Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-10-02T23:54:54Z No. of bitstreams: 1 JoebersonDosSantosGoncalves_DISSERT.pdf: 29972444 bytes, checksum: ec1f3d4cf16864ef3ddb81047a6be810 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-10-09T21:49:12Z (GMT) No. of bitstreams: 1 JoebersonDosSantosGoncalves_DISSERT.pdf: 29972444 bytes, checksum: ec1f3d4cf16864ef3ddb81047a6be810 (MD5) / Made available in DSpace on 2017-10-09T21:49:12Z (GMT). No. of bitstreams: 1 JoebersonDosSantosGoncalves_DISSERT.pdf: 29972444 bytes, checksum: ec1f3d4cf16864ef3ddb81047a6be810 (MD5) Previous issue date: 2015-08-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / O aumento do consumo e a crescente press?o econ?mica e ambiental t?m justificado um planejamento mais rigoroso quanto ?s novas fontes de energia, de forma que se coadunem com os paradigmas da sustentabilidade em sua perspectiva multifacetada. Neste contexto, emerge a energia e?lica, por cumprir os requisitos que satisfazem ?s premissas do desenvolvimento sustent?vel, sendo uma energia limpa e renov?vel, a qual pode atuar na gradual substitui??o da matriz energ?tica global, permitindo a redu??o da emiss?o de gases poluentes e a complementariedade em rela??o ?s hidrel?tricas no sistema energ?tico e, por conseguinte, o desenvolvimento econ?mico. Como resposta ?s novas demandas do mercado em termos de energia el?trica, surgiram no Brasil, nos ?ltimos 10 anos, v?rios investidores interessados na implanta??o de parques e?licos. Na esteira deste fato, segue a indaga??o de como as comunidades circunvizinhas podem ser afetadas positiva e/ou negativamente pela instala??o de empreendimentos concernentes ? energia dos ventos. Isso posto, o objetivo do trabalho consiste em propor um conjunto de diretrizes e boas pr?ticas aos gestores dos parques e?licos sob a perspectiva da sustentabilidade ?s comunidades, nas etapas anterior e inicial da constru??o, que compreendem desde a avalia??o da ?rea e defini??o do local, at? a funda??o. O procedimento da pesquisa segue em tr?s etapas: (i) Revis?o bibliogr?fica sistem?tica sobre desenvolvimento sustent?vel e temas afins; (ii) Estudo de caso nas comunidades ?B?, ?C? e ?D?, pertencentes ao munic?pio ?A?, com entrevistas realizadas aos gestores municipais, ? lideran?a comunit?ria e ? popula??o; (iii) Elabora??o da proposta de boas pr?ticas e diretrizes, por meio das t?cnicas Brainstorming, ARA (?rvore da Realidade Atual) e CVC (Cria??o de Valor Compartilhado). Ap?s a an?lise das informa??es coletadas, prop?s-se um conjunto de 22 boas pr?ticas, cujo fim ? auxiliar na redu??o das causas-raiz do subdesenvolvimento local e, como consequ?ncia, contribuir para o desenvolvimento sustent?vel dos munic?pios. / The increase in consumption and the growing economic and environmental pressures have justified a more rigorous planning for the new sources of energy, so that in line with the paradigm of sustainability in its multifaceted perspective. In this context, emerging wind energy, to fulfill the requirements that satisfy the assumptions of sustainable development, with a clean and renewable energy, which can act on the gradual replacement of the global energy matrix, allowing the reduction of greenhouse gas emission and the complementarity in relation to the hydroelectric power system and consequently the economic development. In response to new market demands in terms of electricity, emerged in Brazil, in the last 10 years, several investors interested in implementing wind farms. In light of this fact, follows the question of how the surrounding communities can be positive and/or negatively affected by the installation of developments concerning the power of the winds. That said, the main goal is to propose a set of guidelines and best practices for managers of wind farms from the perspective of sustainability to the communities, in the anterior and initial stages of construction, which range from the assessment of the area and setting the place up the foundation. The research procedure follows three steps: (i) systematic literature review of sustainable development and related topics; (ii) Case Study in communities of ?B?, ?C? and ?D?, belonging to the municipality of ?A?; (iii) Development of the proposed best practice and guidelines, through the technical Brainstorming, CRT (Current Reality Tree) and CSV (Creating Shared Value). After analyzing the information collected, proposed a set of 22 best practices, intended to help reduce the root-causes of local underdevelopment and, consequently, contribute to the sustainable development of cities.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-10-05T19:30:06Z No. of bitstreams: 1 JaneClaudiaCabralBragelone_DISSERT.pdf: 3877196 bytes, checksum: 01c25779cecf25c808019139edac5555 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-10-17T22:07:46Z (GMT) No. of bitstreams: 1 JaneClaudiaCabralBragelone_DISSERT.pdf: 3877196 bytes, checksum: 01c25779cecf25c808019139edac5555 (MD5) / Made available in DSpace on 2017-10-17T22:07:46Z (GMT). No. of bitstreams: 1 JaneClaudiaCabralBragelone_DISSERT.pdf: 3877196 bytes, checksum: 01c25779cecf25c808019139edac5555 (MD5) Previous issue date: 2017-06-13 / O objetivo deste trabalho ? investigar como o ensino de conceitos, procedimentos e atitudes est?o presentes nas aulas de Geografia, aproximando as constru??es te?ricas sobre o tema ?s experi?ncias de alguns professores, que atuam nas escolas p?blicas estaduais de Natal (RN), de modo a desenvolver propostas metodol?gicas de ensino a partir dessa intera??o. Partiu-se do pressuposto de que o ensino de conte?dos conceituais, procedimentais e atitudinais ? um meio, uma possibilidade, que d? condi??es para a forma??o de estudantes mais competentes, condizentes com as demandas da sociedade atual, com os objetivos da educa??o nacional e do ensino de Geografia, postos nos documentos oficiais. Para o desenvolvimento desta proposta, a pesquisa emp?rica foi realizada em escolas estaduais de Natal, por meio da coleta de dados com a equipe gestora dessas escolas e professores de Geografia do Ensino Fundamental. Entre esses professores, alguns foram acompanhados durante suas pr?ticas em sala de aula, na busca de encontrar em suas experi?ncias possibilidades para a quest?o de como ensinar esses