Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-05-18T20:59:57Z No. of bitstreams: 1 TAIS FRIZZO.pdf: 8089477 bytes, checksum: df3af4c5fa5d0f79311f06994b3805b3 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-05-29T12:53:33Z (GMT) No. of bitstreams: 1 TAIS FRIZZO.pdf: 8089477 bytes, checksum: df3af4c5fa5d0f79311f06994b3805b3 (MD5) / Made available in DSpace on 2018-05-29T13:07:12Z (GMT). No. of bitstreams: 1 TAIS FRIZZO.pdf: 8089477 bytes, checksum: df3af4c5fa5d0f79311f06994b3805b3 (MD5) Previous issue date: 2018-04-17 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The aim of this research was to understand the relationship of schools and the place where they are inserted. The study investigated what factors can influence the environmentalization of schools' curriculum. An ethnographic approach was applied. The study was based on data collected in schools in Viam?o and Porto Alegre, in Brazil, which are located around conservation areas. The research identified that the main concern related to the environment in most schools were global issues, especially in regards to solid waste issues. In one of the schools analysed, it was identified a focus on the value of the school location and of the conservation area. Factors that influenced the environmentalization of the school?s curriculum were: the effects of public policy; the school documents; the presence of a conservation area next to the school and its relationship with the place; the agency of nonhuman actors and issues related to human actions and emotions, e.g. violence, the recognition of the nature and the concern with environment issues. The research also identified some elements that facilitated a connection between schools and the conservation areas, and other elements that, on the contrary, hampered or banned the access of students and educators in those areas. The factors that contributed to the relationship between schools and conservation areas were their geographic proximity; the efforts of managers and other staff in the conservation areas to promote environmental education in schools; the presence of educators and managers engaged with environmental issues, and the incentives of public policies addressing environmental education and sustainability. The challenges identified were related to the restricted number of staff in the conservation areas and to the limited financial resources available. Public policies can facilitate the relationship between schools and conservation areas however they can also make the process more difficult. Examples are the rules and orientations about the school curriculum, the rules for visitors in conservation areas and the historical conflicts related to the establishment of conservation areas in Brazil. Despite impositions and difficulties faced by schools, the creativity of the people and the influence of the place allow them to stand up to challenges related to the environmentalization of the curriculum. / O objetivo desta pesquisa foi compreender como a escola se relaciona com o lugar em que est? inserida, observando os fatores que podem influenciar a ambientaliza??o do curr?culo. Foi utilizada uma abordagem de inspira??o etnogr?fica, sendo estudadas escolas de Viam?o e de Porto Alegre, RS, localizadas no entorno de unidades de conserva??o. Observou-se que a maioria das escolas tinha como preocupa??o ambiental quest?es globais, principalmente no que se refere aos problemas associados aos res?duos s?lidos. Uma das escolas pesquisadas destacou-se pelo foco na valoriza??o do lugar e da unidade de conserva??o. Fatores como os efeitos de pol?ticas p?blicas; os documentos escolares; a presen?a de uma unidade de conserva??o pr?xima ? escola e as rela??es com o lugar; a ag?ncia de entidades n?o humanas e as quest?es oriundas das a??es e emo??es humanas, tais como a viol?ncia, a valoriza??o da natureza e a preocupa??o com a quest?o ambiental, estavam relacionados com a ambientaliza??o do curr?culo. Foram observados elementos que facilitavam a aproxima??o entre escolas e unidades de conserva??o e outros que, ao contr?rio, dificultavam ou impediam o acesso dos estudantes e dos professores nessas ?reas. Entre os fatores que contribu?ram nessa rela??o est?o a proximidade f?sica entre escolas e unidades de conserva??o; os investimentos dos gestores e funcion?rios das unidades de conserva??o na promo??o da educa??o ambiental nas escolas; a presen?a de professores e de gestores engajados com as quest?es ambientais e os incentivos das pol?ticas p?blicas para a educa??o ambiental e para a sustentabilidade. Entre os desafios observados est?o o n?mero reduzido de funcion?rios nas unidades de conserva??o e a pouca disponibilidade de recursos financeiros. As pol?ticas p?blicas podem facilitar a rela??o entre escolas e unidades de conserva??o, mas tamb?m podem dificultar esse processo. Exemplo disso s?o as normas e orienta??es sobre o curr?culo escolar, as regras para visitantes nas unidades de conserva??o e os conflitos hist?ricos relacionados ? implanta??o das unidades de conserva??o no Brasil. Apesar das imposi??es e dificuldades que chegam ?s escolas, a criatividade das pessoas e a influ?ncia do lugar permitem avan?ar no enfrentamento dos desafios relacionados ? ambientaliza??o do curr?culo.

