Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-03-22T19:28:11Z No. of bitstreams: 1 MadsonRubemOliveiraSilva_TESE.pdf: 1495464 bytes, checksum: 0d35c3d788f1373d1f29cb97ab81c05a (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-03-23T23:12:57Z (GMT) No. of bitstreams: 1 MadsonRubemOliveiraSilva_TESE.pdf: 1495464 bytes, checksum: 0d35c3d788f1373d1f29cb97ab81c05a (MD5) / Made available in DSpace on 2016-03-23T23:12:57Z (GMT). No. of bitstreams: 1 MadsonRubemOliveiraSilva_TESE.pdf: 1495464 bytes, checksum: 0d35c3d788f1373d1f29cb97ab81c05a (MD5) Previous issue date: 2015-05-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / A equa??o de Einstein com constante cosmol?gica negativa gera um espa?o-tempo d + 1?dimens?es, que denominamos de espa?o anti de Sitter, AdSd+1, que nos referimos de "bulk". O principio hologr?fico afirma que a gravidade qu?ntica sobre o AdSd+1 ? codificada por uma teoria de contorno, uma CFTd. Por exemplo, uma teoria de cordas IIB sobre uma espa?o-tempo assintoticamente AdS5 ? S 5 ? dual a uma teoria de gauge de super Yang-Mills N = 4 SYM no espa?o-tempo de 4?dimens?es. Outro exemplo ? a rela- ??o entre a equa??o de Einstein no "bulk"e a equa??o hidrodin?mica descreve uma teoria efetiva no contorno, o qual denominamos de fluido/gravita??o. Uma extens?o da dualidadeAdS/CFT foi proposta por Takayanagi que denominou de correspond?ncia AdS/BCFT. O contorno do CFT extende-se para o "bulk"e restringe o AdSd+1. Quando impomos a condi??o de Neumann sobre a extens?o do contorno obtemos uma equa??o de movimento din?mica que determina a forma da extens?o. Da perspectiva da correspond?ncia fluido/gravita??o o tensor energia-momento do fluido residindo no contorno ser? a fonte da geometria do "bulk". Ampliando a proposta de Takayanagi para correspond?ncia fluido/gravita??o estudaremos a consist?ncia do AdS/BCFT a temperatura finita ou equivalentemente a geometria de BH no "bulk". / Einstein?s equations with negative cosmological constant possess the so-called anti de Sitter space, AdSd+1, as one of its solutions. We will later refer to this space as to the "bulk". The holographic principle states that quantum gravity in the AdSd+1 space can be encoded by a d?dimensional quantum field theory on the boundary of AdSd+1 space, invariant under conformal transformations, a CFTd. In the most famous example, the precise statement is the duality of the type IIB string theory in the space AdS5 ? S 5 and the 4?dimensional N = 4 supersymmetric Yang-Mills theory. Another example is provided by a relation between Einstein?s equations in the bulk and hydrodynamic equations describing the effective theory on the boundary, the so-called fluid/gravity correspondence. An extension of the "AdS/CFT duality"for the CFT?s with boundary was proposed by Takayanagi, which was dubbed the AdS/BCFT correspondence. The boundary of a CFT extends to the bulk and restricts a region of the AdSd+1. Neumann conditions imposed on the extension of the boundary yield a dynamic equation that determines the shape of the extension. From the perspective of fluid/gravity correspondence, the shape of the Neumann boundary, and the geometry of the bulk is sourced by the energy-momentum tensor T?? of a fluid residing on this boundary. Clarifying the relation of the Takayanagi?s proposal to the fluid/gravity correspondence, we will study the consistence of the AdS/BCFT with finite temperature CFT?s, or equivalently black hole geometries in the bulk.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-01T19:33:09Z No. of bitstreams: 1 JoseRenatoAcciolyBezerra_DISSERT.pdf: 13908057 bytes, checksum: a692c35b582f76f038491556152f41e2 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-07T00:13:30Z (GMT) No. of bitstreams: 1 JoseRenatoAcciolyBezerra_DISSERT.pdf: 13908057 bytes, checksum: a692c35b582f76f038491556152f41e2 (MD5) / Made available in DSpace on 2016-04-07T00:13:30Z (GMT). No. of bitstreams: 1 JoseRenatoAcciolyBezerra_DISSERT.pdf: 13908057 bytes, checksum: a692c35b582f76f038491556152f41e2 (MD5) Previous issue date: 2014-12-08 / Esse trabalho tem como objetivo realizar um estudo sobre os elementos t?cnicos, est?ticos e hist?ricos, que possa contribuir para uma interpreta??o mais consciente e consistente da GRANDE MISSA NORDESTINA, do compositor Cl?vis Pereira. Escrita para coro, solistas e orquestra em 1977, essa obra se destaca por ser uma das principais composi??es produzidas em Pernambuco durante o Movimento Armorial nos anos de 1970. Pretendemos na primeira parte, expor como uma cadeia consequente de elos a partir da experi?ncia de vida do compositor, aliada ? sua viv?ncia musical, assim como, ao conhecimento t?cnico e est?tico junto a nomes como C?sar Guerra-Peixe e Ariano Suassuna, geraram uma pr?xis musical, tornando essa obra uma esp?cie de s?ntese da produ??o do compositor nesse per?odo. Na segunda parte apresentaremos um conjunto de sugest?es interpretativas a partir das ideias musicais extra?das entre a compara??o das duas grava??es realizadas pelo compositor, assim como, do relato de experi?ncias adquiridas pelo autor desse trabalho durante os processos de interpreta??o dessa obra.