Submitted by Verena Bastos (verena@uefs.br) on 2015-08-04T00:26:41Z No. of bitstreams: 1 DISSERTACAO_A PARTICIPA??O DE PROFESSORES DE MATEM?TICA_WEDESON(1).pdf: 981158 bytes, checksum: 46925da71f4e589bb5d90f6af24a99a1 (MD5) / Made available in DSpace on 2015-08-04T00:26:41Z (GMT). No. of bitstreams: 1 DISSERTACAO_A PARTICIPA??O DE PROFESSORES DE MATEM?TICA_WEDESON(1).pdf: 981158 bytes, checksum: 46925da71f4e589bb5d90f6af24a99a1 (MD5) Previous issue date: 2015-03-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The aim of this work is to analyze how math teachers participate in the development of mathematical tasks that constitute an educational curriculum material in a collaborative work and to analyze mathematical tasks produced by these teachers in this context. Thus, the focus of this research is the participation of teachers and the production of mathematical tasks. Thereby, theoretical constructs presented by Jean Lave and Etienne Wenger were used to understand the participation of teachers and tasks markers presented by Jonei Barbosa used as reference for the analysis of mathematical tasks. The context of this research were the meetings of the Mathematics Educational Watch (OEM-Bahia) based at the Federal University of Bahia (UFBA) and formed by teachers (basic and college education) and students with Degree in Mathematics and Post-Graduate at the State University of Feira Santana and Federal University of Bahia. The methodological approach was qualitative, in which we used as procedures of data collection observation and interviews stimulated for analyzes relating to the participation of teachers, and document analysis of mathematical tasks that constitute an educational curriculum materials developed by teachers during the collaborative work. The results showed that the participation of teachers in the development of mathematical tasks occurs in three distinct ways: contemplating common goals of the group, sharing ways to develop investigative or exploratory mathematical questions and producing tasks in view of the practices involving other math teachers. Ways to participate relate to the joint undertaking established by the group for the preparation of tasks, with the list shared repertoire group members, which allowed evidence of changes in practices in which teachers participate and with what the group reifies from participation in social practice. In terms of the tasks that were developed through the participation of teachers in the OEM-Bahia we can see that the mathematical tasks performed in convergent, divergent and alternate forms, depending on the task markers, allowing an analysis of the freedom of choice of group during the design of tasks, depending on the practice that teachers involved and the context of the classroom. In terms of mathematical tasks markers, the analysis allowed us to expand the theoretical construct, indicating the possibility of tasks with alternative insulation because the relationships established during the implementation of tasks can be in charge of teachers and negotiations with the students. In addition, we propose the marker in relation to the procedures that are required from students during the implementation of mathematical tasks, called teaching focus. This analysis allowed us to realize that both tasks markers as the framework for analyzing mathematical tasks theoretically allow further analysis of mathematical tasks designed in different contexts and social practices. / O objetivo desta disserta??o ? analisar como professores de matem?tica participam da elabora??o de tarefas matem?ticas que constituem um material curricular educativo em um trabalho colaborativo e analisar as tarefas matem?ticas produzidas por esses professores nesse contexto. Assim, o foco desta investiga??o ? a participa??o dos professores e a produ??o das tarefas matem?ticas. Desta forma, os constructos te?ricos apresentados por Jean Lave e Etienne Wenger foram utilizados para compreender a participa??o dos professores e os marcadores de tarefas apresentados por Jonei Barbosa utilizados como refer?ncia para a an?lise das tarefas matem?ticas. O contexto desta pesquisa foram as reuni?es do Observat?rio da Educa??o Matem?tica (OEM-Bahia) sediado na Universidade Federal da Bahia (UFBA) formados por professores (educa??o b?sica e superior) e estudantes da Licenciatura em Matem?tica e P?s-Gradua??o da Universidade Estadual de Feira de Santana e da UFBA. A abordagem metodol?gica utilizada foi a qualitativa, na qual utilizamos como procedimentos de coleta de dados a observa??o e as entrevistas estimuladas para as an?lises referentes ? participa??o dos professores, e an?lise documental das tarefas matem?ticas que constituem um material curricular educativo elaboradas pelos professores durante o trabalho colaborativo. Os resultados apontaram que a participa??o dos professores na elabora??o de tarefas matem?ticas ocorre de tr?s formas distintas: contemplando objetivos comuns do grupo, compartilhando sobre modos de elaborar quest?es matem?ticas investigativas ou explorat?rias e produzindo tarefas na perspectiva das pr?ticas que participam outros professores de matem?tica. Essas formas de participar t?m rela??o com o empreendimento conjunto estabelecido pelo grupo para a elabora??o das tarefas, com o repert?rio compartilhado entre os membros do grupo que possibilitou ind?cios de mudan?as nas pr?ticas que os professores participam e com o que o grupo reifica a partir da participa??o na pr?tica social. Em termos das tarefas que foram elaboradas por meio da participa??o dos professores no OEM-Bahia podemos observar que as tarefas matem?ticas se apresentaram nas formas convergentes, divergentes e alternadas, a depender dos marcadores de tarefas, permitindo uma an?lise sobre a liberdade de escolha do grupo durante o delineamento das tarefas, a depender da pr?tica que os professores participam e do contexto das salas de aula. Em termos dos marcadores de tarefas matem?ticas, a an?lise nos permitiu expandir o constructo te?rico, apontando a possibilidade de tarefas com isolamento alternativo, pois as rela??es estabelecidas durante a implementa??o de tarefas podem ficar por conta dos professores e das negocia??es com os estudantes. Al?m disso, propomos o marcador com rela??o aos procedimentos que s?o requeridos aos estudantes durante a implementa??o de tarefas matem?ticas, a este denominamos foco de ensino. Essa an?lise possibilitou compreendermos que tanto os marcadores de tarefas quanto o quadro de an?lise de tarefas matem?ticas permitem aprofundar teoricamente a an?lise de tarefas matem?ticas elaboradas em diferentes contextos e pr?ticas sociais.