Made available in DSpace on 2015-12-04T11:45:13Z (GMT). No. of bitstreams: 1 Camilo_Lellis_Reis.pdf: 552446 bytes, checksum: c6be0db42380f385c2d035760c69b66f (MD5) Previous issue date: 2003-05-23 / This work has the objective to present the application of the Accounting in the management of the patrimony of the physical people. The concepts of management, accounting theory are displayed and applicable accounting techniques in the process of management of the patrimony of the physical people with the purpose to demonstrate the importance of the decision-making of structuralized form. The decision-making that involves the patrimony, in function by its relevance, must be taken in way structuralized independently economic surrounding it, or either, since the economies most steady until the ones of bigger instability, being that in this last environment the consequence of a decision-making without criteria can be more harmful and of difficult control of the consequences. This work a field research was also presented where it inquired that a significant percentage of the interviewed ones, that had knowledge of the accounting techniques, did not proceed the management from its patrimonies, but on the other hand and of surprising form the great majority of the interviewed ones had interest in a learning in formal way (by book, course, etc) as to proceed the management from the same ones. This confirmation is consistent by observation with the reflection of respected researchers of that Accounting must outside be divulged out of the environment of the professionals of the area, so that the physical people are prepared to make the decisions that affect its personal patrimony directly or the patrimony of entities legal people in which is responsible for the management. / Este trabalho objetiva apresentar a aplica????o da Contabilidade na gest??o do patrim??nio das pessoas f??sicas. S??o expostos os conceitos de gest??o, teoria cont??bil e t??cnicas cont??beis aplic??veis ao processo de gest??o do patrim??nio das pessoas f??sicas com a finalidade de demonstrar a import??ncia da tomada de decis??o de forma estruturada e sistematizada. A tomada de decis??o que envolva o patrim??nio, em fun????o de sua relev??ncia, deve ser estabelecida de maneira estruturada, independentemente do ambiente econ??mico, desde as economias mais est??veis at?? as de maior instabilidade; sendo que neste ??ltimo ambiente o reflexo de uma decis??o tomada sem crit??rios pode ser mais prejudicial e de dif??cil controle das conseq????ncias. Este trabalho apresenta tamb??m uma pesquisa de campo na qual averiguou-se que um percentual significativo dos entrevistados, que tinham conhecimento das t??cnicas cont??beis, n??o procediam a gest??o de seus patrim??nios, entretanto, em contrapartida, de forma surpreendente a grande maioria dos entrevistados tinham interesse em aprenderem de maneira formal (atrav??s de livro, curso,etc) como procederem a gest??o dos mesmos. Esta constata????o ?? consistente pela an??lise das reflex??es de pesquisadores respeitados, para os quais a Contabilidade deve ser divulgada tamb??m fora do ambiente t??pico dos profissionais da ??rea, para que pessoas f??sicas estejam melhor preparadas para tomarem as decis??es que afetam diretamente o seu patrim??nio pessoal ou o patrim??nio de entidades, pessoas jur??dicas, nos quais sejam respons??veis pela gest??o.

Made available in DSpace on 2016-04-04T18:27:40Z (GMT). No. of bitstreams: 1 Joao Paulo Evangelista Carvalho.pdf: 650589 bytes, checksum: 516afdaebf4d2b9566e23f1f9b8c9933 (MD5) Previous issue date: 2008-02-13 / Understanding the operation of a group of children through the application of the group psychodiagnosis technique (Ka?s & Anzieu, 1989), where we raised the possibility to use the music as a facilitator of emotional expressions. A mixed, homogenous and closed group of ten children ages ranging from ten to eleven years, with the same complaint, was gathered and selected according to heir interest in participating in the research and as a result of the semi-directed interview technique of Bleger (1993). They regularly attend the Recrian?a, project of the Instituto Esperan?a in Valinhos-SP which hosts them after their regular school period and aims at developing a preventive work through informal education. Twelve sixty-minute sessions, three times a week, for a month were held. In those sessions, percussive musical instruments were used as a means to encourage them to accomplish the proposed musical task, a recording equipment being used to assist in the transcription of the meetings. The analysis of the content was based on the Mathieu technique (1967) as used in qualitative research - which goes beyond the mere description of the contents with the application of inferences that allow a more detailed interpretation, and which was conducted by two psychoanalysis-group expert psychologists. We conclude that music was a facilitator of the group psychodiagnosis technique in that the children could express and be self conscious about their feelings, develop a sense of belonging, be able to work on their inhibitions, increase their ability to socialize , strength their ego, which enabled to conduct their psychodiagnosis. / Compreens?o do funcionamento de um grupo de crian?as, atrav?s da aplica??o da t?cnica grupo de psicodiagn?stico (Ka?s & Anzieu, 1989), onde levantamos a hip?tese do uso da m?sica como facilitadora das express?es emocionais. Foi formado um grupo de dez crian?as, com idades entre dez e onze anos, misto, homog?neo e fechado, com a mesma queixa, selecionados conforme seu interesse na participa??o e a partir da t?cnica de entrevista semidirigida de Bleger (1993). S?o freq?entadores do projeto Recrian?a, do Instituto Esperan?a em Valinhos-SP, que os acolhe no per?odo oposto ao escolar, desenvolvendo um trabalho preventivo atrav?s da educa??o informal. Foram realizadas doze sess?es de sessenta minutos, tr?s vezes por semana durante um m?s, onde foram utilizados instrumentos musicais percussivos como incentivo ? realiza??o da tarefa musical e um gravador de som para auxiliar nas transcri??es dos encontros. A an?lise do conte?do se deu atrav?s da t?cnica de Mathieu (1967) utilizada em pesquisas de cunho qualitativo, que ultrapassa a simples descri??o dos conte?dos com a aplica??o de infer?ncias que possibilitam uma interpreta??o aprofundada, a qual foi realizada por dois psic?logos com conhecimento de psican?lise de grupo. Conclu?mos que a m?sica foi facilitadora da t?cnica de grupo psicodiagn?stico fazendo com que as crian?as expressassem seus sentimentos e se conscientizassem deles, que atingissem o sentimento de pertin?ncia grupal, que elaborassem suas inibi??es, que ampliassem sua capacidade de sociabilidade, que fortificassem seu ego, sendo poss?vel realizar seu psicodiagn?stico.

Made available in DSpace on 2015-04-14T14:41:08Z (GMT). No. of bitstreams: 1 422751.pdf: 9076186 bytes, checksum: 63ea1aafbc1cf99df6c9df23e2e545ca (MD5) Previous issue date: 2010-03-19 / A presente disserta??o pretende investigar como os avan?os tecnol?gicos est?o influenciando a cria??o, produ??o e circula??o no campo musical. Este estudo tem como base uma an?lise desenvolvida atrav?s de resgates efetuados por meio de recortes hist?ricos do s?culo XX e XXI no que se refere aos processos de produ??o musical que se utilizaram e se utilizam de instrumentos eletr?nicos (principalmente o computador) e de que forma esses processos se relacionam com a comunica??o social e a cibercultura. O trabalho ser? desenvolvido sob o ponto de vista do pesquisador insider (HODKINSON, 2005).

