This study investigated problem solving performance in Parkinson's disease (PD) individuals, PD individuals in collaboration with their caregiving spouses, as well as in healthy older adult individuals and collaborating couples. Problem solving abilities represent executive functions mediated by frontal cortex. Given frontal lobe involvement in PD, the supporting neuropsychological evidence indicates problem solving deficits in this patient population. The extent to which these individual-level deficits could be overcome (or compensated) through collaboration was explored. Two groups of elderly married couples participated in the study. The control group consisted of 20 healthy couples with neither partner having a medical diagnosis of PD. The experimental group comprised 17 couples in which the male spouse had received a diagnosis of PD from a qualified neurologist. All participants met several selection criteria: (a) aged 55 years or older, (b) relatively well-educated for their age cohort, (c) above a criterion in mental status, and (d) below a clinical criteria of depression. They performed three problem solving tasks: verbal fluency, the Wisconsin Card Sorting Test (WCST), and the 20 Questions task. These tasks were performed twice—once individually and once collaboratively with their spouse. This within-subjects group size variable was counterbalanced so that half of the subjects were tested first as individuals and then as dyads and vice versa. The collaborative part of each testing session was videotaped. The results indicated: (a) poorer performance by the experimental couples and Parkinsonian men relative to the other participants on qualitative indices of the verbal fluency task, (b) a detrimental effect of collaboration on the speeded verbal fluency task (c) group level benefit of collaboration and inferred individual-level benefit to the Parkinsonian men for some measures on the card sorting task, (d) a benefit of collaboration for the experimental group on the 20 Questions task, (e) greater verbal input to the process of solving the 20 Questions task by the experimental females apparently to compensate for their Parkinsonian husbands, and (f) differences between the control and experimental groups in the process variables that were related to efficient questioning strategies on the 20 Questions task. Theoretical and clinical implications of this research are discussed. Limitations and possible directions for future investigation are noted. / Graduate

abstract: Online learning platforms such as massive online open courses (MOOCs) and intelligent tutoring systems (ITSs) have made learning more accessible and personalized. These systems generate unprecedented amounts of behavioral data and open the way for predicting students’ future performance based on their behavior, and for assessing their strengths and weaknesses in learning. This thesis attempts to mine students’ working patterns using a programming problem solving system, and build predictive models to estimate students’ learning. QuizIT, a programming solving system, was used to collect students’ problem-solving activities from a lower-division computer science programming course in 2016 Fall semester. Differential mining techniques were used to extract frequent patterns based on each activity provided details about question’s correctness, complexity, topic, and time to represent students’ behavior. These patterns were further used to build classifiers to predict students’ performances. Seven main learning behaviors were discovered based on these patterns, which provided insight into students’ metacognitive skills and thought processes. Besides predicting students’ performance group, the classification models also helped in finding important behaviors which were crucial in determining a student’s positive or negative performance throughout the semester. / Dissertation/Thesis / Masters Thesis Computer Science 2017

Objective: Posttraumatic Stress Disorder (PTSD) is highly prevalent in clinical and forensic mental health populations. Understanding the link between childhood maltreatment and the underlying mechanisms that can increase the vulnerability to developing and maintaining PTSD is imperative in clinical conceptualisations and intervention targets. A significant proportion of research is conducted with non mental health populations and there is a paucity of research with forensic populations. The first objective was to review the literature, in clinically related and forensic samples, investigating the association of emotion regulation with childhood maltreatment and Posttraumatic Stress (PTS) symptoms/PTSD. Emotion dysregulation and social problem solving deficits are commonly reported in the forensic population and have been associated with a number of psychopathologies. The empirical study examined the role of emotion regulation and social problem solving skills in the relationship between childhood maltreatment and adulthood trauma symptomatology in a male forensic population. Method: A systematic search of literature investigating the role of emotion regulation in relation to childhood maltreatment and/or PTS symptoms/PTSD was conducted using electronic databases; Medline, PsycINFO, Cinahl, Behavioural and Sciences Collection, EMBASE and PILOTS. Studies that met predetermined inclusion criteria were systematically reviewed. The empirical study employed a cross sectional design to examine the role of emotion regulation and social problem skills in the relationship between childhood maltreatment and adulthood trauma