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Esta pesquisa tem como objetivo analisar os limites e as possibilidades da educação inclusiva a partir da gestão de política pública para o exercício da ação pedagógica do professor e do professor assessor frente à proposta de um contexto educacional com a finalidade de identificar caminhos que possam compor para o processo de superação do que está instituído no cotidiano escolar. Durante o movimento de investigação os conceitos de Estado, Educação, Educação Inclusiva e Necessidades Educacionais Especiais são tratados a partir dos pressupostos da pedagogia histórico-crítica e da psicologia histórico-cultual estabelecendo relações entre a ação pedagógica de todos os sujeitos da educação e o exercício de suas funções. A unidade de análise na pesquisa é a relação entre a gestão de política de Estado no campo da Educação e todos os envolvidos na construção do processo educacional inclusivo, destacando a função social do professor, do professor assessor e da equipe escolar quando estes, no cotidiano da escola, deparam-se com alunos com diagnóstico de dificuldades de aprendizagem e ou deficiência. Sabe-se que muito tem sido discutido sobre a escola inclusiva como sendo aquela que matricula alunos com deficiência na sala regular de ensino, no entanto, esta pesquisa propõe problematizar não somente a inclusão educacional do aluno com deficiência ou do aluno com dificuldades de aprendizagem, mas a inclusão através da mediação do conhecimento científico como aquele que deve ser oportunizado para todos os alunos da escola pública. Reafirmando o direito de todos à educação, abordam-se os impactos causados pelos alunos com dificuldades de aprendizagem, quando estes, muitas vezes sentemse solitários na escola, que se intitulando inclusiva frente aos alunos com deficiência, não assume a diversidade, o conhecimento científico e seus desdobramentos como sendo o ponto central de transformação de uma escola excludente e seletiva em uma escola inclusiva. Entende-se que, apesar das tentativas de construção de uma escola inclusiva de qualidade, muitas são as situações de exclusão escolar na sociedade contemporânea. Sendo assim, essa pesquisa analisa os processos de inclusão e exclusão enquanto produção social, dos quais fazem parte tanto os alunos quanto seus professores. Essa pesquisa, portanto, é composta por um processo de investigação bibliográfica concomitante ao processo de investigação empírica sobre o cotidiano da assessoria em uma escola municipal da cidade de Santo André. Para análise dos dados busca-se compreender o contexto empírico a partir das seguintes categorias: dimensão tarefeira na ação pedagógica, a imediaticidade na realidade concreta e a governança do tempo e do espaço no conjunto das ações presentes na educação inclusiva. Os resultados encontrados na pesquisa possibilitam a proposição de um conjunto de elementos apontando estes como necessidades a serem viabilizadas pela gestão de política pública local de forma a garantir reais condições para o exercício de uma educação que pretende ser inclusiva. / This research investigates the limits and possibilities from the management of public policy for the exercise of teacher pedagogical action and the adviser teacher forward the proposal of an inclusive educational context in the objectification of finding ways to indicate requirements that may compose with overcoming what is established in the educational routine. During the course of investigation the concepts of State, Education, Inclusive Education and Special Educational Needs are dealt from the assumptions of the historicalcritical pedagogy and psychology historical and cultic establishing relations with the pedagogical action of all subjects of education in exercise their functions. The paper analyzes the relationship between management and public policy all involved in the construction process of inclusive education, highlighting the social role of the teacher and teacher\'s aide, and its educational activities, when they, in everyday school face with students with diagnosis of difficulties to learn and or disabilities. We know that much has been discussed about the inclusive school as one that enrolls students with disabilities in regular classroom teaching, however, this research proposes to analyze not only the educational inclusion of students with disabilities or students with learning difficulties, but the inclusion through the mediation of scientific knowledge as one that should be offered for all public school students. Reaffirming the right of everyone to education, addressing the impacts caused by students with learning difficulties, when they often feel lonely in this school, which is inclusive titling against students with disabilities, assumes no diversity, scientific knowledge and its development as the central point of transformation from a selective and exclusionary school in an inclusive school. It is understood that, despite attempts to build an inclusive school quality, there are many situations of school exclusion in contemporary society. Therefore, this research examines the processes of inclusion and exclusion as social production, which belong to both the students and their teachers. This research, therefore, is composed of a process of research literature accompanying the process of empirical research on the daily advice in a public school in the city of Santo André. Data analysis seeks to understand the empirical context from the following categories: dimension execution in pedagogical action, the immediacy and governance in reality time and space in all of the shares present in inclusive education. The findings of the survey allow the proposition of a set of elements such as pointing needs to be made available by the management of local public policy to ensure real conditions for the exercise of an education that aims to be inclusive.