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-10-06T11:44:28Z No. of bitstreams: 1 475544 Texto Completo.pdf: 1941726 bytes, checksum: 72fb39d1637fc4d324e192886e39bc67 (MD5) / Made available in DSpace on 2015-10-06T11:44:28Z (GMT). No. of bitstreams: 1 475544 Texto Completo.pdf: 1941726 bytes, checksum: 72fb39d1637fc4d324e192886e39bc67 (MD5) Previous issue date: 2015-08-11 / This quantitative and qualitative study, survey, cross-cutting, sought to study the process of student training and teaching, in which students in Physical Education, Federal University of Pampa in Uruguaiana-BR, asked about structure of the university, ways to overcome the challenges inherent in their initial training, building your well-being, their quality of life and its subsequent flowering, with foundations in Positive Psychology. Objective was to investigate the personal experiences and undergraduate professionals in physical education and the transition to the world of work, analyzing data and reports on aspects of the student's welfare becomes teaching, quality of life, positive affect and negative and self-image and self-esteem during this training process. First, 100 scholars over four semesters answered instruments that assessed initial motivation and pedagogical support, educational training model, professional results, support for the stage, self-image and self-esteem, positive and negative affects (at Panas), the assessment of good subjective-being, quality of life (at Whoqol-BREF). In the second phase, the total interviewed 14 academics who responded to questions about their training and building strategies for the construction of well-being. Later more were interviewed four former students, recent graduates, about the experiences after their training and insertion in the labor market.The quantitative data the following results were obtained: Initial Assessment of Motivation and Educational Support, overall average of 26.16 points (SD = 5.36); in Education Model showed up an appreciation of this process, averaging 58.85 points (SD = 7.73); Professional results indicated a positive outlook on the future career, averaging 29.28 points (SD = 3.65); Support on the stage of academic physical education the results were 49.69 points (SD = 8.75); Self Concept and Self-esteem in the students of Physical Education in their average training process was 178.05 points (SD = 21.48); the Positive and Negative Affect using Panas Instrument, general averages stood at 36.13 (SD = 5.09) for positive affect and 23.50 (SD = 6.60) for negative affects; the evaluation Subjective Well-Being Positive Affect the average was 3.62 (SD = 0.60), followed by satisfaction with life, an average of 3.00 (SD = 0.31) and the Negative Affect 2.11 (SD = 0, 62). Overall score the mean was 2.91 (SD = 0.25); with regard to the overall quality of life, the overall average (or Quality of Life General score) is 4.04 points (SD = 0.61) (equivalent to 80.8% of the range positivity); as regards the General Satisfaction with the average life was 3.84 (SD = 0.84), representing 76.8% of positive; in the middle of the domains of WHOQOL-Bref: the domains that showed positive values were the social, average of 71.66 (SD = 17.10), and the physical, average of 71.31 (SD = 14.79) then the psychological, averaging 69.11 SD = (14,20), but the environment related domain registered an average of 60.95 (SD = 14.23), showing a distorted perception, which can be related to Course structure conditions is still being structured and demanding conditions which are no ideal for the realization of practical activities.It was identified that the best independent predictors of Wellness Positive are the variables satisfaction with the perceived life, the instrument of Albuquerque and Trocolli (2004), (OR = 113.087, p <0.001), Panas negative (OR = 1, 2.18; p <0.001), Social Relations domain of WHOQOL-Bref (OR = 1.050; p = 0.009), Panas positive (OR = 1.186; p <0.006) and the variable men (OR = 0.312; p = 0.041 ). The qualitative data it became clear that, for the formation of student identity, report that it takes as a reality that evolves and develops constantly, both personally and collectively, is not something I ever have but something that develops during life. The identity development takes place in the subjective ground and is characterized as an evolutionary process, interpretation of himself as a person, in the context studied. As the construction of well-being in physical education is linked both to the existence of personal characteristics such as external contextual conditions and, accordingly, it is hoped that the ideas presented here may provide insight to who think training in more coherent perspective with the needs of teachers and of contemporary society. For recent graduates the insertion process in a working world offers a number of challenges and obstacles that these young professionals have to make choices and seek ways to overcome the challenges of integration, stressing that the stages, for the vast majority of newly qualified teachers are extremely important to recognize, as professionals, and the time to live and behave as a teacher, positively motivating the student to practice, proving to be excellent tool to help build the teaching career mode positive. / Este estudo quanti-qualitativo tipo levantamento, de natureza transversal, buscou estudar o processo de forma??o discente e docente, no qual acad?micos em Educa??o F?sica da Universidade Federal do Pampa, em Uruguaiana-BR, responderam sobre estrutura da universidade, formas de superar os desafios inerentes de sua forma??o inicial, constru??o de seu bem-estar, sua qualidade de vida e seu posterior florescimento, com fundamentos na Psicologia Positiva. Objetivo foi investigar as viv?ncias pessoais e profissionais de licenciandos em Educa??o F?sica e a passagem para o mundo do trabalho, analisando dados e relatos sobre aspectos do bem-estar do discente