symptomatology. Fifty two male forensic mental health patients completed four self-report questionnaires; Childhood Trauma Questionnaire, Difficulties in Emotion Regulation Scale, Social Problem Solving Inventory-Revised: Short Form and the Post Traumatic Stress Disorder Checklist – Civilian Version. Results: The systematic review indicated strong evidence to suggest links between childhood maltreatment and emotion dysregulation, and emotion dysregulation and PTS symptoms/PTSD within clinically related and forensic samples. Preliminary evidence suggests a mediating role of emotion regulation in the relationship between childhood maltreatment and PTSD. The empirical study found that overall childhood maltreatment, childhood emotional abuse, sexual abuse and emotional neglect were associated with greater emotion dysregulation. Childhood sexual abuse, emotional neglect and physical neglect were associated with poorer social problem solving skills. With the exception of childhood physical abuse, all forms of childhood maltreatment, emotion dysregulation and poor social problem solving were correlated with greater trauma symptomatology. Mediation analysis indicated that both emotion dysregulation and poor social problem solving mediated the relationship between childhood emotional neglect and PTS symptoms in adulthood. Conclusions: The systematic review identified that further research is required within clinical populations to better understand the underlying causal pathways between childhood maltreatment and the development and maintenance of PTS symptoms/PTSD. The empirical study gives further insight into the forensic psychopathology and highlights the relevance of emotion regulation and social problem solving in the treatment of PTS symptoms.

Made available in DSpace on 2018-07-27T17:13:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-03-21. Added 1 bitstream(s) on 2018-07-27T17:16:53Z : No. of bitstreams: 1 000898000.pdf: 2250796 bytes, checksum: 24fdd003a9eb59acc1f0b5842184be3d (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presenta pesquisa teve como objetivo investigar as possíveis mudanças de atitudes em relação à Matemática após a realização do curso de formação continuada do Pró-Letramento, bem como investigar como essas atitudes interferem na prática de ensino da Matemática por meio da resolução de problemas. Participaram 458 professores cursistas do programa que são professores dos anos iniciais do Ensino Fundamental da Rede Pública de Ensino de municípios do estado de São Paulo. Os instrumentos utilizados foram: 1) um questionario; 2) uma escala de atitudes em relação à Matemática ; 3) acompanhamento e gravações de alas de 4 professores cursistas e 4) análise documental dos relatórios de tutores do Programa. A média calculada pela escala de atitudes foi de 63,15, o que caracterizou 56,11% dos professores com tendência a atitudes negativas em relação à Matemática e 43,89% a atitudes positivas. Com relação ao curso do Pró-Letramento, os professores cursistas salientaram sobre contribuições quanto à metodologia de ensino de Matemática, ao uso de materiais concretos e quanto à compreensão dos conteúdos. Observou-se que o trabalho com a resolução de problemas não foi algo muito presente em suas falas. Quanto ao trabalho com atividades de resolução de problemas, a análise dos dados mostrou que professores com atitudes mais positivas em relação à Matemática trabalham mais com resolução de problemas e em diversos momentos durante o ensino, como antes, durante e depois do ensino de um determinado conteúdo quando comparado com professores com atitudes mais negativas. A partir do acompanhamento das aulas das professoras mostrou diferenças aspectos relacionados às atividades de resolução de problemas : a professora com as atitudes mais positivas em relação à Matemática trabalhou diferentes tipos de situação-problema... (Resumo completo, clicar acesso eletrônico abaixo) / The present study aimed to investigate the possible changes in attitudes toward mathematics after the realization of the continued education course called Pró-Letramento, and investigate how these atitudes influence the practice of teaching mathematics through problem solving. 458 teachers participated of this study who teach in the early years of Elementary Public School system of cities in the state of São Paulo. The instruments used were: 1) a questionnaire, 2) a range of atitudes towards mathematics, 3) monitoring and recording of classes 4 participant teachers. The average calculated by the attitude scale was 63.15, which characterized 56.11% of teachers with a tendency to negative attitudes towards mathematics and 43.89% to positive attitudes. With regards to the Pró-Letramento course, the participant teachers stressed on contributions regarding the methodology of teaching mathematics, the use of concrete materials and the understanding of the contents. It was observed that working with problem solving was not very present in their speech. Regarding working with problem-solving activities, analysis of data showed that teachers with more positive attitudes toward mathematics work more frequently with the methods of problem-solving at various times during teaching, as before, during and after the teaching of a particular content that than the teachers with negative attitudes. The analysis of the monitoring of lessons the teachers showed different aspects related to problem-solving activities: the teacher with the most positive attitudes towards mathematics worked different types of problem situation, such as problems of daily life, standard issues and problem of logic; allowed the students to draw up the statement of the situation, and still seek resolutions for different situations. The teacher with the least positive attitudes... (Complete abstract electronic acess below)

Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016. / The mathematics curriculum currently used in South African classrooms emphasises problem-solving to develop critical thinking. However, based on the local performance of South African Foundation Phase learners as well as performance in comparative international studies in mathematics, there is concern regarding their competence when solving mathematical problems and their use of meaningful strategies. This qualitative research study explores how writing can support Grade 3 learners’ mathematical problem-solving abilities. Writing in mathematics is examined as a tool to support learners when they solve mathematical problems to develop their critical thinking and deepen their conceptual understanding. The study followed a case study design. Social constructivist theory formed the theoretical framework and scaffolding was provided by various types of writing tasks. These writing tasks, specifically those promoted by Burns (1995a) and Wilcox and Monroe (2011), were modelled to learners and implemented by them while solving mathematical problems. Writing tasks included writing to solve mathematical problems, writing to record (keeping a journal or log), writing to explain, writing about thinking and learning processes and shared writing. Data were gathered through learners’ written work, field notes, audio-recordings of ability group discussions and interviews. Data were analysed to determine the usefulness of Burns’ writing methodology to support learners’ problem-solving strategies in the South African context. The analysis process involved developing initial insights, coding, interpretations and drawing implications to establish whether there was a relation between the use of writing in mathematics and development of learners’ problem-solving strategies. This study revealed an improvement in the strategies and explanations learners used when solving mathematical problems. At the end of the eight week data collection period, a sample of eight learners showed marked improvement in verbal and written explanations of their mathematical problem-solving strategies than before the writing tasks were implemented.

A presente pesquisa tem por objetivo explorar os diferentes esquemas utilizados por estudantes do sétimo ano ao serem confrontados com problemas envolvendo razões e proporções, a fim de identificar e analisar quais são os conceitos relacionados à proporcionalidade mobilizados por alunos que ainda não estudaram este conteúdo em ambiente escolar. Para tanto, foi realizada uma coleta de dados em três turmas de sétimo ano de uma escola de ensino fundamental da rede municipal de Canoas – RS, na qual foi proposto, durante oito horas-aula, um total de quatorze problemas matemáticos envolvendo proporcionalidade, que puderam ser resolvidos em grupos de dois ou três alunos. O conjunto de dados coletados foi composto pelas resoluções escritas dos alunos e um diário de campo contendo anotações sobre a conduta (falas, ações) dos estudantes durante o trabalho com os problemas matemáticos. A análise dos dados foi baseada na Teoria dos Campos Conceituais de Gérard Vergnaud, e permitiu identificar diversos esquemas que utilizaram estruturas aditivas para resolver problemas de proporcionalidade e que, ainda sim, se mostraram suficientes para levar os estudantes à resposta correta do problema. Também foi possível observar esquemas do campo conceitual multiplicativo, contendo indícios significativos da presença da proporcionalidade como um conceito-em-ação. Desta forma, a pesquisa aponta formas de explorar problemas de proporcionalidade diferentes daquelas que estabelecem relação direta deste conteúdo com a linguagem fracionária, como podemos observar em livros didáticos e documentos curriculares norteadores atuais. / The present research aims at exploring the different schemata mobilized by seventh year students when they are confronted with problems involving reasons and proportions to identify and analyze which are the mobilized concepts related to proportionality in students who have not studied this content in the school environment yet. For that, a data collection was carried out in three seventh year classes of a primary school of the municipal network of Canoas - RS, in which a total of fourteen mathematical problems involving proportionality were proposed during eight classroom hours, be solved in groups of two or three students. The set of data collected was composed of student's resolutions and a field diary containing notes about the behavior and the student's speeches during the work with the mathematical problems. Data analysis was based on Gérard Vergnaud's Theory of Conceptual Fields and allowed the identification of several schemata that used additive structures to solve proportionality problems and which, however, were sufficient to lead students to the correct answer to the problem. It was also possible to observe schemata of the multiplicative conceptual field, containing significant evidence of the presence of proportionality as a concept-in-action. In this way, the research points out ways of exploring proportionality problems different from those that establish direct relation of this content with the fractional language, as we can observe in didactic books and current guiding curricular documents.