Made available in DSpace on 2015-04-14T13:22:22Z (GMT). No. of bitstreams: 1 383161.pdf: 584717 bytes, checksum: 5033dbb1844d6109a6bc32e908edd902 (MD5) Previous issue date: 2006-03-24 / Este trabalho prop?e problematizar a milit?ncia na contemporaneidade atrav?s da compreens?o da liquidez das institui??es e das rela??es no contempor?neo. Para isso, nos dedicamos a refletir sobre nossas atuais condi??es de exist?ncia na fluidez social que vivemos, procurando pensar sobre as possibilidades de inter-rela??es nesse contexto. Realizamos um resgate s?cio-hist?rico da milit?ncia, tentando identificar as diferentes formas que ela assume ao longo da hist?ria atrav?s dos movimentos sociais. Propomos, ainda, debater as possibilidades militantes nessa liquidez, avaliando e questionando as possibilidades de constru??es militantes na atualidade, buscando identificar as estrat?gias ativas e potencialmente subversivas na contemporaneidade. Buscamos produzir este estranhamento com a quest?o da milit?ncia para que os olhares e as perspectivas de sua compreens?o da milit?ncia sejam ampliados para al?m de estere?tipos e pr?-conceitos.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-26T18:00:58Z No. of bitstreams: 1 2017 - Alain Roel Rodrigues dos Santos.pdf: 765337 bytes, checksum: 201a68a77cab18334ccd03894ec172b9 (MD5) / Made available in DSpace on 2018-09-26T18:00:58Z (GMT). No. of bitstreams: 1 2017 - Alain Roel Rodrigues dos Santos.pdf: 765337 bytes, checksum: 201a68a77cab18334ccd03894ec172b9 (MD5) Previous issue date: 2017-03-21 / This study aimed to investigate the democratic processes that guide the management of the Acre Municipal School, from the point of view of managers, teachers and counselors. Specifically, some objectives were outlined, such as: identifying the strategic management model adopted at Acre Municipal School; To verify if institutional indicators are being reached after the adoption of democratic management; To identify in the Political Pedagogical Project in organizational aspects that subsidize and define the structure of a democratic management model and to discuss with the subjects involved in the research, the mechanisms for the implementation of democratic management in the school in order to achieve the objectives, a research was carried out of a qualitative nature, in which interrogation techniques were applied from individual semi-structured questionnaires for managers, teachers and counselors. The data gathered show that the democratic processes that guide the management of the Acre Municipal School are based on deliberative procedures, although the verticalization of government decisions still constitutes a major obstacle to school and community decision making. Despite government decisions, institutional indicators have been reached since the adoption of democratic management, since school management through deliberative bodies such as the School Council, parents and teachers, public consultation and plenary sessions seeks to hear the Needs and to emphasize what the community is really considered to be a priority. We identified in the Political Educational Project the Class Council, meeting of parents and teachers, public consultation and plenary are the means that subsidize and define the structure of the democratic management model adopted by the Acre school. We conclude that the school Acre seeks to develop a model of democratic management, which despite the vertical regulations of the municipal executive, seeks ways to make decision-making an event for all. That the administrative and pedagogical team seek means for the management of the school to take place in a participatory and democratic manner. However, we believe that participatory school management requires deliberate autonomy in school. / Este estudo teve como objetivo investigar os processos democr?ticos que norteiam a gest?o da Escola Municipal Acre, do ponto de vista dos gestores, professores e conselheiros. Em termos espec?ficos delinearam-se alguns objetivos, tais como: identificar o modelo de gest?o estrat?gica adotada na Escola Municipal Acre; verificar se os indicadores institucionais est?o sendo alcan?ados a partir da ado??o da gest?o democr?tica; identificar no Projeto Pol?tico Pedag?gico aspectos organizacionais que subsidiam e definem a estrutura de um modelo de gest?o democr?tica e discutir com os sujeitos envolvidos na pesquisa, os mecanismos para a efetiva??o da gest?o democr?tica na escola de modo a consecu??o dos objetivos, realizou-se uma pesquisa de natureza qualitativa, na qual foram aplicadas t?cnicas de interroga??o a partir de question?rios individuais semiestruturado destinados aos gestores, professores e conselheiros. Os dados levantados revelam que os processos democr?ticos que norteiam a gest?o da Escola Municipal Acre s?o baseados em procedimentos deliberativos, muito embora, a verticaliza??o das decis?es governamentais ainda se constitua um grande obst?culo para as tomadas de decis?es sobre a escola, e a comunidade, que apesar das decis?es governamentais verificou-se que os indicadores institucionais est?o sendo alcan?ados a partir da ado??o