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-01T19:33:09Z No. of bitstreams: 1 MarcusViniciusDeFreitas_DISSERT.pdf: 2921709 bytes, checksum: c221e6fe65b124aeefd56989d47bd52a (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-07T00:22:39Z (GMT) No. of bitstreams: 1 MarcusViniciusDeFreitas_DISSERT.pdf: 2921709 bytes, checksum: c221e6fe65b124aeefd56989d47bd52a (MD5) / Made available in DSpace on 2016-04-07T00:22:40Z (GMT). No. of bitstreams: 1 MarcusViniciusDeFreitas_DISSERT.pdf: 2921709 bytes, checksum: c221e6fe65b124aeefd56989d47bd52a (MD5) Previous issue date: 2015-02-13 / As igrejas no Brasil t?m demonstrado ser um espa?o importante na forma??o musical de muitos indiv?duos. No entanto, percebemos em muitas delas uma postura musical exclusivista e meramente perform?tica, com o argumento de que desejam prestar adora??o ao Ser Divino e que, assim, devem oferecer sempre o melhor. Al?m disso, a cultura do talento e do dom tem se mostrado determinante na sele??o de pessoas para as pr?ticas musicais eclesi?sticas. O teatro musical, tamb?m praticado neste contexto, tem sido realizado com os mesmo princ?pios. Entendendo que a pr?tica musical deve estar acess?vel a todos, vimos, atrav?s dos estudos de Santa Rosa, 2006 e 2012, o teatro musical, por suas in?meras possibilidades, como importante ferramenta para o ensino de m?sica nesse contexto, de maneira integradora, motivadora, interdisciplinar e libertadora. Por essa raz?o este trabalho procurou, por meio de uma pesquisaa??o, investigar a aplicabilidade do teatro musical enquanto pr?tica pedag?gica no contexto da Igreja Batista da Esperan?a, Natal-RN, verificando o impacto desta experi?ncia para os envolvidos. Para alcan?ar este objetivo, realizamos a constru??o de um musical com todos aqueles que desejassem participar, possuindo ou n?o experi?ncias musicais pr?vias. A coleta de dados foi realizada atrav?s de di?rio de campo, entrevistas semiestruturadas com os participantes do elenco e registros de imagens de ensaios e apresenta??es. As principais tem?ticas evidenciadas pelos alunos foram, ent?o, categorizadas e devidamente analisadas, o que nos mostrou o quanto o teatro musical pode ser usado como ferramenta pedag?gico-musical de modo eficaz tamb?m no contexto eclesi?stico. Desse modo, p?de ser trazida uma outra concep??o do fazer art?stico para as igrejas, contribuindo para a inser??o de novos part?cipes em suas pr?ticas musicais, al?m de expandir um pouco mais os estudos sobre o teatro musical e a presen?a da m?sica nestes espa?os, provocando outros estudos futuros. / The churches in Brazil have shown themselves as a very important space in the musical training of many individuals. However, we perceive in many of them an excluding and merely performatic musical posture. Their argument is the fact that they want to give worship to the Divine Being and, for that, they must always offer their best. Besides that, the culture of the talent and the gift has provoked the selection of people in the ecclesiastical musical practices. The musical theatre, also practiced in this context, has been following the same principles. Understanding that musical practices must be accessible to all people, we have seen, through the studies of Amelia Santa Rosa, 2006 and 2012, the musical theatre, for its various possibilities, as an important tool for the music teaching in this context in an integrating, motivating, interdisciplinary and liberating way. For this reason, through an action research, this work has aimed to investigate the applicability of the musical theatre as a pedagogical practice in the context of the Igreja Batista da Esperanca (Hope Baptist Church), in Natal-RN, verifying the impact of this experience to the ones involved. In order to accomplish this, we carried out the construction of a musical with all of the ones who wanted to be a part of this research, having or not having previous musical experiences. The data collection was made through the field diary, semi-structured interviews with the cast of the musical and pictures and videos of rehearsals and presentations. The main issues highlighted were categorized and properly analyzed, which showed us how much the musical theatre can be used as a musical pedagogical tool also effective in the ecclesiastical context. Thus, another conception of artistic endeavor could be brought to churches, contributing to the inclusion of new participants in their musical practices, expanding the studies on the musical theatre and the presence of music in these spaces a bit more, causing other future studies.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-26T21:11:19Z No. of bitstreams: 1 ErnandesCandeiaDoNascimentoJunior_DISSERT.pdf: 936885 bytes, checksum: 59236343164bf6e78eaabb66d6275b13 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-29T23:01:08Z (GMT) No. of bitstreams: 1 ErnandesCandeiaDoNascimentoJunior_DISSERT.pdf: 936885 bytes, checksum: 59236343164bf6e78eaabb66d6275b13 (MD5) / Made available in DSpace on 2016-04-29T23:01:08Z (GMT). No. of bitstreams: 1 ErnandesCandeiaDoNascimentoJunior_DISSERT.pdf: 936885 bytes, checksum: 59236343164bf6e78eaabb66d6275b13 (MD5) Previous issue date: 2015-05-28 / Esta pesquisa teve como objetivo geral investigar como se estabelecem as rela??es entre professores e alunos em uma escola especializada de m?sica investigando como ocorre a rela??o dial?gica caracterizada pela presen?a da alteridade durante um processo de ensino aprendizagem. Como campo investigativo, escolhemos o Conservat?rio Pernambucano de M?sica, situado na cidade de Recife/PE. A abordagem metodol?gica empregada foi de natureza qualitativa, tendo o estudo de caso escolhido como tipo de pesquisa. Como ferramenta de capta??o de dados utilizou-se a aplica??o de um question?rio, e posteriormente fez-se tamb?m o uso de entrevistas. Trazemos como referencial te?rico, o pensamento da Filosofia do Di?logo apresentada pelo fil?sofo Martin Buber, onde o di?logo ? tido como essencial para a manuten??o de uma rela??o baseada no senso ?tico da alteridade. Outra base na qual se apoia nosso referencial te?rico ? a perspectiva da alteridade de acordo com o pensamento de Emanuel L?vinnas, onde o lugar do outro na rela??o ? reconhecido e valorizado garantindo assim a edifica??o de uma rela??o dial?gica. Refletimos tamb?m sobre a import?ncia hist?rica do espa?o dos conservat?rios para a forma??o musical do indiv?duo, abordando as indica??es apresentadas por Pereira (2013) sobre Habitus Conservatorial, que ? em sua cr?tica um modelo de ensino repetitivo que reproduz nas salas de aula de hoje as pr?ticas concebidas pelos professores de m?sica no passado. Desta maneira buscamos encontrar em meio a este Habitus Conservatorial o lugar para a emerg?ncia da alteridade e do di?logo entre os sujeitos investigados. Os dados obtidos desta investiga??o indicam que o di?logo entre professores e alunos se faz uma excelente alternativa para trilhar caminhos que rumem a uma melhor experi?ncia educacional sobre o ensino de m?sica no contexto de um conservat?rio de m?sica. E apontam que a ?tica da alteridade ? um valor essencial para a forma??o do indiv?duo. / This research aimed to investigate how to establish the relationships between teachers and students in a specialized music school is investigating how the dialogic relationship characterized by the presence of otherness for a teaching and learning process. As investigative field, we chose the Pernambuco Conservatory of Music, located in Recife / PE. The methodological approach used was qualitative, and the case study chosen as type of research. As data capture tool used the application of a questionnaire, and subsequently also made up the use of interviews. We bring as a theoretical framework, the thought of Dialogue philosophy presented by the philosopher Martin Buber, where dialogue is seen as essential for maintaining a relationship based on ethical sense of otherness. Another basis on which rests our theoretical framework is the perspective of otherness according to the thought of Emanuel L?vinnas, where the place of the other in the relationship is recognized and valued the building thus ensuring a satisfactory relationship. Also reflect on the historical significance of the area of conservatories for music education of the individual, addressing the indications given by Pereira (2013) on Habitus Conservatorial, which is in his critique a repetitive teaching model that reproduces in classrooms today's practices designed by music teachers in the past. In this way we seek to find in the midst of this Habitus Conservatorial the place for the emergence of otherness and dialogue among the subjects investigated. Data obtained in this research indicate that the dialogue between teachers and students is an excellent alternative to roads that rumen to a better educational experience about music education in the context of a conservatory of music. And they point out that the ethics of otherness is a core value for the formation of the individual.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-04T00:22:52Z No. of bitstreams: 1 LygiaMariaDeFigueiredoMelo_TESE.pdf: 1948122 bytes, checksum: 9bcf49eb54beb8b850005b34d139712c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-06T20:18:53Z (GMT) No. of bitstreams: 1 LygiaMariaDeFigueiredoMelo_TESE.pdf: 1948122 bytes, checksum: 9bcf49eb54beb8b850005b34d139712c (MD5) / Made available in DSpace on 2016-05-06T20:18:53Z (GMT). No. of bitstreams: 1 LygiaMariaDeFigueiredoMelo_TESE.pdf: 1948122 bytes, checksum: 9bcf49eb54beb8b850005b34d139712c (MD5) Previous issue date: 2015-08-03 / Objetivou-se analisar o Apoio Institucional na Aten??o B?sica ofertado ?s equipes pelas gest?es municipais das capitais brasileiras que aderiram ao Programa de Melhoria do Acesso e da Qualidade da Aten??o B?sica (PMAQ-AB). Possuiu car?ter explorat?rio descritivo, com abordagens qualitativa e quantitativa para an?lise dos dados. A coleta de dados foi realizada no per?odo de fevereiro a outubro de 2014 com dois grupos amostrais, sendo o primeiro composto pelos respondentes do m?dulo II que correspondeu a 2941 equipes, das 23 capitais que aderiram ao Programa e o segundo por 22 gestores da Aten??o B?sica das capitais brasileiras que responderam ao m?dulo IV (on line). Na fase quantitativa as vari?veis foram analisadas atrav?s da estat?stica descritiva, com uso do Software IBM SPSS Statistics 20 e os resultados organizados e agrupados em tr?s dimens?es: caracter?sticas do Apoio Institucional; processo de trabalho do Apoiador Institucional e Apoio ?s equipes para administrar e planejar processos de trabalho. Na fase qualitativa, analisaram-se as diretrizes gerais para o Apoio Institucional no munic?pio, descritos pelo gestor municipal no formul?rio on line. Para organiza??o e categoriza??o dos dados qualitativos foi utilizado o Atlas ti.7.1, e como m?todo de interpreta??o, a an?lise de conte?do. A partir da concep??o do Apoio como ferramenta democratizante, procedeu-se a aproxima??o de conceitos do Apoio Paideia (Campos), das rela??es de poder (Foucault) e da an?lise institucional (Lourau). Elencou- se as seguintes categorias de an?lise: Categoria 1- Dimens?o administra??o e planejamento de processos de trabalho com as Subcategorias: Apoio ? organiza??o do processo de trabalho das equipes; Apoio ao planejamento, monitoramento e avalia??o; Apoio ?s a??es das equipes; Apoio ao fortalecimento das redes de aten??o ? sa?de e a??es intersetoriais e estrutura organizacional e administrativa do Apoio no munic?pio. Categoria 2- Dimens?o Pol?tica com as Subcategorias: Apoio aos processos participativos de gest?o e est?mulo ao controle social; Apoio a constru??o de rela??es democr?ticas, cooperativas e dial?gicas; Apoio ?s a??es vinculadas ao PMAQ; descri??o do Apoio Institucional utilizando a mesma reda??o dos documentos oficiais do MS. Categoria 3- Dimens?o Pedag?gica com a Subcategoria: processos de forma??o e qualifica??o de profissionais e gestores. Observou-se que o Apoio Institucional ? uma realidade no contexto da Aten??o B?sica no Brasil, por?m identificou-se que, tanto nas a??es apoiadas quanto nas diretrizes propostas pelas gest?es evidencia-se um tra?o normalizador e burocr?tico nesse processo. Houve avalia??o positiva pelas