Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-07T12:14:18Z No. of bitstreams: 1 2011- Carla Eugenia Fonseca da Silva Marques de Nobrega.pdf: 1224808 bytes, checksum: 7065419e23f8d069be020ad6b71a0b89 (MD5) / Made available in DSpace on 2016-10-07T12:14:18Z (GMT). No. of bitstreams: 1 2011- Carla Eugenia Fonseca da Silva Marques de Nobrega.pdf: 1224808 bytes, checksum: 7065419e23f8d069be020ad6b71a0b89 (MD5) Previous issue date: 2011-09-29 / The present work is the result of a survey conducted the Campus Vitoria de Santo Ant?o of the Federal Institute of Education, Science and Technology of Pernambuco. Our research aimed to analyze whether the current selection process of students conducted by the Campus Vitoria de Santo Ant?o constitutes a policy of inclusion. In recent years, initiatives are being taken to allow access to education and ensure the permanence at school of the poor and offering them a quality education from early childhood education to higher education. The Campus Vitoria de Santo Ant?o of the Federal Institute of Pernambuco proposed, in 2006, changes in its selection process with the intention of promoting social inclusion on the new directions taken by the Vocational Education, to democratize access to their courses and bring inside the rural population for which the Agrotechnical Schools were created. We used as instruments for data collection interviews, questionnaires, surveys of documentary and bibliography material, with the main subject of the graduates of that course of Agricultural Campus in 2010 in order to identify the reasons that led them to choose the school and intended course. We interviewed, too, the servers involved in the various selection processes to understand how was being understood and applied the concept of social inclusion in different stages of the selection process of the school. We also performed a reading of literature pertinent to the dissertation topic, so we can contextualize our work and theoretical basis. The results showed us that are possible make a different selection process of the traditional college entrance exam, and thus enable the entry of young people from disadvantaged sections, giving them access to quality education and ensuring their stay in school. We recognize that the initiative and management support are essential to a proposal for a paradigm shift in access to quality public education, that is not based only on the valuation of purely cognitive aspects. The testimony of servers and show students the positive view that the school community have the selection process, while they show suggestions and comments for its improvement. We expect, with this work, collaborate on understanding the issues related to the selection test theme for admission of students in public schools, at a time of redefinition, the lack of extensive discussion and consensus of the effectiveness of these processes in the democratization of access and social inclusion. We believe that even without the intention to generalization, the results obtained in this study may serve as a reference for other education institutions looking to implement policies and actions for Social Inclusion / O presente trabalho ? resultado de uma pesquisa realizada no Campus Vit?ria de Santo Ant?o do Instituto Federal de Educa??o, Ci?ncia e Tecnologia de Pernambuco. Nossa pesquisa teve como objetivo analisar se o atual processo de sele??o de alunos realizado pelo Campus Vit?ria de Santo Ant?o se constitui uma Pol?tica de Inclus?o. Nos ?ltimos anos, iniciativas est?o sendo tomadas no sentido de permitir o acesso ? educa??o e garantir a perman?ncia na escola das camadas mais carentes, oferecendo-lhes um ensino de qualidade desde a educa??o infantil ao ensino superior. O Campus Vit?ria de Santo Ant?o do Instituto Federal de Pernambuco prop?s, em 2006, mudan?as no seu Processo Seletivo com a inten??o de promover a inclus?o social diante dos novos rumos assumidos pela Educa??o Profissional, no sentido de democratizar o acesso aos seus cursos e trazer para dentro dela a popula??o rural para a qual as Escolas Agrot?cnicas foram criadas. Utilizamos como instrumentos de coleta de dados entrevistas, question?rios, levantamentos de material documental e bibliogr?fico, tendo como principais sujeitos os concluintes do curso de Agropecu?ria do referido Campus no ano de 2010, a fim de identificar as raz?es que os levaram a escolher a escola e o curso pretendido. Entrevistamos, tamb?m, os servidores envolvidos nos diversos processos seletivos para compreender como estava sendo entendido e aplicado o conceito de Inclus?o social nas fases distintas do Processo seletivo da escola. Realizamos, ainda, leitura de bibliografia pertinente ao tema da disserta??o, para que pud?ssemos contextualizar e embasar teoricamente nosso trabalho. Os resultados nos mostraram que ? poss?vel realizar um processo seletivo diferenciado do tradicional vestibular, e assim possibilitar o ingresso de jovens das camadas menos favorecidas, proporcionando-lhes o acesso ao ensino de qualidade, e garantindo sua perman?ncia na escola. Reconhecemos que a iniciativa e o apoio da gest?o s?o essenciais para uma proposta de mudan?a de paradigma no acesso ao ensino p?blico de qualidade, que n?o esteja pautado apenas na valoriza??o de aspectos meramente cognitivos. Os depoimentos de servidores e alunos mostram a vis?o positiva que a comunidade escolar tem do processo seletivo, ao tempo que apresentam sugest?es e cr?ticas para o seu aperfei?oamento. Esperamos, com este trabalho, colaborar na elucida??o de quest?es relativas ? tem?tica exame de sele??o para ingresso de alunos nas escolas p?blicas, em um momento de redefini??o, ampla discuss?o e falta de consenso da efic?cia desses processos na democratiza??o do acesso e na inclus?o social. Acreditamos que, mesmo sem a pretens?o de generaliza??o, os resultados obtidos nessa pesquisa poder?o servir de refer?ncia para outras Institui??es de ensino que buscam implementar pol?ticas e a??es de Inclus?o Social

