Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-03-12T15:27:05Z No. of bitstreams: 1 JonasMoraisSobrinho_DISSERT.pdf: 1645479 bytes, checksum: 0f8ca820967534cfe4525b8ca44f3d8d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-03-15T15:20:36Z (GMT) No. of bitstreams: 1 JonasMoraisSobrinho_DISSERT.pdf: 1645479 bytes, checksum: 0f8ca820967534cfe4525b8ca44f3d8d (MD5) / Made available in DSpace on 2018-03-15T15:20:36Z (GMT). No. of bitstreams: 1 JonasMoraisSobrinho_DISSERT.pdf: 1645479 bytes, checksum: 0f8ca820967534cfe4525b8ca44f3d8d (MD5) Previous issue date: 2017-07-26 / O presente estudo teve como objetivo discutir a forma??o continuada em servi?o promovida pela Secretaria Municipal de Educa??o de Natal, em especial, sobre os pressupostos da Educa??o Inclusiva na Educa??o F?sica Escolar no per?odo de 2014 at? 2016. Esta pesquisa delineia, como objetivos espec?ficos, a apresenta??o da trajet?ria de inser??o da tem?tica na forma??o continuada em servi?o para professores de Educa??o F?sica e a identifica??o da concep??o de inclus?o expressa pelos professores. O fundamento epistemol?gico deste estudo tem por base a multirreferencialidade (BARBOSA, 1998) e como delineamento metodol?gico uma abordagem qualitativa a partir do estudo de caso (YIN, 2001). As fontes documentais utilizadas neste estudo consistiram na an?lise da avalia??o anual da forma??o continuada em servi?o produzida pela equipe de professores-formadores, e por um question?rio semiestruturado respondido pelos professores participantes, assim como observa??es realizadas pelo pesquisador durante a forma??o. Os professores apresentaram uma concep??o de inclus?o por meio da an?lise do discurso (P?CHEUX, 1988) percebendo a inclus?o na Educa??o F?sica numa perspectiva voltada para a defici?ncia. Este estudo considera que a forma??o continuada em servi?o para os professores de Educa??o F?sica foi um importante l?cus de pesquisa sobre forma??o docente e que a tem?tica da inclus?o se tornou sistem?tica dentro do calend?rio anual da forma??o promovida pela Secretaria Municipal de Educa??o de Natal. / This study has the general objective to discuss the continuing training promoted by Educational Department of Natal-BRA, especially on the assumptions of Scholar Inclusive Physical School Education from 2014 to 2016. The specific objectives were both to present the trajectory of insertion of the theme in the in-service training for Physical Education teachers of the Education Department who participated in the training and the apprehension of the conception of inclusion expressed by them. The epistemological basis used in this study was Multireferentiality (BARBOSA, 1998), having as a methodological delineation a qualitative approach through the case study (YIN, 2001). Documentary sources of the training and semi-structured questionnaire were used in the composition of this study, as well as observations made by the researcher during the period. The Continuing education has brought a conception of inclusion as well as the conception of teachers, which refers to the importance of reflecting on the construction of the engagement and meanings attributed to what will be inclusion in Physical School Education, as we will see through discourse analysis (P?CHEUX, 1988). Based on documents and actions carried out by the training team as well as by the senses attributed by the participating teachers, this study concluded that the training promoted by the Education Department presented assumptions of an inclusive education focused fundamentally on the disability. It also pointed to important approximations of an inclusive Physical Education that dialogues with the diversity present in the educational contexts. The demand for the permanence and expansion of this debate arises in the formative horizons in-service.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-03-12T20:35:47Z No. of bitstreams: 1 LeandroFernandesDeOliveira_DISSERT.pdf: 5943967 bytes, checksum: 2eb679a93d4a33a3455f3fd503724733 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-03-19T11:22:40Z (GMT) No. of bitstreams: 1 LeandroFernandesDeOliveira_DISSERT.pdf: 5943967 bytes, checksum: 2eb679a93d4a33a3455f3fd503724733 (MD5) / Made available in DSpace on 2018-03-19T11:22:41Z (GMT). No. of bitstreams: 1 LeandroFernandesDeOliveira_DISSERT.pdf: 5943967 bytes, checksum: 2eb679a93d4a33a3455f3fd503724733 (MD5) Previous issue date: 2017-12-11 / Apresenta a experi?ncia de um trabalho de constru??o perform?tica onde o regente atua na qualidade de mediador no processo interpretativo utilizando, como ferramenta, as t?cnicas estendidas de duas obras: As Quatro Esta??es Portenhas de Astor Piazzolla (1921-1992) e Itiner?rio da Passagem: Ver?nica Nadir de S?lvio Ferraz (1959-). Utiliza a metodologia da pesquisa a??o considerando que a abordagem interpretativa ? desenvolvida pelo autor desta Pesquisa enquanto regente e diretor art?stico da Orquestra Funffec de Cordas (OFC). O contexto social da OFC inclui um trabalho desenvolvido a partir do ano de 2013 e conta com a participa??o de jovens com idade entre 10 e 22 anos. Este Projeto possui uma base t?cnica norteada pelos m?todos tradicionais no ensino de cordas friccionadas escritos, em sua maioria, no s?culo XIX. O objetivo da pesquisa ? apontar as principais dificuldades encontradas no trabalho deste repert?rio em rela??o ?s t?cnicas estendidas. Deste ponto, busca-se explorar as possibilidades e vari?veis oferecidas e, atrav?s do di?logo e pesquisa, estabelecer um crit?rio para a interpreta??o. Ap?s o trabalho de articula??o te?rica e anal?tica das Obras, estabelece-se o processo de constru??o interpretativa, principalmente, no que tange as t?cnicas estendidas utilizadas pelos compositores, anteriormente, mencionados. Assim, elementos das t?cnicas estendidas foram abordados, bem como seus conceitos e aplica??es e os poss?veis resultados sonoros. A comunica??o nos ensaios abriu espa?os para a opini?o dos jovens m?sicos na tentativa de estabelecer um processo em que suas experimenta??es e concep??es de sonoridades pudessem ser aplicadas no processo de interpreta??o do repert?rio proposto. / Presents a experience of work of the performance construction where the conductor acts as mediator in the interpretative process, using as tool the extended techniques of two works: The Four Seasons of