ABB Power Grids Grid Integration, PGGI, deliver substations to external customers, the performed work is done in project form and all the projects are being tracked by several Key Performance Indicators, KPI. In this Thesis work one KPI will be investigated, which is OTD. The OTD is in form of 17 standardized milestones that are set from ABB to support the PGGI-project’s on-time-delivery. The problem that shall be investigated is the downward trend discovered regarding the OTD for the 17 milestones. This downward trend means that the PGGI-project’s ability to deliver on time is decreasing. To take on the problem a status analysis to achieve a picture of the current situation regarding the 17 milestones was done, the current situation is called As-Is. An analyze of the targeted situation regarding the milestones was also performed, which is called To-Be. When these two were made an analysis between them was also done. The result from this was that a gap between the As-Is and the To-Be situation exists. The reasons for this gap are; deficiencies in knowledge and lack of understanding regarding OTD, reporting, and unreliable data regarding the 17 milestones. Thereafter a roadmap was developed to suggest how the notified gap between As-Is and To-Be situation can be reduced and possibly be eliminated. This roadmap contains 7 improvement suggestion and an implementation plan for how some of the suggestions is recommended to be managed. This goes out to the company to perspicuous illustrate the shown gap and how to minimize it. Lean philosophy and Statistical Process Control laid as foundation for the developed improvement suggestions. An implementation of the roadmap as a template for the improvement suggestions that were developed are therefore suggested as further work. / ABB Power Grids Grid Integration, PGGI, levererar transformatorstationer till externa kunder, arbetet som utförs är i projektform. Alla projekt följs upp via nyckeltal, nyckeltalet OTD som ska undersökas i detta examensarbete är i form av 17 stycken standardiserade milstolpar satta från ABB för att stötta PGGI-projektens leveranssäkerhet. Problemet som ska redas ut är den nedåtgående trenden som upptäckts i leveranssäkerheten hos de 17 milstolparna. För att ta an detta gjordes en nulägesbeskrivning samt en börlägesbeskrivning, detta visade ett gap i arbetssättet gällande de 17 milstolparna. En analys av gapet mellan nuläge och börläge genomfördes, i analysen upptäcktes brister i kunskap, förståelse, rapportering samt opålitlig data gällande de 17 milstolparna. Därefter utvecklades en plan för att föreslå hur gapet mellan börläge och nuläge ska minska för att sedan elimineras. Lean filosofi, Lean verktyg samt Statistisk Process Styrning låg som grund för de framtagna förbättringsförslagen. Den framtagna planen är tänkt att användas som grund för vidare arbete med förbättringsförslagen som tagits fram.

The aim of this essay has been to find out whether the individual development plan does make it easier to teachers to discover any needs of the students to get education or material changes and by that make adjustments in the classroom. I chose to seek information by interviewing special educators at four compulsory schools, since they have an overall apprehension of how the work is carried out at the school, especially the work with students in need of any form of extra support. All students at the Swedish compulsory school shall have an individual development plan. The purpose with the plan is, besides that the student is to be given possibilities to form his own pedagogical and social goals, that the teacher shall get early signals if a student may be in need of getting education and materials changed and adjusted for to easier manage his studies. The individual development plan of the student should have the function as a tool to the teacher to facilitate for his students. The answer of my question can be sum-up in a no, the inherent potential in the individual development plan is not utilized by the teachers that seem to have the apprehension that the plan is for the student all by him/herself. The teaching staff has obviously not understood the use they can get out of it.