Esta tese persegue a heterogeneidade das causas e condições de produção do setor moveleiro no estado do Acre, focando a realidade da cidade de Rio Branco a partir da estruturação do Pólo Moveleiro do Acre. Tem como ponto de partida o caráter histórico e social da produção de artefatos manufaturados e as implicações relativas à utilização dos recursos florestais, assim como a própria compreensão da relação entre homem e natureza. Por estar inserida no contexto da Amazônia brasileira, aborda a relação entre o design e a ecologia, procurando reforçar o sentido deste termo como um tecido que perpassa as implicações do mundo natural, das relações sociais e do universo interior do ser humano. Busca demonstrar a necessidade da valorização destes três campos no agenciamento da produção moveleira local. / The present research investigates the heterogeneity of causes and conditions of the Furniture Companies manufacture in the state of Acre, Brazil, focusing the social reality of its capital, Rio Branco according to the establishment of the Industrial Furniture Pole in Acre. The research sets out with the historical and social aspects of the artifacts production dating back to the precedent periods and its implications for the forest resources as well as the comprehension of the relationship between man and nature. Due to the fact of being situated the Brazilian Amazon, it aims to explore the connection between design and ecology considering the impact on the environment, social relations and the interior universe of the human being. Besides that, it points out the value of these three aspects in the local manufacturing management.

O início do século XXI no Brasil é marcado por um movimento expressivo da sociedade pela inclusão da pessoa com deficiência. A legislação em vigor no país passou a garantir direitos básicos como educação e trabalho, o que determinou o aumento da participação das pessoas com deficiência nos espaços sociais. Contudo, essas mudanças têm sido acompanhadas por um mal-estar social que tem polarizado a opinião pública e refletido a dificuldade existente na relação com o deficiente. Esta pesquisa nasceu de uma experiência na Associação Pestalozzi de Osasco, uma organização social, sem fins lucrativos, que atua na educação profissional de jovens e adultos com deficiência intelectual. A partir de uma práxis em que a teoria psicanalítica orienta a escuta e a prática, a autora propõe encaminhar uma reflexão crítica sobre as formas de relação que o sujeito estabelece com o diferente /o estranho, no caso, o deficiente intelectual. A intenção da autora é que esta discussão abra novos campos que possam contribuir com novas propostas para a inclusão da pessoa com deficiência intelectual e de possíveis formas de laço social mais adequadas a essa situação. / A considerable move of the society in order to promote the inclusion of people with deficiencies was under the spotlight in the beginning of the 21st century in Brazil. Basic rights such as education and work started to be guaranteed by law, which determined the increase in the number of people with deficiencies in social spaces. However, these changes have been accompanied by a social discomfort that has polarized the public opinion and reflected our difficulty to interact with handicapped people. This research is the result of an experiment carried out in Associação Pestalozzi de Osasco, a Brazilian non-profit social organization that offers professional-oriented education for young people and adults with intellectual deficiency. Based on a praxis in which the psychoanalytic theory guides the practice, the author proposes to develop a critical reflection on the forms of interaction the subject establishes with what is unusual for him/her, and in this case, the handicapped person. The aim of the author is that this discussion may open new paths that can contribute to the reflection on proposals for the inclusion of people with intellectual deficiencies and to establish possible ways of social bonds that are more suitable to this situation.