da gest?o democr?tica, uma vez que, a gest?o escolar mediante inst?ncias deliberativas como Conselho de Classe, reuni?o de pais e mestres, consulta p?blica e plen?rias busca ouvir as necessidades e dar ?nfase naquilo que ? realmente considerado como priorit?rio a comunidade. Identificamos no Projeto Pol?tico Pedag?gico o Conselho de Classe, reuni?o de pais e mestres, consulta p?blica e plen?rias s?o os meios que subsidiam e definem a estrutura do modelo de gest?o democr?tica adotado pela escola Acre. Conclu?mos que a escola Acre busca desenvolver um modelo de gest?o democr?tica, que apesar das normativas verticalizadas do executivo municipal, busca meios para fazer com que as tomadas de decis?es sejam um acontecimento de todos. Que a equipe administrativa e pedag?gica busca meios para que a gest?o da escola aconte?a de maneira participativa e democr?tica. Entretanto, entendemos que a gest?o escolar participativa necessita que haja autonomia na escola, de forma deliberada.

Made available in DSpace on 2014-12-17T15:54:51Z (GMT). No. of bitstreams: 1 JoaoBMB.pdf: 480340 bytes, checksum: 52b6c611f96bef9bc77067add253d7bb (MD5) Previous issue date: 2008-03-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The existence of several negative indicators such as deforestation, pollution of rivers and urban growth disorderly suggest a scenario of serious environmental degradation in Brazil, allowing that the model of public management of the environment here is not practiced efficiently, despite to be a recognition-of environmental legislation as one of the best and most comprehensive in the world. One of the main causes of this problem is the low social participation in environmental management that often exists only in the formal plan. Thus, although defined as Democratic State, in practice, it is only a Figurative State. Based on the study of the origin of the state and social participation in the Brazilian State, in general scope, and some environment committees and public hearings in Rio Grande do Norte, as instruments of social control, in particular scope, it is possible to build a real Democratic State in environmental management, a Participative State, in which all players are aware of the responsibility and committed to the duty assigned to them by the constitutional text with the present and future generations / A exist?ncia de v?rios indicadores negativos, como desmatamento, polui??o dos rios e crescimento urbano desordenado, aponta um cen?rio de s?ria degrada??o ambiental no Brasil, permitindo-se inferir que o modelo de gest?o p?blica do meio ambiente aqui praticado n?o ? eficiente, a despeito de haver uma legisla??o ambiental reconhecida como uma das melhores e mais completas do mundo. Um dos fatores que acentuam esse problema ? a incipiente participa??o social na gest?o ambiental que, freq?entemente, exis-te apenas no plano formal. Assim, embora definido como Estado Democr?-tico, na pr?tica, ele ? apenas um Estado Figurativo. Partindo do estudo so-bre a origem do Estado e da participa??o social no Estado Brasileiro, em ?mbito geral, e da an?lise de funcionamento de alguns conselhos de meio ambiente e audi?ncias p?blicas no Rio Grande do Norte, como instrumentos de controle social, em ?mbito particular, pode-se concluir que ? poss?vel consolidar um verdadeiro Estado Democr?tico na gest?o ambiental, um Es-tado Participativo, em que todos os atores tenham consci?ncia da responsa-bilidade e estejam comprometidos com o dever a eles atribu?dos pelo Texto Constitucional com as presentes e futuras gera??es.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-01-15T21:58:57Z No. of bitstreams: 1 ClaudiaDantasDeMedeirosLira_DISSERT.pdf: 1282441 bytes, checksum: fd301d3d8dff15eba9411c66e3bc91b6 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-01-18T11:38:26Z (GMT) No. of bitstreams: 1 ClaudiaDantasDeMedeirosLira_DISSERT.pdf: 1282441 bytes, checksum: fd301d3d8dff15eba9411c66e3bc91b6 (MD5) / Made available in DSpace on 2018-01-18T11:38:27Z (GMT). No. of bitstreams: 1 ClaudiaDantasDeMedeirosLira_DISSERT.pdf: 1282441 bytes, checksum: fd301d3d8dff15eba9411c66e3bc91b6 (MD5) Previous issue date: 2017-07-31 / Reconhecendo a relev?ncia da participa??o das crian?as na organiza??o de pr?ticas educativas e curriculares nas quais se encontram envolvidas, a presente pesquisa objetivou analisar modos de participa??o de crian?as no desenvolvimento do curr?culo na Educa??o Infantil. Assumindo aportes te?rico-metodol?gicos da abordagem qualitativa na perspectiva hist?rico-cultural de L.S. Vygotsky e do dialogismo de M. Bakhtin, a pesquisa envolveu a constru??o de dados emp?ricos mediante procedimentos de observa??o semiparticipativa, entrevistas semiestruturadas individuais e coletivas e an?lise de documentos. O estudo teve como l?cus uma institui??o de Educa??o Infantil da rede municipal, em um munic?pio do interior do Rio Grande do Norte. Como sujeitos foram consideradas crian?as integrantes de uma turma da pr?-escola, com idades entre cinco e seis anos, al?m da professora da turma e a coordenadora pedag?gica do estabelecimento. A constru??o e a an?lise dos dados assumiram, como fundamentos, significa??es contempor?neas de crian?a, educa??o infantil, curr?culo e participa??o. Nessa discuss?o, as crian?as s?o concebidas como sujeitos humanos com especificidades hist?ricas e sociais, capazes de aprender e se desenvolver em condi??es de possibilidades, de produzir cultura e participar dos contextos em que vivem. Da? porque a educa??o tem a fun??o social de promover seu desenvolvimento integral por meio da promo??o de curr?culos compostos pelo conjunto de pr?ticas desenvolvidas pelos profissionais respons?veis e vivenciadas pelas crian?as, articulando saberes e experi?ncias que respeitem as especificidades infantis em contextos de intera??o e ludicidade. A participa??o ? compreendida como inser??o ativa dos sujeitos nos