Uppsatsen hade sin utgångspunkt i hur lärarens val av matematikdidaktik skapade möjlighettill pedagogisk och social delaktighet, för elever som hade uttalade koncentrationssvårigheter.Denna definition innefattade elever som uppvisade svårigheter att genomföra och slutförauppgifter och elever som inte behövde ha en fastställd diagnos. Jag har även valt att studeraelevernas möjlighet till måluppfyllelse beroende på lärarens didaktik och måluppfyllelsenutgick ifrån strävansmålen för ämnet matematik.Studien innefattade observationer under tre lärares matematiklektioner i klasser på högstadiet.Efter observationerna har sedan intervjuer med lärarna genomförts. Resultatet visade attrespondenterna gemensamt var övertygade om att läraren som person hade en stor inverkan påelevernas lärandeprocess samt möjlighet till delaktighet och måluppfyllelse i undervisningen.Däremot valde respondenterna olika motiveringar som stödde denna åsikt. Meningarna bestodav ett vitt spektrum från lärarens personlighet till didaktikens innebörd. Lärarens reflektionkring val av didaktik samt elevsyn inverkade på elevernas möjlighet till utrymme iundervisningen för måluppfyllelse och delaktighet. Denna reflektion speglade även hurläraren såg på elever med koncentrationssvårigheter samt individens behov ochförutsättningar inför lärarens val av undervisningsform. Lärarens didaktik kunde sålundastärka eller försvaga elevens självförtroende och inställning till matematiken. Genom dessaresultat diskuteras att läraren i sitt arbete aktivt kan utveckla reflektioner över sin didaktik.Läraren kan även bli medveten om vilka dörrar de öppnar respektive stänger för elevenslärandeprocess. Resultaten ifrån studien synliggjorde aspekten att respondenterna glömde sinegen roll att kunna påverka sin situation genom att fokusera på möjligheterna i verksamhetenoch hos eleven, istället för att endast se hindren. / The essay was based on the teacher's choice of mathematics education created opportunitiesfor educational and social inclusion, for students who had expressed difficulty inconcentration. This definition included the students who showed difficulties in implementingand completing tasks, and students who did not have to have a positive diagnosis. I have alsodecided to study students' ability to goal attainment according to teacher teaching and thecompliance rate was based on the goals to strive for mathematics.The study included observations through three teachers' math lessons in classes in highschool. After the observations have since conducted interviews with teachers. The resultsshowed that the respondents shared conviction that the teacher as a person had a big impacton students' learning process and the opportunity for participation and achievement ineducation. However, respondents chose various reasons that supported this view. Thesentences consisted of a broad spectrum from the teacher's personality to the meaning ofdidactics. The teacher's reflection on the choices of education and pupil view affect students'ability to place in programs for effectiveness and participation. This reflection also reflectedhow the teacher looked at students with attention deficit and individual needs andcircumstances before the teacher's choice of teaching method. Teacher education was able tostrengthen or weaken students' confidence and attitude toward mathematics. These results arediscussed for the teacher in its work actively to develop reflections on their education. Theteacher may also become aware of the doors they open and close the student's learningprocess.

To-date relatively little research has explored the perceptions that influence young peoples' interest in policing as a career. This study examined if perceptions of policing are interconnected with desire to be an officer. Overall, the results were inconclusive; however, it was determined that young people interested in a policing career hold moderately accurate perceptions of policing with regards to the application and hiring process, officer salary, the daily tasks performed by officers, and issues of gender. But, these young people have a limited understanding of longstanding issues of race/ethnic discrimination within policing. The implications of this research undertaking for policing organizations and academics are discussed.

Made available in DSpace on 2016-06-02T19:35:28Z (GMT). No. of bitstreams: 1 TeseMDL.pdf: 1532558 bytes, checksum: c14d186c53d86bd0224da3c79b36e14a (MD5) Previous issue date: 2006-03-24 / Contrary to what is known as process-product researches, in which teachers used to be seen as a mere technical performer, nowadays the teacher is the centerpiece in the educational process. In this new approach, the teacher is the core of the debates and professional practices, personal life and know-how of the professional practices are analysed. Lee Shulman is one of the researchers who tries to make a list of required knowledge for a teacher to carry out his/her job. This list is referred to as knowledge base of teaching by the author, which is formed, mainly, by content knowledge, general pedagogical knowledge and pedagogical content knowledge. As one of the sources to acquire such knowledge is the everyday practice, we have asked in which aspects and how a veteran teacher and a teacher-to-be, working together in their development process, and having a training teacher as mediator, can