Esta dissertação apresenta uma proposta de aprendizagem que consiste no desenvolvimento de uma pesquisa utilizando, como material didático, algumas questões da Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP), acompanhadas de experimentação no Ensino Fundamental e Ensino Médio. As questões selecionadas permitem diferentes formas de resolução, em especial por serem questões discursivas transversais e pseudotransversais da segunda fase. A pesquisa foi desenvolvida durante 8 encontros com 52 alunos de duas escolas da rede pública estadual de ensino, no período de agosto e setembro de 2014. O principal objetivo foi elaborar uma sequência de atividades ou material didático que evidenciasse a importância das estratégias usadas pelos alunos na resolução dos problemas. As diferentes estratégias utilizadas pelos participantes da pesquisa foram analisadas de acordo com a teoria da Resolução de Problemas (segundo Polya e Onuchic-Allevato), com ênfase para a construção de um Cenário para a Investigação (Skovsmose). Ao refletir sobre e analisar as estratégias registradas na busca da solução dos problemas, professor-aluno, percebemos que as mesmas favorecem para a compreensão de conceitos e conteúdos matemáticos. Além disso, promovem a aprendizagem e o desenvolvimento do raciocínio matemático. / This work presents a learning proposal which is based on the development of a research using some questions from the Brazilian Math Olympiads of Public Schools (OBMEP – Olimpíada Brasileira de Matemática das Escolas Públicas) as teaching materials, followed by experimentation in elementary and high school. The selected questions allow different solving ways; especially because they are discursive cross- questions and pseudo cross of the second phase. The research was conducted during eight meetings with 52 students from two schools of the public school system, between August and September 2014. The main objective was to develop a sequence of activities or teaching materials that showed the importance of the strategies used by the students in solving the problems. The different strategies used by the participants were analyzed according to the theory of Problem Solving (Polya and Onuchic-Allevato), with emphasis on the construction of a Landscapes of Investigation (Skovsmose). By reflecting about it and analyzing the recorded strategies in the search for solving the problems, teacher-student, we conclude that these questions foment for the understanding of the mathematical concepts and content. Besides, they promote learning and development of mathematical logic.

Orientador: Marcia Regina Ferreira de Brito / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-09T00:26:23Z (GMT). No. of bitstreams: 1 Comerio_MartaSantana_M.pdf: 5949302 bytes, checksum: fa286cc54661b177cf72f013dbd0c098 (MD5) Previous issue date: 2007 / Resumo: Esta pesquisa teve como objetivo investigar a interação social em díade durante a solução de problemas aritméticos rotineiros e não-rotineiros. O estudo também examina os procedimentos de solução e a representação gráfica adotada pelos participantes na solução de problemas de estrutura aditiva e multiplicativa. Participaram deste estudo vinte e quatro alunos de uma quarta série municipal do Ensino Fundamental. O plano empírico da investigação foi composto por um pré-teste (tipo lápis e papel) contendo doze problemas aritméticos, quatro sessões deliberadas de interação social em díade e um pós-teste com as mesmas características do pré-teste. O resultado do pré-teste também foi considerado na formação das díades de acordo com os níveis de desempenho: alto, médio e baixo. Os resultados principais, interpretados conforme as proposições de Vergnaud e dos estudos de Vigotski, indicaram que a maioria dos estudantes, após trabalharem em díade, apresentou avanço no desempenho. Em consonância com diversos estudos na área, a interação social foi vista como um fator facilitador do desenvolvimento conceitual da aritmética elementar veiculada à solução de problemas. As recomendações deste estudo apontaram a interação social entre os estudantes, durante a solução de problemas, como uma importante ferramenta no ensino e aprendizagem da matemática / Abstract: This research had the purpose of investigating the social interaction in dyads during problem solving routine or non-routine arithmetics problems. The study also examines the procedures of solution and the graphic representation adopted by the participants in the problem solving of the addiction and multiplication structure. Twenty-four fourth-graded students, from a municipal school, took part in this study. The empiric investigation plan is formed by a pretest (pencil and paper) which contains