Buenos Aires by Astor Piazzolla (1921-1992) and Intiner?rio de Passagem: Ver?nica Nadir by Silvio Ferraz (1959-). We used the action research methodology, considering that the interpretative approach is developed by the author of this research as a conductor and artistic director of the Orquestra Funffec de Cordas (OFC). The social context of the OFC includes a work which was developed since 2013 and it counts on the participation of young people with ages between 10 and 22 years old. This project has a technical base guided by the traditional methods on the teaching of written friction strings, mostly, in the 19th century. The purpose of this research is to identify the main difficulties encountered in the work of this repertoire in relation of the extended techniques, in the point of view seeks to explore the possibilities and available variables and trough this dialog and research, stablish a criterion to the interpretation. After the work of theoretical work and analytical articulation of the work, we established the process of the interpretative construction especially in what concerns the extended technique used by the compositors mentioned above. In this way, elements of the extended techniques were mentioned, such as its concepts and applications and the possible sound result. The communication on the rehearsal opened up space to the opinion of the young musicians on the attempt of stablish a process which its experimentations and conceptions of sonority could be applied on the process of interpretation and suggested repertoire.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-04-02T15:37:44Z No. of bitstreams: 1 MaryanaPryscillaSilvaDeMorais_DISSERT.pdf: 6749251 bytes, checksum: b69ba63a5de6e2d0f264f6a281284f42 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-04-06T16:15:21Z (GMT) No. of bitstreams: 1 MaryanaPryscillaSilvaDeMorais_DISSERT.pdf: 6749251 bytes, checksum: b69ba63a5de6e2d0f264f6a281284f42 (MD5) / Made available in DSpace on 2018-04-06T16:15:21Z (GMT). No. of bitstreams: 1 MaryanaPryscillaSilvaDeMorais_DISSERT.pdf: 6749251 bytes, checksum: b69ba63a5de6e2d0f264f6a281284f42 (MD5) Previous issue date: 2017-09-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Introdu??o: A Psicomotricidade Relacional (PR) foi desenvolvida na d?cada 70 do s?culo XX, pelos professores de educa??o f?sica franceses Andr? Lapierre e Bernard Aucouturier. ? uma pr?tica educativa que utiliza o jogo simb?lico na a??o do brincar espont?neo em prol do desenvolvimento integral e da autonomia do sujeito. Objetivo: Analisar o processo de inclus?o de pessoas com defici?ncia intelectual na educa??o f?sica escolar, por interm?dio da pr?tica educativa da PR. Metodologia: Trata-se de uma pesquisa de cunho ?participante? de forma n?o probabil?stica, e um tipo de amostragem por conveni?ncia. As coletas de dados foram realizadas com um grupo de 36 estudantes do 7? ano do ensino fundamental II de uma escola p?blica municipal de Natal-RN, e tendo 3 estudantes com defici?ncia intelectual. Os instrumentos de coletas desta pesquisa, foram 1 m?quina fotogr?fica digital SONY Cyber-shot, 2 filmadoras digitais NAVCITY esportiva NG-100, anamnese de Sampaio (2010), os relat?rios espont?neos dos discentes, os relat?rios espont?neos e reflexivos dos professores. Foram realizadas 8 aulas de educa??o f?sica com o jogo simb?lico da Psicomotricidade Relacional, uma vez por semana, durante um bimestre letivo. Foi realizada uma an?lise qualitativa dos dados, incluindo codifica??o, decodifica??o, interpreta??o e constru??o do referencial te?rico. Resultados: Nas oito aulas o processo inclusivo aconteceu gradualmente de forma espont?nea n?o diretiva, ilustrado nas fotografias e audiovisuais. Os alunos puderam perceber a inclus?o pedag?gica e/ou social e vivenci?-la. Nos relat?rios espont?neos e reflexivos dos professores, a inclus?o pedag?gica e/ou social aconteceu livremente. No que tange os relat?rios espont?neos dos alunos, foram expressos os conte?dos vividos pelos estudantes com defici?ncia intelectual na rela??o com os demais colegas e professores. Os alunos com defici?ncia intelectual expressaram a rela??o com o outro e com os objetos por meio do grafismo. Conclus?o: A abordagem da Psicomotricidade Relacional como viv?ncia da pr?tica pedag?gica educativa nas aulas de educa??o f?sica possibilitou a inclus?o dos estudantes com defici?ncia intelectual, propiciando a eles ? aceita??o das diferen?as corporais, intelectuais, morais, emocionais e a compreens?o da relev?ncia do processo inclusivo. / Introduction: Relational Psychomotricity (PR) was developed in the 1970s by French physical education teachers Andr? Lapierre and Bernard Aucouturier. It is an educational practice that uses the symbolic game in the action of spontaneous play for the integral development and the autonomy of the subject. Objective: To analyze the process of inclusion of people with intellectual disabilities in school physical education, through the PR educational practice. Methodology: This is a "participant" research in a non-probabilistic way, and a kind of sampling for convenience. Data were collected with a group of 36 students from the 7th grade of elementary school II of a municipal public school in Natal-RN, and having 3 students with intellectual disabilities. The collection instruments of this research were 1 SONY Cyber-shot digital camera, 2 NG-100 sports digital camcorders, Sampaio anamnesis (2010), the spontaneous reports of the students, the spontaneous and reflexive reports of the teachers. Eight physical education classes were held with the symbolic game of Relational Psychomotricity, once a week, during a two-month period. A qualitative analysis of the data was performed, including coding, decoding, interpretation and construction of the theoretical framework. Results: In the eight classes the inclusive process happened gradually in a spontaneous non-directive form, illustrated in the photographs and audiovisual. The students were able to perceive the pedagogical and / or social inclusion and to experience it. In the spontaneous and reflective reports of teachers, pedagogical and / or social inclusion occurred freely. Regarding the students' spontaneous reports, the contents of the students with intellectual disabilities were expressed in the relationship with other colleagues and teachers. Students with intellectual disabilities expressed their relationship with each other and with objects through graphics. Conclusion: The approach of Relational Psychomotricity as an experience of educational pedagogical practice in physical education classes allowed the inclusion of students with intellectual disabilities, providing them with the acceptance of the corporal, intellectual, moral and emotional differences and the comprehension of the relevance of the inclusive process.