Esta pesquisa tem como objetivo analisar os limites e as possibilidades da educação inclusiva a partir da gestão de política pública para o exercício da ação pedagógica do professor e do professor assessor frente à proposta de um contexto educacional com a finalidade de identificar caminhos que possam compor para o processo de superação do que está instituído no cotidiano escolar. Durante o movimento de investigação os conceitos de Estado, Educação, Educação Inclusiva e Necessidades Educacionais Especiais são tratados a partir dos pressupostos da pedagogia histórico-crítica e da psicologia histórico-cultual estabelecendo relações entre a ação pedagógica de todos os sujeitos da educação e o exercício de suas funções. A unidade de análise na pesquisa é a relação entre a gestão de política de Estado no campo da Educação e todos os envolvidos na construção do processo educacional inclusivo, destacando a função social do professor, do professor assessor e da equipe escolar quando estes, no cotidiano da escola, deparam-se com alunos com diagnóstico de dificuldades de aprendizagem e ou deficiência. Sabe-se que muito tem sido discutido sobre a escola inclusiva como sendo aquela que matricula alunos com deficiência na sala regular de ensino, no entanto, esta pesquisa propõe problematizar não somente a inclusão educacional do aluno com deficiência ou do aluno com dificuldades de aprendizagem, mas a inclusão através da mediação do conhecimento científico como aquele que deve ser oportunizado para todos os alunos da escola pública. Reafirmando o direito de todos à educação, abordam-se os impactos causados pelos alunos com dificuldades de aprendizagem, quando estes, muitas vezes sentemse solitários na escola, que se intitulando inclusiva frente aos alunos com deficiência, não assume a diversidade, o conhecimento científico e seus desdobramentos como sendo o ponto central de transformação de uma escola excludente e seletiva em uma escola inclusiva. Entende-se que, apesar das tentativas de construção de uma escola inclusiva de qualidade, muitas são as situações de exclusão escolar na sociedade contemporânea. Sendo assim, essa pesquisa analisa os processos de inclusão e exclusão enquanto produção social, dos quais fazem parte tanto os alunos quanto seus professores. Essa pesquisa, portanto, é composta por um processo de investigação bibliográfica concomitante ao processo de investigação empírica sobre o cotidiano da assessoria em uma escola municipal da cidade de Santo André. Para análise dos dados busca-se compreender o contexto empírico a partir das seguintes categorias: dimensão tarefeira na ação pedagógica, a imediaticidade na realidade concreta e a governança do tempo e do espaço no conjunto das ações presentes na educação inclusiva. Os resultados encontrados na pesquisa possibilitam a proposição de um conjunto de elementos apontando estes como necessidades a serem viabilizadas pela gestão de política pública local de forma a garantir reais condições para o exercício de uma educação que pretende ser inclusiva. / This research investigates the limits and possibilities from the management of public policy for the exercise of teacher pedagogical action and the adviser teacher forward the proposal of an inclusive educational context in the objectification of finding ways to indicate requirements that may compose with overcoming what is established in the educational routine. During the course of investigation the concepts of State, Education, Inclusive Education and Special Educational Needs are dealt from the assumptions of the historicalcritical pedagogy and psychology historical and cultic establishing relations with the pedagogical action of all subjects of education in exercise their functions. The paper analyzes the relationship between management and public policy all involved in the construction process of inclusive education, highlighting the social role of the teacher and teacher\'s aide, and its educational activities, when they, in everyday school face with students with diagnosis of difficulties to learn and or disabilities. We know that much has been discussed about the inclusive school as one that enrolls students with disabilities in regular classroom teaching, however, this research proposes to analyze not only the educational inclusion of students with disabilities or students with learning difficulties, but the inclusion through the mediation of scientific knowledge as one that should be offered for all public school students. Reaffirming the right of everyone to education, addressing the impacts caused by students with learning difficulties, when they often feel lonely in this school, which is inclusive titling against students with disabilities, assumes no diversity, scientific knowledge and its development as the central point of transformation from a selective and exclusionary school in an inclusive school. It is understood that, despite attempts to build an inclusive school quality, there are many situations of school exclusion in contemporary society. Therefore, this research examines the processes of inclusion and exclusion as social production, which belong to both the students and their teachers. This research, therefore, is composed of a process of research literature accompanying the process of empirical research on the daily advice in a public school in the city of Santo André. Data analysis seeks to understand the empirical context from the following categories: dimension execution in pedagogical action, the immediacy and governance in reality time and space in all of the shares present in inclusive education. The findings of the survey allow the proposition of a set of elements such as pointing needs to be made available by the management of local public policy to ensure real conditions for the exercise of an education that aims to be inclusive.