equipes do Apoiador Institucional, embora esses profissionais encontrem-se sobrecarregados no exerc?cio dessa fun??o pelo n?mero excessivo de equipes sob sua responsabilidade, evidenciando-se a necessidade de um dimensionamento que leve em considera??o o modo de operar a fun??o Apoio. Nas capitais brasileiras observaram-se fragilidades nas condi??es de gerir os processos para a institucionaliza??o do Apoio, inferindo-se que as gest?es e equipes de gest?o da Aten??o B?sica precisam ser apoiadas na condu??o desse processo. Prop?e-se, assim, o aprofundamento da tem?tica e que nos outros ciclos do PMAQ-AB haja adequa??o dos instrumentos utilizados na avalia??o externa, referente ? dimens?o Apoio Institucional, a fim de avan?ar na valoriza??o das singularidades do Apoio, principalmente, no tocante ? cogest?o enquanto processo coletivo e democr?tico. / It was aimed to analyze one of dimensions of the Basic Attention offered by in primary care team by the municipal administrations of Brazilian cities that have joined Access Improvement Programme and Quality of Primary Care (PMAQ-AB in portuguese). Owned descriptive exploratory, by qualitative and quantitative approaches to data analysis. Data collection took place between February-October 2014 by two sample groups, the first one consisting of respondents of module II corresponding to 2941 teams of 23 capitals that have joined the program and the second one by 22 managers of Primary Care Brazilian cities that responded to the module IV (on line). In quantitative phase variables were analyzed using descriptive statistics, using IBM SPSS Statistics Software 20 and organized and grouped results in three dimensions: characteristics of Institutional Support; Institutional Sketchpad the work process and support teams to manage and plan work processes. In qualitative phase, it was analyzed general guidelines for the Institutional Support in the municipal, as described by the municipal manager in online form. For organization and categorization of qualitative data was used Atlas ti.7.1, and as a method of interpretation, content analysis. From the conception of support as a democratizing tool, it was proceeded to approach concepts Support Paideia (Campos), power relations (Foucault) and institutional analysis (Lourau). It was defined following categories of analysis: Category 1 - Dimension administration and planning work processes by subcategories: Support for organization of work process of teams; Support planning, monitoring and evaluation; Support the actions of teams; Support for the strengthening of health care networks and intersectoral actions and organizational and administrative structure of support in the city. Category 2 - Dimension Policy by following subcategories: Support for participative process management and stimulation of social control; Support the building of democratic relations, cooperatives and dialogical; Support for actions related to PMAQ; description of Institutional Support using the same wording of official documents of health ministry. Category 3 - Pedagogical dimension formed by Subcategory: formation and training of professionals and managers. It was observed that Institutional Support is a reality in context of Primary Care in Brazil, but it was found that in both actions supported as the guidelines proposed by managements is evident in a normalizing and trace this process. There was a positive evaluation by teams Sketchpad Institutional, although these professionals find themselves overwhelmed when exercising that function by excessive number of teams under their responsibility, demonstrating the need for a design that takes into account how to operate the Support function. In Brazilian cities were observed weaknesses in a position to manage the processes for institutionalization of support, the conclusion was that managements and management teams in Primary Care need to be supported in conducting this process. It is proposed thus deepening the theme and when other PMAQ-AB cycles tooccur be made adequacy of instruments used in external evaluation concerning the importance Institutional Support in order to advance the appreciation of uniqueness of support, especially regard to co-management as a collective and democratic process.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-10T21:53:45Z No. of bitstreams: 1 JoelsonSilvaDeAraujo_DISSERT.pdf: 897449 bytes, checksum: 46aa7e29bb0eabe261e46238a4bd8e8b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-14T00:19:18Z (GMT) No. of bitstreams: 1 JoelsonSilvaDeAraujo_DISSERT.pdf: 897449 bytes, checksum: 46aa7e29bb0eabe261e46238a4bd8e8b (MD5) / Made available in DSpace on 2016-05-14T00:19:18Z (GMT). No. of bitstreams: 1 JoelsonSilvaDeAraujo_DISSERT.pdf: 897449 bytes, checksum: 46aa7e29bb0eabe261e46238a4bd8e8b (MD5) Previous issue date: 2015-08-21 / Desde sua juventude, Nietzsche d? aten??o especial ao tema da linguagem. Seu olhar filol?gico faz dela objeto de an?lise, e todo o seu pensamento filos?fico n?o pode ser desvinculado desse tema t?o importante que permeia todas as suas obras. Assim, a quest?o central desenvolvida nesta pesquisa consiste em refletir sobre o problema da cren?a na linguagem como produtora de ?verdade?. No primeiro cap?tulo deste trabalho, entendemos que ? imprescind?vel compreender a an?lise nietzschiana sobre as origens da linguagem, tendo como base os textos de juventude. O objetivo ? compreender que a linguagem n?o ? uma adequa??o exata da realidade e que a verdade nasce no meio greg?rio, sendo, desse modo, uma s?rie de conven??es e antropomorfismos. J? no segundo cap?tulo, nossa an?lise avan?a em dire??o ? cr?tica ? linguagem conceitual como forma de abrevia??o das coisas, como tamb?m ? raz?o, ou ?metaf?sica da linguagem?, como forma de discurso baseada na gram?tica para