Submitted by MARIO TAKEYA (mario.takeya@hotmail.com) on 2017-01-18T18:17:05Z No. of bitstreams: 1 Takeya, Mario_Tese.pdf: 10246686 bytes, checksum: 75915213c454d4042e3c7abe5793ff96 (MD5) / Approved for entry into archive by Elisangela Moura (lilaalves@gmail.com) on 2017-01-18T18:18:21Z (GMT) No. of bitstreams: 1 Takeya, Mario_Tese.pdf: 10246686 bytes, checksum: 75915213c454d4042e3c7abe5793ff96 (MD5) / Made available in DSpace on 2017-01-18T18:18:21Z (GMT). No. of bitstreams: 1 Takeya, Mario_Tese.pdf: 10246686 bytes, checksum: 75915213c454d4042e3c7abe5793ff96 (MD5) Previous issue date: 1992-09 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / From May 1987 to April 1988, a 9 station, seismic network was operated near the town of Jo?o C?mara (5?33'S, 35?51'W) in Rio Grande do Norte state, Brazil. The network was installed 6 months after the occurrence of a mb =5.1 earthquake. This thesis is concerned with the study of microearthquakes recorded by this network, which is in the Precambrian Borborema Province of northeast Brazilian shield. The study revealed a remarkably well-defined distribution of seismicity associated with a simple fault structure. Hypocentre location was done using the HYPO71 program. The results of the analysis show that the fault is divided into two main segments with the same N37?E strike. The north segment is dipping 76?NW. The south segment is more nearly vertical, dipping about 82?NW and composed of three or more closely spaced almost parallel faults. A small gap and a low seismicity zone were found to separate the north and south segments. No events deeper than 9 km were found in the entire region studied. Examination of the epicentral map and corresponding vertical cross sections also revealed that events are not random but are clustered. Right lateral strike slip with a small normal component was inferred as the fault mechanism from composite fault plane solutions. Off-fault events distant from the main fault were also observed, their pattern showing a classical example explained by the model of Das & Scholz as a consequence of off-fault shear stress increase after the occurrence of the main earthquake. Magnitude determinations for the events recorded by the telemetric network have been performed by developing a specific earthquake magnitude scale based on the duration of the observed seismic signal. A maximum likelihood estimate of b-value shows no significant variation during the recording period. Shear wave splitting was observed in the J.C?mara region in all the selected events recorded by the three component station JCAZ. The polarization direction of the first split shear-wave arrival for those events lay in the north-south direction which does not agree with the premise of extensive dilatancy anisotropy for a maximum compressive stress in the east-west direction as inferred by the fault plane solutions. / Uma rede s?smica telem?trica composta por 9 esta??es, operou em torno da cidade de Jo?o C?mara (5?33'S, 35?51'W) no Estado do Rio Grande do norte, Brasil, entre os meses de maio de 1987 a abril de 1988. A rede foi instalada 6 meses depois da ocorr?ncia de um terremoto de magnitude mb=5.1. A presente tese analisa os dados de micro tremores registrados por esta rede, e que ocorreram na Prov?ncia Pr? cambriana da Borborema do nordeste brasileiro. O estudo revelou uma distribui??o de sismos bem definida, associada a uma falha geol?gica de estrutura simples. A determina??o dos hipocentros foi feita usando-se o programa HYPO71. Os resultados das an?lise mostram que a falha ? dividida em dois grandes segmentos com a mesma dire??o de N37?E. O segmento norte da falha mergulha num ?ngulo de 76?NW. O segmento sul mergulha na mesma dire??o, num ?ngulo de 82?NW, e ? composto de tr?s ou mais falhas quase paralelas. Um pequeno vazio de epicentros, acompanhado de uma zona de baixa sismicidade, separam os dois grandes segmentos. N?o foi encontrado evento a profundidades maiores que 9 km. As an?lises dos mapas de epicentros, e das respectivas proje??es verticais, revelaram que os eventos est?o distribu?dos em v?rios aglomerados. O mecanismo de falha foi determinado como sendo do tipo transcorrente, dextr?giro com uma pequena componente normal. Foram detectados micro tremores distantes, v?rios quil?metros da falha principal. Estes eventos s?o explicados pelo modelo cl?ssico de Das & Scholz, como conseq??ncia do aumento das tens?es de cisalhamento em regi?es fora da falha principal ap?s a ocorr?ncia do sismo principal. As magnitude dos micro tremores foram calculadas atrav?s da determina??o de uma escala espec?fica de magnitudes, baseadas na dura??o do sinal s?smico. Os valores determinados para o par?metro tect?nico b, da lei de Gutenberg e Richter, n?o mostraram varia??es significativas durante o per?odo de observa??es. O fen?meno da dupla refra??o, nas ondas s?smicas de cisalhamento, foi observada na regi?o de Jo?o C?mara em todos os eventos selecionados e registrados pela esta??o de tr?s componentes JCAZ. As an?lises mostraram a dire??o norte-sul como sendo a dire??o de polariza??o da primeira onda separada, em desacordo com as previs?es da te?ricas da extensive dilatancy anisotropy.