que se torna docente, sua qualidade de vida, afetos positivos e negativos e a autoimagem e autoestima durante este processo de forma??o. Primeiramente, 100 acad?micos distribu?dos em quatro semestres letivos responderam a instrumentos que avaliaram motiva??o inicial e apoio pedag?gico, modelo de forma??o educacional, resultados profissionais, apoio para o est?gio, autoimagem e autoestima, afetos positivos e negativos (pelo Panas), a avalia??o do bem-estar subjetivo, qualidade de vida (pelo Whoqol-bref). Na segunda fase, do total foram entrevistados 14 acad?micos que responderam a questionamentos sobre sua forma??o e constru??o de estrat?gias para constru??o do bem-estar. Posteriormente foram entrevistados mais 4 ex-acad?micos, rec?m-formados, sobre as experi?ncias ap?s a sua forma??o e inser??o no mercado de trabalho.Nos dados quantitativos obteve-se os seguintes resultados: Avalia??o da Motiva??o Inicial e Apoio Pedag?gico, m?dia geral de 26,16 pontos (DP=5,36); no Modelo de Forma??o Educacional evidenciou-se uma valoriza??o deste processo, com m?dia de 58,85 pontos (DP=7,73); Resultados Profissionais apontaram para uma perspectiva positiva quanto ao futuro profissional, com m?dia de 29,28 pontos (DP=3,65); no Apoio no Est?gio dos acad?micos de Educa??o F?sica os resultados foram de 49,69 pontos (DP=8,75); em Autoimagem e Autoestima dos acad?micos de Educa??o F?sica em seu processo de forma??o a m?dia foi 178.05 pontos (DP=21,48); nos Afetos Positivos e Negativos, utilizando o Instrumento Panas, as m?dias gerais ficaram em 36,13 (DP=5,09) para afetos positivos e 23,50 (DP=6,60) para afetos negativos; na avalia??o Bem-Estar Subjetivo Afeto Positivo a m?dia foi 3,62 (DP=0,60), seguido pela satisfa??o com a vida, m?dia de 3,00 (DP=0,31) e pelo Afeto Negativo 2,11 (DP=0, 62). No escore geral a m?dia obtida foi de 2,91 (DP=0,25); no que se refere ? Qualidade de Vida Geral, a m?dia total (ou escore de Qualidade de Vida Geral) ? de 4,04 pontos com (DP=0,61) (equivalente a 80,8% de positividade da escala); no que se refere a Satisfa??o com a Vida Geral a m?dia foi 3,84 (DP=0,84), representando 76,8% de positividade; nas m?dias dos dom?nios do Whoqol-Bref: os dom?nios que apresentaram valores positivos foram o de rela??es sociais, m?dia de 71,66 (DP=17,10), e o f?sico, m?dia de 71,31 (DP=14,79), depois o psicol?gico, com m?dia de 69,11 DP=(14,20), por?m o dom?nio relacionado ao meio ambiente registrou m?dia de 60,95 (DP=14,23), demonstrando uma distorcida percep??o, que pode ser relacionada ?s condi??es de estrutura do curso que ainda est? em estrutura??o e demandando em condi??es que ainda n?o as ideais para a realiza??o de atividades pr?ticas.Identificou-se que os melhores preditores independentes para o Bem-Estar Positivo s?o as vari?veis Satisfa??o com a Vida percebida, do instrumento de Albuquerque e Trocolli (2004), (OR=113,087; p<0,001), Panas Negativo (OR=1,2,18; p<0,001), Dom?nio Rela??es Sociais do Whoqol-Bref (OR=1,050; p=0,009), Panas Positivo (OR=1,186; p<0,006) e a vari?vel sexo masculino (OR=0,312; p=0,041). Nos dados qualitativos evidenciou-se que, quanto ? forma??o da identidade discente, relatam que ela se d? como uma realidade que evolui e se desenvolve constantemente, tanto pessoal como coletivamente, n?o ? algo que j? se possua mas algo que se desenvolve durante a vida. O desenvolvimento da identidade acontece no terreno do subjetivo e se caracteriza como um processo evolutivo, de interpreta??o de si mesmo como pessoa, no contexto estudado. Como a constru??o do bem-estar na Educa??o F?sica est? vinculada tanto ? exist?ncia de caracter?sticas pessoais como de condi??es contextuais externas e, nesse sentido, espera-se que as reflex?es aqui apresentadas possam oferecer subs?dios para que se pense a forma??o na perspectiva mais coerente com as necessidades dos professores e da sociedade contempor?nea. Para os rec?m-formados o processo de inser??o em um mundo de trabalho oferece uma s?rie de desafios e obst?culos em que estes jovens profissionais t?m que fazer escolhas e buscar formas de superar os desafios da inser??o, ressaltando que os est?gios, para a grande maioria dos professores rec?m-formados, s?o de suma import?ncia para reconhecerem-se enquanto profissionais, sendo o momento de viver e comportar-se como docente, motivando positivamente o aluno para exercer a profiss?o, demonstrando ser excelente ferramenta para ajudar na constru??o da trajet?ria docente de modo positivo.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-02-03T17:52:10Z No. of bitstreams: 1 TES_MARCIO_LEONARDO_MONTEIRO_COSTA_COMPLETO.pdf: 3985040 bytes, checksum: d13cf3e9ee9ef0205f8c2050a27af4ca (MD5) / Made available in DSpace on 2016-02-03T17:52:10Z (GMT). No. of bitstreams: 1 TES_MARCIO_LEONARDO_MONTEIRO_COSTA_COMPLETO.pdf: 3985040 bytes, checksum: d13cf3e9ee9ef0205f8c2050a27af4ca (MD5) Previous issue date: 2015-12-09 / L??tude enqu?te la place occup?e par les m?dias dans la construction de l?identit? des artistes qui font partie du circuit culturel de la musique sertaneja ? S?o Lu?s. Cette recherche est bas?e sur deux propositions: d?abord, que la musique constitue un proc?s communicatif qui s??tablit dans l?articulation entre les artistes, les m?dias et les consommateurs; en second lieu, que la production de sens ? travers la musique est impliqu?e par la classification attribu?e par les genres musicaux. Les genres, en ce sens, font partie d?une strat?gie d?adressage, agissant par des aspects qui les constituent: la sonorit? et la performance. La recherche a un int?r?t sp?cifique par la musique sertaneja, genre dont l?origine remonte ? la fin des an?es 1920. Ce genre a subi de profondes transformations au cours du temps et s?est fix? dans la capital maranhense en fonction des d?placements li?s ? l?immigration et de la diffusion m?diatique. Par l?adoption d?une m?thodologie inspir?e par l?ethnographie, cette recherche refl?te l?articulation qui existe entre les