Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-01-15T16:20:34Z No. of bitstreams: 1 milenaguersonlamoia.pdf: 7662915 bytes, checksum: abb70689e1a5e90673a3bace49c1fd99 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-01-25T17:41:18Z (GMT) No. of bitstreams: 1 milenaguersonlamoia.pdf: 7662915 bytes, checksum: abb70689e1a5e90673a3bace49c1fd99 (MD5) / Made available in DSpace on 2016-01-25T17:41:18Z (GMT). No. of bitstreams: 1 milenaguersonlamoia.pdf: 7662915 bytes, checksum: abb70689e1a5e90673a3bace49c1fd99 (MD5) Previous issue date: 2016-01-15 / Esta dissertação de mestrado possui como tema o estudo conjunto da obra de Maria Helena Vieira da Silva e Arpad Szenes, um casal de artistas atuantes no contexto da moderna École de Paris, sendo que viveram exilados no Brasil na década de 1940, ante as circunstâncias da 2ª Guerra Mundial. A obra de Vieira da Silva centra-se nas fronteiras do diálogo pictórico entre tempo e espaço ou, mais especificamente, na tensão dialética entre a construção e a desconstrução da perspectiva. Por sua vez, Arpad Szenes possui uma reconhecida série de obras nas quais retrata a esposa em momentos cotidianos, incluindo-se as ocasiões em que ela se dedica à atividade criadora. O dueto de poéticas empreendido pelo casal, além de promover um questionamento “metalinguístico” da pintura entre o tradicional e o moderno, nos permite tecer ressignificações sobre a interface arte/vida. Ao retratar Vieira da Silva em seus momentos de ateliê, Arpad Szenes traduz o pensamento plástico da artista sob seu olhar, na criação de um “mito” que reconta a sua história junto com a esposa, viabilizando a construção de uma pintura compartilhada. Tal compartilhamento se origina no diálogo da obra do casal entre si, mas se reforça nas produções de poetas, críticos e escritores, os quais constituem um círculo de convivência artístico-cultural em torno dos dois artistas, nos moldes das sociabilidades do modernismo. Na riqueza das trocas de experiências e produções, a arte revela sua melhor interface, pela valorização do instante cotidiano. Arma-se um cenário em que a materialidade do espaço se une à temporalidade subjetiva da memória, de onde a obra de Vieira e Szenes emerge como caso exemplar. / The theme of this masters dissertation is the joint study of Maria Helena Vieira da Silva and Arpad Szenes´s work, artists who were a couple, active in the context of the modern École de Paris, having lived exiled in Brazil during the 1940s, due to the Second World War. Vieira da Silva´s work focuses on the borders of pictorial dialogue between time and space or, more specifically, on the dialectic tension between the construction and the deconstruction of perspective. In turn, Arpad Szenes has a recognized series of works where he portrays the wife on everyday moments, including occasions that she dedicates herself to creative activities. The poetics‟ duet undertaken by the couple, beyond promoting a “metalinguistic” questioning of painting between traditional and modern, allows us to weave new meanings for the interface art/life. By portraying Vieira da Silva in her atelier moments, Arpad Szenes translates the artist´s plastic thinking under his gaze, on the creation of a “myth” that retells his story with his wife, enabling the construction of a shared painting. Such sharing originates on the dialogue between the couple´s works, but it is reinforced on the poets´ productions, critics and writers, what constitutes a circle of artistic-cultural acquaintanceship around the two artists, in the shapes of modernism´s sociability. In this rich exchange of experiences and productions, the art reveals its best interface, by the appreciation of everyday instant. A scenario is set up where space´s materiality joins memory‟s subjective temporality, from where Vieira da Silva and Szenes´ work emerges as an exemplar case.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2015-11-25T21:06:57Z No. of bitstreams: 1 Janaina Melques Fernandes.pdf: 1200667 bytes, checksum: c08f0c7d3067a5a33eec5a7d2f758e0a (MD5) / Made available in DSpace on 2015-11-25T21:06:57Z (GMT). No. of bitstreams: 1 Janaina Melques Fernandes.pdf: 1200667 bytes, checksum: c08f0c7d3067a5a33eec5a7d2f758e0a (MD5) Previous issue date: 2015-10-26 / Basándose en las teorías pedagógicas críticas, puede entenderse el recreo como un tiempo-espacio para el ejercicio de la autonomía y la democracia. En consecuencia, también es campo de lucha donde el poder homogeneizador de una concepción no dialógica de la educación puede silenciar las manifestaciones de los niños justificadas por un discurso de orden y disciplina. Por lo tanto, el objeto de investigación es el patio de recreo como un espacio-tiempo