The dissertation aims to examine the implementation of state policies intended to promote and protect women’s rights in the first seven years of the People’s Republic of China, selecting Shanghai as a case study. Using policy implementation theory (Van Meter and Van Horn 1975; Hasenfeld and Brock 1991; Hill and Hupe 2002, 2014), the research proposes a conceptual framework to guide the analysis of implementation process in 1950s Shanghai. The framework explores four domains: policy objectives, implementing organisations, policy output and policy outcome.Three state policies towards women are examined: the Marriage Law (1950), the abolition of prostitution, and state policies towards female workers. Research findings show that the implementation of state policy towards women in the PRC (1949-1956) has been primarily influenced by the underlying state-centred principles in setting policy objectives, the level of autonomy of the local government in making local adaptive policies, and the role of the Shanghai Democratic Women’s Federation in promoting actions at grassroots level.First, the objectives of these three policies reflect the underlying state-centred principles of the central policy makers who located women’s emancipation in the process of socialist state building. Indeed, the Marriage Law (1950) did not only aim to transform traditional marriage system and establish a “democratic and harmonious” family promoting women’s status, but also to consolidate social control through marriage registration and premarital physical examination. The prohibition of prostitution ambitioned to save the “victims” of the Old society, but also to establish a new socialist social order by the accommodation and re-education of prostitutes. As for the protection regulations for female workers, the goals have changed from a mere emphasis on protecting women’s special interests to the combination of reducing women’s “special difficulty” at work, raising women’s enthusiasm for participating into the socialist construction and improving their work efficiency. As we see, the state policies towards women were not only part of the practice of women’s emancipation, but also of the broader program of social transformation and state construction. Under the broad intentions, the execution of state policies towards women would be inevitably re-oriented to serve state development.Second, when local authorities enjoyed a certain level of autonomy in formulating concrete measures based on the central policies and the local conditions, state policies towards women could be put into practice. The Marriage Law (1950) was poorly implemented until local regulations on marriage registration and premarital physical examination were allowed to be issued by the Shanghai municipal government. Prostitution were officially eradicated by the November 1951, when the local government drafted detailed plans and provided budgets and resources. As the central authorities granted local labour authorities the flexibility to formulate protection measures towards female workers, protection provisions towards pregnant and breastfeeding female workers were experimentally organised by the Shanghai Federation of Trade Unions and the Shanghai Democratic Women’s Federation.Third, the role of the Shanghai Democratic Women’s Federation has changed over the period under study. During the early periods of the PRC, the Shanghai Democratic Women’s Federation was involved in the closed government policy making. Cadres of the Women’s Federation did not only help draft local regulations on marriage registration and premarital physical examination but also played a key role in their implementation. Later, while the centralised governmental system was established, the Shanghai Democratic Women’sFederation had more impact on the implementation stage rather than on policy making as such. That is, the role of the Women’s Federation was restricted to assisting the local authorities in the implementation of central policies.In sum, based on archival documents, the research offers a better understanding of how state policies were actually deployed at the local level. Through the empirical policy implementation analysis in Shanghai, the framework applied in this dissertation provides reliable guidance to identify the factors that influenced the implementation of state policies related to gender issues in the 1950s China. It demonstrates that the Women’s Federation did influence the implementation process of state policies towards women at the local level and explains why and how this women’s intervention was weakened during the first seven years of the PRC. / Doctorat en Sciences politiques et sociales / info:eu-repo/semantics/nonPublished

The thesis aims to build on what is known about large and internationalized welfare firms, and to make a contribution to the debate about social policy and globalization, through an empirical and exploratory study of large and internationalized firms within the UK market in long term care for older people. The thesis utilizes two levels of analysis: a micro level analysis based on case studies of the three largest private providers of long term care in the UK; and a meso level analysis of the relationships between these firms and three other actors: the state and its agencies, staff and unions, and older people themselves. The findings of the thesis contradict deterministic claims concerning the loss of power by the state. The state is found to be the most powerful actor in the sector in ten-ns of its ability to regulate the sector and influence its overall structure. In contrast, the relative weakness of unions and older people's organizations leads them to attempt to exert influence on private providers through the medium of the state. State policies, however, are likely to facilitate greater concentration and internationalization within the sector, an outcome which is in the long term interests of those firms which are already large and internationalized. The parallel processes of concentration and internationalization in the sector have significant implications for the delivery of care.