processos e rela??es que lhes dizem respeito: formula??o e express?o de opini?es, intera??es, colabora??o, sentimentos, pontos de vista relativos ?s decis?es e a??es, exerc?cio de escolhas, bem como a produ??o de solu??es e avalia??es propiciados pelo contexto em que est?o. Da an?lise realizada participam, direta e indiretamente, do desenvolvimento do curr?culo, conforme as seguintes acep??es: modo indireto, percebido quando a crian?a ? considerada o centro do processo de ensino e aprendizagem nas proposi??es documentais do PPP, ressaltando sua participa??o do desenvolvimento do curr?culo de diferentes modos, ainda que contingenciados pelas condi??es mediadas pelas a??es da professora e da institui??o: 1) modo indireto n?o ativo, mediante discursos, a??es e inten??es da Professora e da Coordenadora, considerando o que definem ser de interesse e necessidades das crian?as a partir do que observam de suas viv?ncias no contexto educativo; 2) de modo direto ativo, quando s?o estimuladas pela professora a participarem voluntariamente, mediante a flexibilidade da rotina, interagindo com seus pares e Professora, opinando, colaborando com os pares nas atividades desenvolvidas e conduzidas pela professora em momentos diversos da rotina e, principalmente, nas situa??es de brincadeira no parque e na sala, ao decidirem quanto aos brinquedos e modos de brincar; 3) de modo direto ?n?o ativo?, presente no contexto observado, quando as crian?as, na maior parte dos momentos da rotina, realizam a??es definidas pela Professora, n?o sendo consultadas na proposi??o de modos participativos. H? condi??es restritas de participa??o efetiva na defini??o direta do curr?culo em contraponto com as prescri??es observadas no PPP da institui??o e a efetiva??o das atividades que comp?em o curr?culo como pr?xis. As pr?ticas da institui??o, uma vez integrante da totalidade do contexto hist?rico e social em quest?o, remetem ? necessidade de reflex?o, autoavalia??o e reestrutura??o das concep??es e a??es dos profissionais envolvidos, na perspectiva de construir experi?ncias curriculares que incluam as crian?as como sujeitos part?cipes, capazes de se inserir ativamente ? desde que mediados de modo sistem?tico e intencional ? nas decis?es que as envolvem. / Recognizing the relevance of children?s participation in the organization of educational and curricular practices in which they are involved, the present study aimed to analyze ways of children's participation in curriculum development in Early Childhood Education. Assuming theoretical-methodological contributions of the qualitative approach in a historical-cultural perspective of L. S. Vygotsky and the dialogism of M. Bakhtin, the research involved the construction of empirical data through semi-participatory observation procedures, individual and collective semi-structured interviews and document analysis. The locus study was an institution of Early Childhood Education of the municipal network, in a municipality of the countryside of Rio Grande do Norte. The subjects were children belonging from a pre-school class aged between five and six years, the class teacher and the pedagogical coordinator of the establishment. The construction and analysis of the data assumed, as fundamentals, contemporary meanings of children, early childhood education, curriculum and participation. Children are conceived as human subjects with historical and social specificities, able to learn and develop in conditions of possibilities, to produce culture and to participate in the context in which they live; their education has a social function to promote their integral development through the promotion of curricula composed of the set of practices and experiences developed by the professionals responsible and experienced by the children, articulating knowledge and experiences that respect their children's specifics in contexts of interaction and play. Participation is understood as an active insertion of the subjects in the processes and relationships that concern them: formulation and expression of opinions, interactions, collaboration, feelings, points of view regarding decisions and actions, exercise of choices and production of solutions and evaluations provided by the context in which they are inserted. From the analysis carried out, they participate directly and indirectly in the development of the curriculum. The indirect meaning is perceived when the child is considered the center of the teaching and learning process in the documentary proposals of the PPP, emphasizing its participation in the development of the curriculum in different ways, even if contingent on the conditions mediated by the actions of the teacher and the institution: 1) indirectly not active, through the speeches, actions and intentions of the teacher and the coordinator, considering what they define to be of interest and needs of the children from what they observe of their experiences in the educational context; 2) in a direct active way, when they are stimulated by the teacher to participate voluntarily, through the flexibility of the routine, interacting with their peers and teacher, opining, collaborating with the peers in the activities developed and conducted by the teacher at different moments of the routine and, mainly, in play situations in the park and in the room, when deciding on toys and play modes; 3) in a direct ?non-active? way, present in the observed context, when children, in most moments of the routine, perform actions defined by the teacher, not being consulted in the proposition of participatory modes. There are restricted conditions of effective participation in the direct curriculum definition as opposed to the prescriptions observed in the PPP of the institution and the effectiveness of the activities that make up the curriculum as praxis. The practices of the institution, as part of the entire historical and social context, refer to the need for reflection, self-assessment and restructuring of the conceptions and actions of the professionals involved, with a view to constructing curricular experiences that include children as participants, capable of being inserted actively ? systematically and intentionally ? in the decisions that involve them.