democrático. A través de la investigación cualitativa el estudio trata de descubrir qué dificultades y posibilidades de organizar un recreo democrático en una escuela primaria da ciudad de Santos (São Paulo), con la legitimación de los conocimientos y propuestas de todas las personas que trabajan allí diariamente: inspectores, inspectoras, niños, niñas, cocineros y cocineras. Así, són analizados el proyecto político y pedagógico de la escuela y sus reglamentos a fin de comprender como piensan y organizan el recreo. Observaciones y entrevistas con los sujetos de la investigación también se utilizan para entender la articulación de las propuestas de documentos con medios prácticos y teóricos. Se utiliza como referencia las reflexiones de Walter Benjamin (1987, 1989, 2011), Paulo Freire (1967, 1987,1996, 2002, 2011) y Mikhail Bakhtin (2014) para desarrollar la comprensión del lenguaje, dialogía y experiencia, ya que se considera que estos elementos son importantes para un recreo democrático que concibe las críticas y aportaciones del paradigma del materialismo histórico y dialéctico. Por último, la recogida y análisis de datos basado la intervención que propone una organización colectiva y dialógica de recreo, con la mediación de una propuesta emancipadora. / Based on critical pedagogic theories we can understand the playtime as a time-space for the exercise of autonomy and democracy. Consequently, it is also a fight field where the homogenizer power of a not dialogical education reduces to silence the childish manifestation justified by a discourse of order and discipline. Thus, the object of the research is the playtime as a democratic time-space. So, by means of a qualitative research, we seek to care which are the difficulties and possibilities to organize a democratic playtime in a First Elementary school, situated in the Santos city, legitimizing know ledges and proposals of all customers that act there daily: Inspectors, children, cooks and chefs. Therefore are analyzed the PPP (Political-Pedagogic Program) of the school, as well as its rules of procedure, in order to understand how the school itself thinks and how organizes the playtime. Observations of the playtime break and interviews with the subjects of the research are also used to understand the relationship between the proposals of the documents with the daily practice and the theoretical paths. Are used as a referential the reflections of Walter Benjamin (1987, 1989, 2011), Paulo Freire (1967, 1987, 1996, 2002, 2011) and Mikhail Bakhtin (2014) to develop the understandings of the language, with dialogism and experience, so it is understood that these elements are important to enhance the reflection of a democratic playtime that conceives criticisms and contributions of the paradigm of historical and dialectic materialism. Finally the collection and the data analysis search subsidies for a intervention that proposes a collective and dialogical organization of the playtime, mediated by a emancipator proposal. / Fundamentando-se nas teorias pedagógicas críticas, pode-se entender o recreio como um tempo-espaço para o exercício da autonomia e democracia. Consequentemente, é também campo de luta, onde o poder homogeneizador de uma concepção não dialógica de educação pode silenciar as manifestações infantis justificadas por um discurso de ordem e disciplina. Assim, o objeto da investigação é o recreio como um tempo-espaço democrático. Por meio da pesquisa qualitativa, busca-se desvelar quais as dificuldades e possibilidades de se organizar um recreio democrático numa escola de Ensino Fundamental I localizada na cidade de Santos, legitimando os conhecimentos e propostas de todos os sujeitos que atuam ali cotidianamente: inspetores, inspetoras, crianças, cozinheiras e cozinheiros. Para tanto, são analisados o PPP da escola, bem como seu regimento, a fim de compreender de que maneira a escola pensa e organiza o recreio. Observações do intervalo e entrevistas com os sujeitos da pesquisa também são utilizadas para compreender a articulação das propostas dos documentos com a prática cotidiana e os caminhos teóricos. Utiliza-se como referencial as reflexões de Walter Benjamim (1987, 1989, 2011), Paulo Freire (1967, 1987, 1996, 2002, 2011) e Mikhail Bakhtin (2014) para desenvolver as compreensões de linguagem, dialogia e experiência, pois entende-se que esses elementos são significativos para aprimorar a reflexão de um recreio democrático que concebe as críticas e contribuições do paradigma do materialismo histórico e dialético. Por fim, a coleta e análise de dados buscam subsídios para uma intervenção que propõe uma organização coletiva e dialógica do recreio, mediada por uma proposta emancipatória.

