[pt] O objetivo da dissertação é avaliar a contribuição e o desenvolvimento da Escola Inglesa de Relações Internacionais. Para tanto, opta-se pela análise histórica, priorizando-se uma abordagem cronológica. Nesse sentido, analisa-se, inicialmente, a contribuição de dois de seus principais teóricos: Martin Wight e Hedley Bull, que estabeleceram os eixos teóricos e conceituais constitutivos da Escola. Na segunda parte, considera-se o debate sobre a identidade e a validade da contribuição da Escola nos anos 1980. Na última parte, apresenta-se uma avaliação da Escola Inglesa nos anos 1990. Introduz-se, então, a bifurcação entre uma vertente crítica e outra clássica e a inovação trazida por uma nova geração de teóricos. Por fim, procura- se apresentar, de forma crítica, o debate travado dentro da Escola sobre o conflito do Kosovo. / [en] The aim of this dissertation is to evaluate the contribution and the development of the English School of International Relations. In order to achieve this, the analytical axis will be historic, emphasising a chronological approach. In this sense, it was accessed the contribution of two of its leading theorists: Martin Wight and Hedley Bull, that together established the mains theoretical and conceptual axis constitutive of the school. In the second part, the debate about the identity and the validity of the contribution of the school in the 1980s was analysed. In the last part, it is offered an evaluation of the English School in the 1990s. Its bifurcation into two approaches, a critical and a classical one; and the theoretical innovation brought by a new generation of theorists, will be introduced. Latter on, it will be offered an critical analysis of the debate that took place in the English School after the conflict at Kosovo.

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This paper aims to discuss the role of human work valuation and labor fundamental rights to the conformation of the corporate activity and its repercussions for the resizing of cognition to be developed in the enforcement of fines imposed on labor laws violations under the theoretical post-positivism framework. In the first part of the work, through the theoreticaldescriptive method, it will expose the transformation of the legal thinking of positivism to the current generically named post-positivism, as well as the rise of human dignity to the center of the legal system and the role played by the social values of labor for the hermeneutical activity. In a second moment, also by the same method, it will evidence the connection of labor fundamental rights with the foundations of the Republic mentioned above and its insertion into the constitutional economic order, as objective order of values, through the enhancement of the human labor valuation, conditioning factor of constitutional freedoms to undertake and one of the company's social function parameters. Thus, it will expose the importance of regulating and inspecting labor relations in order to build an idea of Social Justice that promotes the dignified existence of all, inducing a model of economic development that is not founded solely on monetary or patrimonial bases, according to the thinking of Amartya Sen. In the last part of the work, through a rational argument and from the previous theoretical exposition, will be sustained the resizing of cognition of the enforcement of labor fines in function of the necessity of the adoption of hermeneutic methods compatible with substantive due process clause inspired by post-positivist canons, such as the theories of weighting of Alexy and the dialogue of sources of Erik Jayme, to confer appropriate treatment to the values adopted by the constitutional economic order and fundamental labor rights - in their objective dimension - which gravitate around these executive demands. / Objetiva-se discutir o papel da valoração do trabalho humano e dos direitos fundamentais trabalhistas para a conformação da atividade empresarial e suas repercussões para o redimensionamento da cognição a ser desenvolvida na execução fiscal de multa imposta por infração à legislação trabalhista sob o pálio do marco teórico do pós-positivismo. Na primeira parte do trabalho, através do método teórico-descritivo, expor-se-á a transformação do pensamento jurídico do positivismo para a corrente denominada genericamente de póspositivismo, bem como a ascensão da dignidade da pessoa humana ao centro do Direito e o papel desempenhado pelos valores sociais do trabalho para a atividade hermenêutica. Em um segundo momento, ainda pelo mesmo método, serão evidenciadas a conexão dos direitos fundamentais trabalhistas com os fundamentos da República apontados acima e sua inserção na ordem econômica constitucional, como conjunto objetivo de valores, por meio do fundamento da valoração do trabalho humano, fator de condicionamento das liberdades constitucionais de empreender e um dos parâmetros da função social da empresa. Assim, será exposta a importância desempenhada pela regulação e inspeção das relações laborais para a construção de uma ideia de Justiça Social que promova a existência digna de todos, indutora de um modelo de desenvolvimento econômico que não seja calcado unicamente em parâmetros monetários ou patrimoniais, na esteira do pensamento de Amartya Sen. Na última parte do trabalho, através de uma argumentação racional e a partir da exposição teórica anterior, sustentar-se-á o redimensionamento da cognição da execução fiscal da multa laboral em função da necessidade da adoção de métodos hermenêuticos compatíveis com cláusula do devido processo legal substancial inspirada pelos cânones pós-positivistas, como as teorias da ponderação de Alexy e do diálogo das fontes de Erik Jayme, para conferir adequado tratamento aos valores adotados pela ordem econômica constitucional e pelos direitos fundamentais trabalhistas – em sua dimensão objetiva - que gravitam em torno dessas demandas executivas.