Made available in DSpace on 2016-04-27T14:30:59Z (GMT). No. of bitstreams: 1 Beatriz Di Marco.pdf: 259759 bytes, checksum: 02daee7e4d61fb03935bf59aade444ee (MD5) Previous issue date: 2012-06-20 / The present study, which made use of qualitative exploratory method, whose data collection instrument was a structured interview applied in nine individuals graduated from the University For All Program, questioned if that affirmative action is socially inclusive. For a broader understanding of the problem, it contextualizes the historical inequalities characteristic of Brazilian society since its colonization to the present day. It approaches the Higher Education Reform in order to provide an understanding of the actions related to the implementation of current public policies. It analizes the actions of Fernando Henrique Cardoso and Luis Ignácio Lula da Silva governments related to higher education. It displays the affirmative actions related to higher education implemented in the country. It discusses concepts of public policies and affirmative actions, as well as social inclusion. Using inclusion indicators as social mobility, formal employment, autonomy, empowerment, happiness and citizenship, it concludes that an affirmative action as ProUni is able to include socially, to reduce inequalities and to promote democracy / Este estudo que se utilizou do método qualitativo exploratório, cujo instrumento para coleta de dados foi uma entrevista estruturada aplicada em nove sujeitos egressos do Programa Universidade para Todos questionou se esta ação afirmativa inclui socialmente. Para maior entendimento da problemática, contextualiza o histórico das desigualdades característico da sociedade brasileira desde a sua colonização até os dias atuais. Aborda as reformas do ensino superior a fim de proporcionar o entendimento das ações referentes à implantação das políticas públicas atuais. Analisa os atos dos governos de Fernando Henrique Cardoso e Luis Ignácio Lula da Silva em relação ao ensino superior. Apresenta as ações afirmativas voltadas para o Ensino Superior implantadas no país. Discute conceitos de Políticas Públicas e ações afirmativas, bem como os de inclusão social. Através de indicadores de inclusão tais como mobilidade social, emprego formal, autonomia, empoderamento, felicidade, cidadania, conclui que uma ação afirmativa como o ProUni é capaz de incluir socialmente, de diminuir desigualdades e de promover a democracia

O início do século XXI no Brasil é marcado por um movimento expressivo da sociedade pela inclusão da pessoa com deficiência. A legislação em vigor no país passou a garantir direitos básicos como educação e trabalho, o que determinou o aumento da participação das pessoas com deficiência nos espaços sociais. Contudo, essas mudanças têm sido acompanhadas por um mal-estar social que tem polarizado a opinião pública e refletido a dificuldade existente na relação com o deficiente. Esta pesquisa nasceu de uma experiência na Associação Pestalozzi de Osasco, uma organização social, sem fins lucrativos, que atua na educação profissional de jovens e adultos com deficiência intelectual. A partir de uma práxis em que a teoria psicanalítica orienta a escuta e a prática, a autora propõe encaminhar uma reflexão crítica sobre as formas de relação que o sujeito estabelece com o diferente /o estranho, no caso, o deficiente intelectual. A intenção da autora é que esta discussão abra novos campos que possam contribuir com novas propostas para a inclusão da pessoa com deficiência intelectual e de possíveis formas de laço social mais adequadas a essa situação. / A considerable move of the society in order to promote the inclusion of people with deficiencies was under the spotlight in the beginning of the 21st century in Brazil. Basic rights such as education and work started to be guaranteed by law, which determined the increase in the number of people with deficiencies in social spaces. However, these changes have been accompanied by a social discomfort that has polarized the public opinion and reflected our difficulty to interact with handicapped people. This research is the result of an experiment carried out in Associação Pestalozzi de Osasco, a Brazilian non-profit social organization that offers professional-oriented education for young people and adults with intellectual deficiency. Based on a praxis in which the psychoanalytic theory guides the practice, the author proposes to develop a critical reflection on the forms of interaction the subject establishes with what is unusual for him/her, and in this case, the handicapped person. The aim of the author is that this discussion may open new paths that can contribute to the reflection on proposals for the inclusion of people with intellectual deficiencies and to establish possible ways of social bonds that are more suitable to this situation.