conte?dos. Nesse sentido, o texto apresenta um breve diagn?stico, que caracteriza o ensino de Geografia realizado em algumas escolas p?blicas estaduais de Natal (RN); na sequ?ncia compartilhou-se as experi?ncias da pr?tica dos professores e suas estrat?gias metodol?gicas que se relacionam com o ensino de conte?dos conceituais, procedimentais e atitudinais. Por fim, sistematizou-se algumas propostas metodol?gicas, reelaboradas com base nas aulas que foram observadas, estabelecendo correla??es entre o ensino de conceitos, procedimentos e atitudes. / The objective of this work is to investigate how the teaching of concepts, procedures and attitudes is present in the classes of Geography, approaching the theoretical constructions on the subject to the experiences of some teachers, who work in the state public schools of Natal (RN), in order to Develop methodological proposals of teaching from this interaction. We assume that the teaching of conceptual, procedural and attitudinal contents is a means, a possibility, that gives conditions for the formation of more competent students, in keeping with the demands of the present society, with the objectives of the national education and the teaching of Geography, put in the official documents. For the development of this proposal, the empirical research was carried out in state schools of Natal, through the collection of data with the management team of these schools and teachers of Geography of Elementary School. Among these teachers, some were accompanied during their practices in the classroom, in the search to find in their experiences possibilities for the question of how to teach these contents. In this sense, the text presents a brief diagnosis, which characterizes the teaching of Geography carried out in some state public schools of Natal (RN); In the sequence we share the experiences of the teachers' practice, and their methodological strategies that are related to the teaching of conceptual, procedural and attitudinal contents. Finally, we systematized some methodological proposals, re-elaborated based on the classes that were observed, establishing correlations between the teaching of concepts, procedures and attitudes.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-01T22:24:22Z No. of bitstreams: 1 JoaoBatistaDeOliveiraFilho_DISSERT.pdf: 1923840 bytes, checksum: dcb0cddda10c72c8e7ff3ec7d22d414e (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-13T23:22:10Z (GMT) No. of bitstreams: 1 JoaoBatistaDeOliveiraFilho_DISSERT.pdf: 1923840 bytes, checksum: dcb0cddda10c72c8e7ff3ec7d22d414e (MD5) / Made available in DSpace on 2017-11-13T23:22:10Z (GMT). No. of bitstreams: 1 JoaoBatistaDeOliveiraFilho_DISSERT.pdf: 1923840 bytes, checksum: dcb0cddda10c72c8e7ff3ec7d22d414e (MD5) Previous issue date: 2017-07-27 / Esta investiga??o foi realizada em dois Centros Municipais de Educa??o Infantil (CMEI) da rede p?blica de Natal - RN. A partir da contribui??o de produ??es do campo p?s-estruturalista em educa??o e realizando mesti?agens entre estudos de g?nero, estudos culturais e estudos foucaultianos, buscou-se discutir pr?ticas curriculares envolvidas em quest?es de g?nero e sexualidade em turmas de crian?as de 5 anos de idade. A partir disso, destaca-se como problem?tica de pesquisa o modo como as pr?ticas curriculares produzidas pelxs professorxs funcionam sob a inteligibilidade de uma matriz cultural que sustenta a ?verdade? de uma dita continuidade natural entre sexo e g?nero, coibindo poss?veis atravessamentos que perturbem essa ordena??o. Servindo-se metodologicamente de procedimentos de inspira??o etnogr?fica, tais como observa??o e entrevistas semiestruturadas, este estudo adentrou os momentos da rotina em sala de aula, os gestos, os movimentos, os usos de instrumentos, as ordena??es, as falas e os sil?ncios dxs professorxs nas suas pr?ticas cotidianas que se destinavam ao ?mbito do g?nero e da sexualidade das crian?as. Nessa aproxima??o emp?rica, tais opera??es did?ticas passaram a ser vistas com certas lentes conceituais, como: cultura (VEIGA-NETO, 2003; P?REZ GOMEZ, 1993; HALL, 1997), rela??es de poder (FOUCAULT, 1984, 1989, 2014), curr?culo (SILVA, 2010), g?nero (SCOTT, 1995; LOURO, 1997, 2008, 2015) e performatividade de g?nero (BUTLER, 2003), al?m de outros conceitos coadjuvantes tamb?m emprestados da perspectiva p?s-estruturalista que foram as ferramentas para estabelecer os nexos de funcionamento de uma pedagogia dos corpos atuando pela via de pr?ticas curriculares supostamente produtoras de normalidades de g?nero e sexualidade. Dessa forma, foi poss?vel reunir ind?cios amplos de converg?ncias diversas do campo cultural, social e pol?tico que atravessam a ?rbita curricular e a ?tica docente, incidindo nas rela??es pedag?gicas em que se enredam professorxs e crian?as. Ao aprofundar o estudo de como se engendra esse processo, a pesquisa se deparou com pr?ticas condutivas por onde circulam rela??es assim?tricas de poder na forma de uma a??o sobre a??es, articulando exerc?cios produtivos que privilegiam formas de g?nero e sexualidade na ?tica bin?ria e heteronormativa. Implicados nessa din?mica sempre inst?vel est?o significados da cultura, dissimulados como naturais, posicionados para que cada um veja as normas sobre o pr?prio corpo n?o apenas como necess?rias, mas como naturais, agindo sobre si mesmxs, submetendo-se ou resistindo aos efeitos de poder que atuam sobre seus corpos naquele contexto. Nesse sentido, ? poss?vel afirmar que as pr?ticas curriculares dos dois CMEI estudados s?o atravessadas por ast?cias do poder investindo detalhadamente em subjetividade normativa de g?nero e sexualidades. / This research has as locus two Centros Municipais de Educa??o Infantil (CMEI) in the Natal public educational system. Based on contributions from educational post-structuralism field realizing some mixings about gender, cultural and Foucault studies, it aims to discuss curricular practices related to gender and sexuality in classrooms with children that have 5 years old. It detaches as a research problem the way curricular practices produced by teachers work intelligibility as a cultural matrix that holds a ?truth? of a named natural continuity between sex and gender, not allowing anything that disturbs this rule. With