Made available in DSpace on 2017-07-21T20:31:58Z (GMT). No. of bitstreams: 1 JANETE QUEIROZ.pdf: 3255210 bytes, checksum: 17fb36ac39ad9d2b202d6620877a4713 (MD5) Previous issue date: 2012-03-30 / This dissertation analyzes the theological-political project of the Diocese of Guarapuava in the period within 1965 and 1992, particularly the pastoral actions of D. Frederick D. and Helmel Albano Bortoletto Cavallin. The analytical perspective is situated within the history of education, specifically in Intellectual History, in which the bishops are understood as intellectuals of the religious field, who support the use of religion in their community, and shall strengthen the teaching population education. Specifically, the research objectives are to reconstruct some aspects of the creation and installation of DG and discuss which educational practices the prelates developed to expand and maintain the legitimacy of the Catholic Church among the people of God, emphasizing the historical aspects that show the inclusion of DG in the organizational structure of Catholicism in Brazil, advocated by the Vatican and clergy organizations in Latin America and Brazil.The research is based on Pierre Bourdieu, particularly in the field concepts and strategy as well as in the Book Tombo, Diocesan Bulletin and newspapers from Guarapuava, which allowed us to discuss the political project of DG-pastoral, emphasizing the struggles waged in the religious field, without disregard the relations with other fields of the social world. Under the light of these concepts and the historical sources it can be argued that the installation of the diocese was a strategy of the Catholic Church to defend the Catholicism as a religion of social prestige in the social environment and ensure closer ties between clergy and the people of God. More precisely, the pastoral actions created in DG had a direct relationship with the guidelines coming from the Vatican and with the decisions taken in CNBB, although the prelates of Guarapuava have given peculiar directions to the actions undertaken in DG. Those actions of DG consisted in the creation of Diocesan Bulletin, institutional expansion, foundation of the Diocesan Seminary, Biblical Circles, investment in training of young Catholics, Catechisms and Religious Education in schools, which emphasized a view of the world more concerned with spiritual values, that is, with the Kingdom of God. However, you can also say that DG was involved, although less intense, with social problems, or problems with the world of men, particularly when making complaints and criticisms against the misery and promoting the protection and enhancement of human rights. Therefore, these postures, apparently ambiguous and contradictory, highlight the dilemmas experienced by the prelates of the DG, because they sometimes took a conservative position to defend the traditional precepts of the Catholic Church, sometimes one of progressive character, positioning themselves in defense of social justice. / Esta dissertação analisa o projeto político-teológico da Diocese de Guarapuava, no período circunscrito entre 1965 e 1992, particularmente as ações pastorais de D. Frederico Helmel e D. Albano Bortoletto Cavallin. A perspectiva analítica situa-se no âmbito da História da Educação, especificamente na História Intelectual, na qual, os bispos são compreendidos como intelectuais do campo religioso, os quais sustentam o uso da religião na sua comunidade, devendo reforçar os ensinamentos educativos à população. Em termos mais específicos, os objetivos da pesquisa consistem em reconstituir alguns aspectos do processo de criação e instalação da DG e discutir quais práticas educativas os prelados desenvolveram para expandir e manter a legitimidade da Igreja Católica entre o povo de Deus, privilegiando aspectos históricos que evidenciam a inserção da DG na estrutura de organização do catolicismo no Brasil, preconizada pelo Vaticano e pelas organizações do clero latino-americano e brasileiro. Apoia-se em Pierre Bourdieu, principalmente nos conceitos de campo e estratégia, bem como no Livro Tombo, Boletim Diocesano e jornais de Guarapuava, os quais nos permitem discutir o projeto político-pastoral da DG, enfatizando as lutas travadas no campo religioso, sem desconsiderar as relações com outros campos do mundo social. À luz desses conceitos e das fontes históricas é possível sustentar que a instalação da diocese foi uma estratégia da Igreja Católica para defender o catolicismo como religião de prestígio no mundo social e garantir a aproximação entre clero e povo de Deus. Em termos mais precisos, as ações pastorais criadas na DG tinham relação direta com as orientações vindas do Vaticano e com as decisões tomadas na CNBB, embora os prelados de Guarapuava tenham dado sentidos peculiares às ações empreendidas na DG. Tais ações da DG consistiram na criação do Boletim Diocesano, expansão institucional, fundação do Seminário Diocesano, Círculos Bíblicos, investimento na formação dos jovens católicos, Catequese e Ensino Religioso nas escolas, as quais enfatizavam uma visão de mundo mais preocupada com os valores espirituais, isto é, com o Reino de Deus. Entretanto, é possível afirmar também que a DG esteve envolvida, embora de modo menos intenso, com os problemas sociais, ou seja, com os problemas do mundo dos homens, particularmente ao fazer denúncias e críticas contra a situação de miséria e promover a defesa e valorização dos direitos humanos. Portanto, essas posturas, aparentemente ambíguas e contraditórias, evidenciam os dilemas vivenciados pelos prelados da DG, pois ora tomaram posições de caráter conservador ao defender os preceitos tradicionais da Igreja Católica, ora de caráter progressista ao posicionarem-se em defesa da justiça social.