Made available in DSpace on 2014-12-17T14:27:12Z (GMT). No. of bitstreams: 1 MaisaMPA_partes autorizadas.pdf: 558581 bytes, checksum: a4007c4132369a837999f0eb12a3327b (MD5) Previous issue date: 2009-10-15 / Universidade Federal do Rio Grande do Norte / Electrical energy today is an essential element in the life of any human being. Through the access to electrical energy it is possible to enjoy dignified conditions of life, having in mind the possibility of making use of minimal material conditions of life. The lack of access to electricity is directly linked to poverty and degrading conditions of life, in which are some communities in Brazil, especially the more isolated from urban centers. Access to the electric service is a determining factor for the preservation of human dignity, constitutional principle inscribe in the art.1 of the Federal Constitution, and the promotion of development, being a right of everyone and a duty of the State to promote universal access. For that reason, focuses mainly on the analysis of their setting as a fundamental social right and its importance for national development. For this, the theoretical and descriptive method was used, with normative and literary analysis, in particular the Constitution of 1988. This study also discusses the form of action of the State in the energy sector, to give effect to the fundamental social right of access to electricity, the characteristics of public service and the principles that guide it, in addition to the role of public policies in universalization of access, in particular the analysis of the Program Luz para Todos, and the function of regulation in the implementation of these policies and the provision of adequate public services. / A energia el?trica ? um bem imprescind?vel para todos os seres humanos, pois atrav?s dela torna-se poss?vel o desfrute de uma vida digna, mediante o gozo de condi??es materiais m?nimas de sobreviv?ncia. A aus?ncia do acesso ? eletricidade est? diretamente vinculada ao estado de pobreza e ?s condi??es indignas em que algumas comunidades no Brasil, principalmente as mais isoladas dos centros urbanos, se encontram. O acesso aos servi?os p?blicos de eletricidade ? fator determinante para a preserva??o da dignidade humana, princ?pio constitucional insculpido no art.1? da Constitui??o Federal, e para a promo??o do desenvolvimento, figurando-se como um direito de todos e dever do Estado de atuar no sentido de universalizar o acesso a este bem. Diante disso, a presente pesquisa se debru?a, principalmente, sobre a an?lise de seu enquadramento como direito social fundamental e sua import?ncia para o desenvolvimento nacional. Para isto, utiliza a metodologia do tipo te?ricodescritiva, com an?lise bibliogr?fica e normativa, em especial a Constitui??o Federal de 1988. O estudo em quest?o ainda aborda a forma de atua??o do Estado no setor energ?tico, de maneira a dar efetividade ao direito social fundamental de acesso ? eletricidade, as caracter?sticas do servi?o p?blico de energia el?trica, incluindo os princ?pios que o norteiam, o papel das pol?ticas p?blicas na universaliza??o desse acesso, em especial a an?lise do Programa Luz para Todos, e a fun??o da regula??o na implementa??o destas pol?ticas e na presta??o de servi?os p?blicos adequados.

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Submitted by Bruna Rodrigues (bruna92rodrigues@yahoo.com.br) on 2016-09-30T12:47:57Z No. of bitstreams: 1 TeseMHG.pdf: 2579962 bytes, checksum: f6105b1f177e04e00533eb414562a9ac (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T18:54:07Z (GMT) No. of bitstreams: 1 TeseMHG.pdf: 2579962 bytes, checksum: f6105b1f177e04e00533eb414562a9ac (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T18:54:13Z (GMT) No. of bitstreams: 1 TeseMHG.pdf: 2579962 bytes, checksum: f6105b1f177e04e00533eb414562a9ac (MD5) / Made available in DSpace on 2016-10-04T18:54:19Z (GMT). No. of bitstreams: 1 TeseMHG.pdf: 2579962 bytes, checksum: f6105b1f177e04e00533eb414562a9ac (MD5) Previous issue date: 2016-02-26 / Não recebi financiamento / What are public / state policies? What is the necessary understanding to think public / state policies for rural education? What is rural? What is urban? What criteria to use to conceptualize what is rural and what is urban? What questions are appropriate for this debate? To answer these questions, this paper aims to study public / state policies and, therefore define what state and its actions to play as such and also submit that rural and urban, far from being just geographical areas are different social content, but are not watertight and not dichotomous, on the contrary, to be able to grasp all of its contents, you must understand their relationship as a complex, as a continuity. The rural and urban reproduce a concrete social reality, are part of the same society. From this idea, thinking the continuity of relations, a complex, between rural and urban, we need to rethink public / state policies developed educational, surpassing the idea of dichotomy, simple separation between these spaces. That is, if they are not watertight spaces that can not be thought of separately, so the public / state policies should be developed articulately. Affirm this need for joint, is not discount that rural and urban have their specificities, but it is understood that these are only felt in full, as are parts of the same society, unlike the Field of Education points. Likewise takes education as public / state policies must be universal and meet the whole of society. literature on the subject and document analysis was conducted from a historical materialist perspective. / O