methodological base in some proceedings with ethnographical approach, that is observation and semi-structured interview, this study experienced classroom routine, gestures, movements, instruments use, orderings, teachers discuss and silences during their practices related to children gender and sexuality. In this empirical approaching, conceptual lens as: culture (VEIGA-NETO, 2003; P?REZ GOMEZ, 1993; HALL, 1997), power relationships (FOUCAULT, 1984, 1989, 2014), curriculum (SILVA, 2010), gender (SCOTT, 1995; LOURO, 1997, 2008, 2015) and gender performativity (BUTLER, 2003), among others related to post-structuralism perspective that were tools to establish links to work with bodies pedagogy using curricular practices that supposed produce normality about gender and sexuality. In this sense, it points many convergences in the cultural, social and political fields that cross curricular field and teacher point of view, linking pedagogical relations connecting teachers and children. Analyzing this process, this research points conductive practices that support asymmetrical power relationships based on actions under actions, articulating productive exercises that privilege gender and sexuality forms in the binary and heteronormative way. Inserted in this instable dynamics are culture significances, pseudo naturals, to each one see his/her own body rule not only as something necessary but as natural, acting about his/herself, submitting or resisting power effects that act about their body in that context. In this sense, it is possible to affirm curricular practices in the CMEI present power strategies investing in the normative subjectivity of gender and sexuality.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-06-22T16:54:42Z No. of bitstreams: 1 2016 - Aline de Alvernaz.pdf: 3258845 bytes, checksum: 8738241ca38b7ab5f62b9fe9933a3457 (MD5) / Made available in DSpace on 2017-06-22T16:54:42Z (GMT). No. of bitstreams: 1 2016 - Aline de Alvernaz.pdf: 3258845 bytes, checksum: 8738241ca38b7ab5f62b9fe9933a3457 (MD5) Previous issue date: 2016-02-16 / Over the years, the assessment is the subject of much debate in the field of school education. This is because evaluate an action that requires from the teacher a political-pedagogical commitment, making it a complex, subjective and specific task. Complex because it requires a constant deep study on the subject. Subjective by the fact that each teacher uses the evaluation in a manner and adapts it to his/her reality. And specific because it considers the specific characteristics of each school, each class, each student. On the national scene, it has adopted the External Assessment as public policy on the grounds of ensuring the quality of education offered in the school systems. The external assessment seems to reflect the results of some political and pedagogical practices that have been adopted by school systems, with implications in the school routine. The objective of this research, with a qualitative aspect, was to check the implications of the external assessment in the teaching-learning evaluation practices and the pedagogical work organization in the school, as well as identify how the school actors interpret educational policies related to external assessment. We analyze the perceptions, attitudes and behaviors of the teachers, the administrators and the students regarding the evaluation of teaching-learning and the pedagogical work organization, examining the concepts and procedures related to the evaluation process. To achieve the objectives, we adopted as cut two schools in the Public School System of Rio de Janeiro, in the county of Belford Roxo, submitted to the External Assessment of SAERJ, being one among those with better rates and getting bonus; and the other one among those with lower rates and getting no bonus. In the two school units, representatives of the management team were selected; five teachers who work in high school, covering each of the four areas of knowledge, in addition to physical education teacher; and six students who took SAERJ, who volunteered themselves. Students data were collected through a trainee of the Focus Group and other subjects through semi-structured interviews and they were transcribed, categorized and analyzed. The results pointed to inflexible practices of assessment and an overvaluation of objective tests that reproduce the patterns of external assessment. There is a predominance of the quantitative aspects over the qualitative and characterization of the model essentially Classificatory of the evaluation in the teaching-learning process. / Ao longo dos anos, a avalia??o ? tema de grandes discuss?es no ?mbito da educa??o escolar. Isto porque avaliar ? uma a??o que requer do professor um compromisso pol?tico-pedag?gico, tornando esta tarefa complexa, subjetiva e espec?fica. Complexa porque demanda um constante estudo e aprofundamento sobre o tema. Subjetiva pelo fato de que cada professor utiliza a avalia??o de uma maneira e a adapta a sua realidade. E espec?fica porque considera as especificidades de cada escola, cada turma, cada aluno. No cen?rio nacional, tem-se adotado as Avalia??es Externas como pol?tica p?blica com a justificativa de garantir a qualidade da educa??o oferecida nas redes. A avalia??o externa parece refletir resultados de algumas pol?ticas e pr?ticas pedag?gicas que t?m sido adotadas pelas redes de ensino, acarretando implica??es no cotidiano escolar. O objetivo desta pesquisa, de car?ter qualitativo, foi verificar as implica??es da avalia??o externa nas pr?ticas de avalia??o do ensino-aprendizagem e na organiza??o do trabalho pedag?gico na escola, bem como identificar como os atores escolares interpretam as pol?ticas educacionais associadas ? avalia??o externa. Analisamos as percep??es, atitudes e comportamentos dos professores, gestores e alunos em rela??o ? avalia??o do ensino-aprendizagem e ? organiza??o do trabalho pedag?gico, examinando as concep??es e procedimentos relativos ao processo avaliativo. Para a concretiza??o dos objetivos, adotaram-se como recorte duas escolas da Rede Estadual de Ensino do Rio de Janeiro, no munic?pio de Belford Roxo, submetidas ? Avalia??o Externa do SAERJ, sendo uma entre aquelas com melhores ?ndices e recebendo bonifica??o; e outra entre aquelas com menores ?ndices e sem ganho de bonifica??o. Nas duas unidades escolares, selecionaram-se representantes da equipe diretiva; cinco professores que atuam no Ensino M?dio, contemplando cada uma das quatro ?reas de conhecimento, al?m do professor de Educa??o F?sica; e seis alunos que realizaram o SAERJ, que se voluntariaram. Os dados dos alunos foram coletados atrav?s da t?cnica de Grupo Focal e dos demais sujeitos mediante entrevistas semiestruturadas e foram transcritos, categorizados e analisados. Os resultados apontaram para um engessamento das pr?ticas avaliativas e uma supervaloriza??o dos testes objetivos que reproduzem os moldes das avalia??es externas. H? a predomin?ncia dos aspectos quantitativos sobre os qualitativos e a caracteriza??o do modelo essencialmente Classificat?rio da avalia??o do processo ensino-aprendizagem.