Made available in DSpace on 2014-12-17T14:36:28Z (GMT). No. of bitstreams: 1 MariaASF_TESE.pdf: 2171639 bytes, checksum: b27f1bef4492211e598fbd7cdc5d1c28 (MD5) Previous issue date: 2011-08-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study focuses on a methodology of unchained action by Father Sabino Gentili in M?e Luiza, suburb of Natal-RN, which has enhanced social participation in what Castells calls project identity. The perception of collective actions, focused on the development of subjects from the perspective of Alain Touraine occurs continuously in a popular neighborhood, whose history marked by conflict mainly related to the resistance in the remaining living space. It is argued that there was an appropriation of resistance identity, which was already present in the community of M?e Luiza, in order to channel it to create a project identity, through an implicit methodology that has been identified as Pedagogy of Consensus, based on Paulo Freire s concepts of dialogue and participation. Therefore, by means of qualitative research, using tools such as semi-structured interviews and documented sources, we tried to describe the intent of the action of a social actor and the political and educational strategies that motivate the collective action aiming a social change, observing the elements present in this action that allowed the continuity of organizational and participating processes through the dynamics of M?e Luiza s neighborhood / Este trabalho debru?a-se sobre uma metodologia de a??o desencadeada por Pe. Sabino Gentili, entre 1980 e 2006, em M?e Luiza, bairro perif?rico da cidade de Natal-RN, que potencializou a participa??o social em torno do que Castells chama de identidade de projeto. H? a percep??o da exist?ncia de a??es coletivas, focadas na constitui??o de sujeitos na perspectiva de Alain Touraine que se d?o de modo cont?nuo em um bairro popular cuja hist?ria ? marcada por conflitos, relacionados, principalmente, ? resist?ncia pela perman?ncia no espa?o habitado. Defende-se que houve a apropria??o de uma identidade de resist?ncia, j? presente na comunidade de M?e Luiza, de modo a canaliz?-la para a constru??o de uma identidade de projeto, atrav?s de uma metodologia impl?cita que foi identificada como uma Pedagogia do Consenso, calcada nos conceitos de di?logo e de participa??o de Paulo Freire. Assim, por meio da pesquisa qualitativa, utilizando de instrumentos como entrevistas semiestruturadas e fontes documentais, buscou-se descrever a intencionalidade da a??o de um ator social, as estrat?gias pol?ticas e as pr?ticas educativas que perpassam a a??o coletiva com vistas ? mudan?a social, observando os elementos presentes nessa a??o que propiciaram a continuidade de processos organizativos e participativos em meio ? din?mica pr?pria do bairro de M?e Luiza

Made available in DSpace on 2014-12-17T14:36:28Z (GMT). No. of bitstreams: 1 MarciaBO_DISSERT.pdf: 1292535 bytes, checksum: 69c4d27a09784a10948a024e1acf33ce (MD5) Previous issue date: 2010-10-01 / This dissertation aims at analyzing some relations established between teachers‟ formative proposal for docent knowledge and pedagogical practices in the Special Program of Professional Formation to Basic Education (Proforma??o in Portuguese) with the objective of investigating how teachers evaluate knowledge acquired during their course formation to identify its improvement in their pedagogical practice. This is a Pedagogical Program of the State University of Rio Grande do Norte chosen to be analyzed. The objective is to investigate how teachers, Proforma??o/Pedagogy course students evaluate privileged knowledge in that university formation and how the relation between this knowledge and their pedagogical practice are experienced in classroom as teachers, defining in which way knowledge constructed and reconstructed during the course contributes for an improvement of their pedagogical practices. We have interviewed fourteen Proforma??o/Pedagogy last-term teachers, emphasizing the analysis of their point of view as social actors related to docent university formation in service. The principles for this investigation comprehend a qualitative approach, in a case study modality, with an exploratory tendency, presented in the introductory section and along four chapters. The research is theoretically guided by Andoino (1998), Bardin (2009); Laville e Dione (1999); Bogdan and Biklen (1994), Hernandez Sampieri, Hernandez Collado and Baptista L?cio (2006), among others. We justify this thematic choice, considering docent formation and its interface with an improvement for students‟ leaning, taking into account the strict relations between those elements. We have discussed on docent formative paradigms, based on a multireferential perspective, whose main authors that developed research in this area are: G?mez (1998), Sacrist?n e G?mez (1998), Tardif (2002), Altet (2001) Paquay e Wagner (2001), Garcia (1999), Baldi (2008), La Torre e Barrios (2002). We