share the required knowledge in teaching. Two professionals graduated in Education and the researcher, in the role of mediator, took part in this study. One of the professionals, referred to as teacher-to-be, had no classroom practice; the other, referred to as veteran teacher, had an eighteen-year-long experience. Data was gathered from August through December 2003. The focal point was the elaboration, implementation and reflection about a series of five classes taught to early grades in Elementary School, the subject being air . The focus was the knowledge that is part of the knowledge base of teaching pointed out by Shulman. Results showed that the teacher-to-be faced the same difficulties and experienced similar tensions and anxiety as her veteran peer when at the beginning of her career. However, after years of practice, the veteran teacher seemed to have solid techniques or strategies on how to deal with students, differently from the teacher-to-be, who still tried to build them up by a process of trial and error. The greatest interaction between them was about the general pedagogical knowledge , when they talked about strategies to control students discipline, their characteristics and their behavior during classes. Both presented an important lack of content knowledge , which made it difficult for them to understand each other when that was the point. They had different motivation concerning the focus of analyses of the classes and about what they wanted to learn: the teacher-to-be focused on her own performance while the veteran teacher looked at the learning process by the students. Such fact might show that, instead of helping the development process, the longer the practice the more difficult for the peers to interact since the teachers interests could be different. Accepting an opinion or idea from a peer seems to be tied more to private characteristics of those involved. Contrary to what was expected, i.e., that the teacher-to-be could learn more about how to teach from the veteran teacher, there was learning by both professionals and an improvement in their knowledge base of teaching . / Em contraposição às pesquisas em que o docente era visto como mero executor técnico, chamadas pesquisas processo-produto , atualmente ele é peça fundamental no processo educativo. Neste novo enfoque, o professor ocupa o centro dos debates, tendo como análise suas práticas profissionais, sua vida pessoal e os saberes de sua prática profissional. Lee Shulman é um dos pesquisadores que busca apontar um rol de conhecimentos necessários para que o professor exerça sua atividade. A este conjunto de conhecimentos, o autor designou base de conhecimento para o ensino , que se constitui principalmente, pelo conhecimento do conteúdo específico, conhecimentos pedagógico geral e conhecimento pedagógico do conteúdo. Como uma das fontes de aprendizagem de tais conhecimentos é a prática cotidiana, questionamos em que e de que forma, um professor atuante e um aspirante, trabalhando conjuntamente em seu processo de formação, contribuem entre si na construção de conhecimentos necessários para o ensino, tendo como mediador a participação de um professor formador? Participaram desta pesquisa duas licenciandas de um curso de Pedagogia e o pesquisador, assumindo o papel de mediador. Uma delas, denominada professora aspirante , não possuía nenhuma experiência docente; a outra, denominada professora atuante , atuava como docente há 18 anos. A coleta de dados ocorreu durante o 2o. semestre de 2003 e teve como eixo norteador a elaboração/implementação/reflexão sobre um conjunto de cinco aulas dedicadas às séries iniciais do Ensino Fundamental acerca do tema ar . Tomou-se como eixo central de análise os conhecimentos constituintes da base de conhecimentos para o ensino , apontada por Shulman. Resultados mostraram que a professora aspirante enfrentou as mesmas dificuldades e vivenciou semelhantes tensões e angústias que sua colega experiente, quando no início da carreira. Porém, a professora atuante, após anos de prática, parecia possuir esquemas ou estratégias consolidadas a respeito de como lidar com os alunos, diferentemente da professora aspirante, que ainda buscava construí-los num processo de tentativa e erro. A maior interação entre elas ocorreu acerca dos conhecimentos pedagógicos gerais, quando comentavam sobre estratégias de controle da indisciplina dos alunos, suas características e comportamentos durante as aulas. Ambas apresentaram uma significativa carência referente ao conhecimento do conteúdo específico, o que dificultou a interação entre elas quando se tratava deste aspecto. Possuíam motivações diferentes quanto ao foco de análise das aulas e acerca do que buscavam aprender: a aspirante focava em sua própria performance e a atuante, na aprendizagem de seus alunos. Tal dado pode ser indício de que níveis de experiência distintos podem dificultar o processo de interação entre os pares, ao invés de ser um aliado na formação, pois os interesses dos docentes podem ser diferentes. Acolher uma opinião ou idéia de um par parece estar mais atrelada a fatores intrínsecos de quem se propõe a realizá-la. Contrariamente ao esperado, ou seja, de que a professora aspirante pudesse aprender mais sobre como ensinar com seu par experiente, houve aprendizagem de ambas as partes e uma ampliação em suas bases de conhecimentos para o ensino .