moments qui composent le circuit culturel mentionn?: l?identit?, la representation, la production, la consommation et la regulation. Il est conclu que les m?dias joue un role crucial dans la formation de l?identit? des chanteurs sertanejos qui forment le sc?nario analys?. / O estudo investiga o lugar ocupado pela m?dia na constru??o da identidade dos artistas que comp?em o circuito cultural da m?sica sertaneja em S?o Lu?s. Esta busca est? baseada em duas proposi??es: primeiro, que a m?sica constitui um processo comunicativo que se estabelece na articula??o entre os artistas, a m?dia e os consumidores; em segundo lugar, que a produ??o de sentido atrav?s da m?sica est? implicada pela classifica??o atribu?da pelos g?neros musicais. Os g?neros, nesse sentido, fazem parte de uma estrat?gia de endere?amento, que atua por meio dos aspectos que os constituem: a sonoridade e a performance. A pesquisa tem um interesse particular pela m?sica sertaneja, g?nero cuja origem remonta ao final da d?cada de 1920. Esse g?nero passou por profundas transforma??es ao longo do tempo e se fixou na capital maranhense em fun??o dos deslocamentos decorrentes da migra??o e da dissemina??o midi?tica. Por meio da ado??o de uma metodologia inspirada pela etnografia, esta investiga??o evidencia a articula??o existente entre os momentos que formam o circuito cultural mencionado: identidade, representa??o, produ??o, consumo e regula??o. Infere-se que a m?dia desempenha um papel central na forma??o da identidade dos cantores sertanejos que constituem o cen?rio analisado.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-04-07T18:03:45Z No. of bitstreams: 1 TES_KARINA_PACHECO_DOHMS_COMPLETO.pdf: 2656095 bytes, checksum: e00f279108486376d11154508124eaf3 (MD5) / Made available in DSpace on 2016-04-07T18:03:45Z (GMT). No. of bitstreams: 1 TES_KARINA_PACHECO_DOHMS_COMPLETO.pdf: 2656095 bytes, checksum: e00f279108486376d11154508124eaf3 (MD5) Previous issue date: 2016-01-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The institutional well-being was investigated based on the answers of teachers, students, managers and employees to the Institutional Well-being Questionnaire (IWQ). It was applied between the beginning and end of 2014 school year, following the implementation of Course Curriculums and development of actions from the Strategic Planning from a Marist school in Porto Alegre. In the literature review were listed elements about ill-being and well-being, Bildung, influences of Positive Psychology, affection, educational environment and their contexts. The research was descriptive, using a mixed method (qualitative and quantitative), with 220 participants who answered the Questionnaire (IWQ) with open-ended questions complemented with field notes, collected by the researcher, from observation records made during the school year. To the quantitative data analysis from the questionnaires, it was used a statistical software, SPSS 17.0 for Windows, analyzing data thought descriptive statistics, comparison of average between the first and second data collection, paired T-Test, Pearson's correlation and variables logistic regression. The research result shows stable indexes at the begging and end year, it was also verified significant statistical differences in the positive and negative affection scale, in the negative affection factor of teachers (M1=4,42, M2= 4,06, p= 0,025) and students (M1=4,04, M2= 3,91, p= 0,020); in the spiritual well-being scale the personal domain (M1=18,40, M2= 16,40, p= 0,000) and common domain in the students (M1=18,12, M2= 15,97, p= 0,000), reflecting then in this scale total average (M1=64,14, M2= 59,54, p= 0,005); in the cultural perception and organizational climate scale (FOCUS) on the support dimensions (M1=43,22, M2= 39,78, p= 0,049), rules dimensions (M1=36,56, M2= 33,56, p= 0,007) and goals dimensions (M1=32,48, M2= 29,04, p= 0,021) from teachers, and for the students in the rules dimension (M1=33,58, M2= 32,37, p= 0,049) and goals dimensions (M1=30,69, M2= 28,80, p= 0,000); and to the affection organizational support perception dimension of teachers (M1=21,52, M2= 19,91, p= 0,053) and to the cognitive dimension (M1=18,37, M2= 16,82, p= 0,000) and to the total average (M1=36,15, M2= 34,45, p= 0,013) of the students. It was verified that the BEI had an adequate internal credibility of its scales and, using the Stepwise method to the logistic regressions resulting in a ROC curve of 0,916. To the open-ended questions answers analysis it was used the technique of content analysis (categorization), complemented with data from the field notes (initial stage from fluency read), it has resulted of five categories: well-being definition, aspects that generate well-being, actions from the well-being, relations perceptions in the institution and well-being promotion. The participants had stand out positive features of the institution (such as the family atmosphere, the open dialogue between people, the cleanness and organization of the site) and they had stand out improvements (such as relationship between all members of the institution, which should be healthier and based on respect; work appreciation and recognition of faculty and staffs, and students performance; more feedbacks and effective dialogue means). Based on the research results it was suggested a proposition for the institution though the Marist educational model. It was highlighted that if the person does more positive self-analysis the institution analysis is also better. That means that better subjective levels of well-being reflect on better levels of institutional well-being. / Investigamos o Bem-estar Institucional a partir das respostas de docentes, discentes, gestores e funcion?rios ao Question?rio de Bem-estar Institucional (QBEI), no in?cio e final do ano letivo de 2014, acompanhando a implementa??o das Matrizes Curriculares e desenvolvimento de a??es oriundas do Planejamento Estrat?gico