Made available in DSpace on 2016-04-27T14:48:45Z (GMT). No. of bitstreams: 1 Elisa Moreira Bonafe.pdf: 1111029 bytes, checksum: 539d7c3363c0f35ab884151039c94637 (MD5) Previous issue date: 2015-09-11 / This study aims to identify the strategies used in teacher training in schools that make teachers improve their classroom practices with students. From interviews with four pedagogical coordinators of public schools from São Paulo city, it was possible to observe the diversity of challenges that are reflected in the planning and the implementing of continuous learning of teachers. It was also identified that there is a lack of clarity for coordinators about the potential actions they can perform with teachers at school and how these actions can be performed, especially regarding to the conduction of the actions of training and their strategies. Using as reference the studies of Imbernón, it was produced some reflections in favor of training in the work context due to the fact that it considers the real situations that arise in the school routine. Placco, Almeida and Souza collaborated with studies and contributions to the routine of the pedagogical coordinators, the needs and the possibilities of change in their formative function. At the end, it is presented a proposal for pedagogical coordinators that suggest the theoretical study in the continuing training of teachers and, moreover, it is suggested practical experience that can also motivate change in professional performance of the pedagogical coordinators themselves. It is expected that, with continuous teacher training, the pedagogical coordinators professionalize their activities in the schools concerning the learning and the observation of teachers and consequently, they can propose consistent and efficient solutions for the school difficulties and develop actions to encourage change in the pedagogical practices of teachers / O presente estudo objetiva identificar as estratégias utilizadas na formação de professores em contexto escolar, que mobilizam os docentes a melhorarem suas práticas pedagógicas com os alunos. A partir de entrevistas com quatro coordenadoras pedagógicas de escola pública da Cidade de São Paulo, foi possível observar a diversidade de desafios que se refletem no planejamento e na execução da formação continuada de docentes. Foi também identificado que falta clareza aos coordenadores sobre as ações com potencial formativo na escola e como realizá-las, principalmente no que diz respeito à condução das ações de formação e às estratégias formativas. Utilizando como base os escritos de Imbernón, foram produzidas algumas reflexões na defesa da formação em contexto de trabalho, por considerar as situações reais que se colocam na rotina escolar. Placco, Almeida e Souza colaboraram com estudos e contribuições sobre a rotina dos coordenadores pedagógicos (CPs), as necessidades e as possibilidades de mudança para atender à função formadora. Ao final é apresentada uma proposta de formação para coordenadores pedagógicos com o objetivo de favorecer o aprofundamento teórico nas questões de formação continuada de professores e, conjuntamente, proporcionar experiências práticas que possam significar mudança na atuação profissional dos próprios CPs. Espera-se que, a partir da formação continuada, os CPs profissionalizem sua atuação nas escolas no que diz respeito à formação e acompanhamento docente e, consequentemente, elaborem propostas coerentes com a realidade escolar e desenvolvam ações que favoreçam a mudança nas práticas pedagógicas dos professores

Made available in DSpace on 2016-04-27T14:30:47Z (GMT). No. of bitstreams: 1 Silvana Aparecida Santana Tamassia.pdf: 2848932 bytes, checksum: a6e2a03d48d2dc0878fdc04b7ab27463 (MD5) Previous issue date: 2011-09-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Considering the elementary school within the St. André network, this study looks to analize the action of the Pedagogical Coordinator in the continual graduation activities of teachers and the possible contribution for the docile pedagogical practice, visualizing reflexes directly within the classroom, impacting the student s learning. This way, the problem investigated here is how can a pedagogical coordinator act in a fashion different in the scholarly unit, colaborating in a significant manner for the continual graduation of school teachers (in service)? For this, formative strategies utilized by the pedagogical coordinator that could create a difference in the school by obtaining better results were researched. The central objective of this study is to verify the work of the pedagogical coordinator and his possible contribution in the continual graduation of teachers and, consequently, for the effective result of the student s learning. Methodologically, this is constituted by a qualitative study, with some contribution of the quantative study and with characteristics of case studies. For the data gathering, questionnaires were created with teachers from the aforementioned school; semi-structured interviews with people connected to the school, focal groups, with pedagogical coordinators that acted as educator of teachers within the municipal network of St. André in 2007 and research documents and bibliografic content, the theories of diverse authors that collaborate with the discussion about this theme. The results obtained are presented as important strategies of action for the pedagogical coordinator and they indicate essencial elements in his daily routine, such as the use of intruments of work accompaniment within the classroom, the organization of formative lectures for pedagogical meetings, the alliances between the production