Entendida como um processo histórico e relacional, a heterogeneidade social das formas familiares de trabalho e produção na agricultura é abordada nesta tese a partir de uma perspectiva que prima pela análise do universo significativo dos atores da pesquisa. A problematização da política de imigração europeia empreendida no Brasil no século XIX foi o ponto de partida para a definição do recorte empírico. Esta tese responde ao objetivo principal de compreender como se constitui a heterogeneidade social dos coletivos de agricultores nos municípios de Domingos Martins, Santa Teresa e Santa Leopoldina (estado do Espírito Santo) e quais os principais efeitos sociais relacionados ao processo de classificação e distinção social. Para responder a essa pergunta, foram construídos quatro objetivos específicos: o primeiro se refere à compreensão da conformação histórica da região. O segundo objetivo está particularmente relacionado às práticas de agricultura e aos significados socialmente compartilhados. Um terceiro objetivo foi compreender os esquemas nativos de classificação, hierarquização, diferenciação e distinção social. O quarto objetivo centra-se na compreensão dos impactos dos processos de diferenciação que circulam no contexto da pesquisa. A abordagem histórica e a perspectiva etnográfica orientaram as opções metodológicas e as técnicas mais utilizadas foram a pesquisa documental, a observação direta e a aplicação de entrevistas em diferentes fases da pesquisa de campo, que compreendeu períodos nos anos de 2015 e 2016. Como resultado, constatamos que, no contexto da pesquisa, há diferentes formas de fazer agricultura e modos de ser agricultor que relacionam importantes esquemas de produção e apreciação das práticas. Ao utilizar-se desses esquemas, os diferentes coletivos constroem (criam) suas práticas e estratégias num contexto no qual circulam processos de classificação social utilizados para explicar a heterogeneidade e promover distinções. Neste sentido, evidenciam-se dois planos constitutivos da heterogeneidade: um plano que explicita as práticas de agricultura e a agência dos agricultores em definir diversificadas estratégias a partir de esquemas sociais que orientam e dão sentido a suas ações, promovendo a constituição e a reprodução da heterogeneidade socialmente significativa. Num segundo plano de análise, a constituição da heterogeneidade revelou hierarquias e oportunidades desiguais entre os coletivos a partir da naturalização das diferenças dentro de princípios de divisão baseados na origem étnico-racial dos agricultores e no estabelecimento de distanciamento estrutural a partir da retórica da modernização da agricultura. / Understood as a historical and relational process, the social heterogeneity of family work forms and agriculture production is addressed in this thesis from a perspective that take precedence by the analysis of the significant universe of the actors involved in this research. The problematization of the European immigration policy undertaken in Brazil in the 19th century was the starting point for the definition of the empirical cut. This thesis responds to the main objective of understanding how the social heterogeneity of farmers' collectives in the municipalities of Domingos Martins, Santa Teresa and Santa Leopoldina (Espírito Santo state) is constituted and which are the main social effects related to the process of classification and social distinction. Four specific objectives were built to answer this question: the first refers to an understanding of the historical conformation of the region. The second objective is more specific to agricultural practices and to socially shared meanings. A third objective was to understand the native schemes of classification, hierarchy, differentiation and social distinction. The fourth objective focuses in understanding the impacts of differentiation processes that circulate in the research context. A historical approach and ethnographic perspective oriented the methodological options. Documentary research, direct observation and application of interviews in different phases of field research between 2015 and 2016 were the most used techniques. As a result, we found that in the context of the research there are different forms of doing agriculture and ways to be a farmer that relate important schemes of production and appreciation of practices. Using these schemes, different collectives create their practices and strategies in a context in which a process flow of social classification is used to explain heterogeneity and promote distinctions. In this sense, it is noted that two plans constitute the heterogeneity: a plan that exhibits the agricultural practices and the ability of farmers to define diversified strategies based on social schemes that guide and give meaning to their actions, promoting the constitution and reproduction of heterogeneity socially significant. On the second plane of analysis, the constitution of heterogeneity revealed unequal hierarchies and opportunities among the collectives from the naturalization of differences within the principles of di-vision based on the ethnic-racial origin of the farmers and the establishment of structural distance from the rhetoric of the agriculture modernization.