postular a exist?ncia de um mundo fixo, est?vel e imut?vel. Para Nietzsche, a cren?a na gram?tica fez a tradi??o filos?fica cometer grandes equ?vocos, entre eles, defender a ideia de que o mundo se constitui exatamente segundo seus h?bitos e pensamentos. E, no terceiro cap?tulo, nossa aten??o estar? voltada para os aspectos afirmativos do pensamento de Nietzsche sobre a linguagem. A busca por um tipo de linguagem que seja a favor da vida, considerada como vir-a-ser constante, tem o seu ?pice no Zaratustra, onde Nietzsche se reapropria da linguagem para promover o ultrapassamento das categorias dicot?micas da metaf?sica. ? a? que a sua linguagem se manifesta de forma cantada, hipot?tica, imag?tica e, al?m de tudo, po?tica. / Since his Young, Nietzsche gives your philological look create it analysis of object and all the his philosophical cogitation can?t be unbound of this theme so important that permeates all your literary work. This, it central question developed in this research consists in to reflect about problem of faith in language as product of truth. In first chapter this chapterthis work, understand that is indispensable comprehend the analyzes niet zschiana about the origins of languages, accept as base the texts of youth. The objective is understand that the language it is not exact adequation of reality and that the truth was barn in gregarious middle, being, this way a serie of conventions and anthropomorphism. Already in second chapter, our analyzes progress in direction the criticism the conceptional language like a cutout of speech based in grammar to postulate the existence of a fixed world, stable and immutable. To Nietzsche, the belief in grammar made philosophical tradition commit misconception great, between it, defend idea that the world fig constitute exactly according it habits and thoughts. And, in third chapter, our attention will be return of aspects affirmatives of thoughts of Nietzsche about the language. The search by a kind of language that is in favor of life, considered as become constant, have it apex in Zarathustra, wherever Nietzsche if reappropriates of language for promote surpassing of category?s dichotomous of metaphysics. Is there that your language if manifests of form sung, hypothetical, imagery, and, above all, poetic.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-11T19:51:59Z No. of bitstreams: 1 ChristyanGiulliannoDeLaraSouzaSilva_DISSERT.pdf: 821713 bytes, checksum: f5b349e3045a947611cf0ce5bd4cbaec (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-19T00:16:41Z (GMT) No. of bitstreams: 1 ChristyanGiulliannoDeLaraSouzaSilva_DISSERT.pdf: 821713 bytes, checksum: f5b349e3045a947611cf0ce5bd4cbaec (MD5) / Made available in DSpace on 2016-05-19T00:16:41Z (GMT). No. of bitstreams: 1 ChristyanGiulliannoDeLaraSouzaSilva_DISSERT.pdf: 821713 bytes, checksum: f5b349e3045a947611cf0ce5bd4cbaec (MD5) Previous issue date: 2015-07-24 / Como professores de Educa??o F?sica escolar, encontramo-nos sempre envoltos ?s quest?es relacionadas ? nossa atua??o, seja nas quest?es de cunho metodol?gico ou epistemol?gico. Nesta pesquisa, objetivamos identificar as compreens?es de corpo, movimento e aprendizagem na teoria Psicocin?tica proposta por Jean Le Boulch e sua aproxima??o com a Educa??o F?sica. Buscamos apontar elementos epistemol?gicos sobre a teoria, a Educa??o F?sica e sua atualidade nesta ?rea, acreditando que essa aproxima??o e di?logo venham contribuir com o este campo do conhecimento. Professor franc?s, formado em Educa??o F?sica, Medicina e Psicologia, Le Boulch teve grande influ?ncia na ?rea da Educa??o F?sica no Brasil nos anos 70 e 80, principalmente com sua vinda para ministrar cursos e com os conhecimentos trazidos da psicomotricidade. Seus estudos caminharam na constru??o do conhecimento sobre o movimento humano, considerando sua import?ncia no desenvolvimento da pessoa e na cr?tica ? vis?o mecanicista do corpo e do movimento. Nossas reflex?es ser?o baseadas nos conceitos trazidos pela Psicocin?tica apresentados nas refer?ncias bibliogr?ficas de Le Boulch no Brasil, al?m de outros trabalhos desenvolvidos por ele neste pa?s, confer?ncias, palestras e entrevista desse estudioso, assim como dos debatedores do seu trabalho. Optamos por uma abordagem te?rica e adotaremos a Fenomenologia do fil?sofo Maurice Merleau-Ponty (1999) como refer?ncia metodol?gica, considerando tamb?m a influ?ncia do seu pensamento nos estudos de Le Boulch. A Educa??o F?sica ? ?rea do conhecimento na qual a aprendizagem do movimento configura sua interven??o, pensamos ent?o, que o corpo sendo unidade que existe em si pr?prio em rela??o ao mundo e esse contato com o mundo d?-se a partir do movimento humano, novos sentidos para o ensino da Educa??o F?sica podem configurar-se a partir da reflex?o dos conceitos fenomenol?gicos trazidos por Le Boulch em sua teoria. / School teachers in the discipline of Physical Education, we find ourselves constantly in question of methodological and epistemological issues of practice. This research aims to identify human body understanding, movement and theoretical learning proposed by examining the work of Jean Le Boulch and his approach to Physical Education. We seek to indicate epistemological elements about Physical Education theory and practice, believing that this approach and dialog comes to contribute with this field of knowledge. Boulch, a French teacher of Physical Education, Medicine and Psychology, had an important influence in Brazilian Physical Education during the 1970s and 1980s. His main contribution was teaching courses and knowledge about psychomotricity. Boulch?s studies helped to build knowledge of human movement; considering his importance in people?s development and a critic to a mechanistic view of body and movement. Our reflections will be based