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-14T23:45:33Z No. of bitstreams: 1 JosePauloPereira_DISSERT.pdf: 8755492 bytes, checksum: 72b01ef3023ef3d9a52f1298b6542b50 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-16T22:40:28Z (GMT) No. of bitstreams: 1 JosePauloPereira_DISSERT.pdf: 8755492 bytes, checksum: 72b01ef3023ef3d9a52f1298b6542b50 (MD5) / Made available in DSpace on 2017-03-16T22:40:28Z (GMT). No. of bitstreams: 1 JosePauloPereira_DISSERT.pdf: 8755492 bytes, checksum: 72b01ef3023ef3d9a52f1298b6542b50 (MD5) Previous issue date: 2016-12-13 / Este trabalho trata de um estudo dos aspectos t?cnico-interpretativos da obra ?Tr?s Tocatas Armoriais?, do compositor potiguar Danilo Guanais (1965- ). As ?Tr?s Tocatas Armoriais? ? uma obra para viol?o solo dividida em tr?s movimentos, O Romance do Boi da M?o de Pau, Poema Negro e O Admir?vel V?o do Pav?o Misterioso, constru?da, segundo Guanais, sob uma concep??o atualizada da M?sica Armorial. Objetivando entender o que seria a ?vers?o atualizada da M?sica Armorial?, como afirma o compositor, procuramos apresentar uma contextualiza??o da M?sica Armorial que vai desde sua produ??o inicial, com os prim?rdios do Movimento Armorial, at? a produ??o dessa m?sica por compositores atuais que se prop?e compor M?sica Armorial utilizando elementos e procedimentos da m?sica do s?culo XX e XXI. No presente trabalho apresentamos, tamb?m, uma breve discuss?o sobre a dicotomia de concep??o instaurado por Ariano Suassuna e Cussy de Almeida e a contribui??o gerada, atrav?s dessa dualidade de pensamentos, para a produ??o posterior da M?sica Armorial. Foram utilizadas na metodologia entrevista com o compositor, an?lise e estudo da obra, bem como referenciais te?ricos como Santos (2009), Marinho (2010), Queiroz (2014), e outros. Tem-se como objetivo apresentar elementos que propiciem ao int?rprete execut?-la o mais pr?ximo poss?vel da concep??o do compositor a partir das ideias expostas pelo mesmo. Como resultados apresentamos informa??es sobre a concep??o apresentada pelo compositor, n?o propondo uma discuss?o aprofundada da quest?o, onde o mesmo afirma produzir suas obras a partir de elementos que se caracterizam como uma ?vers?o atualizada da M?sica Armorial?. Apresentamos, no ?ltimo cap?tulo, os materiais que foram utilizados para a constru??o da obra, como por exemplo as literaturas que o motivaram na produ??o das pe?as; os elementos filos?ficos presentes na obra ?Tr?s Tocatas Armoriais?, principalmente no ?ltimo movimento, O V?o Admir?vel do Pav?o Misterioso, que sugere a imag?tica de uma m?quina tentando al?ar v?o. Apresentamos, tamb?m, a an?lise do material mel?dico, utiliza??o da nota pedal, caracter?stica presente na m?sica dos violeiros utilizados na M?sica Armorial, bem como sugest?es t?cnico-interpretativas da obra. / This paper is a study about the technical-interpretative aspects in ?Tr?s Tocatas Armoriais,? whose author is the Potiguar Danilo Guanais (1965 ?). ?Tr?s Tocatas Armoriais? is a work for solo guitar and is divided into three movements: Romance do Boi da M?o de Pau, Poema Negro and O Admir?vel V?o do Pav?o Misterioso. It was made, according to Guanais, under the updated conception of Armorial Music. In order to understand what is the "updated version of Armorial Music", as the composer says, we tried to present a contextualization of Armorial Music, since its initial production, with the beginnings of the Armorial Movement, until the production of the song by current composers who proposed to compose Armorial Music using elements and procedures of 20th and 21st century music. We also present a brief discussion about the dichotomy of conception established by Ariano Suassuna and Cussy de Almeida, and its contribution, with the duality of thoughts, for the later production of Armorial Music. In methodology it was used an interview with de composer, analysis and study of the work, and some references as Santos (2009), Marinho (2010) and Queiroz (2014). The aim of this paper is to show elements that enable the interpreter to perform it as close as possible to the composer's conception. As results we present information about the conception presented by the composer, without in-depth discussion, in which the author affirms to produce his works from elements that are characterized as an "updated version of Armorial Music.? The materials used for the construction of the work are presented at the last chapter and were the literatures that motivated the coposer in the production of the plays; the philosophical elements present in ?Tr?s Tocatas Armoriais?, especially in the last movement, O V?o Admir?vel do Pav?o Misterioso, which suggests the imagery of a machine trying to fly. It was also presented an analysis of the melodic material, the application of the pedal note, which is a characteristic of the music of the guitar players used in Armorial Music, and some technical-interpretative suggestions of the work.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-20T23:36:52Z No. of bitstreams: 1 JanaineMariaDeOliveira_DISSERT.pdf: 1361256 bytes, checksum: d5e8f48759f866c073ff84c1e160458a (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-24T23:23:52Z (GMT) No. of bitstreams: 1 JanaineMariaDeOliveira_DISSERT.pdf: 1361256 bytes, checksum: d5e8f48759f866c073ff84c1e160458a (MD5) / Made available in DSpace on 2017-03-24T23:23:52Z (GMT). No. of bitstreams: 1 JanaineMariaDeOliveira_DISSERT.pdf: 1361256 bytes, checksum: d5e8f48759f866c073ff84c1e160458a (MD5) Previous issue date: 2016-07-29 / O processo de se pensar e fazer sa?de passou por grandes mudan?as desde a cria??o do Sistema ?nico de Sa?de, o que, consequentemente, impulsionou mudan?as nos processos de forma??o profissional em sa?de, movidas pela necessidade de ter profissionais com uma vis?o voltada para a integralidade do cuidado em sa?de. A partir dessa necessidade, a inser??o do estudante nos servi?os de sa?de passa a ser mais valorizada. Tendo assim o preceptor um papel fundamental na aproxima??o do estudante com a popula??o e o territ?rio, na consolida??o da integra??o ensino-servi?o-comunidade. Diante dessa import?ncia, esse estudo foi impulsionado a questionar quais os sentidos que levam os profissionais do servi?o a exercem a preceptoria? Eles t?m dimens?o do seu papel como articulador desse processo de integra??o? O que motiva esse profissional e quais suas fragilidades? Com essas quest?es em mente, este estudo objetivou investigar os sentidos de ser preceptor nas experi?ncias de integra??o ensino-servi?o-comunidade, a partir dos discursos dos profissionais preceptores na ESF, O estudo utilizou a abordagem qualitativa com alicerce na produ??o de sentidos presentes nos discursos dos profissionais preceptores, e tem como base te?rica a abordagem das pr?ticas discursivas no referencial construcionista e teve como atores 20 profissionais preceptores na ESF que recebem estagi?rios de gradua??es da sa?de de institui??es de ensino p?blica e privadas. Foram