O dever de informar é multifacetado: é ao mesmo tempo direito e dever e permeia todo o sistema protetivo do Código de Defesa do Consumidor, irradiando seus efeitos desde a fase pré-contratual da relação de consumo. Trata-se de dever que encontra fundamento na boa-fé, baseando-se na necessidade de tutela das legítimas expectativas do consumidor. O presente estudo objetiva a análise das características e correlações do dever de informar do fornecedor nas relações de consumo e as consequências de sua violação, como a não obrigatoriedade do conteúdo contratual desconhecido, o cumprimento forçado da oferta e a responsabilidade por vício e defeito de informação. / The duty to inform is multifaceted: it is at the same time right and duty and pervades the entire protective system of the Consumer Protection Code, radiating its effects since the pre-negotiation phase of the consumption relation. It arises from the good faith principle, the contractual trust and it is based on the need to safeguard the legitimate expectations of the consumer. The present study aims to address the characteristics and correlations of the supplier's duty to inform in consumer relations and the consequences of its violation, such as the non-compulsory contractual unknown content, the forced fulfillment of the offer and the liability for damages caused by lack or defect of information.

Rätten att bli bortglömd uppstod under 2014 i.o.m. EU-domstolens avgörande, Costeja mot Google. Rättigheten i Europaparlamentets och rådets förordning (EU) 2016/679 av den 27 april 2016 om skydd för fysiska personer med avseende på behandling av personuppgifter och om det fria flödet av sådana uppgifter (GDPR) blev under 2018 lag i samtliga 28 EU-länder. En av de viktigaste förändringarna via GDPR är den breda definitionen av personuppgifter. Under GDPR kan alla data som identifierar en person betraktas som personuppgifter. Biometriska data, genetiska data och data som rör enskildas kulturella eller ekonomiska aspekter ligger nu inom lagens område. Rätten att bli bortglömd stadgas i art. 17 GDPR och har medfört nya spelregler angående den enskildas integritet på internet. Syftet med GDPR är huvudsakligen att stärka individers befintliga rättigheter och se till att enskilda får mer kontroll över sina personuppgifter, men också att harmonisera EU:s regler om skydd av personuppgifter och därmed skapa affärsmöjligheter och främja innovation. GDPR är en besvärlig och svårtolkad uppsättning av bestämmelser att tillämpa. Ur den registrerades perspektiv är det viktigt att behandlingen sker korrekt från första början. Den stödjande och rådgivande rollen hos datainspektionen är således av stort värde, då kränkningar sällan kan läkas i efterhand. Det åligger den personuppgiftsansvariga att, i varje enskilt fall när den registrerade utövar rättigheten att bli bortglömd, bedöma om personuppgiften ska raderas eller inte. Personuppgiftsansvariga företag har dock ett eget intresse att begränsa tillämpningsområdet angående rättigheten, då sökresultatens träffsäkerhet minskar när rättigheten tillämpas. Det kan härav frågas om det verkligen är förmånligt att personuppgiftsansvariga företag utgör den s.k. första ”instansen” eftersom dessa organisationer kan anses vara partiska. Ett effektivt rättsmedel, i enlighet med art. 47 i rättighetsstadgan, utgör en vital del av att säkerställa att rätten att bli bortglöm. Detta arbete granskar och ifrågasätter om ett s.k. effektivt rättsmedel föreligger i Sverige.  Bestämmelser om riksdagens överlåtelse av beslutanderätt inom EU-samarbetet stadgas i svensk grundlag. Enligt grundlagen kan riksdagen inom ramen för samarbetet överlåta beslutanderätt som inte rör principer för statsskicket. Det är ostridigt att svenska offentlighetsprincipen utgör en av principerna för det svenska statsskicket. Det är även ostridigt att Sverige som medlem i EU fullt ut ska följa EU-rätten. Yttrandefriheten och den personliga integriteten är grundlagsskyddade rättigheter och kan ibland utgöra varandras motsatser. Yttrandefriheten skyddar våra demokratiska rättigheter att få yttra oss och ta del av information, medan rätten till personlig integritet skyddar oss från att inte förekomma i sammanhang där vi inte vill delta. GDPR stadgar att rätten till radering inte får strida emot bestämmelser om tryck- och yttrandefrihet. Detta arbete reder ut förhållandet mellan rätten att bli bortglömd och grundlagarna angående yttrande- och informationsfrihet samt offentlighetsprincipen.  