twelve arithmetic problems, four sections deliberated of social interaction in dyad, and a post-test with the same characteristics of the pre-test. The result of the pre-test was also considered for dyad formation according to performance levels: high, medium and low. The main results, interpreted according to Vergnaud¿s propositions and Vigotski¿s studies, indicate that most students, after working in dyad, presented progress in their performance. In consonance with several studies in the area, the social interaction was faced as a facilitator of the conceptual development of elementary arithmetics guided to the problem solving. The recommendations of these studies indicate the social interaction among the students, during the problem solving, as an important tool on mathematics teaching and learning / Mestrado / Psicologia, Desenvolvimento Humano e Educação / Mestre em Educação

Orientador: Lilia Freire Rodrigues de Souza Li / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-15T17:43:58Z (GMT). No. of bitstreams: 1 Pinheiro_AneliseCaldonazzo_M.pdf: 1837203 bytes, checksum: 87827cc0e4df67300b7cd93c385c096e (MD5) Previous issue date: 2010 / Resumo: O hipotireoidismo congênito (HC) é caracterizado pela falha na biosíntese dos hormônios tireoidianos (HT), desde o nascimento. Se a reposição hormonal não se fizer logo após o nascimento, podem ocorrer lesões irreversíveis e o desenvolvimento neuropsicomotor fica prejudicado, por isso deve-se ter atenção redobrada no tratamento das crianças com HC. Os objetivos do estudo foram: avaliar o desempenho das funções cognitivas utilizando testes psicométricos e resolução de problemas em crianças com o diagnóstico de hipotireoidismo congênito e verificar a associação com etiologia e dados bioquímicos. Após consentimento informado foram aplicados três testes psicométricos: Atenção Concentrada, Figura Complexa de Rey e Matrizes Progressivas de Raven. A avaliação assistida utilizou observação clínica e desafios matemáticos. A análise estatística utilizada foi Wilcoxon para dados não paramétrico. Foram avaliadas quarenta e duas crianças em acompanhamento na Unidade de Endocrinologia Pediátrica do Hospital de Clínicas da Universidade Estadual de Campinas (UMCAMP) e 42 controles, entre 5 a 15 anos pareados de acordo com o nível sócio-econômico e cultural. Pacientes com HC apresentaram capacidade cognitiva, coordenação visual-motora e tempo de execução semelhante às crianças do grupo controle. No entanto, elas tiveram um desempenho significativamente pior em testes de memória visual (p = 0,030) e tempo de atenção concentrada (p = 0,003). Na observação clínica, os pacientes com HC foram capazes de utilizar recursos semelhantes que o grupo controle para resolver as tarefas, mas eles apresentaram uma menor qualidade de desempenho, o que comprometeu a produção (p = 0,009). As três etapas envolvidas na resolução do problema: codificação, elaboração e execução de problemas matemáticos estavam comprometidas nos pacientes com HC, com pior desempenho na recepção de informação (p = 0,019), na integração da informação (p = 0,034), na representação inicial (p = 0,01), na memória de trabalho (p = 0,001), na ação exploratória (p = 0,046) e na utilização do sistema de ordem superior (p = 0,0001). Conseqüentemente, a avaliação final da execução das tarefas foi pior em pacientes com CH (p = 0,039). Embora os pacientes com HC tenham inteligência normal, eles apresentaram deficiências na execução da tarefa. Não houve diferença em desempenho entre os pacientes com diferentes diagnósticos etiológicos de CH. Utilizando o mesmo instrumento de avaliação, foi analisado o funcionamento das crianças com diagnóstico de HC. Os resultados revelaram dificuldade em integrar, categorizar e estabelecer a representação das relações entre os elementos do problema. Os pacientes com HC coletavam os dados de forma assistemática, saltando a lógica que deveria organizar e chegavam a respostas adequadas. Pacientes com HC, independente de seus diagnósticos etiológicos, ou do tempo de início do tratamento, apresentam comprometimento no processo de resolução de problemas matemáticos. Avaliações dinâmicas assistidas são capazes de perceber as alterações cognitivas sutis e com isso complementar a avaliação da equipe interdisciplinar, favorecendo melhor diagnóstico cognitivo e melhora efetiva do tratamento desses pacientes / Abstract: Congenital hypothyroidism (CH) is characterized by failure in the biosynthesis of thyroid hormones (TH), from birth. If therapy with TH is not started soon after birth, irreversible damage can occurs. Therefore attention in the treatment of children with CH should be taken. The objectives of the study were to evaluate the