de um col?gio marista de Porto Alegre. No referencial elencamos elementos sobre mal/bem-estar docente, Bildung, Psicologia Positiva, afetividade, ambiente educacional. Na pesquisa, de n?vel descritivo, utilizamos o m?todo misto (quanti-qualitativo), com 220 participantes , aplicando o Question?rio, com perguntas de resposta fechada/aberta, complementando com Di?rio de Campo da pesquisadora, registrando observa??es realizadas durante o ano letivo. Para an?lise dos dados quantitativos do QBEI utilizamos o programa estat?stico SPSS 17.0-Windows, com estat?stica descritiva, compara??o entre m?dias (primeira/segunda coleta), Teste-t pareado, correla??o de Pearson e regress?o log?stica das vari?veis. Os resultados da pesquisa apontaram que os ?ndices se mantiveram est?veis no in?cio e final do ano, constatando diferen?as estatisticamente significativas na Escala de Afetos Positivos e Negativos, fator de Afetos Negativos dos docentes (M1=4,42, M2= 4,06, p= 0,025) e discentes (M1=4,04, M2= 3,91, p= 0,020); na de Bem-estar Espiritual nos dom?nios pessoal (M1=18,40, M2= 16,40, p= 0,000) e comunit?rio dos discentes (M1=18,12, M2= 15,97, p= 0,000), o que reflete na m?dia global destes (M1=64,14, M2= 59,54, p= 0,005); na percep??o cultural e clima organizacional (FOCUS) nas dimens?es apoio (M1=43,22, M2= 39,78, p= 0,049), regras (M1=36,56, M2= 33,56, p= 0,007) e objetivos (M1=32,48, M2= 29,04, p= 0,021) dos docentes, e para os discentes nas dimens?es regras (M1=33,58, M2= 32,37, p= 0,049) e objetivos (M1=30,69, M2= 28,80, p= 0,000); e na Percep??o do Suporte Organizacional na dimens?o afetiva dos docentes (M1=21,52, M2= 19,91, p= 0,053) e na dimens?o cognitiva (M1=18,37, M2= 16,82, p= 0,000) e na m?dia global (M1=36,15, M2= 34,45, p= 0,013) dos discentes. Verificamos que o BEI apresenta consist?ncia interna adequada em suas escalas e, utilizado o m?todo Stepwise, na regress?o log?stica o resultado sob a curva de ROC foi de 0,916. Na an?lise das resposta ?s quest?es abertas utilizamos a T?cnica de An?lise de Conte?do (categoriza??o), que foram complementados com elementos do Di?rio de Campo (etapa inicial de leitura flutuante), originando cinco categorias: Defini??o de Bem-estar, Aspectos que geram Bem-estar, A??es para o Bem-estar, Percep??o das rela??es na Institui??o, Promo??o do Bem-estar; em que os participantes ressaltaram caracter?sticas positivas da institui??o (clima familiar, possibilidade de di?logo entre as pessoas, ambiente limpo e organizado) e pontos a melhorar (rela??es interpessoais entre todos aqueles que fazem parte da institui??o, que deveriam ser mais saud?veis e baseadas em respeito, valoriza??o e reconhecimento do trabalho dos docentes e funcion?rios e desempenho dos estudantes; necessidade de mais momentos de feedback e espa?o para de fato dialogar). A partir dos resultados, tamb?m sugerimos propostas para a institui??o baseadas no modelo marista de educar. Ressaltamos ainda que, quanto mais positiva a avalia??o que a pessoa realiza de si mesma, melhor ? a avalia??o que realiza sobre a Institui??o. Ou seja, melhores graus de Bem-Estar Subjetivo refletem em melhores e mais positivos graus de Bem-estar Institucional.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-05-03T15:19:45Z No. of bitstreams: 1 DIS_JULIO_CESAR_SILVEIRA_CASCAES_COMPLETO.pdf: 4298468 bytes, checksum: 3968286b6e07b771fe1bba84d9ef77aa (MD5) / Made available in DSpace on 2016-05-03T15:19:45Z (GMT). No. of bitstreams: 1 DIS_JULIO_CESAR_SILVEIRA_CASCAES_COMPLETO.pdf: 4298468 bytes, checksum: 3968286b6e07b771fe1bba84d9ef77aa (MD5) Previous issue date: 2016-03-21 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This paper discusses the history of mechanical sound recording devices and their subscription to the musical production chain and their development in Brazil, having printed sources, especially newspapers and magazines, as the means for analysis. Phonographs contributed for several technological innovations in the field of communication, but were also effective for the register of musical pieces. In the 20th century, Gramophones and records quickened the processes of mediation between the instances of production and the audiences, strengthening the first phonographic companies. The first phonograph arrived in Brazil in 1878 as a great technological innovation. The starting point is the premise that the press took fundamental part in the consolidation of these devices in the country. We intend to place sound reproducing devices within the context of representations of modernity, starting from the study of the urban changes taking place in Rio de Janeiro, S?o Paulo and Porto Alegre. The social environments of musical exchanges, the roles of cultural mediators and the main agents of technological interchange are examined in order to verify their contributions for the first phonographic records. Finally, the printed sources from Porto Alegre are analyzed so the emergence of phonographs and Gramophones can be featured. Taking urban growth, musical culture and the first phonographic experiences into account, this study will assemble city historians, old chroniclers, press critique, pieces of advertisement, catalogs and all sorts of printed material relevant to the mapping of the presence of phonographs and Gramophones in streets, bars and business establishments, probing, through texts and discourses, the exaltation of, the indifference towards and the reactions against the mechanical technology of sound recording. / Esta disserta??o problematiza a hist?ria dos reprodutores sonoros mec?nicos e sua inscri??o ? cadeia de produ??o musical brasileira, mediante a an?lise de fontes impressas (sobretudo por meio de jornais e revistas). Os fon?grafos apareceram junto a v?rias inova??es tecnol?gicas na ?rea da comunica??o, mas se mostraram tamb?m eficazes no registro de m?sicas. No s?culo XX, os gramofones e os discos aceleraram o processo de media??o t?cnica entre as inst?ncias