidas, emerge la necesidad de poner límites a la pretensión cientificista o dogmática de reducir el debate sobre el cambio climático a decisiones cerradas de grupos de expertos o de centros de poder autonomizados, al margen de todo proceso político de discusión y de diálogo con los principales afectados. De allí resulta la exigencia ética de iniciar procesos de democratización que puedan dar voz a los marginados y los incluya en los procedimientos de deliberación pública sobre el cambio climático, mediante la reciprocidad, la cooperación social ylos intercambios simbólicos en pie de igualdad.

Esta dissertação tem por objetivo investigar o conhecimento que os professores do ensino fundamental da rede pública estadual de ensino de São Paulo possuem a respeito da teoria dos gêneros discursivos principal sustentação teórica do paradigma vigente do ensino de Língua Portuguesa. Para tanto, foram analisados os textos de documentos oficiais normatizadores desse ensino no Brasil e em São Paulo Parâmetros Curriculares Nacionais do Terceiro e Quarto Ciclos do Ensino Fundamental de Língua Portuguesa (Brasil,1998), o Currículo do Estado de São Paulo- Linguagens, Códigos e suas Tecnologias (Ensino Fundamental - Ciclo II e Ensino Médio) (São Paulo, 2010) e os Guias de Livros Didáticos PNLD 2008 e 2011 (Brasil, 2007;2010) em busca de evidências da hegemonia do paradigma dos gêneros discursivos no ensino de Português e, também, de um possível ponto de irradiação das novas concepções de ensino de língua. Posteriormente, realizou-se uma pesquisa de campo dividida em duas fases: pré-teste (com seis professores) e a fase definitiva de coleta de dados com 29 professores de cinco escolas públicas estaduais da cidade de São Bernardo do Campo - SP. A análise e interpretação das respostas coletadas permitiram concluir que, embora o paradigma de ensino por meio dos gêneros discursivos seja atualmente hegemônico, não é possível afirmar que os professores de Português da rede pública estadual de ensino dominem seus principais fundamentos teóricos, visto que se percebe haver ainda a coexistência de práticas e pressupostos associados não só ao paradigma vigente, mas também aos paradigmas anteriores relacionados ao ensino considerado tradicional. Essa coexistência foi revelada nas formas de apropriação do novo conhecimento realizadas pelos professores para acomodá-lo aos conhecimentos já existentes e consolidados. Do ponto de vista teórico, foram levadas em consideração as discussões de Bakhtin (2003; 2006) a respeito dos gêneros discursivos, as discussões de Tardif (2002; 2010) a respeito das origens dos saberes docentes e sua relação com o tempo e a realidade social na qual os professores se encontram inseridos e as ideias de Geraldi (2003) acerca do processo de produção do conhecimento científico. / This dissertation seeks to investigate the knowledge that elementary public school teachers in São Paulo possess on the theory of discourse genres the main theoretical framework to teach Portuguese nowadays. To achieve it, it was done the analysis of the official texts used to regulate this teaching in Brazil, including São Paulo Parâmetros Curriculares Nacionais do Terceiro e Quarto Ciclos do Ensino Fundamental de Língua Portuguesa (Brasil,1998), Currículo do Estado de São Paulo- Linguagens, Códigos e suas Tecnologias (Ensino Fundamental - Ciclo II e Ensino Médio) (São Paulo, 2010) and Guias de Livros Didáticos PNLD 2008 e 2011 (Brasil, 2007; 2010) searching for both evidences in order to prove the hegemony of the discourse genres paradigm in teaching Portuguese and possible starting points for new concepts in language teaching. Subsequently, it was carried out a field survey divided in two stages: one called pre-test (with six teachers) and the final one when data was collected with 29 teachers from five different public schools in São Bernardo do Campo SP. The datas analysis and interpretation showed that, although the discourse genres paradigm is currently hegemonic, it is not possible to state that public schools Portuguese teachers master its main theoretical basis, since it is still noticed the coexistence of assumptions and practices related not only to the current hegemonic paradigm, but also to previous ones, related to a traditional teaching perspective. This coexistence was revealed through the way those 29 teachers accommodate this new knowledge to an existing and already consolidated paradigm. From the theoretical point of view, it were taken into account some discussions Bakhtins on discourse genres (2003; 2006), Tardifs on the origins of teacher knowledge and its relationship with time dimension and social reality in which teachers work (2002; 2010) and Geraldis ideas about the produce of scientific knowledge (2003).