team, among others, who are facilitators of their work as educators of teachers of the school, aside from the strategies that could help him in the accompaniment of the results of the desenvolvement of students, analyzing the impacts of this graduation / Considerando o Ensino Fundamental I na rede municipal de Santo André esta pesquisa busca analisar a ação do Coordenador Pedagógico em atividades de formação continuada de professores e sua possível contribuição para a prática pedagógica docente, visando reflexos diretos na sala de aula, impactadores na aprendizagem dos alunos. Assim, o problema aqui investigado é como o Coordenador Pedagógico pode atuar de modo a fazer diferença na unidade escolar, colaborando de forma significativa para a formação continuada dos professores (em serviço)? Para isso, foram pesquisadas estratégias formativas utilizadas pelo Coordenador Pedagógico que podem fazer a diferença na escola obtendo-se os melhores resultados. O objetivo central dessa pesquisa é o de verificar o trabalho da Coordenação Pedagógica e sua possível contribuição na formação continuada dos professores e, consequentemente, para o efetivo resultado da aprendizagem dos alunos. Metodologicamente, constitui-se em uma pesquisa qualitativa, com alguma contribuição da pesquisa quantitativa e com características de estudo de caso. Para a coleta de dados foram elaborados questionários desenvolvidos com professoras da escola pesquisada; entrevistas semiestruturadas com pessoas ligadas à escola; grupos focais, com coordenadoras pedagógicas que atuaram como formadoras na rede municipal de Santo André em 2007 e pesquisa documental e bibliográfica, à luz das teorias de diversos autores, que colaboram para a discussão sobre este tema. Os resultados obtidos se apresentam como importantes estratégias de ação para o Coordenador Pedagógico e indicam elementos essenciais em sua rotina diária, como o uso de instrumentos de acompanhamento do trabalho em sala de aula, a organização de pautas formativas para as reuniões pedagógicas, a parceria entre a equipe gestora, entre outros, que são facilitadores do seu trabalho como formador na escola, além de estratégias que podem ajudá-lo no acompanhamento dos resultados do desenvolvimento dos alunos, analisando os impactos dessa formação

Performance management is a process through which employees‟ performance is evaluated in order to reward such performance that meets the required standards, and to develop employees who fail to attain the required expectations. The overall organisational performance hinges on the effectiveness with which a performance management system is developed and implemented. The current study focuses on the extent to which performance management is effectively developed and implemented at the City of Johannesburg Metropolitan Municipality and the correlation that this has with service delivery. To achieve this objective a number of research questions and objectives were posed and formulated in chapter one. The hypotheses for the study are: a well-designed performance management system with well thought out practices and procedures can improve the delivery of services in the City of Johannesburg; and a well-designed performance management system with well thought out practices and procedures cannot improve the delivery of services in the City of Johannesburg. In order to validate the hypotheses, the structured questionnaires on the performance management system and service delivery were compiled. A questionnaire for employees consisted of close-ended questionnaire statements and open-ended questions. Another questionnaire with only close-ended questionnaire statements was issued to residents to elicit responses on service delivery by the City of Johannesburg. Frequency analysis, which lends itself to correlation analysis, of employees‟ responses and residents‟ feedback was conducted. The correlation analysis between employees‟ responses to performance management system and residents‟ responses to service delivery was conducted using the Pearson Correlation. The findings of the study are: Growth and Development Strategy and the Integrated Development Plan (IDP) are not adhered to in the daily operations in the municipality. Managers and subordinates set objectives jointly but are, however, not participants in the evaluation of the municipality’s performance. The employees of the municipality are aware of the existence of the performance management system but it is applied only to more senior officials. Employees and managers are not involved in the evaluation of the municipality‟s performance. Training does not capacitate employees to work effectively with the Balanced Scorecard. The information technology architecture is not supportive of the implementation of the performance management system. Key performance areas were found to lack uniformity in the municipality and therefore created „silos‟ in the municipality. The key performance indicators are developed without the involvement of the communities, including employees, especially at the lower level of management. The critical success factors are understood by employees and are linked to major tasks and job responsibilities. Tax and rates accounts are issued in time. Tax and rates accounts are inaccurate. The municipality does not maintain street lights regularly. The municipality does not maintain sewage systems regularly. There is no relationship between the performance management system and service delivery. The recommendations for improving the performance management system were made and the researcher developed an appropriate model of performance that is oriented to effective service delivery. / Thesis (PhD (Public Management and Governance))--North-West University, Vaal Triangle Campus, 2013