interviewed fourteen teachers, all of them in the last term of the Program. In the second chapter, we justify the choice of the subject, approaching docent formation and its relation with basic teaching. We understand that there is a strong relation between those aspects. In the third chapter, we discuss on some docent formative paradigms, among them, Gomes (1998), Sacrist?n and Gomez (1998), Tardig (2002), Altet (2001) Paquay and Wagner (2001), Garcia (1999), Baldi (2008), La Torre and Barrios (2002). We introduce the Pedagogical Program structure and specify which formative paradigms characterize it and identifying that one of the most prominent paradigm is a practical perspective with emphasis on reflexivity about the practice based on the premise that docent formation is be based on from learning to practice theory. We present an data analysis obtained from thematic categorization extracted subjects‟ discourses and, at the end, we discuss on evaluation of the teachers involved in the research related to the course contributions to provide an improvement for pedagogical practices developed by them inside their classrooms. We consider, thus, that teachers evaluate the Program as a guideline for (re)construction of diversified knowledge, which, in turn, provides the development of abilities to analyze classroom situations based on pedagogical theories and to develop investigative practice based on everyday experience. The results point out that some implications are relevant, among them: the thematic-choice, discussed previously, needs other kinds of investigations. The relation between theory and practice proposed in formation programs requires more systematic studies considering others aspects that characterize teaching process, and mainly, to provide investigative proposals of and about such practices / Este trabalho tem como objeto de estudo as rela??es estabelecidas entre uma proposta formativa de professores em exerc?cio, saberes docentes e pr?ticas pedag?gicas de acad?micos do Programa Especial de Forma??o Profissional para a Educa??o B?sica PROFORMA??O. Este ? um Programa da Universidade do Estado do Rio Grande do Norte UERN, onde, dentre outros cursos, escolhemos o de Pedagogia como objeto de nossa an?lise. O objetivo ? investigar como os professores, ent?o alunos do Proforma??o/Pedagogia avaliam os saberes privilegiados por esta forma??o universit?ria em servi?o bem como a rela??o entre esses e as pr?ticas pedag?gicas vividas em sala de aula enquanto professores, visando definir de que forma os saberes constru?dos e reconstru?dos durante o curso contribuem para a melhoria de pr?ticas pedag?gicas dos mesmos. Entrevistamos catorze professores, ent?o alunos do ?ltimo per?odo do Proforma??o/Pedagogia, priorizando a an?lise do ponto de vista desses atores sociais quanto ? forma??o universit?ria de docentes em servi?o. Os princ?pios norteadores da investiga??o definem uma abordagem qualitativa, na modalidade estudo de caso, de car?ter explorat?rio, aqui apresentada atrav?s de uma parte introdut?ria e de quatro cap?tulos. O encaminhamento te?rico-metodol?gico est? organizado a partir dos estudos de Ardoino (1998); Bardin (2009); Laville e Dione (1999); Bogdan e Biklen (1994); Hern?ndez Sampieri, Hern?ndez Collado e Baptista L?cio (2006); dentre outros. Justificamos a escolha pela tem?tica, abordando a forma??o docente e sua interface com a melhoria das aprendizagens dos alunos, uma vez que entendemos existir uma estreita rela??o entre esses elementos. Abordamos sobre os paradigmas formativos docentes numa perspectiva multirreferencial, a partir de autores que desenvolvem pesquisas ligadas aos saberes e aos processos formativos docentes, entre eles, G?mez (1998), Sacrist?n e G?mez (1998), Tardif (2002), Altet (2001), Paquay e Wagner (2001), Garcia (1999), Baldi (2008), La Torre e Barrios (2002). Apresentamos a estrutura do projeto pedag?gico do Proforma??o/Pedagogia bem como especificamos os paradigmas formativos que o caracterizam. Analisamos que um dos paradigmas mais evidentes nessa proposta ? o da perspectiva da pr?tica, com forte presen?a do enfoque reflexivo sobre a pr?tica, o qual considera que a forma??o docente ser? baseada na aprendizagem da/para a pr?tica, e a partir dela. Apresentamos a an?lise dos dados obtidos a partir da categoriza??o tem?tica extra?da dos discursos dos sujeitos investigados e, por ?ltimo, tecemos as nossas considera??es sobre a avalia??o dos professores investigados quanto ?s contribui??es do curso em pauta para a melhoria de pr?ticas pedag?gicas por eles desenvolvidas no interior de suas salas de aulaConsideramos, portanto, que os professores avaliam o curso, satisfatoriamente, como norteador na (re) constru??o de saberes diversos, os quais, por sua vez, possibilitam o desenvolvimento de habilidades como a de analisar situa??es de sala de aula ? luz de teorias pedag?gicas e desenvolver pr?ticas investigativas no seu cotidiano. Os resultados do estudo apontam, ainda que: a tem?tica escolhida, apesar de discutida de forma explorat?ria e inicial necessita de muitas contribui??es; a rela??o teoria-pr?tica sempre proposta nos cursos de forma??o requer estudos mais sistem?ticos e aprofundados de outros elementos que permeiam e caracterizam o ensino, e, principalmente, que ? preciso investir em propostas investigativas dessa e sobre essa pr?tica