GDPR gäller för alla organisationer, överallt i hela världen som behandlar personuppgifterna för EU-medborgare. En fråga som har uppstått är hur långt räckvidden rätten till radering sträcker sig. Det finns en oro att rätten bara är värt någonting om den gäller universellt. Annars blir den enskildas förflutna lätt synlig, trots att hen utnyttjat rätten till radering, för amerikanska kollegor eller till och med av en EU-medborgare som kan förfalska sin IP-adress till ett land (en domän) utanför EU. En viktig aspekt som detta arbete analyserar är således om andra länder utanför EU har gjort någon form av inkorporering angående rättigheten eller om åtminstone samhället har ansett att rätten att bli bortglömd borde föras in i deras rättsordning. / The right to be forgotten was established in EU law in 2014 through the ruling of the European Court of Justice, Costeja v. Google. The right to be forgotten, expressed in article 17 GDPR, instantly became law in all 28 EU countries in 2018. One of the most important changes introduced through GDPR is the wider definition of personal data. Under GDPR any data that identifies a person may be considered personal data. Biometric data, genetic data, and data relating to individuals’ cultural or economic aspects are now within the scope of the law. The purpose of GDPR is primarily to strengthen the existing rights of individuals and to ensure that individuals gain more control over their personal data, but also to harmonize EU privacy rules and thereby create business opportunities and promote innovation.  GDPR’s provisions are difficult to interpret and apply. From the perspective of the registrant it is important that the treatment is done correctly from the beginning. The supportive and advisory role of the Swedish Data Protection Authority is of great importance since violations can rarely be healed afterwards. It is the responsibility of the data controllers for personal data in each case, when the registered person exercises its right to be forgotten, to determine if the personal data is to be deleted or not. Data controllers, as are companies, have their own interest in limiting the scope of the right to be forgotten, as the search results accuracy decreases when the right applies. Is it really beneficial to have companies as data controllers to constitute a so-called first “instance” when these organizations can be considered biased? An effective remedy is a vital part as ensuring that the right to be forgotten works. This work is a study of the so-called effective remedies in Sweden.  According to the Swedish Constitution the parliament may within the framework of the cooperation, transfer decision-making rights that do not relate to state institutions principles. It is unequivocal that the Swedish principle of public access to official records is one of the principles of Swedish state affairs, but it is also unequivocal that Sweden as a member of the EU must fully comply with EU law. Freedom of expression and personal integrity are constitutional rights and can sometimes constitute each other's opposites. Freedom of expression protects our democratic right to express ourselves and share information, while the right to personal privacy protects us from appearing in context where we don’t want to participate. GDPR recommends that the right to erasure should not violate rules on freedom of expression. This thesis clarifies the relationship between the right to be forgotten and the principles of freedom of opinion and information in Swedish law, as well as the publicity principle.  GDPR applies to all organizations, all over the world, which process personal data for EU citizens. A question that has arisen is how far the scope of the right to erasure extends. There is a concern that the right is only worth anything if it applies universally. Otherwise, the individual's past becomes easily visible, prone to using the right to delete, for American colleagues or even by a EU citizen who can forge his IP address to a country (a domain) outside the EU. An important aspect that this thesis analyzes is whether other countries outside the EU have made any kind of incorporation of the right to be forgotten or if society at least has considered if the right to be forgotten should be incorporated in their legal order.

I denna jämförande studie analyseras vad det androgyna gör med identiteten och det kreativa skapandet i romanerna Orlando av Virginia Woolf och How to be both av Ali Smith. Analysen görs utifrån Virginia Woolfs tanke om ”the androgynous mind” samt Judith Butlers teori om performativitet. Studien visar att Virginia Woolf `s tanke med ”the androgynous mind” går att finna i Orlando och How to be both utifrån vad det androgyna tillför konsten och identiteten i de båda romanerna. Studien visar också att Butlers teori om performativitet som här använts för att undersöka och jämföra vad som sker när protagonisterna ”spelar” sina nya könsidentiteter går att finna i båda romanerna.