realizadas entrevistas semiestruturadas, posteriormente transcritas e analisadas, permitindo a constru??o dos sentidos do ser preceptor a partir de 4 eixos anal?ticos, a saber: 1. Motiva??es e potencialidades; 2. Limita??es e cr?ticas; 3. Rela??o ensino-servi?o-comunidade; e 4. Ser preceptor. Como resultados foi percebido que o preceptor exerce a fun??o de educador na sua atua??o pr?tica. Entretanto tem dificuldade de atribuir-se a fun??o de educador e, apesar de limita??es t?cnicas e educacionais, ele desempenha com compromisso a preceptoria, desejando qualifica??o e organiza??o dessa pr?tica de modo a n?o sobrecarregar seu trabalho na ESF. Percebeu-se tamb?m que o ser preceptor envolve o trabalho de articula??o ensino servi?o, mas n?o na sua dimens?o coletiva e tamb?m sem a articula??o com a comunidade e o territ?rio como contexto fundamental no processo sa?de-doen?a. Conclui-se que na luta para normaliza??o da fun??o de preceptoria ainda h? muito o que avan?ar, faz-se necess?rio, por?m, refletir sobre os caminhos a serem trilhados no enfrentamento dos obst?culos, com estudos que venham a suscitar solu??es para essa problem?tica, assim como progredir no sentido da qualifica??o do profissional preceptor para que este possa vim a cumprir essa fun??o com maior propriedade, contribuindo para o fortalecimento do SUS e reafirma??o da ESF como cen?rio para forma??o em sa?de. / Since de creation of the Health Unic System, the process of to do and to think health has been for big changes. Consequently, this drove changes on the formation process in the health, driven by need of to tue professionals with the vision to turned for the integrality of the health care. Starting from this need, the student insertion on the health services it?s more valued, where the preceptor has a fundamental paper in the aproximation between student, population and territory and in the consolidation for the integration between teaching, service and community. From that importance, this study was boosted for to question what are the feelings that lead the professionals of the service for exercised the preceptory? They are dimension for the your paper into articulation on the process of integration? Whats motivates this professiona and are they your frailties? Whith this questions on the mind, this study objected to investigate the feelings and directions from to be preceptor in the experiences for the integration between teaching, service and community, starting from the speeches of the preceptors professionals in the Family Health Strategy. This study used the qualitative approach, subatantiated in the senses productions on the speeches for the preceptors professionals and has with theoretical basis the approach of the discursive practices on the construction referential and participated 20 preceptors professionals from de Famlily Health Strategy who receive interns from the private and public graduation institutions. Were are realized interviews, transcribed and analyzed, which allowed the construction of the preceptors feelings from for 4 axes for analysis: 1. Motivations and potentialities; 2. Reviews and limitations; 3. Relationship between teaching, service and community; and 4. To be preceptor. The results showed what the preceptor has exercised your educator function in your practice, but has difficulty in to feel this function. Although for techniques and educacional limitations, plays with commitment the preceptor function and want organization and qualification of that practice for don?t overload your job in the Family Health Strategy. Besides that, the preceptor involves the articulation between teaching and service, but not in your collective dimension as well as articulation with community and territory as fundamental context in the health and disease process. This study concluded that in the struggle for standardization for the preceptor function there is so much to evolve. It?s required reflexion on the ways threshed on the obstacles, with studies that to arouse solutions for this problem, it?s required progression in the professional qualification for the preceptor exercise this function with biggest property and to contribute for the fortification of the Heath Unic System and the Family Health Strategy as scenario from health formation.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-04T00:24:30Z No. of bitstreams: 1 JoaoGomesDaRocha_DISSERT.pdf: 1434322 bytes, checksum: 26e02047e7d032921309df6bd4b66d79 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-04-12T20:04:56Z (GMT) No. of bitstreams: 1 JoaoGomesDaRocha_DISSERT.pdf: 1434322 bytes, checksum: 26e02047e7d032921309df6bd4b66d79 (MD5) / Made available in DSpace on 2017-04-12T20:04:56Z (GMT). No. of bitstreams: 1 JoaoGomesDaRocha_DISSERT.pdf: 1434322 bytes, checksum: 26e02047e7d032921309df6bd4b66d79 (MD5) Previous issue date: 2016-12-12 / A proposta para o presente trabalho surgiu a partir de pesquisa realizada pelo Grupo de Estudos e Pesquisa em M?sica (GRUMUS) da Universidade Federal do Rio Grande do Norte (UFRN) que ao verificar como ocorria o ensino de m?sica nas escolas municipais do Natal-RN constatou que a pr?tica musical extracurricular era bastante acentuada. Tais pr?ticas ocorriam a partir das oficinas de m?sica do Programa Mais Educa??o, que na fala dos gestores cumpria o que determinava a lei 11.769/2008. Alguns aspectos como gest?o do programa, a pr?tica pedag?gica dos monitores e aprendizagem dos alunos por meio das aulas de m?sica das oficinas se destacaram como itens relevantes para a pesquisa e foram os pontos centrais deste estudo. Neste sentido, procuramos compreender como ocorria a inser??o da m?sica atrav?s da proposta da oficina do programa Mais Educa??o no contexto escolar. Por meio de uma abordagem qualitativa, fizemos uso do estudo multicaso como t?cnica de pesquisa realizado em duas escolas da rede municipal do Natal, visando responder a seguinte quest?o: de que forma as aulas de m?sica que s?o ministradas no Programa Mais Educa??o est?o inseridas no contexto escolar? Para isso, foram utilizados como instrumentos de coleta de dados, observa??es estruturadas, entrevistas semiestruturadas e informais. Trabalhos de autores como Cavaliere (2002; 2007; 2010), Moll (2010; 2012), Penna (2011; 2012; 2013; 2014), entre outros serviram de embasamento te?rico para a