on the concepts brought from psychokinetics presented in the bibliographic references of Le Boulch in Brazil, and other references developed by him in this country including conferences, lectures and interviews. This reflection includes the debaters of his work. We chose a theoretical approach referring to the Phenomenology of philosopher Maurice Merleau-Ponty (1999) as a methodological reference considering the influence of his thought in Le Boulch studies. This thesis examines the learning and practice of teaching the Physical Education field of knowledge. We conclude that the body being an entity that exists for itself in the world and that contact with the world starts from human movement. Ultimately, new trains of thought for the teaching of physical education can be set from the reflection of phenomenological concepts brought by Le Boulch in his theory.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-06T18:04:05Z No. of bitstreams: 1 NataliaMoraesMedeiros_DISSERT.pdf: 2096697 bytes, checksum: 6834bae91307b9e97d2a112010731b35 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-07T22:50:30Z (GMT) No. of bitstreams: 1 NataliaMoraesMedeiros_DISSERT.pdf: 2096697 bytes, checksum: 6834bae91307b9e97d2a112010731b35 (MD5) / Made available in DSpace on 2016-06-07T22:50:30Z (GMT). No. of bitstreams: 1 NataliaMoraesMedeiros_DISSERT.pdf: 2096697 bytes, checksum: 6834bae91307b9e97d2a112010731b35 (MD5) Previous issue date: 2015-08-25 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / O consumo desenfreado de equipamentos eletr?nicos juntamente com a r?pida imers?o de novas tecnologias no mercado impulsiona o crescimento acelerado de res?duos eletroeletr?nicos. Esses res?duos s?lidos, em sua maioria, contem placas de circuito impresso em sua estrutura. Estas, por apresentarem muitos metais dentre eles metais pesados, s?o altamente t?xicas. Os res?duos eletr?nicos s?o descartados de forma indevida e indiscriminadamente, normalmente sem nenhum tratamento e junto com os demais res?duos urbanos, contaminando o meio ambiente e causando graves problemas a sa?de humana. Al?m desses metais, h? tamb?m metais preciosos e de base de alto valor agregado, que podem ser recuperados e reciclados, reduzindo a explora??o dos recursos naturais. Assim, devido ao alto potencial de crescimento e reutiliza??o desses res?duos, processos de tratamento, de caracteriza??o e de separa??o foram aplicados ?s placas de circuito impresso. As placas foram submetidas a tratamentos f?sicos, como desmantelamento, moagem, separa??o granulom?trica, separa??o magn?tica e por tratamentos qu?micos como pir?lise e lixivia??o. Atrav?s dos processos de caracteriza??o (pir?lise e lixivia??o) as propor??es dos componentes das faixas granulom?tricas foram determinadas: 46,08% de metais; 23,32% de pol?meros e 30,60% de cer?micos. Observou-se tamb?m pela separa??o granulom?trica, que os componentes met?licos tendem a se concentrarem nas fra??es mais grosseiras, enquanto que os materiais polim?ricos e cer?micos nas fra??es finas. Do processo de separa??o magn?tica obteve-se 12,08% de material magn?tico e 82,33% de material n?o magn?tico. / The unbridled consumption of electronic equipment associated with fast immersion of new technologies on the market leads to the accelerated growth of electronic waste. Such waste mostly contains printed circuit boards in its structure. Printed circuit boards have many metals, including heavy metals, being highly toxic. Electronic waste is discarded improperly and indiscriminately, usually without any previous treatment and with other municipal waste, contaminating the environment and causing serious problems to human health. Beyond these metals, there are also precious metals and high value-added basis, that can be recovered and recycled, reducing the exploration of natural resources. Thus, due to the high growth potential and reuse of these waste treatment processes, characterization and separation were applied to the printed circuit boards. The printed circuit boards were subjected to physical treatments such as dismantling, crushing, sizing separation, magnetic separation and chemical treatments such as pyrolysis and leaching. Through characterization process (pyrolysis and leaching) the proportions of the components of the granulometric range were determined: 46,08% of metals; 23,32% of polymers and 30,60% of ceramics. It was also observed by particle size separation that metal components tend to concentrate in coarse fractions, while polymeric and ceramic components in fine fractions. From the magnetic separation process was obtained 12,08% of magnetic material and 82,33% of non-magnetic material.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-23T19:39:11Z No. of bitstreams: 1 SheniaMariaFelicioFelix_DISSERT.pdf: 1059481 bytes, checksum: 300825f13ac8f9d679f3ce4de4db18ff (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-27T18:15:16Z (GMT) No. of bitstreams: 1 SheniaMariaFelicioFelix_DISSERT.pdf: 1059481 bytes, checksum: 300825f13ac8f9d679f3ce4de4db18ff (MD5) / Made available in DSpace on 2016-06-27T18:15:16Z (GMT). No. of bitstreams: 1 SheniaMariaFelicioFelix_DISSERT.pdf: 1059481 bytes, checksum: 300825f13ac8f9d679f3ce4de4db18ff (MD5) Previous issue date: 2013-12-20 / A Pol?tica Nacional da Aten??o B?sica (PNAB), regulamentada pela portaria N? 2488 de outubro de 2011 reafirma a Estrat?gia de Sa?de da Fam?lia (ESF) como estrat?gia priorit?ria de expans?o, consolida??o e qualifica??o da aten??o b?sica ? sa?de no Brasil; para isso, os munic?pios, com coopera??o dos demais entes federativos, devem reorientar seu processo de trabalho aprofundando os princ?pios, diretrizes e fundamentos da Aten??o B?sica (AB). Al?m da ESF, a nova PNAB disp?e sobre os N?cleos de Apoio ? Sa?de da Fam?lia (NASF), reafirmando seu papel