Entendida como um processo histórico e relacional, a heterogeneidade social das formas familiares de trabalho e produção na agricultura é abordada nesta tese a partir de uma perspectiva que prima pela análise do universo significativo dos atores da pesquisa. A problematização da política de imigração europeia empreendida no Brasil no século XIX foi o ponto de partida para a definição do recorte empírico. Esta tese responde ao objetivo principal de compreender como se constitui a heterogeneidade social dos coletivos de agricultores nos municípios de Domingos Martins, Santa Teresa e Santa Leopoldina (estado do Espírito Santo) e quais os principais efeitos sociais relacionados ao processo de classificação e distinção social. Para responder a essa pergunta, foram construídos quatro objetivos específicos: o primeiro se refere à compreensão da conformação histórica da região. O segundo objetivo está particularmente relacionado às práticas de agricultura e aos significados socialmente compartilhados. Um terceiro objetivo foi compreender os esquemas nativos de classificação, hierarquização, diferenciação e distinção social. O quarto objetivo centra-se na compreensão dos impactos dos processos de diferenciação que circulam no contexto da pesquisa. A abordagem histórica e a perspectiva etnográfica orientaram as opções metodológicas e as técnicas mais utilizadas foram a pesquisa documental, a observação direta e a aplicação de entrevistas em diferentes fases da pesquisa de campo, que compreendeu períodos nos anos de 2015 e 2016. Como resultado, constatamos que, no contexto da pesquisa, há diferentes formas de fazer agricultura e modos de ser agricultor que relacionam importantes esquemas de produção e apreciação das práticas. Ao utilizar-se desses esquemas, os diferentes coletivos constroem (criam) suas práticas e estratégias num contexto no qual circulam processos de classificação social utilizados para explicar a heterogeneidade e promover distinções. Neste sentido, evidenciam-se dois planos constitutivos da heterogeneidade: um plano que explicita as práticas de agricultura e a agência dos agricultores em definir diversificadas estratégias a partir de esquemas sociais que orientam e dão sentido a suas ações, promovendo a constituição e a reprodução da heterogeneidade socialmente significativa. Num segundo plano de análise, a constituição da heterogeneidade revelou hierarquias e oportunidades desiguais entre os coletivos a partir da naturalização das diferenças dentro de princípios de divisão baseados na origem étnico-racial dos agricultores e no estabelecimento de distanciamento estrutural a partir da retórica da modernização da agricultura. / Understood as a historical and relational process, the social heterogeneity of family work forms and agriculture production is addressed in this thesis from a perspective that take precedence by the analysis of the significant universe of the actors involved in this research. The problematization of the European immigration policy undertaken in Brazil in the 19th century was the starting point for the definition of the empirical cut. This thesis responds to the main objective of understanding how the social heterogeneity of farmers' collectives in the municipalities of Domingos Martins, Santa Teresa and Santa Leopoldina (Espírito Santo state) is constituted and which are the main social effects related to the process of classification and social distinction. Four specific objectives were built to answer this question: the first refers to an understanding of the historical conformation of the region. The second objective is more specific to agricultural practices and to socially shared meanings. A third objective was to understand the native schemes of classification, hierarchy, differentiation and social distinction. The fourth objective focuses in understanding the impacts of differentiation processes that circulate in the research context. A historical approach and ethnographic perspective oriented the methodological options. Documentary research, direct observation and application of interviews in different phases of field research between 2015 and 2016 were the most used techniques. As a result, we found that in the context of the research there are different forms of doing agriculture and ways to be a farmer that relate important schemes of production and appreciation of practices. Using these schemes, different collectives create their practices and strategies in a context in which a process flow of social classification is used to explain heterogeneity and promote distinctions. In this sense, it is noted that two plans constitute the heterogeneity: a plan that exhibits the agricultural practices and the ability of farmers to define diversified strategies based on social schemes that guide and give meaning to their actions, promoting the constitution and reproduction of heterogeneity socially significant. On the second plane of analysis, the constitution of heterogeneity revealed unequal hierarchies and opportunities among the collectives from the naturalization of differences within the principles of di-vision based on the ethnic-racial origin of the farmers and the establishment of structural distance from the rhetoric of the agriculture modernization.