constru??o do presente estudo. Conclu?mos que a pr?tica musical desenvolvida nas escolas acontecia como uma atividade secund?ria, sendo diretamente influenciada pela forma como era gerido o programa, pela pr?tica pedag?gica dos monitores e a pr?pria concep??o que os alunos tinham sobre as aulas de m?sica. Acreditamos que se desenvolvida de forma consciente a pr?tica musical nas oficinas pode contribuir significativamente para a forma??o humana dos alunos. / The proposal for this present work was imagined as a result of a research made by the group of studies and research of music (GRUMUS) of Universidade Federal do Rio Grande do Norte (UFRN), which, upon verifying how the teaching of music happened in public city schools in Natal - RN concluded the extracurricular musical practice was very strong. Such musical practice happened through music workshops ran by the More Education Programme (Programa Mais Educa??o), which as stated by its managers, obeyed what was determined by statute n? 11.769/2008. Some aspects as programme management, monitors' pedagogical practice and students' learning through the music workshops' classes were highlighted as relevant itens for research and were the main topics of this study. Hence, we mean to comprehend how this music insertion occurred through the workshops ran by the More Education Programme set in a school context. Using a qualitative approach, we made use of a multicase study as research technique which took place on two public schools ran by the city in Natal, meaning to answer the following question: in which ways the music classes ran on the More Eduction Programme are inserted in a school environment? To reach that answer, data collecting tools, structured observation, informal and semistructured interviews were used. Works of authors such as Cavaliere (2002;2007;2010), Moll (2010;2012), Penna (2011;2012;2013;2014), among others, served as theoretical background for the building up of this paper. We conclude that the musical practice developed on schools happened as a secondary activity, being directly influenced by the way the programme was managed, as well by its monitors' pedagogical practice and by the students' own conception of the music classes. We believe that, once consciously developed, the musical practice at the workshops can contribute significantly for the students' human formation.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-04T00:24:31Z No. of bitstreams: 1 RodrigoAlvesDeMelo_DISSERT.pdf: 2854650 bytes, checksum: cc9d2efea197cf9ebdab7418f25378c2 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-04-12T21:19:57Z (GMT) No. of bitstreams: 1 RodrigoAlvesDeMelo_DISSERT.pdf: 2854650 bytes, checksum: cc9d2efea197cf9ebdab7418f25378c2 (MD5) / Made available in DSpace on 2017-04-12T21:19:57Z (GMT). No. of bitstreams: 1 RodrigoAlvesDeMelo_DISSERT.pdf: 2854650 bytes, checksum: cc9d2efea197cf9ebdab7418f25378c2 (MD5) Previous issue date: 2016-12-20 / A educa??o infantil ? um campo rico de descobertas, onde a aprendizagem ? constru?da de forma simples e l?dica, de modo a facilitar a compreens?o das crian?as. Em especial, as aulas de m?sica nessa faixa et?ria s?o proporcionadas para uma aprendizagem pr?tica e prazerosa, onde o que importa n?o ? a crian?a decodificar s?mbolos musicais, mas sim, vivenciar a m?sica atrav?s do corpo e da emo??o. Nesse contexto, h? ainda o fato de que existem muitos estudos que tratam da afetividade na aprendizagem de crian?as que s?o assistidas em creches. O presente trabalho buscou mergulhar no universo espec?fico da educa??o musical que acontece em dois Centros de Refer?ncia em Educa??o Infantil da cidade de Jo?o Pessoa-PB analisando a presen?a e o papel da afetividade nas rela??es entre as professoras de educa??o musical e seus alunos. Como aporte te?rico, compreendemos que, segundo Gutman (2015), as crian?as s?o seres fusionais, o que significa que elas se misturam emocionalmente com as pessoas que as cercam. J? as diretrizes, termos e leis que regem a educa??o infantil e defendem a import?ncia de uma educa??o baseada no afeto para o desenvolvimento e aprendizagem da crian?a, ressaltam que a educa??o infantil tem como finalidade o desenvolvimento integral da crian?a em todos os seus aspectos. Al?m destas, encontramos muitas teorias que dissertam acerca da afetividade na aprendizagem, como Piaget e Wallon, que afirmam que quanto menor a crian?a, maior a import?ncia da afetividade para o processo da aprendizagem. Como procedimentos para a investiga??o, observaram-se aulas de m?sica de duas professoras atrav?s de uma pesquisa de campo, com ?nfase qualitativa. Utilizou-se ainda ferramentas como entrevistas com as professoras e grava??es em ?udio das aulas com as crian?as. Ap?s a an?lise dos dados, foram constru?das quatro categorias para descrever o papel da afetividade dentro dos contextos pesquisados: concep??es iniciais sobre afetividade, sobre a afetividade na forma??o do educador musical, a pr?tica docente enquanto espa?o construtor da afetividade, a afetividade presente nas intera??es entre professor e aluno. Os resultados advindos da pesquisa revelam que os professores atuantes nos CREIs, mesmo com pouca forma??o acad?mica sobre o tema, interagem com seus alunos de forma afetuosa, fazendo com que a aprendizagem ocorra em um ambiente onde os alunos se sentem respeitados e acolhidos nas aulas de m?sica. / Early childhood education is a rich field of discovery, where learning is constructed in a simple and playful way, so as to facilitate the understanding of children. In particular, music classes in this age group are provided for practical and enjoyable learning, where it is not the child's job to decode musical symbols but to experience music through the body and emotion. In this context, there is still the fact that there are many studies that deal with the affectivity in the learning of children who are assisted in kindergartens. The present work sought to delve into the specific universe of musical education that takes place in two Reference Centers for Infantile Education in the city of Jo?o Pessoa-PB, analyzing the presence and the role of affectivity in the relations between music education teachers and their students. As a theoretical contribution, we understand that, according to Gutman (2015), children are fusion beings, which means