Šťástka, J. (2010): Time-space mobility of students in Prague. Diploma thesis, Charles University in Prague, Faculty of Science, Department of Social Geography and Regional Development, Prague. Diploma thesis deals with evaluation of time-space mobility of students in selected Prague's high schools. In introduction, research questions searching for differences in daily motions, non-daily motions of students and way of spending leisure time in a city are asked. Furthermore, this thesis is aimed at discussion of time-space mobility within Czech and foreign literature and approach to study of everyday-life. The main objective of this diploma thesis is to analyze everyday mobility of students in Prague and to document their correlation on the basis of data from questionary survey. key words: time-space mobility, everyday rythm, lifestyle, commuting, suburbanization, leisure time, students, Prague.

The main aim of this thesis is identification of a new type of time-space constrain related to everyday life of young women aged 18 to 26 years. Semi-structured interviews and mental maps were recorded in the city parts Praha 15 and Petrovice with the aim to identify the perceptual barrier, whose temporal definition applies in particular to the evening hours and drkness. Space exposure of this barrier is registered through using the routine paths especially in avoiding certain places in night time. Dangerous places of this area were discussed too. Identified barrier women overcome by using special strategies - movement, mind and security, which works together in certain situations. Perception of sense of danger is factor, which influences quality of life, thereby should be a wide interest in this issue.

No description available.

This paper describes efforts to optimize the parameters for a platoon identification and accommodation algorithm that minimizes vehicle emissions. The algorithm was developed and implemented in the AnyLogic framework, and was validated by comparing it to the results of prior research. A four-module flowchart was developed to analyze the traffic data and to identify platoons. The platoon end time was obtained from the simulation and used to calculate the offset of the downstream intersection. The simulation calculates vehicle emissions with the aid of the VT-Micro microscopic emission model. Optimization experiments were run to determine the relationship between platoon parameters and minimum- and maximum-emission scenarios. Optimal platoon identification parameters were found from these experiments, and the simulation was run with these parameters. The total time of all vehicles in the simulation was also found for minimum and maximum emissions scenarios. Time-space diagrams obtained from the simulations demonstrate that optimized parameters allow all cars to travel through the downstream intersection without waiting, and therefore cause a decrease in emissions by as much as 15.5%. This paper also discusses the outcome of efforts to leverage high resolution data obtained from WV-705 corridor in Morgantown, WV. The proposed model was developed for that purpose and implemented in the AnyLogic framework to simulate this particular road network with four coordinated signal-controlled intersections. The simulation was also used to calculate vehicle CO, HC, NOx emissions with the aid of the VT-Micro microscopic emission model. Offset variation was run to determine the optimal offsets for this particular road network with traffic volume, signal phase diagram and vehicle characteristics. A classifier was developed by discriminant analysis based on significant attributes of HRD. Equation of this classifier was developed to distinguish between set of timing plans that produce maximum emission from set of timing plans that produce maximum emission. Also, current work investigates the potential use of the GPS-based and similar priority systems by giving preemption through signalized intersections. Two flowcharts are developed to consider presence of emergency vehicle (EV) in the system so called EV life cycle and EV preemption (EVP). Three scenarios are implemented, namely base case scenario when no EV is involved, EV scenario when EV gets EVP only, and EV scenario when EV gets preemption by signals and right-of-way by other vehicles. Research makes an attempt to compare emission results of these scenarios to find out whether EV effects vehicle emission in the road network and what is the level of this influence if any. / Master of Science

Gegenstand der Arbeit ist die Entwicklung eines tour-basierten Verkehrsnachfragemodells zur Abbildung von Aktivitätenketten unter Berücksichtigung von raum-zeitlichen constraints. Den theoretischen Hintergrund bildet ein hierarchisch organisierter Entscheidungsprozess, um die theoretisch möglichen Entscheidungskombinationen zu reduzieren und damit eine wahrscheinlichkeitsbasierte Berechnung zu ermöglichen. Als Beispieltour dient die Aktivitätenkette ‚Wohnen-Arbeit-Sekundäraktivität-Wohnen’, auf deren Basis auch die statistischen Analysen der Mobilitätsbefragung Santiagos durchgeführt werden. Unter Verwendung eines GIS werden so genannte ‚Suchräume’ (Aktionsräume in denen Sekundäraktivitäten durchgeführt werden) ermittelt. Ein Ergebnis der Datenanalyse sind Grenzwerte der maximalen täglichen Reisezeit für eine Reihe von Modus-Kombinationen. Die Zeitfenster von Startzeiten