que são políticas públicas/estatais? Qual a compreensão necessária para pensar políticas públicas/estatais para uma educação rural? O que é rural? O que é urbano? Quais critérios utilizar para conceituar o que é rural e o que é urbano? Que questões são apropriadas para esse debate? Para responder a estas questões, esse texto tem como objetivo o estudo de políticas públicas/estatais e, para isso definir o que é Estado e suas ações para se reproduzir enquanto tal e ainda, apresentar que rural e urbano, longe de serem apenas espaços geográficos, são conteúdos sociais diferentes, mas que não são estanques e nem dicotômicos, pelo contrário, para poder apreender a totalidade de seus conteúdos, é necessário compreender suas relações, como um complexo, como uma continuidade. O rural e o urbano reproduzem uma realidade social concreta, fazem parte de uma mesma sociedade. A partir dessa ideia, de pensar as relações de continuidade, de um complexo, entre rural e urbano, é preciso repensar as políticas públicas/estatais educacionais desenvolvidas, superando a ideia de dicotomia, de simples separação entre esses espaços. Ou seja, se não são espaços estanques, que não podem ser pensados separadamente, logo, as políticas públicas/estatais devem ser desenvolvidas articuladamente. Afirmar essa necessidade de articulação, não é desconsiderar que rural e urbano tenham suas especificidades, mas é compreender que estas só encontram sentido na totalidade, pois são partes de uma mesma sociedade, diferentemente do que a Educação do Campo aponta. Do mesmo modo se dá a educação, enquanto políticas públicas/estatais têm que ser universais e atender ao conjunto da sociedade. Foi realizada pesquisa bibliográfica sobre o assunto e análise documental, numa perspectiva materialista histórica.

The aim of this thesis is to describe, critically analyse and provide information about gender equality in Swedish preschools, in relation to policy and practice. The main focus is on pedagogues’ gender equality work with children. The study includes a comparison between state gender equality policy in Scottish and Swedish preschools. The theoretical starting point for the analysis is a policy and gender perspective. Based on Bacchis’ (1999) and Marshalls’ (1997) work suggesting that gender equality policy issues and problems are socially constructed, a contrasting analytical framework is devised and used in the analysis. The main emphasis in the analysis of gender equality constructions is on underlying assumptions, competing constructions and “areas of silence”, relating to what is missing from a gender perspective. There is also some consideration of the agreement between constructions and concrete measures. The time-period studied was from the end of the 1960s onwards; emphasis was placed on the last fifteen years. The main empirical data consists of: Swedish and Scottish state official policy documents and interviews with Scottish researchers; Swedish local authority official documents and interviews with local authority officials from four municipalities; and interviews with pedagogues from three work-teams in three preschools. This information is complemented with documentation about the preschools’ gender equality work. In state preschool policy, pedagogues are depicted both as part of the solution to the gender equality problem but also part of the problem because there are “too few men”. Local authorities consider that pedagogues need more knowledge about gender equality. The pedagogues themselves make a distinction between the past, when their treatment of children was founded on gender-based stereotypes, and the present, in which they are aware but need to keep up the work. In both Swedish preschool policy and practice, gender equality has mainly focused on treating girls and boys similarly, based on assumptions that this is desirable; and this is still the approach. This similarity discourse has been quite constant in Swedish state policy since the 1960s. One exception, however, was the attention to biological differences which gained influence in the mid 1990s in policies mainly relating to compulsory schooling. Gender equality is, with respect to both policy and practice, largely constructed as a pedagogical preschool issue. Discussions about wider society mainly concern the public sphere and the labour market, whilst the private sphere is seldom considered. Children are mainly positioned as “girls” or “boys” and as recipients of pedagogues’ gender equality measures. In general, little consideration is given to hierarchies and variations among groups of girls or boys, or about intersections between gender and other socially constructed categories. Intersections were most clearly visible in practice, especially in one preschool studied; they concern gender equality, age and space. Issues concerning power and gender order are usually missing, and there seems to be a clear influence of gender role theories. Even though there is clear current emphasis on increased similarities, there is a tension concerning whether gender equality is about treating everybody exactly the same, treating everybody in quite similar ways or treating children as unique individuals. This also involves a tension relating to whether gender equality concerns girls and boys as individuals, or as groups, or both. The study demonstrated that the emphasis on gender equality is stronger in the constructions than in concrete measures. In practice, work-teams’ discussions about gender equality were more nuanced than the somewhat compensatory methods that these practitioners applied during their work with the children.