that they mix emotionally with the people that surround them. The guidelines, terms and laws that govern children's education and defend the importance of it for the development and learning of children emphasize that the education of children aims at the integral development of the child in all its aspects. In addition to these, we find many theories that teach about affectivity in learning, such as Piaget and Wallon, which affirm that the smaller the child, the greater the importance of affectivity for the learning process. As procedures for the investigation, music lessons of two teachers were observed through a field research, with qualitative emphasis. We also used tools such as interviews with teachers and audio recordings of classes with children. After analyzing the data, four categories were constructed to describe the role of affectivity within the contexts studied: Initial conceptions about affectivity, affectivity in the formation of the musical educator, the teaching practice as a constructive space of affectivity, the affectivity present in the interactions between teacher and student. The results of the research reveal that teachers who work in CREIs, even with little academic training on the subject, interact with their students affectionately, making learning happen in an environment where students feel respected and welcomed in the classes. music.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-17T20:58:06Z No. of bitstreams: 1 MariaValquiriaNogueiraDoNascimento_TESE.pdf: 1968707 bytes, checksum: 426f5acaf435127acdc436c73b2cb8b2 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-04-18T18:34:12Z (GMT) No. of bitstreams: 1 MariaValquiriaNogueiraDoNascimento_TESE.pdf: 1968707 bytes, checksum: 426f5acaf435127acdc436c73b2cb8b2 (MD5) / Made available in DSpace on 2017-04-18T18:34:12Z (GMT). No. of bitstreams: 1 MariaValquiriaNogueiraDoNascimento_TESE.pdf: 1968707 bytes, checksum: 426f5acaf435127acdc436c73b2cb8b2 (MD5) Previous issue date: 2016-12-05 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A Pol?tica de Pr?ticas Integrativas e Complementares [PNPIC] foi implantada em 2006, por meio da portaria GM n? 971, contemplando as pr?ticas terap?uticas como Homeopatia, Fitoterapia, Acupuntura, Medicina Antropos?fica, Termalismo/Crenoterapia, Pr?ticas Corporais/Atividade F?sica e T?cnicas em Medicina Tradicional Chinesa, com base nos princ?pios de uma escuta acolhedora, desenvolvimento do v?nculo terap?utico, integra??o do ser humano com o meio ambiente e a sociedade, vis?o ampliada do processo sa?de-doen?a, promo??o global do cuidado humano e autocuidado. Embora n?o institu?das pela Pol?tica Nacional, as Pr?ticas Integrativas e Complementares [PIC?s] de natureza coletiva t?m crescido gradativamente nos servi?os de sa?de, em raz?o das demandas locais e das pr?prias reivindica??es da popula??o. Nesse sentido, o objetivo deste estudo consistiu em analisar a inser??o das PIC?s Grupais como estrat?gia de cuidado e aten??o integral ? sa?de na aten??o b?sica e as possibilidades de di?logo com a educa??o popular. A pesquisa teve como cen?rio as Unidades B?sicas de Sa?de [UBS] e Unidades B?sicas de Sa?de da Fam?lia [UBSF], e como participantes profissionais que realizavam PIC?s Grupais nos servi?os. Em termos operacionais, desenvolvemos a pesquisa a partir das seguintes etapas: (a) visita ? Secretaria Municipal de Sa?de [SMS]; (b) mapeamento dos equipamentos de sa?de e de profissionais da aten??o b?sica que desenvolviam atividades em PIC?s Grupais; (c) identifica??o e caracteriza??o das PIC?s Grupais; (d) realiza??o de entrevistas e rodas de conversa; (e) observa??o-participante nos grupos de PIC?s. O estudo identificou 56profissionais em sa?de que desenvolviam PIC?s Grupais, vinculados ?s seguintes categorias: 16 agentes comunit?rios de sa?de, 09 enfermeiras, 08 educadores f?sicos, 07 m?dicas, 04 nutricionistas, 03 psic?logas, 03 auxiliares de enfermagem, 03 dentistas, 02 farmac?uticos e 01 fonoaudi?logo. Dos 66 equipamentos de sa?de da aten??o b?sica contactados, 37 realizavam PIC?s Grupais, divididas em 14 modalidades, a saber: relaxamento, medita??o, yoga, tai chi chuan, grupos de suporte m?tuo, tenda do conto, grupo de prosa com mulheres, grupo de bordadeiras, grupo de idosos, grupo de caminhadas, grupo de terapia e arte, grupos de conta??o de hist?rias, terapia comunit?ria e teatro do oprimido. As PIC?s Grupais atuam com ?nfase na valoriza??o das trocas interpessoais entre profissionais e usu?rios, com um olhar integral e interdisciplinar sobre os sujeitos, de modo a garantir uma participa??o mais efetiva e o compartilhamento de saberes, elementos essenciais na produ??o da autonomia. Nessa dire??o, a educa??o popular pode ser instrumento de reorienta??o da aten??o ? sa?de e globalidade das PIC?s Grupais, com base numa perspectiva participativa, criativa, dialogada e emancipadora. / The Policy of Integrative and Complementary Practices [PNPIC - Pol?tica de Pr?ticasIntegrativas e Complementares] was implemented in 2006, through GM Administrative Rule No. 971, contemplating therapeutic practices, such as Homeopathy, Phytotherapy, Acupuncture, Anthroposophic Medicine, Thermotherapy/Cryotherapy, Body Practices/Physical Activity and Techniques in Traditional Medicine, based on the principles of a warm listening, development of the therapeutic bond, integration of the human being with the environment and society, an expanded vision of the health-disease process, global promotion of human care and self-care. Although not instituted by the National Policy, the Collective and Complementary Practices [PIC's] ? Pr?ticas Integrativas e Complementares] of collective nature have gradually grown in the health services, due to the local demands and the own demands of the population. In this sense, the objective of this study was to analyze the insertion of Integrative and Complementary Group Practices as a strategy of care and integral health care in basic care and the possibilities of dialogue with popular education. The research had as a scenario the Basic Health Units [UBS] and Family Health Basic Units [UBSF], and, as participants, professionals that carried out group PIC's in the services. In operational terms, we developed the research from the following stages: (a) mapping of health equipment and primary care professionals who