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-07-14T19:17:28Z No. of bitstreams: 1 2015 - Helena Rodrigues Lopes.pdf: 2227987 bytes, checksum: f197869caa16f7480da47dcf823527b2 (MD5) / Made available in DSpace on 2017-07-14T19:17:28Z (GMT). No. of bitstreams: 1 2015 - Helena Rodrigues Lopes.pdf: 2227987 bytes, checksum: f197869caa16f7480da47dcf823527b2 (MD5) Previous issue date: 2015-08-31 / CNPq / This study analyses the structuring and reproduction of social practices associated to the use of pesticides, developed by horticultural family farmers in the region of Barbacena/MG . It departs from the assumption that these practices cannot be explained solely through the experience of individual actors or as a mere reflection of the pressure of social structures, external to individuals, adopting an approach that seeks to understand actors and social practices, considering the network of relationships in which they are involved. The institutionalization, in the studied region, of the use of pesticides, improved seeds and chemical fertilizers, arising from the1960s through the so-called Green Revolution, was, in a large extent, imposed upon family farmers. A number of mechanisms such as agricultural credit and public rural extension programs, enabled the legitimation and naturalization of pesticides, over time, as an inherent part of vegetable production processes in the region under study. However, despite the coercive forces and the naturalization of the use of pesticides, family farmers emerge, according to their capacities, as active agents in the production and reproduction of social practices. Pesticides are considered, in this research, in their material and symbolic dimension, as an outcome of socio-technical networks that organize the manufacturing, sale, use and legitimation of these products. Networks ensure the circulation of such technologies and try cease, or minimize, the controversies associated with their use, turning pesticides, as proposed by Latour (2000; 2004), into a black-box , protected against risks and uncertainties. The mainfocus of the current research is the investigation of farmers? practices as pesticide users. The work adopted an ethnographic approach aiming to apprehend the relations established by family farmers with pesticides in a specific ecological, social and economic context. It also resorted to documentary research, secondary data analysis and semi-structured interviews to supplement information from the field. The work showed that the uncertainties related to pesticides are an integral part of the social practices activated by family farmers. In the region of Barbacena/MG, at the same time that we perceived the legitimation and naturalization of pesticides, as well as the incorporation of ?safe use? practices, we were able, also, to indentify the agency of family farmers and local organizations, building knowledge and relightening controversies, in the midst of institutionalized rules and naturalization. According to their own parameters, farmers select pesticides to be used in their farming units and build security strategies in their relationship with these technologies, establishing relationships with various agents that influence pesticide use practices in everyday life, including inspection bodies, agricultural defense agencies, rural workers' unions, agricultural supply stores, agricultural technicians and other agents involved in the marketing of agricultural production in different markets. It is in this web of relationships that pesticides are legitimate and questioned. Another important point is the relationship established by farmers in the domestic sphere, particularly family relationships. Fear of contamination of children, wife or husband, is an important factor that, in some situations, contributes to reorganize practices in relation to these products. The practices associated with pesticides reveal thus uncertainty, in an environment in which these technologies are both legitimate and reorganized according to the conditions and strategies of family farmers and the different agents with whom they relate. / O presente trabalho tem como objetivo central analisar as din?micas de estrutura??o e reprodu??o das pr?ticas associadas ao uso de agrot?xicos desenvolvidas por agricultores familiares, produtores comerciais de oler?colas, na regi?o de Barbacena/MG. Parte-se do pressuposto de que essas pr?ticas n?o podem ser explicadas, unicamente, nem atrav?s da experi?ncia individual dos atores e nem como um mero reflexo das press?es de uma estrutura social externa aos indiv?duos, adotando-se, portanto, uma abordagem que busca compreender os atores e suas pr?ticas levando em considera??o a trama de rela??es nas quais est?o envolvidos. A institucionaliza??o do uso de agrot?xicos, sementes melhoradas e adubos qu?micos, a partir, principalmente, dos anos 1960, atrav?s da chamada Revolu??o Verde, apresentou-se, em boa medida, na regi?o estudada, como uma imposi??o para os agricultores familiares. Uma s?rie de mecanismos como o cr?dito agr?cola e os programas p?blicos de extens?o rural, possibilitaram que os agrot?xicos fossem legitimados ao longo do tempo e naturalizados como parte inerente ao processo de produ??o de oler?colas. Entretanto, apesar das for?as coercitivas e da naturaliza??o do uso dos agrot?xicos, os agricultores familiares revelam-se, de acordo com suas possibilidades, como agentes ativos