de cria??o e o p?blico, determinando o fortalecimento das primeiras companhias fonogr?ficas. O primeiro fon?grafo chegou ao Brasil em 1878 como uma grande inova??o tecnol?gica. Parte-se do pressuposto de que a imprensa participou na consolida??o desses aparatos no pa?s. As not?cias e an?ncios dos peri?dicos brasileiros e das revistas ilustradas s?o utilizados na interpreta??o dos discursos de legitima??o e na constru??o de um p?blico consumidor. Busca-se contextualizar os reprodutores sonoros nas representa??es da modernidade, a partir da investiga??o das transforma??es urbanas ocorridas no Rio de Janeiro, S?o Paulo e Porto Alegre. Neste aspecto s?o verificados os espa?os de sociabilidade da m?sica, o papel dos mediadores culturais e os principais intermedi?rios da tecnologia para identificar suas contribui??es nos primeiros registros fonogr?ficos. Por fim, ser?o analisadas as fontes impressas porto-alegrenses para caracterizar a emerg?ncia de fon?grafos e gramofones na cidade. Considerando os aspectos de seu crescimento urbano, da sua cultura musical e das primeiras experi?ncias fonogr?ficas, este estudo tratar? de reunir os historiadores da cidade, os antigos cronistas, as cr?ticas jornal?sticas, os an?ncios publicit?rios, os cat?logos e demais impressos relevantes no rastreamento de fon?grafos e gramofones pelas ruas, lares e estabelecimentos comerciais, buscando, nos seus discursos, a exalta??o, a indiferen?a e as rea??es ? tecnologia mec?nica de grava??o sonora.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-08-03T18:42:25Z No. of bitstreams: 1 VandetePereiraLimaDissertacao2014.pdf: 1818191 bytes, checksum: eecf6d497d5812bf707a14567160b7b0 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-08-03T18:43:37Z (GMT) No. of bitstreams: 1 VandetePereiraLimaDissertacao2014.pdf: 1818191 bytes, checksum: eecf6d497d5812bf707a14567160b7b0 (MD5) / Made available in DSpace on 2017-08-03T18:43:37Z (GMT). No. of bitstreams: 1 VandetePereiraLimaDissertacao2014.pdf: 1818191 bytes, checksum: eecf6d497d5812bf707a14567160b7b0 (MD5) Previous issue date: 2014-06-26 / Studies show that motor patterns are modified by physical activity programs. Hippotherapy has effects on motor coordination components; however, studies supporting this notion are still limited. The aim of this study was to evaluate the intervention of horseback riding therapy on motor coordination of schoolchildren through the KTK test. This is a descriptive and experimental study. The initial sample consisted of 70 male (34) and female children (36) aged from 6 to 11 years attending an elementary public school in DF (Federal District) from 1st to 5th grades during the year of 2013; only 64 completed the study proposal. After pre-test collection, 35 children were randomly invited to participate in 22 hippotherapy sessions lasting 30 minutes each. To evaluate the motor performance, the KTK test battery was used (K??rperkoordinations test f??r Kinder), which consists of four tasks (balance beam, monopedal jumping, lateral jumping and transfer on platform) all of them aiming to characterize the facets of overall body coordination and body control. The results showed that in the classification of the body coordination test - KTK ??? there was significant difference between experimental and control groups (P=0,0001) Lateral jumping and transfer on platforms tasks showed higher scores between pre-test and post-test. Significant differences between sexes were observed, p = 0.04, where boys had higher results than girls, with p = 0.005. The results by age group showed that the greatest scores were achieved by older children. Therefore, the results suggest that the horseback riding therapy promotes effects in improving the motor coordination of schoolchildren aged 6-11 years. / Estudos mostram que padr??es motores s??o modificados por propostas de atividades f??sicas. A equoterapia tem efeitos sobre os componentes da coordena????o motora, contudo, ainda s??o limitadas as pesquisas que suportem esta no????o. O objetivo deste estudo foi avaliar a interven????o da equoterapia na coordena????o motora de escolares. Trata-se de um estudo descritivo de car??ter experimental. Foram realizadas 20 sess??es de equoterapia com dura????o de 30 minutos cada, ocorrendo uma vez por semana. A amostra inicial foi composta por 70 crian??as do sexo masculino (34) e feminino (36) em idade escolar (6 a 11 anos) que frequentam uma escola p??blica do DF do ensino fundamental do 1?? ao 5?? anos, durante o ano de 2013. Por??m, apenas 64 completaram a proposta do estudo ap??s os crit??rios de exclus??o. Para avaliar o desempenho motor utilizou-se a bateria de teste KTK (K??rperkoordinations test f??r Kinder) o qual ?? composto por quatro tarefas (trave de equil??brio, saltos monopedais, saltos laterais e transfer??ncia sobre plataforma) as quais visam a caracteriza????o de facetas da coordena????o corporal total e o dom??nio corporal. Os resultados mostraram que na classifica????o do teste de coordena????o corporal ??? KTK houve diferen??a significativa entre os grupos experimental e controle (p=0,0001). Nas tarefas do salto lateral e transfer??ncia sobre plataformas foram evidenciados os maiores escores entre o pr??-teste (MEDIA E DESVIO) e o p??s-teste (MEDIA E DESVIO). Ocorreram diferen??as significativas entre os sexos (p=0,04), onde os meninos apresentaram melhores resultados em rela????o ??s meninas (VALORES DE MEDIA E DESVIO). Com rela????o aos grupos de idade foram evidenciadas que as maiores evolu????es nos escores foram alcan??adas pelas crian??as mais velhas. Conclui-se, assim, que a interven????o da equoterapia promoveu efeitos na melhora da coordena????o motora de escolares de 6 a 11 anos e que essas altera????es se mostraram diferentes entre os sexos e as idades.