de ampliar o escopo das a??es da aten??o b?sica, e de sua resolutividade, ratificando seu car?ter de compartilhar saberes e de ser apoio junto aos profissionais da AB. Frente a isso, o objetivo deste trabalho ? investigar como o N?cleo de Apoio a Sa?de da Fam?lia - NASF est? estruturado em Jo?o Pessoa e quais as a??es por ele desenvolvidas no ?mbito da Sa?de Mental, e tem como objetivos espec?ficos: analisar as pr?ticas desenvolvidas pelos profissionais de Sa?de Mental que comp?em as equipes NASF e se elas se diferenciam das realizadas pelos demais membros das equipes; discutir a articula??o do NASF na operacionaliza??o das a??es em sa?de mental, no que se refere a sua organiza??o interna e na rede de sa?de municipal; e identificar as estrat?gias utilizadas para organiza??o das a??es em sa?de mental na Aten??o B?sica. Para o alcance dos objetivos, foram realizadas entrevistas individuais com duas gestoras municipais e quatro trabalhadoras do NASF que participavam do colegiado de sa?de mental como representantes dos seus distritos sanit?rios, al?m disso, foi realizado um grupo focal com diferentes apoiadores NASF, contemplando a diversidade de categorias profissionais que trabalham nas equipes e nos diferentes distritos sanit?rios. Foi poss?vel identificar no NASF em Jo?o Pessoa, uma organiza??o pautada pelo apoio matricial na qual as demandas da gest?o e do cuidado assistencial refletem um conjunto de pr?ticas desenvolvidas junto ?s ESF. Dentre as a??es realizadas pelo NASF, e no ?mbito da sa?de mental, destaca-se o matriciamento, as visitas domiciliares e o Projeto Terap?utico Singular; essas atividades foram descritas e dialogadas no grupo focal e faz parte do cotidiano de trabalho de todos dos apoiadores do NASF, independente de sua categoria profissional. Com vistas ao fortalecimento da AB frente ? amplia??o das a??es das equipes de sa?de da fam?lia, o NASF se apresenta como uma potente estrat?gia de qualifica??o e apoio no SUS. / The National Police for Basic Care (PNAB), regulated by ordinance n?2488 from October 2011, restates the Family Health Strategy (ESF) as a priority to the expansion, consolidation and qualification of basic attention to health matters in Brazil. In order to bring it about, city counsellors along with other federal entities ought to ordinate their work process deepening principals, directions and fundaments of Basic Care (AB). Besides ESF, the new PNAB expatiates on the Family Health Support Centres (NASF), reaffirming their role on broadening the scope of basic care actions and their improvements, ratifying their ability to share knowledge and support Basic Care professionals. All this considered, the purpose of this work is to investigate how NASF is currently structured in Jo?o Pessoa and what has been achieved by it on what concerns to mental health. Its main objectives are to analyse the practices of mental health professionals that are part of NASF teams and if they differ from what has been developed by the other members of the teams; to discuss the articulation of NASF in managing mental health measures on what concerns to internal organisatio n and to the city health network; to identify strategies used to organise such measures on mental health in Basic Care. To reach such goals, individual interviews have taken place two city health managers and four of NASF professionals that participated on the Mental Health Office as representatives of their sanitary districts. Also a focal group formed by various supporters of NASF was created, contemplating the diversity of professional categories involved with the teams and sanitary districts. It was possible to identify in NASF, in Jo?o Pessoa, an organisation based by the matrix support in which both management and basic care demands reflect a series of actions developed alongside with ESF. Amongst such actions, matrixing, home visits and the Singular Therapeutic Project (PTS) stand out. These activities have been discussed on the focal group and integrate the daily work of all NASF supporters despite their professional categories. NASF presents itself as a powerful strategy to SUS proper qualification and support to strengthen Basic Care and broaden family health teams?actions.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-23T20:37:08Z No. of bitstreams: 1 GueidsonPessoaDeLima_DISSERT.pdf: 3461910 bytes, checksum: 4631ed5f23c75690db6741d51d776e70 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-27T21:52:36Z (GMT) No. of bitstreams: 1 GueidsonPessoaDeLima_DISSERT.pdf: 3461910 bytes, checksum: 4631ed5f23c75690db6741d51d776e70 (MD5) / Made available in DSpace on 2016-06-27T21:52:36Z (GMT). No. of bitstreams: 1 GueidsonPessoaDeLima_DISSERT.pdf: 3461910 bytes, checksum: 4631ed5f23c75690db6741d51d776e70 (MD5) Previous issue date: 2015-07-31 / O presente estudo centra-se no desenvolvimento de atividades pedag?gicas no Ensino de M?sica, a fim de viabilizar o conhecimento musical de alunos surdos e ouvintes, sob uma perspectiva bil?ngue, na escola regular. Os poucos estudos existentes na ?rea da M?sica e Surdez est?o centrados nos contextos de educa??o especial, direcionando o trabalho especificamente ao aluno surdo, havendo, no entanto, a emerg?ncia para a perspectiva de apreender tal quest?o em contexto inclusivo, atuando empiricamente no ch?o da escola. Desse modo, desenvolvemos nosso estudo em uma escola da rede municipal da cidade de Natal, junto a uma turma do 6? ano do Ensino Fundamental, composta por 37 alunos, sendo 3 surdos; tendo por objetivo, desenvolver uma proposta de interven??o pedag?gica no Ensino de M?sica, sob a perspectiva bil?ngue, contemplando alunos surdos e ouvintes, em um contexto de escola regular, respaldados nos aportes te?ricos apresentados por Penna (2010), Brito (2001) e Fonterrada (2008), no que