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-27T00:10:08Z No. of bitstreams: 1 VirginiaRegoBezerra_DISSERT.pdf: 1376336 bytes, checksum: c615a8f9b68be29b2e8b1e3aad9729f5 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-09-01T22:14:08Z (GMT) No. of bitstreams: 1 VirginiaRegoBezerra_DISSERT.pdf: 1376336 bytes, checksum: c615a8f9b68be29b2e8b1e3aad9729f5 (MD5) / Made available in DSpace on 2016-09-01T22:14:08Z (GMT). No. of bitstreams: 1 VirginiaRegoBezerra_DISSERT.pdf: 1376336 bytes, checksum: c615a8f9b68be29b2e8b1e3aad9729f5 (MD5) Previous issue date: 2016-03-14 / O presente trabalho tem como fim abordar o tema da Justi?a Restaurativa como movimento democr?tico-participativo apto a integrar de forma definitiva, a pol?tica criminal e judici?ria nacional. Sua justifica??o reside na necessidade de mudan?a do sistema penal e seus mecanismos processuais, por n?o mais darem respostas eficazes em face do desafio de gerir disputas e neutralizar a viol?ncia. Nesse sentido, seu intento tamb?m foi apresentar o servi?o restaurativo a ser oferecido dentro do Poder Judici?rio, como modelo alternativo ou complementar ? Justi?a Criminal e Juvenil. Para tanto, fez uso da metodologia bibliogr?fica e documental para o levantamento e an?lise qualitativa das fontes consultadas, partindo-se do entendimento de que o Estado Democr?tico Constitucionalevidencia-se como ve?culo transformador do status quo e proporciona a eleva??o da dimens?o do acesso ? justi?a ? qualidade de direito fundamental. Como resultados obtidos, merecem destaque os aspectos referentes ? Justi?a Restaurativa, a exemplo da an?lise de seu conceito, valores, princ?pios vetores, sujeitos afetados pelos lit?gios e suas t?cnicas. Acerca da Justi?a Restaurativa e da Justi?a tradicional, o presente estudo realizou uma discuss?o te?rica com vistas a demonstrar as diferen?as e aproxima??es entre os dois modelos, inclusive examinando a poss?vel conviv?ncia e colabora??o que eles podem manter entre si. Dessa forma, conclui-se pela necessidade de reorganiza??o do sistema de justi?a criminal brasileiro, com base na institucionaliza??o da estrat?gia restaurativa para o segmento da Justi?a Estadual, atrav?s da meta n? 8/2016 do Conselho Nacional de Justi?a (CNJ). Igualmente, discorreu-se sobre os desafios e os riscos da implanta??o desse novo paradigma de pol?tica criminal, tendo como ponto de partida as experi?ncias existentes no Judici?rio brasileiro, atrav?s das t?cnicas de media??o v?tima-ofensor e c?rculos restaurativos, pondo em lugar central a quest?o da pr?pria democratiza??o do Poder Judici?rio. Em conclus?o, resultou s?lida a compreens?o de que ? poss?vel integrar o modelo da Justi?a Restaurativa na pol?tica criminal e judicial do Brasil, muito embora sem substituir o modelo tradicional em vigor, haja vista consistir em uma nova ferramenta para lidar com conflitos, a partir do encontro, da repara??o, da responsabiliza??o, da reintegra??o e da inclus?o como forma de pacifica??o social. / The present study aims to address the restorative justice as a democratic-participative movement able to integrate definitively the national criminal and judicial justice. Its justification lies in the change necessity in the penal system and their process mechanisms, which do not provide efficient answers to the challengers of manage disputes and neutralize violence. In this sense, the aims of the study was to present the restorative service to be offered to the judiciary, as an alternative or complementary model to the criminal and juvenile justice. This study used the bibliographic and documental methodology to analyze qualitatively the consulted sources. The study assumes that the Constitutional Democratic state is a transformer mean of the status quo and it see the justice access as a fundamental right. The results of this study related to the restorative justice include values, principles, people affected by litigious and their techniques. The present study carried out a theoretical discussion of the restorative and traditional justice to demonstrate the differences and similarities between these models, which include the possible collaboration and coexistence that they could have together. Therefore, this study concludes that it is necessary to reorganize the criminal justice system in Brazil. This should be done through the institutionalization of the restorative justice for the state segment using the task number 8/2016 of the National Counsel of Justice (CNJ). This work also addresses the challengers and risks of the implementation of this new paradigm of the criminal justice, which has as a starting point the experiences in the Brazilian judiciary. The work will use the mediation of the technique victim-offender and will put in place the central question of the democratization of the judiciary itself. In conclusion, the study resulted in a solid comprehension of what is possible to integrate in the present-day restorative justice model in the Brazilian criminal and judicial politics. However, this integration will not replace the present-day traditional model, as the restorative justice is a new tool to deal with conflicts using the meeting, reparation, resposabilization, integration and inclusion as a way of social pacification.