und Aktivitätendauer werden in Abhängigkeit sozioökonomischer Gruppen ermittelt. Die Bestimmung der Suchräume erfolgt in Abhängigkeit von Arbeitsdauer sowie Distanz zwischen Wohn- und Arbeitsort. Beide Kriterien erwiesen sich in der Analyse als statistisch signifikant. Der Vergleich zwischen Modell und Empirie (Santiagos Mobilitätsbefragung) deutet darauf hin, dass die Suchräume geeignet sind und die Mehrheit der beobachteten Zielwahlentscheidungen beinhalten. Zur Berechnung der Wahrscheinlichkeitspfade (unter Verwendung der Programmsyntax von SPSS) wird ein im Umfang auf sieben Ziele reduziertes Alternativenset pro Wohn- und Arbeitsstandort bestimmt. Dabei werden Erreichbarkeit und Attraktivität der Ziele innerhalb des Suchraumes berücksichtigt. Die erzielten Ergebnisse stützen das Argument, dass die raum-zeitlichen constraints (tägliche Reisezeit, Suchräume) eine effektive Reduktion der kombinatorischen Vielfalt zulassen. Die Erfahrungen aus der Berechnung der Beispieltour eignen sich zum Übertrag auf weitere Tour-Typen, um eine Modellierung der städtischen Gesamtverkehrsnachfrage zu ermöglichen. / In this thesis we develop a tour-based approach for modeling activity and travel pattern considering time-space constraints. A hierarchical structure of choice-making builds theoretical background for the model and is based on a set of axiomatic rules. Our central argument is that the time-space constraints can be used for reducing the number of choices and, respectively, control the combinatorics associated with the probabilistic approach. The empirical analysis of our use case, a tour of type ‘Home-Work-SecondaryActivity-Home’, is based on Santiago’s travel survey. In addition, we apply GIS to estimate the so-called search spaces (potential areas where secondary activities are realized) and justify their sizes with the empirical findings. From the data analysis we identify thresholds for the tour-based maximum daily travel times considering a set of mode combinations. We define regimes of starting times and duration of activities depending on socio-economic user groups. The estimation of search spaces is realized considering the time spent at work as well as the distance between the home and work locations. Both criteria were found to be statistically significant. The comparison of modeled results with survey observations allowed concluding that the search spaces are realistic since they capture most of the observed trip destinations. For the estimation of spatial path flows of activities and trips (using SPSS programming language), we define a final choice set of no more than seven alternatives per primary location considering zone-based accessibility and land-use attractiveness. The obtained results support the argument that time-space constraints (daily travel time, search spaces) allow an effective control of combinatorial complexity. Basing on the experience obtained in process of modeling the exemplary tour, the approach can be applied to further tour types offering the possibility to estimate the entire transport demand of Santiago city.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-07-13T14:06:22Z No. of bitstreams: 1 Carla Tatiana Moreira do Amaral.pdf: 3971660 bytes, checksum: 4095f59898fab380c01cf2c2653d71db (MD5) / Made available in DSpace on 2015-07-13T14:06:22Z (GMT). No. of bitstreams: 1 Carla Tatiana Moreira do Amaral.pdf: 3971660 bytes, checksum: 4095f59898fab380c01cf2c2653d71db (MD5) Previous issue date: 2014-02-27 / FAPERGS - Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul / Permeando o vasto campo que envolve as infâncias e suas multiplicidades/especificidades, buscou-se configurar/desfigurar esse universo, a fim de propor novos olhares. Nesse caminho, formulou-se o conceito de "território pedagógico", com o objetivo de analisar e compreender como tal concepção e os fatores que a circulam/influenciam podem contribuir na constituição da profissionalidade docente do professor de Educação Infantil. A pesquisa foi realizada em uma Escola Municipal de Educação Infantil do município de Taquara/RS. Investiu-se na compreensão das concepções de infância/tempo e espaço dos docentes, bem como nos percursos formativos trilhados pelas cinco interlocutoras do estudo. Os argumentos construídos constituíram-se a partir de pesquisas bibliográficas sobre as concepções e conceitos que subsidiaram o estudo e de opções metodológicas de cunho qualitativo, as quais envolveram, como recursos metodológicos, observações, fotografias e reuniões de grupos focais. A pesquisa fundamentou-se em: Barbosa (1998, 2000, 2006, 2010), Frabboni (1998), Horn (1998, 2003, 2013), Narodowski (2001), Oliveira (2002) entre outros autores e legislações que subsidiam o pensar a infância e a educação infantil. Também se recorreu a autores clássicos da pedagogia que contribuíram com concepções sobre o processo de ensino e aprendizagem e a organização dos espaços para a infância, como: Froebel, Montessori, Freinet, Vygotsky e Wallon. Com relação aos conceitos de espaço e território, buscou-se sustentação em Forneiro (1998), Haesbaert (2004), Neto (2000, 2008) e Souza (2001). Também se recorreu a autores que se dedicam a pesquisar a formação docente e a constituição da profissionalidade, como Freire e Shor (1986), Nóvoa (1991, 2011), Pereira (1996), Sacristán (1991), Tardif (2002, 2005) e a profissionalidade docente na infância Formosinho (2002). O estudo evidenciou concepções de crianças enquanto protagonistas do processo de aprendizagem na escola infantil. Constatou-se que o espaço precisa possibilitar a livre escolha e o fácil acesso dos alunos aos materiais e brinquedos que compõem a sala de aula, sendo constante a sua (re)organização em função das próprias crianças e de seus interesses, que também estão em constante mudança. Com relação ao tempo, detectou-se que ele necessita ser vivido, ou seja, representar um "cotidiano" de possibilidades. Destacaram-se, ainda, tensionamentos vividos pelos docentes neste percurso. A profissionalidade do educador de infância passa a ser entendida como contínua, como uma caminhada, uma formação ao longo da vida pessoal e profissional. Nesse processo, constatou-se as dimensões física, funcional, relacional e temporal e, ainda, indicadores como a docência compartilhada, o olhar e a atuação da coordenação pedagógica e fatores relacionais como crescimento, organização e reorganização do arranjo espacial e participação dos pais, que tornam o "território pedagógico" um elemento capaz de constituir a profissionalidade docente na primeira etapa da educação básica. / Through the vast field that surrounds childhood and its multiplicities/specificities, it was attempted to configure/disfigure this universe in order to propose new perspectives. In this sense, the concept of “pedagogical territory” was constructed aiming to analyze and comprehend how this conception and the aspects the surround/influence it can contribute for the teacher professionalism in Early Childhood Education. The research was carried out in a Municipal Preschool in the city of Taquara/RS. It focused on the comprehension of concepts regarding childhood/time and space of teachers, as well as training paths pursed by the five interlocutors of the study. The formulated arguments were based on literature review of conceptions and concepts that supported the study and qualitative methods of research, which involved as methodological resources: observations, photographs, and focus group meetings. The research was based on: Barbosa (1998, 2000, 2006, 2010), Frabboni (1998), Horn (1998, 2003, 2013), Narodowski (2001), Oliveira (2002), among other authors and legislations that subsidize the childhood and the early childhood education thinking. Classical authors from the pedagogy field that contributed to conceptions about teaching and learning and the organization of spaces for children, such as Froebel, Montessori, Freinet, Vygotsky, and Wallon, were also used. Regarding concepts of space and territory, the study was supported by the concepts of Forneiro (1998), Haesbaert (2004), Neto (2000, 2008) and Souza (2001). Likewise, authors who are dedicated to research teacher education and the professionalism constitution, such as Freire and Shor (1986), Nóvoa (1991, 2011), Pereira (1996), Sacristan (1991), Tardif (2002, 2005), as well as Formosinho (2002) for the teacher professionalism, were used. The study showed the concept of children as protagonists of the leaning process in early childhood education. It also evidenced that the space needs to enable the students’ free choice and easy access to the materials and toys that are part of the classroom, since it needs constant (re)organization due to the children and their interests, that are also in constant change. Regarding time, it was detected that it needs to be lived, i.e., to be represented as an “everyday” possibility. Additionally, it was highlighted the tensioning lived by the teachers during this course. The teacher professionalism of an early childhood educator is understood as continuous, like a journey, a lifelong learning. In this process, it was found out the physical, functional, relational and temporal dimensions, and also indicators regarding shared teaching, perspectives and performance of the pedagogical coordination, and related factors, such as growth, organization and reorganization of space and parents participation, which makes the “pedagogical territory” an element capable of building the teacher professionalism in the first stage of basic education.

No description available.

Abstract This thesis acknowledges the social and cultural importance of education and the role the institution plays in the construction of knowledge – in this case of young Nunga males. It also recognizes that education is a contested field. I have disrupted constructions of knowledge about young Nunga males in mainstream education by mapping and rapping - or mappin and rappin Aboriginal English - the theories of race, masculinity, performance, cultural capital, body and desire and space and place through the use of Nunga time-space pathways. Through disruption I have shown how the theories of race and masculinity underpin ways in which Blackness and Indignity are played out within the racialisation of education and how the process of racialisation informs young Nunga males’ experiences of schooling. The cultural capital that young Nunga males bring to the classroom and schooling environment must be acknowledged to enable performance of agency in contested time, space and knowledge paradigms. Agency privileges their understanding and desire for change and encourages them to apply strategies that contribute to their own journeys home through time-space pathways that are (at least in part) of their own choosing.