O presente trabalho se dedica ao estudo da adoção inter-racial, como importante mecanismo de preservação dos interesses das crianças e dos adolescentes abandonados e institucionalizados no país, dos adotantes e da sociedade em geral. A pesquisa tem início com a análise das normas nacionais e internacionais destinadas à proteção dos direitos das crianças, com especial enfoque aos princípios da dignidade da pessoa humana, do melhor interesse da criança, da convivência familiar e da afetividade. Fixado o regramento jurídico geral a respeito do tema, passa-se à análise do processo de adoção, com especial ênfase ao perfil dos interessados e à adoção inter-racial. Após detalhado estudo das teses favoráveis e contrárias a esta modalidade de adoção, com fundamento na doutrina norte-americana, comprova-se que, uma vez ultrapassados o preconceito racial e a resistência dos interessados à transparência da paternidade afetiva, a medida é extremamente vantajosa aos interesses não apenas dos adotados, como também dos adotantes, dos pais biológicos e da sociedade brasileira. Por fim, a pesquisa conclui que a adoção inter-racial, por promover um reconhecimento positivo dos envolvidos, representa importante mecanismo de inclusão social, de desenvolvimento humano, de prevenção da violência e de combate ao racismo. / The present study aims to examine transracial adoption as an important mechanism to preserve the interests of abandoned and foster care children and adolescents in the country, the adopters and society in general. The research begins with the analysis of national and international standards for the protection of children\'s rights, with a special focus on the principles of human dignity, the best interest of the child, family coexistence and affection. Once the general legal rules on the subject are set, the study goes forward to the analysis of the adoption process itself, with special emphasis on the profile of all the involved in the process and on transracial adoption. After a detailed study of the pros and cons of this type of adoption, based on North American doctrine, it was proven that, once overcome racial prejudice and resistance to the acceptance of affective paternity, this source is extremely advantageous to the interests of both adoptees and adopters, biological parents and Brazilian society. Finally, the research concludes that transracial adoption is an important mechanism of social inclusion, human development, violence prevention and combating racism as it promotes a positive recognition of those involved in this process.

Researchers have shown that the voices of parents of adults with intellectual disabilities can help build supports in the community. Research regarding the perceptions and lived experiences of these parents regarding social inclusion of adults with intellectual disabilities is limited. Guided by positive psychology, the purpose of this interpretive phenomenological study was to examine parents' lived experiences of social inclusion of adults with intellectual disabilities. Research questions were framed to understand and describe the meaning of how parents experience social inclusion with their adult children with intellectual disabilities. Data were elicited through 6 individual interviews with parents of adults with intellectual disabilities from Shelby County, Tennessee. Data was analyzed using a phenomenological and double hermeneutic approach that is consistent with the interpretative phenomenological analysis. The findings from this study were compared with existing literature indicating that parents must facilitate social inclusion for their adult children with intellectual disabilities. Another finding from the study was that parents believe that there is a need to build relationships in the community. Including the voices of parents of adults with intellectual disabilities with those of professionals could influence policy makers in designing supports for parents and families, which could have positive social change implications. Adults with intellectual disabilities may benefit from the study, in that their parents' voices are being heard and the study draws attention to the need for continual support from service providers, policy makers, and the community itself. This study also helps to fill a gap in research regarding parents' lived experiences and perceptions concerning social inclusion of their adult children with intellectual disabilities.