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2016-08-17T19:47:57Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) liliany_mara_silva_carvalho-3.pdf: 1961782 bytes, checksum: 39503d8d836160022fce33d8c846d16b (MD5) / Rejected by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br), reason: Refazer a licen?a on 2016-08-18T19:04:00Z (GMT) / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2016-08-18T19:08:41Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) liliany_mara_silva_carvalho-3.pdf: 1961782 bytes, checksum: 39503d8d836160022fce33d8c846d16b (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2016-08-19T12:01:59Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) liliany_mara_silva_carvalho-3.pdf: 1961782 bytes, checksum: 39503d8d836160022fce33d8c846d16b (MD5) / Made available in DSpace on 2016-08-19T12:01:59Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) liliany_mara_silva_carvalho-3.pdf: 1961782 bytes, checksum: 39503d8d836160022fce33d8c846d16b (MD5) Previous issue date: 2015 / A reforma do setor sa?de no Brasil contempla como eixo fundamental a democratiza??o dos servi?os de sa?de atrav?s do exerc?cio da participa??o social no Sistema ?nico de Sa?de - SUS. Neste contexto, o presente trabalho teve como objetivo investigar a ocorr?ncia de servi?os de ouvidoria em munic?pios da Regi?o de Sa?de de Diamantina, o entendimento dos gestores municipais de sa?de sobre esta pol?tica e sua efic?cia como pr?ticas de gest?o e estrat?gias da organiza??o. Realizou-se uma pesquisa explorat?ria-descritiva com abordagem qualitativa, para tanto foram entrevistados 15 gestores municipais de sa?de nos seus respectivos munic?pios, tendo a secretaria municipal de sa?de como local f?sico. As entrevistas foram gravadas a partir do consentimento dos participantes da pesquisa atrav?s da assinatura do Termo de Consentimento Livre e Esclarecido (TCLE), bem como a assinatura da carta de anu?ncia por parte de cada gestor municipal. Este trabalho foi aprovado pelo Comit? de ?tica em Pesquisa (CEP) sob o n?mero 840.133. Os resultados demonstraram que apesar do avan?o legislativo, que garante a participa??o popular, ainda ? incipiente a manifesta??o da popula??o neste tipo de servi?o, haja visto a inexist?ncia destes, bem como o desconhecimento por parte dos gestores municipais de sa?de, representantes legais da popula??o. Neste contexto, evidencia-se um descompasso entre o discurso promotor dessa participa??o e as pr?ticas implementadas. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Sa?de, Sociedade e Ambiente, Universidade Federal dos Vales do Jequitinhonha e Mucuri, [2015]. / The reform of the health sector in Brazil includes as a fundamental axis democratization of health services through the exercise of participation social in Health System. In this context, this study aimed to investigate the occurrence of ombudsman services around the Diamantina Health Region, the understanding of managers about municipal health of this policy and its effectiveness as management practices and organizational strategies. An exploratory and descriptive research was conducted with a qualitative approach, for both were interviewed 15 managers municipal health in their respective municipalities, with the municipal health departament as physical location. The interviews were recorded from consent of survey participants by signing the Term the Informed Consent , and the signature of the approval letter by each municipal manager. This study was approved by the Institutional Review Board under number 840.133. The results showed that despite the legislative progress that guarantees popular participation, the manifestation of the population in this type of service is still incipient, given the fact the absence of these, as well as ignorance on the part of local health managers, legal representatives of the population. In this context, there is evidence of a mismatch between the promoter speech this participation and the implemented practices.

Data de aprova??o ausente. / Na folha de rosto consta - Marcus Vin?cius Guelpeli (Coordenador). / A orientadora do trabalho n?o mencionada na lista da folha de aprova??o. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-05-10T14:49:14Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) luna_ceci_oliveira_cantuaria.pdf: 1202090 bytes, checksum: 5590a2bed01b9c396f1ba696673536e0 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-05-16T18:30:13Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) luna_ceci_oliveira_cantuaria.pdf: 1202090 bytes, checksum: 5590a2bed01b9c396f1ba696673536e0 (MD5) / Made available in DSpace on 2017-05-16T18:30:13Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) luna_ceci_oliveira_cantuaria.pdf: 1202090 bytes, checksum: 5590a2bed01b9c396f1ba696673536e0 (MD5) Previous issue date: 2016 / Desde o processo de redemocratiza??o no final da d?cada de 1980, e principalmente ap?s a promulga??o da LDB 9394/96, as escolas p?blicas brasileiras v?m passando por um processo de reorganiza??o, alinhada com os princ?pios da gest?o democr?tica previstos no artigo 14 da referida lei. Nesse contexto, o Instituto Federal do Norte de Minas Gerais, criado gra?as a unifica??o da Escola Agrot?cnica Federal de Salinas e do Centro Federal de Educa??o Tecnol?gica de Janu?ria tem sua estrutura organizacional orientada por esses princ?pios, uma vez que, a Lei n? 11.892/2008 que criou os institutos federais prev? o Conselho Superior e o Col?gio de Dirigentes, dois ?rg?os colegiados como inst?ncias m?ximas de sua gest?o e d? autonomia aos campi da institui??o para criar outros ?rg?os colegiados. O objetivo desse trabalho ? compreender o processo de implanta??o co Conselho Gestor do campus Ara?ua?, visando verificar se sua implanta??o ocorreu devido ? participa??o da comunidade escolar ou ocorreu somente como mero cumprimento regimental. Para tanto, foram analisados diversos documentos produzidos pelo Conselho Superior e pelo Col?gio de Dirigentes desde a publica??o do Regimento Geral do IFNMG, em janeiro de 2011, que estabeleceu a cria??o do Conselho Gestor (CG), at? a efetiva implanta??o do (CG) do campus Ara?ua?, ocorrida, apenas, em mar?o de 2015. O estudo desse processo revelou uma institui??o cuja pr?tica democr?tica, embora ainda incipiente, considerando a demora dessa implanta??o, demonstrou que, nesse processo, seus dirigentes pautaram suas a??es e decis?es a partir da participa??o da comunidade escolar. Essa valoriza??o da participa??o ? frequentemente percebida nas discuss?es apresentadas nos documentos produzidos pelas comiss?es e colegiados. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, [2016]. / Since the democratization process in the late 1980s, and especially after the promulgation of LDB 9394/96, the Brazilian public schools are undergoing a process of reorganization, in line with the principles of democratic management provided for in Article 14 of that law. In this context, the Instituto Federal Norte de Minas Gerais, created through the unification of the Escola Federal de Salinas and Centro Federal de Educa??o Tecnol?gica de Januaria has its organizational structure guided by these principles, since Law No. 11,892 / 2008 which created the Institutos Federais provide the Board and the Directors College, two collegiate bodies as maximum instances of management and gives autonomy to the institution's campuses to create other collegiate bodies. The aim of this study is to understand the co deployment process Council of the campus manager Ara?ua? to verify whether its implementation was due to the participation of the school community or occurred only as mere compliance regimental. Therefore, we analyzed several documents produced by the Board and the Directors College since the publication of the General Rules of IFNMG, in January 2011, which established the creation of the Management Council (GC), until the effective implementation of the (CG) of campus Ara?ua?, which took place only in March 2015. The study of this process revealed an institution whose democratic practice, although still incipient, considering the delay of this implementation has shown that, in the process, its leaders guided their actions and decisions from participation the school community. This appreciation of participation is often perceived in the discussions presented in the documents produced by the committees and boards.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-05-15T12:36:42Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) tulyane_cruz_santos.pdf: 1061436 bytes, checksum: 0fcf6a5cd955f4777b07072ab2487678 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-05-16T18:55:27Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) tulyane_cruz_santos.pdf: 1061436 bytes, checksum: 0fcf6a5cd955f4777b07072ab2487678 (MD5) / Made available in DSpace on 2017-05-16T18:55:27Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) tulyane_cruz_santos.pdf: 1061436 bytes, checksum: 0fcf6a5cd955f4777b07072ab2487678 (MD5) Previous issue date: 2016 / O objetivo deste trabalho ? apresentar os resultados obtidos durante um estudo realizado em uma escola distrital de um munic?pio de Minas Gerais, no per?odo de 2015 a 2016, referente ? gest?o escolar e os processos de gest?o democr?tica das a??es no contexto escolar atrav?s da participa??o consciente de todos os envolvidos para promo??o da qualidade de ensino e preparo para o exerc?cio da cidadania. Foram feitas: pesquisa de campo, por meio da observa??o direta, que permitiu a aproxima??o da realidade estudada; a an?lise documental, por meio das atas de reuni?es do colegiado, regimentos e question?rios aplicados pela coordena??o pedag?gica da institui??o; a delimita??o das a??es de pesquisa; tamb?m foram selecionados autores que deram suporte as defini??es utilizadas. Com isso, as a??es desenvolvidas pela escola, focalizavam mais as quest?es burocr?ticas e apresentavam em sua organiza??o dificuldades em estabelecer situa??es significativas de participa??o, pois os ?rg?os colegiados que deveriam exercer as fun??es deliberativas, consultivas, fiscais e mobilizadoras tanto da equipe como da comunidade escolar, apesar de possu?rem representantes em sua composi??o, desconheciam a import?ncia de sua atua??o junto ? gest?o. Pelas mesmas raz?es, o Projeto Politico Pedag?gico que deveria retratar a identidade e nortear todas as pr?ticas da escola, tornando-se instrumento de direcionamento das a??es nas dimens?es pedag?gica, administrativa, financeira e jur?dica, n?o expressava os anseios da comunidade escolar. Conclui-se que a atua??o da gest?o escolar torna-se de extrema import?ncia nos processos de conscientiza??o e mobiliza??o da equipe escolar, bem como dos pais, alunos e comunidade para a participa??o consciente, visto que somente com estes caminhos de envolvimento e de compromisso com a coletividade produzem experi?ncias de participa??o que se concretizam a gest?o democr?tica. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / The aim of this work is to present the results obtained during a study conducted in a school district of a municipality in Minas Gerais, in the period from 2015 to 2016, for the school management and the processes of democratic management of the actions in the school context through the conscious participation of all those involved to promote the quality of teaching and preparation for the exercise of citizenship. Were made: field research, through direct observation, which allowed the approaching reality studied; document analysis was made, through the minutes of meetings of the Board, regiments and questionnaires applied through the pedagogical coordination of the institution; the delimitation of actions; were also selected authors who gave support the definitions used. With that, the actions developed by the school, which focused on more bureaucratic issues and presented in your organization difficult to establish meaningful participation, situations were discussed/analyzed, because the collegiate bodies which should exercise the deliberative, advisory functions, and mobilizing both the tax team as the school community, despite having representatives in its composition, unaware of the importance of his actions on the management. For the same reasons, the project should portray pedagogical Political identity and guide all the practices of the school, becoming an instrument of targeting of actions on pedagogical dimensions, administrative, financial and legal, didn't express the aspirations of the school community. Concluded by the extreme importance of the performance of school management in the processes of awareness and mobilization of the school staff, as well as of parents, students and community to the conscious participation, since only with these ways of involvement and commitment to the collective participation experiences that produce come true democratic management.