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Made available in DSpace on 2016-04-04T18:33:08Z (GMT). No. of bitstreams: 1 Adriana Zampieri Martinati.pdf: 4869657 bytes, checksum: acf4ce5f7119bf55d063cea6eefd9b99 (MD5) Previous issue date: 2012-12-12 / The transition from Childhood Education (Educa??o Infantil EI) to Elementary School (Ensino Fundamental EF) is the topic of this study, which presents as main objective to analyze this passage from the perspective of their main characters, the children and teachers. The Brazilian Law number 11.274/06 has broadened the duration of EF to 9 years, having children entering at 6 years old; and the official documents prescribe that the transition from EI to EF shall not happen in an abrupt way, because it is a potential moment of breaches and crises which may interfere on the child s bio-psychological development. Such moment shall be lived in the most productive way possible. In this sense, the issue on this research has been formulated in the following way: How has the process of school transaction from EI to the nine-year EF taken place in both schools segment?. The specific objects are: (i) analyzing the children s interpretation on their experiences in EI and EF, (ii) identifying the teachers actions regarding the passage from EI to EF; and (iii) identifying the teachers conceptions on the mandatory entrance of six-year-old children in EF. The method, of qualitative nature, is based on the school transition process, which happens in two moments: Phase I, completed with a group of 10 children between 5 and 6 years old in a Childhood Education Municipal School (Escola Municipal de Educa??o Infantil EMEI); Phase II, completed with 4 children who were part of the previous EI group, but who now are in the 1st year of EF in an Elementary Municipal School (Escola Municipal de Ensino Fundamental EMEF), aged between 6 and 7 years old. The research instruments have been: (i) documental analysis (of the pedagogical projects in EMEI and EMEF), (ii) questionnaire for the parents, (iii), participative observation, (iv) semi-structured interview with teachers in EMEI and EMEF, (v) (reflexive and narrative) interview with the children; and (vi) drawing. The empirical material has been recorded in video and there was a daily field registration, besides, the drawings produced by the children have been kept. The results of the research indicate the absence of reciprocal references about the school transaction in both school units, which do not exist on the pedagogical projects and on the school day-by-day. There is not a systematic work on the children s future lives in EMEI; their entrance on the EMEFs is only mentioned when the children show curiosity about their new school. They know the new school will be different, and they want to change, most likely because the elementary school is socially valued. Also, in EMEF, there are few references on the children s previous lives, and it is as if a new child was born, who must adjust to the new reality through silence and body control. In this scenario, the playing, which, in the Historical-cultural theory, is the main activity of the child, is cramped. Because of the breach, the lack of articulation and of continuity in the pedagogical work, some children have signed suffering in the process of adaptation; and others, subverting the established order, have presented frequent small playful episodes during classes, somehow attenuating the loss of playing. EI and EF children give a great importance to playing; and a systematic work on the school transaction would cause relevant contributions, moreover in EF, where there is the diminution of playful activities. Therefore there is an urgent need of articulating actions between EI and EF and investing on the initial and ongoing formation of teachers, mainly regarding playful activities from the Historical-cultural theory point of view, especially when these activities are considered to be the instrument for developing superior psychological functions. The problems noticed on the implementation of the new nine-year EF are also a consequence of how the public agencies prescribe, as in laws and regulations, but do not provide, which indicates the need for debates on what our education project for childhood really is. / A transi??o da Educa??o Infantil (EI) para o Ensino Fundamental (EF) foi o tema deste trabalho, que apresentou como principal objetivo analisar essa passagem na perspectiva de seus protagonistas, as crian?as e os professores. A Lei n? 11.274/06 ampliou a dura??o do EF para 9 anos com ingresso da crian?a aos seis anos de idade e os documentos oficiais prescrevem que a transi??o da EI para o EF n?o ocorra de maneira abrupta, pois ? um momento potencial de rupturas e crises que incidem sobre o desenvolvimento biopsicol?gico da crian?a, devendo ser vivenciada de maneira mais produtiva poss?vel. Assim, o problema da presente pesquisa foi formulado da seguinte maneira: Como se tem constitu?do o processo de transi??o escolar da EI para o EF de nove anos em institui??es de ambos segmentos? . Os objetivos espec?ficos foram: (i) analisar as interpreta??es das crian?as sobre suas experi?ncias na EI e no EF, (ii) identificar as a??es das professoras relativas ? passagem da EI para o EF e (iii) identificar as concep??es das professoras sobre a obrigatoriedade do ingresso da crian?a de seis anos no EF. O m?todo, de natureza qualitativa, foi constitu?do no processo de transi??o escolar, ocorrida em dois momentos: Fase I, realizada com um grupo de 10 crian?as de 5 e 6 anos de idade de uma Escola Municipal de Educa??o Infantil (EMEI); Fase II, feita com 4 crian?as do grupo da EI, mas, agora, ingressantes do 1? ano do EF de uma Escola Municipal de Ensino Fundamental (EMEF), com idades entre 6 e 7 anos. Os instrumentos de pesquisa foram: (i) an?lise documental (projetos pedag?gicos da EMEI e da EMEF), (ii) question?rio com os pais, (iii), observa??o participante, (iv) entrevista semiestruturada com as professoras