Made available in DSpace on 2014-12-17T14:36:41Z (GMT). No. of bitstreams: 1 DivoenePCS_DISSERT.pdf: 327597 bytes, checksum: ede5b49db3c06d11877d3e110a4bff46 (MD5) Previous issue date: 2012-06-21 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present investigation deals with the Curriculum and Pedagogical Practices of Young and Adults, EJA, and articulates with the conceptions and beliefs of teachers sitting. The empirical scope of this investigation consisted in the Municipal School Francisca Leon?sia, located in the Agrarian Reform Settlement Serra Nova, city of Flor?nia/RN. Seeks to analyze the relationship between the Curriculum and Educational Practices of Young and Adult EJA - conceptions beliefs of these teachers. This work is based on qualitative research, interpretative character reflective and makes use of documentary analysis, structured interviews and reflective sessions as methodological procedures which ensure the achievement of our goals in research. These procedures allowed us to enter the practice setting and curriculum for teachers to understand how they think, prepare and practice of adult education in school curriculum research field. The documentary analysis provided the rethinking of the curriculum selected references, Political Pedagogical Project and Proposed Course of EJA, from a critical reading of concepts and conceptions given in these references, with a view to construction and reconstruction of concepts that reclaim the identity of young people and adult field, inserted in the Rural Workers Movement landless/MST. As reflective sessions were constituted in spaces of collective training and allowed the group to selfreflection e collective reflection about the ideas and beliefs that permeate the curriculum and guide their practices education in adult education. In these areas of training are also discussed current problems of adult education, the construction of an educational project of the adult education field to, warranties of learning and cultural identity of the adult education field and placed in the context of the MST. Under this view, it is concluded that the conceptions and beliefs of teachers seated directly relate to the curriculum designed, developed and practiced in adult education, as well as the educational practices that permeate the curriculum. This relation is in the midst of adversities of Rural Education, inserted in the Movement of Landless Rural Workers-MST, and requires the commitment of teachers to the necessary changes to an education are critical and emancipatory / A presente investiga??o trata do Curr?culo e das Pr?ticas Pedag?gicas da Educa??o de Jovens e Adultos-EJA, e articula-se com as concep??es e cren?as dos professores assentados. O campo emp?rico desta investiga??o se constituiu na Escola Municipal Francisca Leon?sia, localizada no Assentamento de Reforma Agr?ria Serra Nova, munic?pio de Flor?nia/Rn. Busca-se analisar a rela??o entre o Curr?culo e as Pr?ticas Educativas da Educa??o de Jovens e Adultos-EJA e as concep??es/cren?as desses professores. Este trabalho fundamenta-se na pesquisa qualitativa, de car?ter interpretativo/reflexivo e faz uso da an?lise documental, entrevistas semiestruturadas e sess?es reflexivas enquanto procedimentos metodol?gicos que asseguraram o alcance dos nossos objetivos na pesquisa. Esses procedimentos nos permitiram adentrar na pr?tica curricular dos professores assentados e compreender como os mesmos pensam, elaboram e praticam o curr?culo da EJA na escola campo de pesquisa. A an?lise documental propiciou o repensar dos referenciais curriculares selecionados, Projeto Pol?tico Pedag?gico e Proposta Curricular da EJA, a partir de uma leitura cr?tica das conceitua??es e concep??es inscritas nesses referenciais, com vistas ? constru??o e reconstru??o de conceitos que resgatem a identidade das pessoas jovens e adultas do campo, inseridas no Movimento dos Trabalhadores Rurais Sem-Terra/MST. As sess?es reflexivas se constitu?ram em espa?os de forma??o coletiva e propiciaram ao grupo cooperador a autorreflex?o e a reflex?o coletiva acerca das concep??es e cren?as que permeiam o curr?culo e orientam as suas pr?ticas educativas na EJA. Nesses espa?os de forma??o tamb?m s?o discutidos a problem?tica atual, a constru??o de um projeto educativo do campo para EJA, as garantias de aprendizagem e a identidade cultural da EJA do campo, inserida no contexto do MST. Sob essa vis?o, concluise que as concep??es e cren?as dos professores assentados se relacionam diretamente com o curr?culo pensado, elaborado e praticado na EJA, bem como com as pr?ticas educativas que permeiam esse curr?culo. Essa rela??o se d? em meio ?s adversidades da Educa??o do Campo, inserida no Movimento dos Trabalhadores Rurais Sem Terra-MST, e requer o comprometimento desses professores para as mudan?as necess?rias a uma forma??o escolar cr?tica e emancipadora