na produ??o e reprodu??o destas pr?ticas. Os agrot?xicos foram pensados neste trabalho, na sua dimens?o material e simb?lica, como tecnologias que ganham exist?ncia atrav?s de redes sociot?cnicas. A rede na qual o agrot?xico est? imerso organiza as condi??es de fabrica??o, venda, uso e legitima??o desses produtos. Uma das fun??es da rede ? garantir a circula??o dessas tecnologias e cessar ou minimizar as controv?rsias associadas ? sua utiliza??o, transformando o agrot?xico, nos termos propostos por Latour (2000; 2004), em uma caixa-preta, resguardada de riscos e incertezas. A pesquisa tomou como principal foco de investiga??o as pr?ticas dos agricultores como usu?rios destas tecnologias. Utilizou-se para isso de uma perspectiva etnogr?fica, procurando apreender as rela??es que os agricultores familiares estabelecem com os agrot?xicos na vida cotidiana em um contexto econ?mico, social e ecol?gico espec?fico. Recorreu-se, ainda, ? pesquisa documental, ? an?lise de fontes secund?rias e ? realiza??o de entrevistas semi-estruturadas como forma de complementar as informa??es obtidas a campo. O trabalho evidenciou que as incertezas relativas aos agrot?xicos s?o parte integrante das pr?ticas acionadas pelos agricultores familiares. Na regi?o de Barbacena/MG, ao mesmo tempo em que se percebe a legitima??o e naturaliza??o do uso dos agrot?xicos e tamb?m a ado??o de algumas pr?ticas associadas ao chamado ?uso seguro?, identifica-se a ag?ncia, tanto dos agricultores familiares como das organiza??es locais, construindo conhecimentos e reacendendo controv?rsias em meios ?s regras e ? naturaliza??o. De acordo com seus pr?prios par?metros, os agricultores familiares selecionam os agrot?xicos a serem utilizados em suas unidades e constroem estrat?gias de seguridade na sua rela??o com estas tecnologias, estabelecendo rela??es com diversos agentes que influenciam as pr?ticas de uso dos agrot?xicos no cotidiano, incluindo os ?rg?os de fiscaliza??o e defesa agropecu?ria, sindicatos de trabalhadores rurais, casas agropecu?rias, t?cnicos agr?colas e agentes envolvidos na comercializa??o da produ??o agr?cola em diferentes mercados. ? nessa trama de rela??es que os agrot?xicos s?o legitimados e questionados. Outro ponto importante s?o as rela??es estabelecidas pelos agricultores na esfera dom?stica, particularmente as rela??es familiares. O medo da contamina??o dos filhos, da esposa ou do marido, ? um fator importante que, em algumas situa??es, contribui para reorganizar as pr?ticas em rela??o a esses produtos. As pr?ticas associadas aos agrot?xicos revelam, assim, incertezas, em um ambiente no qual essas tecnologias s?o ao mesmo tempo legitimadas e reorganizadas de acordo com as condi??es e estrat?gias dos agricultores familiares e dos diferentes agentes com os quais se relacionam.

Made available in DSpace on 2014-12-17T14:36:36Z (GMT). No. of bitstreams: 1 AldaM_DISSERT.pdf: 2510020 bytes, checksum: 4c78cdb7580d7cd54125861e679285a4 (MD5) Previous issue date: 2011-10-24 / Presenta un estudio acerca de las pr?cticas educativas en las escuelas ancladas a la utilizaci?n de los medios de comunicaci?n y tecnolog?as educativas. Pretende dar a conocer, como los medios tecnol?gicos se constituyen en la actualidad, m?s precisamente en la educaci?n. Como sujetos sociales, los ni?os de la investigaci?n usan esos medios. Trata los problemas relacionados con las formas de ver el lugar de la vida de los ni?os, mediado por las herramientas t?cnicas, campos t?cnicos de varios idiomas. La investigaci?n plantea una discusi?n de c?mo podemos promover un encuentro de las pr?cticas escolares educativas mediados por la tecnolog?a, aplicadas al contexto educativo y la experiencia de los estudiantes. La posible respuesta a c?mo el maestro puede replantearse su papel como educador y tratar de construir, junto con el alumno, los conocimientos de manera significativa / Apresenta um estudo acerca das pr?ticas educativas escolares ancoradas ao uso das m?dias e tecnologias educacionais. Busca colocar em evid?ncia, como os meios tecnol?gicos se constituem na atualidade, mais precisamente na educa??o. Como sujeitos sociais, as crian?as da pesquisa fazem uso de m?dias. Aborda temas referentes aos modos do olhar ao lugar de viv?ncia das crian?as, intermediadas por instrumentos t?cnicos, campos tecnol?gicos de m?ltiplas linguagens. A pesquisa levanta uma discuss?o de como podemos promover um encontro das pr?ticas educativas escolares mediadas por meio tecnol?gicos, voltadas ao contexto educacional e ? viv?ncia dos alunos. A poss?vel resposta de como o professor pode repensar o seu papel como educador e tentar construir, junto com o aprendiz, os conhecimentos de forma significativa

Submitted by PPG Ci?ncias Sociais (csociais-pg@pucrs.br) on 2017-11-01T19:31:06Z No. of bitstreams: 1 RAFFAELLA _DA_ PORCIUNCULA _PALLAMOLLA_TES.pdf: 2117411 bytes, checksum: 7ee6938c5865643f144c597c09ee168e (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-11-16T16:25:57Z (GMT) No. of bitstreams: 1 RAFFAELLA _DA_ PORCIUNCULA _PALLAMOLLA_TES.pdf: 2117411 bytes, checksum: 7ee6938c5865643f144c597c09ee168e (MD5) / Made available in DSpace on 2017-11-16T16:33:18Z (GMT). No. of bitstreams: 1 RAFFAELLA _DA_ PORCIUNCULA _PALLAMOLLA_TES.pdf: 2117411 bytes, checksum: 7ee6938c5865643f144c597c09ee168e (MD5) Previous issue date: 2017-08-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The purpose of this research is to analyze the construction of restorative justice in Brazil. It analyzes, initially, the processes of transformation of the modern state, democracy and the criminal justice system. It presents the movement of informalization of justice and its developments, such as community justice and restorative justice, as well as other forms of participation in criminal justice (jury court and victim participation in criminal justice in a broad sense). From this point, presents a proposal to classify the types of participation in criminal justice, based on the purposes of each participation forms. It also draws attention to the fact that the democratic dimension is not always associated with the participation in criminal justice. Subsequently, it analyzes the process of construction of restorative justice in Brazil based on the narratives of the protagonists