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-02-27T18:23:49Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) michely_rodrigues_alves.pdf: 932143 bytes, checksum: 1b1370ebbb2630bb7c9084f075af5672 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-03-09T19:08:46Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) michely_rodrigues_alves.pdf: 932143 bytes, checksum: 1b1370ebbb2630bb7c9084f075af5672 (MD5) / Made available in DSpace on 2018-03-09T19:08:46Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) michely_rodrigues_alves.pdf: 932143 bytes, checksum: 1b1370ebbb2630bb7c9084f075af5672 (MD5) Previous issue date: 2017 / A educa??o popular em sa?de (EPS), mesmo sendo um referencial pol?tico, te?rico e metodol?gico, consolidado como estrat?gia pol?tica, ? um assunto que exige ampla reflex?o e conhecimento para sua efetividade. De acordo com o eixo norteador institu?do pela Pol?tica Nacional de Educa??o Popular em Sa?de no Sistema ?nico de Sa?de (PNEPS-SUS) em 2013, por meio de uma pr?tica pol?tico-pedag?gica, os saberes populares s?o reconhecidos a partir da constru??o compartilhada do conhecimento, com potencial de instrumento auxiliar para reorienta??o das pr?ticas em sa?de. O objetivo deste estudo foi estimular um processo de educa??o e constru??o de conhecimentos, junto aos atores sociais do grupo HIPERDIA, norteado pelo referencial da EPS. A pesquisa foi desenvolvida a partir do problema: a EPS pode contribuir com melhorias na qualidade de vida dos usu?rios no munic?pio de Senhora do Porto/MG?O trabalho foi desenvolvido por meio da metodologia da pesquisa-a??o, com a aplica??o da t?cnica de observa??o participante para a coleta dos dados, car?ter descritivo e com abordagem qualitativa. Os demais atores participantes foram os integrantes do grupo de hipertensos e diab?ticos (HIPERDIA) adscritos no munic?pio de Senhora do Porto-MG. A an?lise dos dados foi feita atrav?s do referencial te?rico da Educa??o Popular, trabalhado dentro da pr?tica pedag?gica das ?rodas de conversa?, sistematizadas por Paulo Freire. O estudo do resultado foi realizado por meio da an?lise do discurso, referenciado pelas teorias de Foucault. Os resultados revelam que a EPS n?o ? um desafio para os atores sociais envolvidos, pois atrav?s das observa??es foram percebidas a??es de mobiliza??o, autonomia e di?logo entre eles, nos momentos que tiveram oportunidade de se expressar. Seria ent?o um impasse para os profissionais de sa?de desconstruir pr?ticas norteadas pela cultura medicamentosa, aos gestores que deveriam apoiar a educa??o permanente dos trabalhadores, adicionando os princ?pios e as pr?ticas de EPS, e ainda, responsabilidade do Minist?rio da Sa?de em auxiliar nas estrat?gias de comunica??o e divulga??o da potencialidade das pr?ticas articuladas ?s culturas populares. / Disserta??o (Mestrado) ? Programa de P?s-gradua??o em Ensino em Sa?de, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / Popular education in health (EPS), even though it is a political, theoretical and methodological framework consolidated as a political strategy, is a subject that requires wide reflection and knowledge for its effectiveness. According to the guiding axis established by the National Policy on Popular Health Education in the Unified Health System (PNEPS-SUS) in 2013, through a political-pedagogical practice, popular knowledge is recognized through the shared construction of knowledge with potential of an auxiliary instrument to reorient health practices. The objective of this study was to stimulate a process of education and knowledge construction together with the social actors of the HIPERDIA group, guided by the EPS framework. The research was developed from the problem: the EPS can contribute with improvements in the quality of life of the users in the municipality of Senhora do Porto / MG? The work was developed through the action research methodology with the application of the participant observation technique for the data collection, descriptive character and qualitative approach. The other participants were members of the hypertensive and diabetic group (HIPERDIA) enrolled in the municipality of Senhora do Porto-MG. The analysis of the data was done through the theoretical reference of Popular Education, worked within the pedagogical practice of the "round of conversation" systematized by Paulo Freire. The study of the result was carried out through discourse analysis, referenced by Foucault's theories. The results show that EPS is not a challenge for the social actors involved because through the observations it was noticed actions of mobilization, autonomy and dialogue between them, in moments that they had the opportunity to express themselves. It would than be a challenge for health professionals to deconstruct practices guided by the drug culture, to managers who should support the permanent education of workers by adding the principles and practices of EPS and also the responsibility of the Health Ministry to assist in the strategies of communication and dissemination of potentiality practices articulated by popular cultures.