Made available in DSpace on 2014-12-17T14:36:44Z (GMT). No. of bitstreams: 1 MarciaMSR.pdf: 2902276 bytes, checksum: e34df987f015bb7eea2983711a742f01 (MD5) Previous issue date: 2007-11-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This research work named S?o Paulo do Potengi RN: a common town to a uncommon movement in the trails of movement of Natal (1950 1980), has the finality to reconstitute an educational defined moment at S?o Paulo do Potengi, Rio Grande do Norte county by the movement of Natal experience through archdiocese of this town. The central worry came to the learning of educational practicing by usual activities of radiophonic schools, syndicalism education and leadership training which converged to a public power construction of base democracy in order to incorporate a political project of social transformation of reality. We detach the figure of Monsenhor Expedito Sobral de Medeiros who shared his fifty-six strict life and was the majority leadership on the educational and religious practisimes developed there / O presente trabalho de investiga??o, intitulado S?o Paulo do Potengi-RN: Uma cidade, seu p?roco e suas pr?ticas educativas (1950-1980), tem a finalidade de reconstituir num determinado momento hist?rico, as pr?ticas educativas da Igreja Cat?lica no Rio Grande do Norte, no munic?pio de S?o Paulo do Potengi, tendo como eixo a experi?ncia do Movimento de Natal, desenvolvida naquela cidade. A preocupa??o central voltou-se para o estudo da trajet?ria das pr?ticas educativas desenvolvidas por aquela institui??o cat?lica, atrav?s das atividades usuais das escolas radiof?nicas, da educa??o sindicalista, de treinamento de lideran?as que convergiram para edifica??o de um poder popular, de democracia de base, da incorpora??o de um projeto pol?tico de transforma??o da realidade social. A figura de Monsenhor Expedito Sobral de Medeiros ? destacada atrav?s da pastoral social daquele munic?pio, onde dedicou 56 anos de sua vida religiosa tendo sido lideran?a maior na condu??o das pr?ticas s?cio-educativas ali desenvolvidas

Made available in DSpace on 2014-12-17T14:36:48Z (GMT). No. of bitstreams: 1 JulianaRS_DISSERT.pdf: 1219801 bytes, checksum: a4885767c4c5952babe2b1faebf29e6e (MD5) Previous issue date: 2013-08-05 / This dissertation examines the concept of the personalized teaching proposed by the physician and educator from Rio Grande do Norte Luiz Antonio dos Santos Lima, in his doctoral thesis "Mental Hygiene and Education," published in 1927. To do so, we start from the assumption that this thinker appropriated part of the educational theory formulated by ?douard Clapar?de - specifically, in the case of the teaching concepts of the personalized teaching and comprehensive education designed by the Swiss intellectual - and, considering the Brazilian social reality of early twentieth century, reframed these concepts, adapting them to the country context. To implement the proposed idea, the bibliographical study was the option chosen, and so was done through a theoretical research which had as a reference authors whose studies referred to the Brazilian historical moment in the late nineteenth and early twentieth century, our examined time frame. As for the understanding and the methodological analysis of discourse, seen as socially constructed, the Foucault postulations were studied under an analytical approach, in which the disciplinary society is analyzed from the relations of power and knowledge that exist in it. The main source of this research was the work of "Mental Hygiene and Education," published as a requirement to the obtainment of Luiz Antonio s medical degree by the Rio de Janeiro Medicine School. Thus, it was found that the conception of personalized learning to the comprehensive education of students, as proposed in the doctoral thesis of Luiz Antonio dos Santos Lima, was related to abnormalities of mental character that children could present. School education was thought in a way by the potiguar thinker that it could be applied as deep as the moral, intellectual and behavioral deviations of the individual were, making use of hygiene practices of the minds through a normalizing process towards a civilized and developed future of the Brazilian nation which would manage, watch and fix the thoughts of the school students / Esta disserta??o examina a concep??o de ensino sob medida proposta pelo m?dico e educador potiguar Luiz Antonio dos Santos Lima, em sua tese de doutoramento Hygiene Mental e Educa??o , publicada no ano de 1927. Para tanto, partimos da hip?tese de que esse pensador apropriou-se de parte da teoria educacional formulada por ?douard Clapar?de especificamente, dos conceitos de ensino sob