acase@tulane.edu

Esta dissertação trata do \"USP na Escolinha\", Programa de extensão universitária conduzido, desde 2013, na Faculdade de Zootecnia e Engenharia de Alimentos (FZEA/USP) da Universidade de São Paulo (USP). O Programa se dedica às crianças matriculadas no ensino fundamental, tendo por propósito apresentar a instituição, e seus respectivos cursos e formações, ao mesmo tempo que procura enriquecer o processo de formação, por meio da divulgação de elementos e conceitos relativos à sustentabilidade, bem-estar animal, reciclagem, entre outros assuntos relacionados às áreas de conhecimento desenvolvidas pela FZEA/USP no Campus Fernando Costa em que se localiza. Partindo dessa contextualização, o objetivo deste estudo foi o de documentar o referido Programa como uma alternativa genuína e inovadora para a promoção da inclusão social da comunidade regional no âmbito da FZEA/USP, bem como, com a própria USP, por meio da disseminação de conhecimento sobre diferentes possibilidades de interação com a Universidade e suas propostas de inclusão. Nesse sentido, parte-se da constatação de que o sistema social é reprodutor de desigualdades nas mais variadas interações entre os sujeitos, de modo que são necessárias ações para que haja a ruptura dessa reprodução. Como método, utilizou-se pesquisa exploratória por meio da condução de estudo de caso. Questionário semiestruturado foi aplicado aos familiares das crianças participantes do Programa no período de 2016 a 2018. O intuito foi o de capturar o conhecimento que a família tinha sobre a instituição antes da experiência. Entre outros impactos, esta dissertação contribui para contextualizar os desafios e oportunidades de políticas públicas universitárias dedicadas à inclusão social. O estudo em particular corrobora o Programa \"USP na Escolinha\" como estratégia de ruptura da reprodução dos sistemas de desigualdades de oportunidades. Por um lado, se evidencia amplo e generalizado desconhecimento dos familiares entrevistados sobre oportunidades oferecidas pela FZEA/USP e a USP, bem como as formas e caminhos para acesso. Por outro, o estudo projeta o Programa como importante veículo de comunicação, mas também de sensibilização de todos os atores envolvidos. A partir de sua lógica de integração criança-família-professor, o Programa fomenta a aproximação e sentimento de pertencimento da família à Instituição, assim como a vontade genuína na criança pelo conhecimento e ensino universitário em geral e pelo agronegócio em particular, ao referir-se a área-foco de atuação da FZEA/USP e do Campus Fernando Costa em que se localiza. Por fim, ressalta-se ainda que ao documentar o Programa, essa dissertação procura despertar o interesse de outras instituições de ensino por práticas educativas de natureza inclusivas. / This dissertation deals with \"USP na Escolinha\", University Extension Program conducted since 2013 at the Faculty of Animal Science and Food Engineering (FZEA / USP) at the University of São Paulo (USP). The program is dedicated to children enrolled in elementary education, with the purpose of presenting the institution and its respective courses and training, while at the same time seeking to enrich the training process by disseminating elements and concepts related to sustainability, animal welfare, recycling, among other subjects related to the areas of knowledge developed by FZEA / USP at the Fernando Costa Campus where it is located. Based on this contextualization, the objective of this study was to document the Program as a genuine and innovative alternative for the promotion of social inclusion of the regional community within FZEA / USP, as well as with USP itself, through the dissemination of knowledge about different possibilities of interaction with the University and its proposals for inclusion. In this sense, it is based on the fact that the social system is a reproducer of inequalities in the most varied interactions among the subjects, so that actions are necessary to break the reproduction. As a method, we used exploratory research through the conduction of a case study. Semi-structured questionnaire was applied to the families of the children participating in the Program from 2016 to 2018. The purpose was to capture the knowledge that the family had about the institution before the experience. Among other impacts, this dissertation contributes to contextualize the challenges and opportunities of university public policies dedicated to social inclusion. The study in particular corroborates the \"USP in the School\" Program as a strategy to break the reproduction of systems of inequalities of opportunity. On the one hand, there is a widespread and widespread lack of knowledge about the opportunities offered by FZEA / USP and USP, as well as the ways and means of access. On the other hand, the study projects the Program as an important vehicle for communication, but also for raising awareness among all the actors involved. Based on its logic of child-family-teacher integration, the Program fosters the family\'s approach and feeling of belonging to the Institution, as well as the genuine will of the child through university knowledge and education in general and agribusiness in particular, the area of focus of FZEA / USP and the Fernando Costa Campus where it is located. Finally, it is emphasized that in documenting the Program, this dissertation seeks to arouse the interest of other educational institutions for inclusive educational practices.

The purpose of this 1-year case study was to understand how 5 elementary school teachers in an inner-city school foster social inclusion. Through classroom observations and interviews, the study examined the variations of classroom practices the teachers used to create inclusive environments, the challenges they faced in the process, and the strategies they developed to address these challenges. How their work in the classroom interacted with the school's organizational structures was also explored. Three concepts frame the study: a broad conception of social inclusion that addresses multiple aims for creating an environment of belonging and takes students of all social identities into account; a detailed conception of the practice of social inclusion from a range of theoretical perspectives and teachers' experiences; and a situated conception of context that interrelates the classroom with the school and the community. Three dimensions of pedagogy—content-based practices, relations, and structures—are used to identify and compare principles of inclusive practice. The study portrays the interactions of daily classroom life through cross-case analysis and reveals the complex decision-making processes that teachers use to foster social inclusion. This study builds on growing scholarship in the field of social inclusion in education (Ainscow et al., 2006; Dei, 1996a; Kosnik & Beck, 2009; Kumashiro, 2002; Topping & Maloney, 2005) and on the increased interest in inclusive pedagogical practices. The in-depth portraits of the teachers’ classroom practices are compared to literature in 4 areas: citizen-based pedagogy, culture-based pedagogy, race-based pedagogy, and anti-oppression pedagogy. The teachers’ practices are analyzed in relation to 2 principles of social inclusion: connecting content to students’ lives and creating mutually supportive social spaces. The study revealed that the participants' practices were mainly associated with pedagogies based on citizenship and culture, with some connections to race-based and anti-oppression pedagogies. What differentiates this study from most other studies in this area is its detailed attention to the dynamic complexity of applying principles of social inclusion to practice. The portraits offer insights into inclusive work in classrooms that will benefit teachers, teacher educators, and researchers interested in expanding the field of social inclusion in education.