developed activities in group PIC's; (b) identification and characterization of group PIC's; (c) conducting interviews and talk wheels; (d) observation-participant in groups of PIC's. The study identified 56 health professionals who develop group PIC's, linked to the following categories: 16 community health agents, 09 nurses, 08 physical educators, 07 physicians, 04 nutritionists, 03 psychologists, 03 nursing assistants, 03 dentists, 02 pharmacists and 01 phonoaudiologist. Among the 66contacted basic care health teams, 22 perform group PIC's, divided into the following modalities: relaxation, meditation, yoga, tai chi chuan, mutual aid groups, taletent, prose group with women, group of embroiderers, group of seniors, group of walks, therapy and art group, storytelling groups, community therapy and theater of the oppressed. Group PIC's work focusing onvaluing interpersonal exchanges among professionals and users, with a comprehensive and interdisciplinary view of the subjects, in order to guarantee a more effective participation and the sharing of knowledge, essential elements in the production of autonomy. In this direction, popular education can be an instrument to reorient attention to health and globality of group PIC's, based on a participatory, creative, dialogic and emancipatory perspective.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-06-02T22:55:33Z No. of bitstreams: 1 RafaelDeGoisTinoco_DISSERT.pdf: 10327042 bytes, checksum: 39fa2f3545eaab47558de2229216433f (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-06-09T23:06:51Z (GMT) No. of bitstreams: 1 RafaelDeGoisTinoco_DISSERT.pdf: 10327042 bytes, checksum: 39fa2f3545eaab47558de2229216433f (MD5) / Made available in DSpace on 2017-06-09T23:06:51Z (GMT). No. of bitstreams: 1 RafaelDeGoisTinoco_DISSERT.pdf: 10327042 bytes, checksum: 39fa2f3545eaab47558de2229216433f (MD5) Previous issue date: 2017-03-06 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / A presente disserta??o nasceu de uma inquieta??o sobre os usos dos aparatos audiovisuais na escola, em especial nas aulas de Educa??o F?sica. Portanto, o estudo tem como objetivo compreender como o conte?do esporte pode ser efetivado no ?mbito da Educa??o F?sica no Ensino M?dio ao dialogar com a linguagem cinematogr?fica, atrav?s dos preceitos da m?dia-educa??o. Partiu-se, pois, da seguinte quest?o de estudo: ?Como os alunos do Ensino M?dio podem estabelecer uma interlocu??o entre esporte e cinema nas aulas de Educa??o F?sica a partir de preceitos da m?dia-educa??o??. Para tanto, amparada nas Pedagogias Cr?ticas de ensino da Educa??o F?sica, no conte?do esporte, nos elementos metodol?gicos da pesquisa-a??o, na m?dia-educa??o como concep??o de ensino e campo interdisciplinar de saber e no cinema enquanto estrat?gia de ensino, foi realizada uma interlocu??o pedag?gica de um bimestre letivo nas 4 turmas do 2? Ano (2 Inform?tica e 2 Mecatr?nica) do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte Campus Parnamirim (IFRN Campus Parnamirim), tematizando o conte?do esporte nas aulas de Educa??o F?sica. Para coleta de dados foi utilizado question?rio, di?rio de campo, registros no facebook e a observa??o sistem?tica das aulas. As justificativas consistiram no caminhar por novas formas de ensinar na Educa??o F?sica, no esfor?o de superar as concep??es t?picas de ensino do esporte, ambicionando a amplia??o do conhecimento sobre/com eles, angariado pelos princ?pios da m?dia-educa??o e pelo cinema enquanto estrat?gia de ensino, bem como na contribui??o ao acervo de trabalhos com essa mesma proposta, visto a t?mida produ??o acad?mica. Como principais resultados, obtivemos o aumento do tempo e do espa?o das aulas, atrav?s do relacionamento nos grupos via facebook diariamente, o trabalho colaborativo nas aulas e na produ??o final, o acesso cr?tico e criativo do conte?do esporte pelos educandos, alicer?ado pela m?dia-educa??o e pelo cinema enquanto estrat?gia de ensino, fugindo das aulas de car?ter esportivizado, assim como, a partir do reconhecimento dos processos pedag?gicos por parte dos alunos, a materializa??o de um planejamento significativo e inovador, que influenciou de forma positiva no processo de ensino-aprendizagem do conte?do esporte. / The present dissertation was born of a concern about the uses of audiovisual devices in school, especially in Physical Education classes. Therefore, the study aims to understand how sports content can be implemented within the scope of Physical Education in High School when dialoguing with the cinematographic language, through the precepts of media-education. The study question was: ?How can high school students establish a dialogue between cinema and sports in the classes of Physical Education based on precepts of media-education??. To this end, based on Critical Education Pedagogies of Physical Education, sport content, methodological elements of action research, media-education as a teaching conception and interdisciplinary field of knowledge and cinema as a teaching strategy, a dialogue was held (2 Informatics and 2 Mechatronics) of the Instituto Federal do Rio Grande do Norte Campus Parnamirim (IFRN Campus Parnamirim), thematizing the sport content in the classes of Physical Education. For data collection, a questionnarie, field diary, facebook logs and systematic observation of the classes were used. The justifications consisted in walking throught new ways of teaching in Physical Education, in the effort to overcome the typical conceptions of sports teaching, aiming to increase the knowledge about/with them, raised by the principles of media-education and cinema as a teaching strategy. As well as in the contribution to the collection of works with this same proposal, given the timid academic production. As a main result, we increased the time and space of the classes, through the relationship in the groups via facebook daily, the collaborative work in the classes and in the production, the critical and creative access of the sports content by the students, supported by the media-education and the cinema as a teaching strategy, avoiding sports classes, as well as, based on the recognition of pedagogical processes by the students, the materialization of a significant and innovative planning, wich had a positive influence on the teaching-learning process of sports content.