performance of cognitive functions using psychometric testing and problem solving in children diagnosed with congenital hypothyroidism and analyze its association with etiology and biochemical data. Forty-two children followed at the Pediatric Endocrinology Unit, Hospital de Clinicas, Universidade Estadual de Campinas (UNICAMP) aged between 5 and 15 years and 42 controls matched according to socio-economic and cultural were evaluated after informed consent. Three psychometric tests were performed: Visual Attention, Rey Complex Figure and Raven's Progressive Matrices. Dynamic assessment using clinical observation and mathematical challenges was performed in both groups and differences were determined using Wilcoxon nonparametric statistics. Patients with CH showed general intelligence, the visuomotor coordination and execution time similar to control children. However, they performed significantly worse on tests of visual memory (p = 0.030) and attention time (p = 0.003). On clinical observation, patients with HC were able to use resources similar to the control group to solve the tasks, but they had a lower quality of performance which compromised the production (p = 0.009). All steps involved in solving the problem: the codification, the elaboration and execution of mathematical problems were compromised in patients with CH. Dynamic assessment showed significant impairment on information reception (p = 0.019), on integration of information (p = 0.034), on initial representation (p = 0.01), on working memory (p = 0.001), on exploratory action (p = 0.046), and on the use of higher mental function (p = 0.0001). Consequently, the final evaluation of the tasks were impaired in patients with CH (p = 0.039). Although patients with HC have normal intelligence, they had deficiencies in the execution task. There was no difference on performance between patients with different etiologies of CH. Using the same method of dynamic assessment, the executive functioning of children with CH were analyzed. The results revealed difficulties in integrating, categorizing and establishing the representation of relations between the elements of the problem. Patients collected the data unsystematically, skipping the logic that organizes the thought leading to inappropriate answers. Therefore, we conclude that patients with CH, independently of their etiological diagnosis or the time of initial treatment, present impairment on the problem solving process. Dynamic assessment is able to identify subtle cognitive changes complementing the interdisciplinary evaluation, favoring better cognitive diagnosis and effective improvement of the treatment of patients / Mestrado / Saude da Criança e do Adolescente / Mestre em Saude da Criança e do Adolescente

The current study aimed to identify the degree of importance experience has as an element of competencies, in problem solving of management work. A case study was conducted descriptively throughout the research at a movement engineering company, located in the state of CearÃ, certified by ISO 9000/2000, which searches for quality in its strategic guidelines. Eight surveys were answered by the managers of various areas. The results of this data, along with the relevant theory, made it possible to check according to the ones researched that personal experience is necessary to the development of managers` basic and specific competencies, and these contribute to the solution of management problems. In practice, it is confirmed that competencies are made up by how workers see the job, build up and organize the knowledge and abilities in different competencies in the carrying out of their professional activities. / O presente estudo objetivou identificar o grau de importÃncia da experiÃncia como elemento da competÃncia para a soluÃÃo de problemas gerenciais. Adotou-se o estudo de caso de modo descritivo, em uma empresa prestadora de serviÃo em engenharia de movimento, localizada no estado do CearÃ, e certificada pela norma ISO 9000/2000, a qual contempla a busca da qualidade em suas diretrizes estratÃgicas. Foram aplicados oito questionÃrios com os gerentes de diversas Ãreas. Os resultados dessa investigaÃÃo, associados à teoria pertinente, possibilitaram a verificaÃÃo segundo as manifestaÃÃes dos agentes pesquisados, que a experiÃncia pessoal à necessÃria ao desenvolvimento das competÃncias bÃsicas e especÃficas dos gerentes, e estas competÃncias contribuem para a soluÃÃo dos problemas gerenciais. Confirma-se na prÃtica que a competÃncia à constituÃda pelo modo como os trabalhadores concebem o trabalho, formam e organizam os conhecimentos e as habilidades em competÃncias distintas na realizaÃÃo de suas atividades profissionais.