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No. of bitstreams: 1 Camila Ferreira Pinto das Neves.pdf: 607399 bytes, checksum: a538424c942c22f3a890f9d6ce6c3a39 (MD5) Previous issue date: 2012 / Com intuito de promover uma discussão sobre os cursos de graduação em Ecologia no Brasil, esta dissertação se propôs a investigar e compreender as abordagens ecológicas que sustentam os projetos pedagógicos dos cursos de Ecologia das instituições de Educação Superior brasileiras; investigar e identificar os paradigmas que perpassam as propostas pedagógicas dos cursos de graduação em Ecologia; compreender os princípios pedagógicos e as concepções curriculares dos cursos analisados; e analisar as funções e competências profissionais do Ecólogo, presente nos projetos pedagógicos. A pesquisa se caracteriza como qualitativa, documental e de cunho hermenêutico, pois, no sentido metodológico, a hermenêutica pretende formular princípios interpretativos, ao mesmo tempo em que pretende esclarecer a própria tarefa da compreensão. Foram analisados oito projetos pedagógicos, que correspondem à totalidade dos cursos de graduação em Ecologia ofertados atualmente por instituições de Educação Superior brasileiras. Ao longo do estudo dos projetos, que integram a organização dos três capítulos da dissertação, pudemos observar o paradigma simplificador ou da modernidade, no momento em que a Ecologia se volta para especialização do conhecimento, trata da ciência como comprovação, por isso se dedica ao organismo mais especializado; identificamos, no âmbito curricular, a ênfase na produção de conhecimentos contextualizados, complexos e interdisciplinaridade, além de um grande foco na pesquisa científica; por fim, as atribuições ao exercício do profissional Ecólogo apontadas foram o diagnóstico ambiental; à educação ambiental; à avaliação de riscos ambientais, etc. Assim sendo, entendemos cada curso, como expressão de uma comunidade científica, cujas práticas pressupõem, sempre, uma pré-compreensão do real que determina o objeto, o método e o tipo de suas investigações. Entendemos que o currículo constitui um ambiente simbólico, material e humano em constante reconstrução, cujo desenho envolve questões pedagógicas, técnicas, políticas, éticas e estéticas. Fechamos o circulo hermenêutico desejando que este estudo possa ampliar as compreensões sobre o pensamento ecológico, os currículos e a atividade profissional dos cursos de Ecologia. / In order to promote a discussion of the undergraduate courses in ecology in Brazil, this dissertation aims to investigate and understand the ecological approaches that support the educational projects of Ecology courses of higher education institutions in Brazil; investigate and identify the paradigms that underlie pedagogical proposals for undergraduate courses in Ecology; understand the pedagogical principles and concepts of the courses analyzed, and to analyze the functions and powers of the professional ecologist, present in educational projects. The research is qualitative, documentary and of hermeneutic sense, because in the methodological context, hermeneutics aims at developing interpretive principles, while it seeks to clarify understanding of the task itself. We analyzed eight educational projects, which correspond to all the undergraduate courses in ecology currently offered by institutions of higher education in Brazil. Throughout the study of the projects, that integrate the organization of the three chapters of the dissertation, we could observe the simplifying or modernity paradigm, at the moment when Ecology turns itself towards specialization of knowledge, treats science as evidence, and therefore, it is dedicated to the most specialized organism. We could identify, within the curriculum, the emphasis on production of contextualized and complex knowledge, interdisciplinarity, as well as an important focus on scientific research. Finally the identified professional duties of the ecologist were, among others, environmental diagnosis, environmental education, and environmental risk assessments. Therefore, we understand each course, as an expression of a scientific community, whose practices always assume a pre-understanding of what determines the real object, the method and type of their investigations. We understand that the curriculum is a symbolic environment, material and humane in constant restructuration, whose design involves pedagogical, technical, political, ethical and aesthetic issues. We close the hermeneutic circle hoping that this study will broaden the understandings of ecological thinking, curricula and courses of professional activity of the undergraduate courses in Ecology.

Propõe-se a realização de uma análise sobre a produção da infância em uma escola pública de educação infantil da cidade de São Paulo, a partir de uma teoria etnográfica que contemple os diversos contextos culturais e atores sociais envolvidos em sua produção. O objetivo desta análise é examinar a emergência de um drama infantil particular e a proveniência das crianças, que se constituem enquanto atores sociais no processo, embora a elas se atribua a qualidade de infante, por meio de um modo particular de relacionar-se com suas falas, regendo os sentidos por elas produzidos. Para evitar esta atribuição, a pesquisa deve escutar as falas infantis de um modo distinto daquele habitual, o que pode ser feito a partir da análise dos elementos residuais geralmente tidos como marginais nas experiências deste drama. Com o intuito de compreender a particularidade deste drama, enfatizaram-se os diferentes usos da mímesis na escola: como elemento na regência das relações de sentido e meio pelo qual se produz o organismo do ser aluno, mas, por outro lado, é preciso evidenciar a mímesis como fonte de estranhamentos em relação às realidades produzidas na escola, sobretudo a partir das performances e nos momentos de \"bagunça\". As brincadeiras apresentam-se como fontes para se compreender as perspectivas das crianças sobre as produções socioculturais de realidade em que elas se engajam: seja para tornar-se aluno, seja para distinguir-se enquanto menino ou menina. / It is proposed to conduct an analysis on the production of childhood in a public school of early childhood education in the city of São Paulo, from an ethnographic theory that considers the cultural context and social actors involved in its production. The purpose of this analysis is to examine the emergence of a childhood drama and the provenance of particular children, who are regarded as social actors in this social process which gives them their quality of infants through a particular way of relating with their speech, conducting the way they produce. To avoid this assignment, the research should listen to children speeches in a manner different from that usual, which can be done from the analysis of residual elements generally regarded as marginal in the experiences of this drama. In order to understand the peculiarity of this drama, emphasized the varying uses of mimesis in school: as an element in conducting of the relations of sense and means by which the body produces to be a student, but on the other hand, we must show mimesis as a source of estrangement from the realities produced in school, especially from the performances and moments of \"mess\". The games are presented as sources for understanding the perspectives of children on the production of socio-cultural reality in which they engage, is to become a student, is to distinguish himself as a boy or girl.