[pt] A presente dissertação tem por objetivo estabelecer critérios para a ponderação no Direito Penal e Processual Penal utilizando a contribuição da teoria garantista ao debate brasileiro sobre direitos fundamentais. Esses critérios estão orientados para a prevalência dos direitos fundamentais e, em especial, das liberdades individuais, sobre o interesse público repressivo, no âmbito do direito criminal. A utilização da técnica de ponderação, por implicar num juízo subjetivo e valorativo do direito, traz consigo o risco de uma atuação jurisdicional que ameace conquistas como o Estado de direito, a democracia e os direitos fundamentais. Pretende-se estabelecer uma reserva de ponderação dessas garantias a partir da afirmação de margens ou limites para essa atuação do Poder Judiciário. Outrossim, esses critérios são estabelecidos sob a égide da racionalidade (que deve estar presente na fundamentação do Estado, na justificação do direito e na atuação jurisdicional) e da teoria garantista. / [en] The present dissertation has for objective to establish criteria for the balancing in the Criminal and Criminal Procedural Law using the contribution of the garantist theory to the Brazilian debate on fundamental rights. These criteria are guided for the prevalence of basic rights and especially the individual freedoms over the repressive public interest. The use of the balancing technique, for implying in a subjective and valorative judgment of the law, brings the risk of a jurisdictional performance that threatens conquests as the Rule of law, democracy and fundamental rights. It is intended to establish a balancing reserve of these guarantees by the affirmation of edges or limits for this performance of the Judiciary Power. These criteria are established using the rationality (that must be present in the justification of the State, of the law and of the jurisdictional performance) anda the garantist theory.

Inclusive education is an international philosophy that places emphasis on the provision of special education services to students with special learning needs within regular classrooms. Teachers, regardless of where in the world they are, require positive attitudes to engage in discussions, adapt curricula, develop strategies and acquire the necessary knowledge and skills for the implementation of inclusionary practices. The aim and rationale for this study was to explore the attitudes of South Africans as expatriates in a foreign country (Oman) at schools where inclusion was recently implemented but where little research was conducted in the area. In addition, the purpose was also to gain more knowledge about the elements that may influence teacher attitudes towards inclusion. A quantitative approach was employed and an online questionnaire was used to obtain data. The small sample (N=35) limited findings to descriptive statistics only. The study revealed that most teachers held positive attitudes towards the fundamental principles of inclusive education but teachers held negative attitudes towards the practical implementation of inclusion within classrooms. Teachers who received training were more positive to supporting inclusion. Male teachers expressed greater negativity than female teachers towards inclusionary practices in schools but then male teachers were more supportive and willing to undertake training, engage in teacher support and work collaboratively. Teachers teaching older groups of students appear to be less knowledgeable and less prepared or equipped to deal with inclusion. Teachers with less teaching experience held more positive attitudes towards inclusive education. Recommendations were made to provide suggestions of ways to eliminate and discourage negative attitudes and research based recommendations for future research were listed. / Inclusive Education / M. Ed. (Inclusive Education)

Inclusive education is an international philosophy that places emphasis on the provision of special education services to students with special learning needs within regular classrooms. Teachers, regardless of where in the world they are, require positive attitudes to engage in discussions, adapt curricula, develop strategies and acquire the necessary knowledge and skills for the implementation of inclusionary practices. The aim and rationale for this study was to explore the attitudes of South Africans as expatriates in a foreign country (Oman) at schools where inclusion was recently implemented but where little research was conducted in the area. In addition, the purpose was also to gain more knowledge about the elements that may influence teacher attitudes towards inclusion. A quantitative approach was employed and an online questionnaire was used to obtain data. The small sample (N=35) limited findings to descriptive statistics only. The study revealed that most teachers held positive attitudes towards the fundamental principles of inclusive education but teachers held negative attitudes towards the practical implementation of inclusion within classrooms. Teachers who received training were more positive to supporting inclusion. Male teachers expressed greater negativity than female teachers towards inclusionary practices in schools but then male teachers were more supportive and willing to undertake training, engage in teacher support and work collaboratively. Teachers teaching older groups of students appear to be less knowledgeable and less prepared or equipped to deal with inclusion. Teachers with less teaching experience held more positive attitudes towards inclusive education. Recommendations were made to provide suggestions of ways to eliminate and discourage negative attitudes and research based recommendations for future research were listed. / Inclusive Education / M. Ed. (Inclusive Education)