tange ? educa??o musical; e Haguiara-Cervellini (2003), Finck (2009) e Louro (2006), no que se refere ? perspectiva do ensino inclusivo de m?sica. Na busca de atingir tal objetivo, desenvolvemos uma proposta de interven??o, com base nos ditames metodol?gicos da pesquisa interven??o, fundamentados nos estudos de Jobim e Souza (2011), ? luz das concep??es te?ricas de Mikhail Bakhtin, reconhecendo que o conhecimento ? produzido pela intera??o entre sujeitos, de maneira dial?gica e alterit?ria. Tal metodologia foi materializada na realiza??o de oficinas pedag?gicas, entendidas como espa?os de constru??o de saberes que mobilizam ludicamente todos os envolvidos em atividades de experimenta??o musical. Do ponto de vista do conte?do, tais oficinas centraram-se no Pulso e no Ritmo, elementos b?sicos da educa??o musical, enfocando que a percep??o e a sensibiliza??o, centradas em tais elementos, n?o se limitam ? condi??o sensorial auditiva do aluno, na medida em que se elege o corpo como agente de apreens?o e de express?o. Assim, iniciamos nosso percurso de trabalho partindo da identifica??o e da percep??o do pulso, a partir do pr?prio corpo e do corpo do colega, representando-o por meio de express?es e movimentos. A partir da?, esse pulso, do corpo foi expandido para um instrumento r?tmico, o qual, em seguida, foi representado graficamente em fichas r?tmicas, num processo de leitura e de produ??o; at? chegarmos ? aula-apresenta??o do grupo musical De Pau e Lata. Em nossas an?lises, frente aos desafios e possibilidades do estudo, pudemos constatar a participa??o, de maneira satisfat?ria, de todos os alunos, realizando as atividades propostas nas aulas, questionando quando n?o compreendiam, se posicionando quando achavam necess?rio, opinando sobre o trabalho realizado, avaliando as oficinas ministradas, interagindo, auxiliando-se nas atividades, construindo conhecimento juntos, experimentando e experienciando corporalmente elementos musicais em atividades aplicadas a ambos os grupos. Tais indicativos nos conduzem a explicitar a viabilidade do ensino de m?sica para surdos e ouvintes, em uma perspectiva bil?ngue, tendo como refer?ncia as experi?ncias corporais e o respeito ?s singularidades comunicativas e culturais dos envolvidos, assegurando, tamb?m, o agenciamento da L?ngua de Sinais como mediadora do processo ensino-aprendizagem. / The present study focuses on the development of pedagogical activities in Music Teaching, aiming to enhance the accessibility of musical knowledge for both deaf and hearing students, using a bilingual approach in regular schools. Few studies address Music and Deafness, and those that do focus exclusively on the context of special education, and specifically the deaf student, which signals the urgent need for conducting research on this issue in the context of inclusion ? empirically and carried out on school grounds. Therefore, we developed our study at a Natal City Public Elementary school, in a class of 6th graders, comprised of 37 students, 3 of whom were deaf. The objective of the study was to develop a proposal for a pedagogical intervention in Music Teaching, using a bilingual approach, with deaf and hearing students, in the context of regular school classes. The research is based on the theoretical framework presented in Penna (2010), Brito (2001) and Fonterrada (2008), with reference to music education, and Haguiara-Cervellini (2003), Finck (2009) and Louro (2006), with reference to inclusion in teaching music. To achieve this objective, we developed a proposal for intervention based on the methodological dictates of intervention research, presented in studies by Jobim and Souza (2011) in light of the theoretical concepts posited by Mikhail Bakhtin, which assert that knowledge is produced through interaction between subjects, dialogically and through alterity. This methodology was carried out in pedagogical workshops, conceived as spaces for the construction of knowledge, mobilizing participants to engage in ludic activities of musical experimentation. Content covered in these workshops focused on Pulse and Rhythm ? basic elements in music education ? demonstrating that awareness about and sensitivity to these elements is not limited to the auditory sensory perception of the student, once the entire body is used as an agent of acquisition and expression. Thus, we began the trajectory of our research from the starting point of the identification and perception of ?Pulse?, using one?s own body and the body of classmates, representing it through physical expressions and movement. Subsequently, this Pulse was extended from the body to a percussion instrument, and was then represented graphically as lines of rhythm, constituting a process of reading and writing; ultimately the intervention culminated in the class presentation with the musical group De Pau e Lata (Stick and Can). In our analysis, faced with the challenges and possibilities presented in our study, findings showed satisfactory results with regard to the participation of all of the students: completing the activities proposed in the class, asking questions when they did not understand, positioning themselves when they thought it necessary, expressing opinions about the work completed, evaluating the workshops given, interacting, helping in the activities, constructing knowledge collaterally, experimenting and experiencing musical elements through the body in activities that applied to both groups (deaf and hearing) in the one class. These indications elucidate the viability of teaching music to deaf and hearing students, using a bilingual approach, and based on experiences with the body and communicative and cultural specificities involved, confirming, as well, the role of Sign Language as a mediator in the teaching/learning process.