of this process, the official discourse on restorative justice in Brazil and the most used restorative practices. It presents the trajectory of the protagonists, as well as reconstructs the context of the beginning of the experiences with restorative justice in the country, addressing, besides the pilot projects, the first publications on the subject. It also addresses the current regulation of restorative justice and the process of creation of the Resolution n. 225/2016 from CNJ. Subsequently, it shows that the development of restorative justice in Brazil occurs in two waves, where the role of the judiciary is the characteristic that stands out, although the character of this protagonism does not remain the same. It also analyzes the main characteristics of the Brazilian restorative justice, which involve the protagonism of the judiciary, the hegemony of the discourse of the culture of peace and the pacification of conflicts, associated to the practice of Kay Pranis? restorative circles of Kay Pranis. It argues, finally, that the Brazilian restorative justice has a democratic deficit that seems to be associated with a tendency of Brazilian legal culture, observed not only in previous innovative reforms, but also in forms of participation in traditional criminal justice. / O objeto do presente trabalho ? a constru??o da justi?a restaurativa no Brasil. Para tanto, analisa, inicialmente, os processos de transforma??o do Estado moderno, da democracia e do sistema de justi?a criminal. Apresenta o movimento de informaliza??o da justi?a e seus desdobramentos, a exemplo da justi?a comunit?ria e da justi?a restaurativa, bem como outras formas de participa??o na justi?a criminal (Tribunal do J?ri e participa??o da v?tima na justi?a criminal em sentido amplo). A partir disso, apresenta uma proposta de classifica??o dos tipos de participa??o na justi?a criminal, com base nas finalidades de cada uma das formas de participa??o. Chama a aten??o, tamb?m, para o fato de que nem sempre a dimens?o democr?tica est? associada ? participa??o na justi?a criminal. Posteriormente, analisa o processo de constru??o da justi?a restaurativa no Brasil com base nas narrativas dos protagonistas desse processo, no discurso oficial sobre a justi?a restaurativa e nas pr?ticas restaurativas mais utilizadas. Apresenta a trajet?ria dos protagonistas e reconstr?i o contexto do in?cio das experi?ncias com justi?a restaurativa no pa?s, abordando, al?m dos projetos-piloto, as primeiras publica??es sobre o tema. Ainda, aborda a atual regulamenta??o da justi?a restaurativa e o processo de elabora??o da Resolu??o CNJ 225/2016. Posteriormente, demonstra que o desenvolvimento da justi?a restaurativa no Brasil ocorre em duas ondas, nas quais o protagonismo do poder judici?rio ? a carater?stica que sobressai, ainda que o car?ter desse protagonismo n?o permane?a o mesmo. Analisa, ainda, as principais caracter?sticas da justi?a restaurativa brasileira, as quais envolvem o protagonismo do judici?rio e a hegemonia do discurso da cultura da paz e da pacifica??o dos conflitos, associados ? pr?tica dos c?rculos restaurativos de Kay Pranis. Argumenta, por fim, que a justi?a restaurativa brasileira possui um d?ficit democr?tico que parece estar associado a uma tend?ncia da cultura jur?dica brasileira, observada n?o s? em reformas legais anteriores pretensamente inovadoras, mas tamb?m em formas de participa??o na justi?a criminal de tipo tradicional.

Submitted by PPG Psicologia (psicologia-pg@pucrs.br) on 2018-01-25T17:46:26Z No. of bitstreams: 1 MARIANA_GOMES_FERREIRA_PETERSEN_DIS.pdf: 4151939 bytes, checksum: 06998220f5fcf3e748ea4f739f093b71 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-01-31T13:08:50Z (GMT) No. of bitstreams: 1 MARIANA_GOMES_FERREIRA_PETERSEN_DIS.pdf: 4151939 bytes, checksum: 06998220f5fcf3e748ea4f739f093b71 (MD5) / Made available in DSpace on 2018-01-31T13:12:02Z (GMT). No. of bitstreams: 1 MARIANA_GOMES_FERREIRA_PETERSEN_DIS.pdf: 4151939 bytes, checksum: 06998220f5fcf3e748ea4f739f093b71 (MD5) Previous issue date: 2017-12-19 / This article aims to perform a systematic review of the literature about cognitive behavioral therapy protocols (CBT) for psychological treatment of women in situations of domestic violence. Method: A search was conducted on those data bases: Scielo, Pepsic, PubMed, PsycINFO, Scopus and Web of Science with the following descriptors: "clinical trial" or "therapy" or "psychotherapy" or "psychological treatment" AND "violence" or "mistreatment 15 "or" domestic violence "or" conjugal violence "AND" women". There were identified 1.329 articles in the initial search and after application of inclusion and exclusion criterias, remained 11 articles. Those were analyzed from those methodological aspects, those technical elements and the results. Results: Nine articles reported randomized clinical trials. All studies focused on symptoms of trauma, anxiety and depression. Conclusions: The articles focused on the avaliation of the results. It was identified the need for studies that detail the psychotherapeutic process, mainly in the national context, to promote practices based on evidences. / Este artigo teve como objetivo realizar uma revis?o sistem?tica da literatura sobre protocolos de terapia cognitivo-comportamental (TCC) para tratamento psicol?gico de mulheres em situa??es de viol?ncia dom?stica. M?todo: A busca foi realizada nas bases Scielo, Pepsic, PubMed, PsycINFO, Scopus e Web of Science com os seguintes descritores: ?clinical trial? or ?therapy? or ?psychotherapy? or ?psychological treatment? AND ?violence? or ?mistreatment? or ?domestic violence? or ?conjugal violence? AND ?women?. Foram identificados 1.329 artigos e, ap?s aplica??o de crit?rios de inclus?o e exclus?o, restaram 11 artigos. Estes foram analisados a partir de aspectos metodol?gicos, elementos de interven??o e resultados alcan?ados. Resultados: nove artigos relataram estudos cl?nicos randomizados. As interven??es tiveram como foco sintomas de trauma, ansiedade e depress?o. Conclus?es: Os artigos focaram a avalia??o de resultado. Identifica-se a necessidade de estudos que detalhem o processo psicoterap?utico, principalmente no contexto nacional, para qualificar as redes de atendimento com pr?ticas baseadas em evid?ncias.

Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-05-04T14:15:40Z No. of bitstreams: 1 BRASIL E PORTUGAL_TESE_MARLUBIA-homologada.pdf: 5721263 bytes, checksum: cb53e974dc5cb180d47d929d27969dc8 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-05-15T16:57:23Z (GMT) No. of bitstreams: 1 BRASIL E PORTUGAL_TESE_MARLUBIA-homologada.pdf: 5721263 bytes, checksum: cb53e974dc5cb180d47d929d27969dc8 (MD5) / Made available in DSpace on 2018-05-15T17:22:42Z (GMT). No. of bitstreams: 1 BRASIL E PORTUGAL_TESE_MARLUBIA-homologada.pdf: 5721263 bytes, checksum: cb53e974dc5cb180d47d929d27969dc8 (MD5) Previous issue date: 2018-03-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study objective is to identify the pedagogical practices conducted by professors from Brazil and Portugal, described by them the existence of characteristics of the categories of the Theory of Quotidian presents in Agnes Heller?s objectifications (daily life and everyday things). Supports the thesis that professors trainers perform constituents actions of their pedagogical practices maintening objectifications in itself (of own particularities of man, as an individual). This complicate their actions, because it inhibits a praxis that raise the coverages of a reflection on theoretical components present in the profession practice necessary for the achievement of the movement of producer?s thoughts of objectifications to itself (genericity characteristic of social man, as a collective). This examination is being carried out in the research line of Technologies in Education in Science and Mathematics of the Graduate Program in Education in Science and Mathematics (PPGEDUCEM), of the Catholic Pontifical University of Rio Grande do Sul (PUCRS) in the period in which it was held the Split PhD program in UTAD (University Tr?s-os-Montes de Alto Douro), in Portugal. Methodologically is a qualitative research with documentary sources and bibliographic references in which structured questionnaires were used as an instrument of data collection. Forming its strategy an Integrated Multiple Case Study, Yin (2015). The theme delimitation provided to analyze the professor?s pedagogical practices of eighteen Higher Education Institutions (HEIs), being eleven of Brazil, six in Portugal and one of Spain, in the relative period to the first semester of 2017. Masters, Doctors, Post Doctors professors were selected, who work with the initial and continuing training of teachers, these HEIs, preferably researchers in the area of teacher training. For the justification were performed four mappings, according to the pedagogical practice, teacher training and the use of the Digital Information and Communication Technologies (TDIC), complex issues. At the end of these searches were made of the State of the art, on the pedagogical practice with use of TDCI, held in the teachers? training, in the last decade, in Brazil. The data analysis resulted from the use of Discursive Textual Analysis of Moraes and Galiazzi (2011), which culminated in emerging categories, presented in the form of metatexts for posterior and conclusive submission to the theoretical categories of Agnes Heller (1970). The journey of the research lies in the dialectic materialism that figures appropriations and requests that occur an intentionality focused on the production of contributions, in this case, for the pedagogical practices docents of teacher trainers. Thus, it was developed the following research question: What are the characteristics cited by teacher?s trainers concerning its pedagogical practices that evidence from these everyday actions and not daily? These characteristics demonstrate the presence of the elements of the Helleriana Theory of Daily Life in the pedagogical practices of teachers trainers, which denote the character of objectifications (in-itself; for itself), described the actions of the professors of the participating countries. The theorization result required of an Integrated Multiple Case Study, in this research strategy was performed under the analysis? units relative to the teaching pedagogical practice, the use of TDIC and the teacher training. For this reason, it was elaborated, in the end, a metatext cross-case where has shown a predominance of characteristic of daily life analogy; in both blocks and the lower incidence fell on intonation. The prevalence of these objectifications have direct impact on the practices and their recognition becomes a contribution to the processes of formation, whether initial, either continued, so the consciousness of objectifications provides the teacher trainer, a constant reformulation and refreshment of its pedagogical practices what intentionally and gradually becomes the actions of teachers in training. Furthermore, the Theory of Daily Life is also as a benchmark for elaboration of pedagogical practices thereby enabling an assessment of the levels of contained moral elevation, in these actions through the presence of criteria for interpreting the findings in its content. This contribution with a bias for a theoretical referral is essential to the result of a research that has by strategy the Integrated Multiple Case Study. / Esta pesquisa tem por objetivo identificar nas pr?ticas pedag?gicas realizadas pelos docentes do Brasil e de Portugal, por eles descritas, a exist?ncia de caracter?sticas das categorias da Teoria do Cotidiano presentes nas objetiva??es de Agnes Heller (cotidianos e cotidianidades). Sustenta-se a Tese de que docentes formadores realizam a??es constituintes de suas pr?ticas pedag?gicas mantenedoras de objetiva??es em?si (de particularidades pr?prias do homem, enquanto indiv?duo). Isso dificulta as suas a??es, pois inibe uma pr?xis que eleve os alcances de uma reflex?o sobre componentes te?ricos presentes no exerc?cio da profiss?o necess?rios a realiza??o do movimento do pensamento produtor de objetiva??es para-si (de genericidade pr?prias do homem social, enquanto coletivo). Esta inquiri??o est? sendo realizada na linha de pesquisa de Tecnologias na Educa??o em Ci?ncias e Matem?tica do Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica (PPGEDUCEM), da Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS) em per?odo no qual foi realizado o doutorado sandu?che na UTAD (Universidade Tr?s-os-Montes de Alto Douro), em Portugal. Metodologicamente ? uma pesquisa qualitativa com fontes documentais e bibliogr?ficas na qual foram utilizados question?rios semiestruturados como instrumento de coleta de dados. Constituindo quanto a sua estrat?gia