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-08-18T20:34:45Z No. of bitstreams: 1 RaianeMaiaradosSantosPereiraDissertacao2015.pdf: 2165252 bytes, checksum: 560f5ad1fe5b29f39b489f295ffe8157 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-08-18T20:34:52Z (GMT) No. of bitstreams: 1 RaianeMaiaradosSantosPereiraDissertacao2015.pdf: 2165252 bytes, checksum: 560f5ad1fe5b29f39b489f295ffe8157 (MD5) / Made available in DSpace on 2017-08-18T20:34:52Z (GMT). No. of bitstreams: 1 RaianeMaiaradosSantosPereiraDissertacao2015.pdf: 2165252 bytes, checksum: 560f5ad1fe5b29f39b489f295ffe8157 (MD5) Previous issue date: 2015-03-03 / Sedentary lifestyle is increasing rapidly, affecting not only adults but children and adolescents, technological development has encouraged this lifestyle. However, this reality need tools that implementing health information, the use of educational software may promote learning and capacity to do healthy choices. Health education provides formal opportunities for students to acquire knowledge and learn essential life skills that can foster healthy behaviors, such as physical activity and healthy eating. Thus, this study aimed to develop and test an health educational website for encourages healthy choices in children. A total of thirty nine school children (twenty two girls; 18.0??3,3kg/m??; 19,2??8,9%), with ages between 8-10yr (eutrophic, level of physical activity between moderate and active, socioeconomic class "B"), students from 2nd to 5th grade of elementary school, both public (61.5%) and private schools. The website received the name TODDS Kids (Every Day Fun and Healthy). First, a pilot study was realized with 15 children. TODDS was built in HTML5 format, at the platform Wix with support of Physical Education and Nutrition professionals. Children accessed the website for one hour, when had contact with pictures, videos, stories and short texts about physical activity and healthy eating. They had opportunity to access other sites that discuss the same topic, as well as access to an educational tool to encourage healthy habits known as "Agendinha" a kind of daily colorful diary, available for download and with instructions for use. Thereafter, children answered a questionnaire to assess the perception of the site and their contents. 97.4% of children said they would like to access the site again, all of them said that could indicate the site to a friend. The colors, images and information were well evaluated (above 9.0 points). When asked about the practice of physical activity, 92.3% reported that would be more active, and 87.2% would like to eat more healthy foods. Parents were consulted, ten days after intervention, to check how the tool could have influenced the healthy behaviors, most of them related positive changes to physical activity and healthy eating of their children. Through the results, we concluded that TODDS Kids showed an efficient tool for changes in healthy lifestyles in children. However, other studies are needed with prolonged follow-up with children and their families after browsing the website. / O desenvolvimento tecnol??gico tem estimulado h??bitos sedent??rios e m?? alimenta????o. No entanto, a utiliza????o de softwares educativos tem-se mostrado potentes ferramentas contextualizadas que auxiliam na conscientiza????o e aprendizagem das crian??as. O presente estudo objetivou elaborar e testar um website educativo para est??mulo e conscientiza????o de crian??as sobre h??bitos saud??veis, bem como, um instrumento pedag??gico de apoio ao professor de Educa????o F??sica e demais profissionais da ??rea da sa??de e educa????o. Para isso, a amostra foi composta por 39 crian??as (22 meninas; 18,0??3,3 kg/m??, 19,2??8,9%G), com idade entre 8 e 10 anos (eutr??ficas, n??vel de atividade f??sica moderado a fisicamente ativo e classe socioecon??mica ???B???), estudantes do 2?? ao 5?? ano do ensino fundamental, tanto de escolas p??blicas (61,5%) quanto particulares. O website foi nomeado de TODDS Kids (Todo Dia Divertido e Saud??vel). Ap??s sua cria????o e aplica????o de estudo piloto em 15 crian??as, o mesmo foi aprimorado. Foi constru??do no formato HTML5, pela plataforma Wix com apoio de profissionais da Educa????o F??sica e Nutri????o. As crian??as navegaram no site durante uma hora, nesse per??odo tiveram acesso a figuras, v??deos, hist??rias e pequenos textos sobre pr??tica de atividade f??sica e alimenta????o saud??vel. Tamb??m foi disponibilizado o acesso a outros sites que abordam o mesmo tema, bem como acesso a um instrumento educacional de incentivo a h??bitos saud??veis conhecida como ???Agendinha???, dispon??vel para download e com instru????es para utiliza????o. Ap??s isso, aplicou-se um question??rio para avaliar a percep????o do site pela crian??a, al??m dos conhecimentos absorvidos sobre atividade f??sica e alimenta????o saud??vel. 97,4% das crian??as responderam que gostariam de acessar o site outras vezes, todas indicariam o site a um amigo. As cores, imagens e informa????es foram bem avaliadas, com atribui????o de notas acima de 9,0 pelas crian??as. Quando questionadas acerca da pr??tica de atividade fisica, 92,3% relataram sentir vontade de aumentar a quantidade da pr??tica, e 87,2% gostariam de ingerir maior quantidade de alimentos saud??veis. A fim de se verificar o quanto a ferramenta poderia ter influenciado na altera????o das esc olhas alimentares e pr??tica de atividade f??sica das crian??as, realizou-se inqu??rito telef??nico com alguns pais, dez dias ap??s a interven????o, a maioria afirmou que notaram altera????es positivas para estes aspectos no comportamento de seus filhos. Por meio dos resultados obtidos, foi poss??vel concluir queo website TODDS Kids exerceu efeito positivo na conscientiza????o sobre h??bitos saud??veis das crian??as estudadas, contribuindo para uma altera????o inicial nas escolhas de pr??tica de atividade f??sica e alimentar das mesmas ap??s at?? dez dias do acesso ao site. Para maiores esclarecimentos se faz necess??rio estudo com acompanhamento prolongado das crian??as e de sua fam??lia ap??s navega????o no website.