medida e educa??o completa pensados pelo su??o e, considerando a realidade social brasileira do in?cio do s?culo XX, ressignificou esses conceitos, adaptando-os ao contexto do pa?s. Para a execu??o do proposto, optou-se pelo estudo bibliogr?fico, no qual foi feito o aporte te?rico da investiga??o, tendo como refer?ncia os autores cujos estudos remetiam ao momento hist?rico brasileiro do final do s?culo XIX e in?cio do s?culo XX, nosso recorte temporal. Quanto ? compreens?o e tratamento metodol?gico do discurso, tido como socialmente constru?do, aderiu-se ao enfoque anal?tico das postula??es foucaultianas, nas quais a sociedade disciplinar ? analisada a partir das rela??es de poder e saber nela existente. A principal fonte de pesquisa foi a obra Hygiene Mental e Educa??o , publicada como requisito da Faculdade de Medicina do Rio de Janeiro para Luiz Antonio obter o diploma de m?dico. Desse modo, constatou-se que a concep??o de ensino sob medida para a educa??o completa dos escolares, proposta na tese de doutoramento de Luiz Antonio dos Santos Lima, estava relacionada ?s anormalidades de car?ter mental que as crian?as pudessem apresentar. O ensino escolar pensado pelo potiguar seria na medida dos desvios morais, intelectuais e comportamentais do indiv?duo e faria uso das pr?ticas de higieniza??o das mentes num processo normalizador que, voltado para o futuro civilizado e desenvolvido da na??o brasileira, controlaria, vigiaria e corrigiria os pensamentos dos escolares

Made available in DSpace on 2014-12-17T14:36:53Z (GMT). No. of bitstreams: 1 RosieMNM.pdf: 2197121 bytes, checksum: ba99ddfb3888487346009033e75d7864 (MD5) Previous issue date: 2005-08-12 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / In the Renaissance, the anatomy project a map of the body. Since then, the human body has been investigated for innumerable techniques, configuring new landscapes on the condition human being and the proper knowledge. In accordance with Merleau-Ponty (1975), All technique is body technique. It configures and extends the Metaphysical structure of our meat. In this direction, any intervention in the human body, a tattooing, a surgery or a performance, extends the perception and the directions of the existence of the subject. Merleau-Ponty (1975) still affirms, that all technique presents objective interventions. However, the body, ahead of these interventions, doesn t have to be considered only object, but subject that, from the interventions, attributes sensible and meanings through the movements, also being this its way of being in the world. Searching to extend this reflection on the discontinuities between the object body and the subject body, as well as, with the objective to reflect on the relation between the corporal techniques and the production of the subjectivity and the knowledge of the physical education, we reflect on the body art, as one technique of body that marks the exterior of the body, exteriorizing the subjectivity, to search new means to the body and that ahead of this, we believe being able to project innumerable directions for the corporal transformations in the contemporarily. As a method for our reflection in we will support them in the phenomenology. IT presents as a new ontology, in which distinction does not occur enters the operating paper of the citizen that knows and the influence of the known object. The phenomenological understanding of body will be able to contribute with the knowledge of the Physical Education, a time that gives us important arguments on the experience of the body in relation with the nature, the culture, history. To be a body is to be tied to a world that we do not possess completive, but that we do not cease to search it / Na Renascen?a, a anatomia projeta um primeiro mapa do corpo. Desde ent?o, o corpo humano tem sido esquadrinhado por in?meras t?cnicas, configurando novas paisagens sobre a condi??o humana e sobre o pr?prio conhecimento. De acordo com Merleau-Ponty (1975), Toda t?cnica de corpo amplia a metaf?sica da carne. Nesse sentido, qualquer interven??o no corpo humano, seja uma tatuagem, uma cirurgia ou uma performance, amplia a percep??o e os sentidos da exist?ncia do sujeito. Merleau-Ponty (1975) afirma ainda, que toda t?cnica apresenta interven??es objetivas. No entanto, o corpo, diante dessas interven??es, n?o deve ser considerado apenas objeto, mas tamb?m sujeito que, a partir das interven??es, atribui sentidos e significados por meio dos movimentos, sendo este seu modo de ser e estar no mundo. Buscando ampliar essa reflex?o sobre as descontinuidades entre o corpo objeto e o corpo sujeito; bem como, com o objetivo de refletir sobre a rela??o entre as t?cnicas corporais e a produ??o da subjetividade e o conhecimento da educa??o f?sica, refletimos sobre a body art, como uma t?cnica de corpo que marca o exterior do corpo, exteriorizando a subjetividade, de buscar novos sentidos ao corpo e que diante disso, acreditamos poder projetar in?meros sentidos para as transforma??es corporais na contemporaneidade. Como m?todo para a nossa reflex?o nos apoiamos na fenomenologia de Merleau-Ponty. Esta se apresenta como uma nova ontologia, na qual n?o ocorre distin??o entre o papel atuante do sujeito que conhece e a influ?ncia do objeto conhecido. A compreens?o fenomenol?gica de corpo poder? contribuir com o conhecimento da Educa??o F?sica, uma vez que disponibiliza argumentos importantes sobre a experi?ncia do corpo em rela??o com ? natureza, ? cultura, ? hist?ria. Ser corpo ? estar atado a um mundo que n?o possu?mos completamente, mas que n?o cessamos de busc?-lo