um Estudo de Caso M?ltiplo Integrado, em Yin (2015). A delimita??o de tema proporcionou analisar as pr?ticas pedag?gicas dos docentes de dezoito Institui??es de Ensino Superior (IES), sendo onze do Brasil, seis de Portugal e um, da Espanha, no per?odo relativo ao primeiro semestre de 2017. Foram selecionados docentes mestres, doutores e p?s-doutores, que trabalham com a forma??o, inicial e continuada, de professores, dessas IES, ou seja, preferencialmente pesquisadores da ?rea de forma??o de professores. Para a justificativa foram realizados quatro mapeamentos, em fun??o de serem a pr?tica pedag?gica, a forma??o de professores e do uso das Tecnologias Digitais de Informa??o e Comunica??o (TDIC), temas complexos. Ao final dessas buscas foi constitu?do o Estado da Arte, sobre a pr?tica pedag?gica com uso de TDIC, realizada na forma??o de professores, na ?ltima d?cada, no Brasil. A an?lise dos dados decorreu do uso de An?lise Textual Discursiva de Moraes e Galiazzi (2011), que culminou em categorias emergentes, apresentadas na forma de metatextos para posterior e conclusiva submiss?o as categorias te?ricas de Agnes Heller (1970). O percurso da pesquisa situa-se no materialismo dial?tico que conduz apropria??es e solicita que ocorra uma intencionalidade voltada ? produ??o de contribui??es, neste caso, para as pr?ticas pedag?gicas docentes dos formadores de professores. Assim sendo, elaboramos a seguinte quest?o de pesquisa: Quais s?o as caracter?sticas apontadas pelos professores formadores a respeito das suas pr?ticas pedag?gicas que evidenciam a partir destas as a??es cotidianas e n?o cotidianas? Tais caracter?sticas evidenciam presen?a dos elementos da Teoria do Cotidiano helleriana nas pr?ticas pedag?gicas dos docentes formadores, que denotam o car?ter de objetiva??es (em-si; para-si), descritas nas a??es dos docentes dos pa?ses participantes. A teoriza??o fruto necess?rio do Estudo de Caso M?ltiplo Integrado, nesta estrat?gia de pesquisa, foi realizada sob as unidades de an?lise relativas ? pr?tica pedag?gica docente, o uso de TDIC e a forma??o de professores. Para isso elaborou-se, ao final, um metatexto cross-case onde se evidenciou um predom?nio da carater?stica de cotidiano: analogia; em ambos os blocos e a menor incid?ncia recaiu sobre entona??o. A preval?ncia dessas objetiva??es t?m impactos diretos sobre as pr?ticas e o seu reconhecimento torna-se uma contribui??o para os processos de forma??o, quer seja inicial, quer seja continuada, pois a consci?ncia das objetiva??es propicia ao docente formador, uma constante reformula??o e revigoramento de suas pr?ticas pedag?gicas o que intencionalmente e paulatinamente passar? as a??es dos professores em forma??o. Al?m disso, a Teoria do Cotidiano constitui-se tamb?m como referencial para elabora??o das pr?ticas pedag?gicas permitindo assim, uma avalia??o dos n?veis de eleva??o da moral contidos, nessas a??es por meio da presen?a de crit?rios para interpretar as constata??es, em seu teor. Essa contribui??o com vi?s para um encaminhamento te?rico ? essencial ao resultado de uma pesquisa que tem por estrat?gia o Estudo de Caso M?ltiplo Integrado.

Submitted by PPG Ci?ncias Criminais (ppgccrim@pucrs.br) on 2018-05-09T18:45:14Z No. of bitstreams: 1 Ca?ssio - Dissertac?a?o completa.pdf: 7347040 bytes, checksum: 9fcfee32ac1d6666851aa8feef19f2aa (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-05-15T12:26:06Z (GMT) No. of bitstreams: 1 Ca?ssio - Dissertac?a?o completa.pdf: 7347040 bytes, checksum: 9fcfee32ac1d6666851aa8feef19f2aa (MD5) / Made available in DSpace on 2018-05-15T12:32:08Z (GMT). No. of bitstreams: 1 Ca?ssio - Dissertac?a?o completa.pdf: 7347040 bytes, checksum: 9fcfee32ac1d6666851aa8feef19f2aa (MD5) Previous issue date: 2018-03-20 / This thesis is mainly based on the intersection between whistleblowers, disclosure of sensitive information and criminal law. For that matter, the research aims to examine the juridical conception of whistleblowing and is set to understand why whistleblowers around the world are worthy of encouragement and legislative protection at the same time that a lot of them are criminally prosecuted. The fact is that their disclosure of information leads law enforcement authorities to discover illicit acts (of which the whistleblower has knowledge but is not involved). Thus, nowadays several countries around the globe created laws to incentive (legal protection against reprisals) and reward whistleblowers (with a percentage of the monetary sanctions collected by the state if the information delivered by the whistleblower was valuable to a successful legal judicial or administrative action). Unlikely others institutes related to criminal prevention such as plea-bargaining or criminal compliance, the practice of whistleblowing have its own specifications that will be examined in this study. The importance of whistleblowing has resulted in its legislative expansion due to the possibilities of discovering and preventing illegal practices through the disclosure of information by a whistleblower. The focus of my research lies in this figure that arouses so much interest, sometimes seen as heroic or as a traitor. Therefore, the research develops reflecting the possibilities of constructing a criminal policy based on this innovative kind of law. / O presente estudo objetiva examinar o instituto do whistleblowing, desde a sua conceitua??o jur?dico-penal, passando por sua constru??o social enquanto fen?meno, at? sua expans?o internacional enquanto objeto de cria??o legislativa. A figura do whistleblower, um sujeito denunciante, al?m de recente, traz consigo complexidades que a tornam digna de tutela. Tratase de uma figura que, na condi??o de membro (ou ex-membro) de determinada empresa ou organiza??o (seja p?blica ou privada), leva ?s autoridades o conhecimento que det?m sobre atividades il?citas, pr?ticas anti?ticas e toda a sorte de crimes que estavam sendo praticados sob controle dos pr?prios membros de tal organiza??o. Diferentemente de outros institutos, em mat?ria penal, que v?m ? mente quando se menciona den?ncia e dela??o ou, ainda, quando se pensa no aspecto de ado??o de mecanismos preventivos a fim de evitar delitos dentro de institui??es, a pr?tica de whistleblowing consiste em instituto com conceitua??o espec?fica. O atual entendimento, em diversas legisla??es do mundo, ? que a figura do whistleblower ? digna de tutela e, tamb?m, de incentivo, pois demonstrou ser instrumento valioso tanto na preven??o, quanto no descobrimento de condutas delitivas.