da EMEI e da EMEF, (v) entrevista com as crian?as (reflexiva e narrativa) e (vi) produ??o de desenhos. O material emp?rico foi videogravado e houve o registro em di?rio de campo e tamb?m de desenhos produzidos pelas crian?as. Os resultados da pesquisa indicaram aus?ncias de refer?ncias rec?procas sobre a transi??o escolar em ambas as institui??es de ensino, inexistentes nos projetos pedag?gicos e no cotidiano escolar. N?o h? um trabalho sistem?tico sobre a vida futura das crian?as na EMEI; men??es quanto ao seu ingresso em EMEFs s?o feitas apenas quando elas manifestam curiosidade sobre a nova escola. As crian?as sabem que a nova escola ser? diferente e querem mudar, muito provavelmente porque a escola de ensino fundamental ? socialmente valorizada. Tamb?m na EMEF, h? poucas refer?ncias ? vida pregressa das crian?as, pois ? como se nascesse uma nova crian?a, que tem que se ajustar ? nova realidade por meio do sil?ncio e do controle corporal. Nesse cen?rio, tolhe-se o brincar, que dentro da Teoria Hist?rico-Cultural, ? a principal atividade da crian?a. Em fun??o da ruptura, da desarticula??o e descontinuidade do trabalho pedag?gico, algumas crian?as sinalizaram sofrimento no processo de adapta??o e outras, subvertendo a ordem estabelecida, realizaram frequentes microepis?dios l?dicos em sala de aula, de certo modo, atenuando a perda do brincar. As crian?as da EI e do EF atribuem grande import?ncia ao brincar e um trabalho sistem?tico sobre a transi??o escolar traria contribui??es relevantes, sobretudo no EF, onde h? o esmaecimento da atividade l?dica. Portanto, urge a necessidade de a??es articuladoras entre a EI e o EF e o investimento na forma??o inicial e continuada de docentes, principalmente no que diz respeito ? atividade l?dica ? luz da Teoria Hist?rico-Cultural, sobretudo, quando se considera esta atividade como instrumento do desenvolvimento das fun??es psicol?gicas superiores. Os problemas evidenciados sobre a implanta??o do novo EF s?o tamb?m consequ?ncia da forma pela qual o poder p?blico prescreve, como em leis e normas, mas n?o prov?, indicando a necessidade de debates sobre qual ?, de fato, nosso projeto para a educa??o da inf?ncia.

The work concerns with media enviroment and life style of children from the children's homes. The empirical part is based on theoretical part and it explores their media habits, media access, media owning and parent mediation. This work compares a sample of 48 children from children's homes and a sample of 62 children who live in a family. Quantitative research is supplemented with qualitative research in a form of semistructured interviews with tutors in six children's homes and with mass discusion with children in one of them. The main aim of the work is to approach which role do media play in every day life of the children from the children home's. Comparative research answers the main question: Are media habits of the children from the children's homes different from the habits of the children from families and which strategy of the parental mediation is supreme and how the mediation differs from the mediation in the families.

This Master Thesis is the research done in the country of Rwanda. The project leads to study the climate of this country in order to establish whether this climate could be used to produce energy from air and to implement the first wind turbine for serving the nation.   After an introduction about the historical background of wind power, the thesis work deals with assessment of wind energy potential of Rwanda in focusing of the most suitable place for wind power plants. The best location with annual mean wind speed, the rate of use of turbine with hub height for an annual production per year, the mean wind speeds for 6 sites of Rwanda based on ECMWF for climatic data for one year at relief of altitude of 100m and coordinates are reported too.   The result of energy produced and calculations were done based on power hitting wind turbine generator in order to calculate Kinetic energy and power available at the best location to the measurement over the period of 12 months, that could be hoped for long term.   With help of logarithmic law, where wind speed usually increases with increasing in elevation and the desired wind speeds at all 6 sites were used. The annual energy production was taken into account at the best site with desired wind speed at the initial cost of turbine as well as the cost of energy (COE).However, with comparison of the tariff of EWSA, the price of Wind designed in this Research per kWh is cheaper and suitable for people of Rwanda. / <p><em>Rwanda has considerable opportunities development energy from hydro sources, methane gas, solar and peat deposits. Most of these energy sources have not been fully exploited, such as solar, wind and geothermal. As such wood is still being the major source of energy for 94 per cent of the population and imported petroleum products consume more than 40 per cent of foreign exchange. Energy is a key component of the Rwandan economy. It is thus recognized that the current inadequate and expensive energy supply constitutes a limiting factor to sustainable development. Rwanda’s Vision 2020 emphasizes the need for economic growth, private investment and economic transformation supported by a reliable and affordable energy supply as a key factor for the development process. To achieve this transformation, the country will need to increase energy production and diversify into alternative energy sources. Rwandan nations don’t have small-scale solar, wind, and geothermal devices in operation providing energy to urban and rural areas. These types of energy production are especially useful in remote locations because of the excessive cost of transporting electricity from large-scale power plants. The application of renewable energy technology has the potential to alleviate many of the problems that face the people of Rwanda every day, especially if done so in a sustainable manner that prioritizes human rights.</em></p>