Made available in DSpace on 2015-03-13T17:10:52Z (GMT). No. of bitstreams: 1 JoseGN_DISSERT.pdf: 4321575 bytes, checksum: 1a203e9dbace0e1f9373d23aa06a4074 (MD5) Previous issue date: 2013-09-25 / This work aims to understand the ways in which the social practices and the scenery within a public space located at the city centre of Mossor? - RN, named `The Cultural Corridor` , are constructed. The public space in question will be looked at and analyzed considering it`s components and specificities that, in relation to each other, work as a `public scenario`. The concept of `scenario` is the key for explaining the human actions in the physical space, that is, in the Cultural Corridor. This work also discusses about the action of the public in general and the political groups, and their relationship, within the context of the social practices related to the use of the Cultural Corridor`s space / O objetivo desta pesquisa ? compreender como s?o desenvolvidas as pr?ticas sociais e os cen?rios em um conjunto de espa?os p?blicos localizados no centro da cidade de Mossor?-RN, denominado Corredor Cultural . Estes espa?os ser?o abordados levando em considera??o as propriedades e os componentes do espa?o p?blico, que, entrela?ados formam uma trama espacial entendida aqui como cena p?blica ou cen?rio. O cen?rio ? o conceito que explica a a??o dos sujeitos em uma plataforma f?sica, no caso, o Corredor Cultural. Este trabalho discute tamb?m a rela??o e o papel que usu?rios, grupos pol?ticos e organizados da sociedade civil desempenham em um espa?o p?blico, concretizando e estabelecendo as pr?ticas sociais nesse local

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-03-18T21:55:11Z No. of bitstreams: 1 GeronimoBritoVieira_DISSERT.pdf: 2786919 bytes, checksum: a2f8a28f3d46c4dd502130a0cb75f671 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-03-18T23:20:12Z (GMT) No. of bitstreams: 1 GeronimoBritoVieira_DISSERT.pdf: 2786919 bytes, checksum: a2f8a28f3d46c4dd502130a0cb75f671 (MD5) / Made available in DSpace on 2016-03-18T23:20:12Z (GMT). No. of bitstreams: 1 GeronimoBritoVieira_DISSERT.pdf: 2786919 bytes, checksum: a2f8a28f3d46c4dd502130a0cb75f671 (MD5) Previous issue date: 2015-02-13 / O presente trabalho tem como objetivo relatar o processo de prepara??o para a execu??o da ?Cantata Para Louvor e Gl?ria?, composta em 1985, pela compositora Cleide Dorta Benjamim (1936 - ), visando antecipar para futuros regentes, cantores e instrumentistas, as poss?veis dificuldades encontradas e enfrentadas. Inicialmente, atrav?s de uma breve apresenta??o da obra, s?o abordadas quest?es relacionadas ao texto escolhido, bem como a sua estrutura e import?ncia no processo composicional. Mais ? frente, s?o analisadas, identificadas e propostas resolu??es para as dificuldades existentes do ponto de vista das execu??es, vocais e instrumentais, e do gestual aplicado ? reg?ncia, sendo abordado, detalhadamente, cada movimento que comp?e a obra. O trabalho tamb?m apresenta um memorial que descreve todo o processo pr?tico de prepara??o da Cantata: reedi??o da partitura; sele??o e perfil dos cantores e instrumentistas; os ensaios; modifica??es e adequa??es na partitura; e uma breve entrevista com quatro cantores e dois instrumentistas que participaram do processo. A intera??o com a compositora, durante parte significativa do trabalho, traz uma marcante amplia??o dos poss?veis esclarecimentos e desenvolvimento das ideias, potencializando uma execu??o coerente da obra. / This study aims to document the preparation process for the implementation of "Cantata To Praise and Glory"(Cantata Para Louvor e Gl?ria), composed in 1985 by composer Cleide Dorta Benjamin (1936 - ), in order to anticipate and address the possible difficulties faced by future conductors, singers and instrumentalists. Issues that relate to the chosen text as well as its structure and importance in the compositional process, are initially addressed through a brief presentation of the work. Consequently, by addressing every detail of the work, solutions to vocal and instrumental execution difficulties, as well as with the conducting gesture, are analyzed, identified and proposed. The work also presents a report that describes all the practical processes of preparation of the Cantata: reissue of the score; selection and profile of singers and instrumentalists; rehearsals; changes and adjustments to the score; and a brief interview with four singers and two musicians who participated in the process. The interaction with the composer throughout a significant part of the work, brings a notable increase of possible clarifications and idea development, enabling a coherent performance of the work.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-23T22:02:48Z No. of bitstreams: 1 AmandaCinthiaMedeirosESilva_DISSERT.pdf: 1488060 bytes, checksum: 6ec63542befe51a322d010748a842551 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-29T17:27:34Z (GMT) No. of bitstreams: 1 AmandaCinthiaMedeirosESilva_DISSERT.pdf: 1488060 bytes, checksum: 6ec63542befe51a322d010748a842551 (MD5) / Made available in DSpace on 2016-06-29T17:27:34Z (GMT). No. of bitstreams: 1 AmandaCinthiaMedeirosESilva_DISSERT.pdf: 1488060 bytes, checksum: 6ec63542befe51a322d010748a842551 (MD5) Previous issue date: 2015-05-04 / A presen?a marcante das tecnologias de informa??o e comunica??o (TICs) fez com que a rotina produtiva de ve?culos midi?ticos passasse por mudan?as. Com as ag?ncias alternativas de informa??o n?o foi diferente. Neste sentido e diante de uma literatura escassa acerca do tema, propomo-nos aqui a compreender como a Ag?ncia de informa??o Frei Tito para Am?rica Latina (Adital) desenvolve sua proposta de jornalismo alternativo, no ciberespa?o, com vistas a uma comunica??o cidad?. Para tanto, buscamos descrever as pr?ticas de produ??o jornal?sticas da ag?ncia, al?m de identificar os sujeitos envolvidos e as rela??es mantidas entre eles na rotina produtiva, e mapear quem s?o e onde est?o os replicadores do conte?do publicado e/ou veiculado em sua p?gina online. A princ?pio, apresentamos uma discuss?o te?rica acerca de conceitos como os de contra-hegemonia, jornalismo alternativo e cidadania comunicativa, o que nos leva at? os estudos de Gramsci (2010), Peruzzo (2011), Moraes (2013), Paiva (2008), Coutinho (2008), Mata (2006), entre outros autores. Em seguida, abordamos brevemente a trajet?ria hist?rica de ag?ncias de informa??o no mundo e na Am?rica Latina, para tanto nos debru?amos em autores como Aguiar (2009), Pasti (2013) e Moraes (2010). Tra?amos ainda um percurso metodol?gico de abordagem qualitativa e car?ter explorat?rio e descritivo. Lan?amos m?o do m?todo da etnometodologia, o que nos permite analisar os etnom?todos ou conjunto de modos de agir, procedimentos, atividades e saberes que se constituem nos grupos, dando-lhes reconhecimento e distin??o (COULON, 1995). Para alcan?ar os objetivos tra?ados, utilizamos ainda t?cnicas de pesquisa bibliogr?fica e documental, al?m da observa??o participante e entrevistas semi-estruturadas. Por fim, analisamos os dados coletados a partir de tr?s eixos: o surgimento da Adital; as pr?ticas, caracter?sticas e sujeitos envolvidos na rotina produtiva da ag?ncia; e quem s?o e onde est?o os replicadores do conte?do produzido e/ou veiculado pela Adital. Conclu?mos que a rotina de produ??o em uma ag?ncia alternativa e contra-hegem?nica de informa??es ? sim marcada por singularidades, tanto no que diz respeito ? organiza??o da pr?tica jornal?stica, quanto aos obst?culos encontrados. Nossos dados permitem ainda que, resguardadas algumas quest?es, acreditemos ser a Adital um modelo de ag?ncia de informa??o independente, alternativa e contra-hegem?nica, logo, aproximada de uma proposta de comunica??o cidad?. / The strong presence of the communication and information technologies (TICs) forced the productive routine of some media vehicles to go through significant changes. The same happened to the alternative agencies segment. Having a scarce literature and sources about this subject, this study?s objective is to understand how the Information Agency Frei Tito for Latin America (Adital) develops its proposal of alternative journalism, within the cyberspace, while aiming a Christian communication. For this finality, the study will describe and explain the practices of journalistic production, identifying the subjects involved and the relations maintained between them in this productive routine. Also, it will trace who and where these content replicators are and/or their online address. At first, it was presented a theoretical discussion about the concepts of ?counter-hegemony?, alternative journalism and communicative citizenship, what brings us to the studies of Gramsci (2010), Peruzzo (2011), Moraes (2013), Paiva (2008), Coutinho (2008), Mata (2006), among other authors. Next, it will be approached briefly the historical path of the information agencies around the world and in Latin America, so that the study can focus on authors like Aguiar (2009), Pasti (2013) and Moraes (2010). This piece will draught a ?methodologic route? for a qualitative approach with an exploratory and descriptive character. We gave up the etnometodological methods, what allow us to analyze the etnomethods or behavioral groups of action, procedures, activities and knowledge that constitutes these groups, giving them recognition and distinction. (COULON, 1995). To achieve the defined objectives, it was also used a bibliographical and documental research techniques, in addition to subject observation and semi-structured interviews. Finally, we analyze the collected data taking into consideration three pivots: the beginning of Adital; the practices, characteristics and subjects involved in the productive routine of the agency; and who are and where are these content replicators of content produced and transmitted by Adital. We can conclude that the production routine of an alternative agency and the counter-hegemonic of information is marked by some singularities regarding to the organization of the journalistic practice and to the obstacles found on the way. Our data allows us, even if there are still some doubts, to believe that Adital is a sort of independent information agency, alternative and counter-hegemonic, ergo, more close to a proposition of communicative citizenship.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-07-26T00:34:29Z No. of bitstreams: 1 LaraDeFigueiredoEufrauzino_DISSERT.pdf: 30308301 bytes, checksum: bf514e9dbc21b91c7bbf4d101b49d4ab (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-08T20:15:54Z (GMT) No. of bitstreams: 1 LaraDeFigueiredoEufrauzino_DISSERT.pdf: 30308301 bytes, checksum: bf514e9dbc21b91c7bbf4d101b49d4ab (MD5) / Made available in DSpace on 2016-08-08T20:15:54Z (GMT). No. of bitstreams: 1 LaraDeFigueiredoEufrauzino_DISSERT.pdf: 30308301 bytes, checksum: bf514e9dbc21b91c7bbf4d101b49d4ab (MD5) Previous issue date: 2015-09-18 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Este trabalho se prop?e a compreender o processo e as pr?ticas das estrat?gias de marketing pol?tico aplicadas ?s m?dias sociais facebook e twitter de um candidato a governador da Para?ba nas elei??es de 2014. Visando atingir o prop?sito desta pesquisa, foi realizado um estudo de caso tendo como objeto de an?lise a campanha online do candidato a governador da Para?ba, C?ssio Cunha Lima - PSDB, em 2014. O estudo de caso se deu a partir da constru??o de um perfil biogr?fico e pol?tico do candidato. Esta pesquisa tamb?m fez uso da etnografia virtual. Para tanto, foram monitoradas as m?dias sociais facebook e twitter desse pol?tico, com o aux?lio do programa de captura de imagens - Greenshot, atrav?s da cria??o de categorias de an?lise pr?-definidas, como, por exemplo, agenda, prest?gio e apoio, campanha negativa, engajamento, entre outras. O per?odo escolhido para o monitoramento dos perfis oficiais de C?ssio Cunha Lima foi entre os dias 24 de agosto e 28 de outubro de 2014, pois comporta o per?odo pr?, durante e p?s-elei??o onde observou-se maior n?vel de movimenta??o do candidato e de sua equipe de marketing nas m?dias sociais selecionadas para an?lise. / This dissertation aims to analyze and understand the process and practices of political marketing strategies applied to social media facebook and twitter C?ssio Cunha Lima - PSDB candidate for governor of Para?ba, in the 2014 elections The work is divided into three parts . The first two chapters, both of theoretical nature, underlie the discussion about the use of the Internet as a campaign space and political marketing campaign as well as the different communication strategies and electoral marketing already presented in the literature. Following, is dedicated to a topic for the presentation of the methodology and subsequently makes the discussion of empirical data analysis. Finally, we present the conclusions. The analysis takes as its starting point the models Figueiredo et al. (1998) and Albuquerque (1999) to observe the traditional strategies and suggests the inclusion of typically recorded on the Internet strategies. The methodology used for the analysis was the qualitative and quantitative content from variables that we list different campaign strategies. In order to achieve the purpose of this research, we conducted a case study as an analytical object online campaign C?ssio Cunha Lima. The case study took place from the construction of a candidate's biographical and political profile, presented and discussed in the text. This research also made use of virtual ethnography. Therefore, were monitored social media facebook and twitter that political, with the help of image capture program - Greenshot by creating pre-defined categories of analysis, for example, calendar, prestige and support, negative campaign , engagement, among others. The period chosen for monitoring the candidate's official profiles was from 24 August to 28 October 2014, because it holds the pre, during and post-election where there was greater candidate drive level and his team marketing in social media selected for analysis. The results indicate that mobilization strategy (online and offline), merged with the promotion schedule, it is predominant in the social media Cassio. They also indicate that they do not show the failure of the campaign of the candidate in 2014.