Business managers' failure to retain dissatisfied customers leads to millions of dollars in lost revenue. The purpose of this single case study was to explore managers' training strategies to teach sales associates customer service skills. The sample included 3 training managers from the mobile phone industry in Michigan who recorded a 25 % increase in customer retention after implementing customer service training. The conceptual framework for this study was human capital theory. Data were collected from semistructured interviews and training documents. Data analysis entailed using coding techniques and cluster analysis. Member checking applied to clarify the interpretation of participants' responses and reveal missing information. The 3 themes that emerged were mentoring and recruitment, training and development, and customer satisfaction. Mentoring and recruitment surfaced from the managers' need to hire qualified sales associates. Training and development grew from the need to have a strategy to train sales associates in customer service skills. Customer satisfaction emerged from the need to retain customers for a stable business environment. The findings from this study may contribute to social change by showing the training strategies managers use to teach customer service skills to sustain business and mitigate harmful effects of job loss. The data suggested a trained sales force could work to retain customers and provide customer satisfaction. Data from this study may contribute to the prosperity of mobile phone customers from well-educated sales associates that enhance the quality of using mobile phones in the local communities. The beneficiaries of this research include business managers, sales associates, and customers.

Performance management is a process through which employees‟ performance is evaluated in order to reward such performance that meets the required standards, and to develop employees who fail to attain the required expectations. The overall organisational performance hinges on the effectiveness with which a performance management system is developed and implemented. The current study focuses on the extent to which performance management is effectively developed and implemented at the City of Johannesburg Metropolitan Municipality and the correlation that this has with service delivery. To achieve this objective a number of research questions and objectives were posed and formulated in chapter one. The hypotheses for the study are: a well-designed performance management system with well thought out practices and procedures can improve the delivery of services in the City of Johannesburg; and a well-designed performance management system with well thought out practices and procedures cannot improve the delivery of services in the City of Johannesburg. In order to validate the hypotheses, the structured questionnaires on the performance management system and service delivery were compiled. A questionnaire for employees consisted of close-ended questionnaire statements and open-ended questions. Another questionnaire with only close-ended questionnaire statements was issued to residents to elicit responses on service delivery by the City of Johannesburg. Frequency analysis, which lends itself to correlation analysis, of employees‟ responses and residents‟ feedback was conducted. The correlation analysis between employees‟ responses to performance management system and residents‟ responses to service delivery was conducted using the Pearson Correlation. The findings of the study are: Growth and Development Strategy and the Integrated Development Plan (IDP) are not adhered to in the daily operations in the municipality. Managers and subordinates set objectives jointly but are, however, not participants in the evaluation of the municipality’s performance. The employees of the municipality are aware of the existence of the performance management system but it is applied only to more senior officials. Employees and managers are not involved in the evaluation of the municipality‟s performance. Training does not capacitate employees to work effectively with the Balanced Scorecard. The information technology architecture is not supportive of the implementation of the performance management system. Key performance areas were found to lack uniformity in the municipality and therefore created „silos‟ in the municipality. The key performance indicators are developed without the involvement of the communities, including employees, especially at the lower level of management. The critical success factors are understood by employees and are linked to major tasks and job responsibilities. Tax and rates accounts are issued in time. Tax and rates accounts are inaccurate. The municipality does not maintain street lights regularly. The municipality does not maintain sewage systems regularly. There is no relationship between the performance management system and service delivery. The recommendations for improving the performance management system were made and the researcher developed an appropriate model of performance that is oriented to effective service delivery. / Thesis (PhD (Public Management and Governance))--North-West University, Vaal Triangle Campus, 2013

En cherchant à répondre à la question centrale de la différence entre les équipes d’experts et les équipes expertes (Fiore et Salas, 2006), la recherche en sciences du travail et en sciences du sport a montré que la simple association d’individus experts ne suffisait pas à produire des performances collectives (Sève, Bourbousson, Poizat et Saury, 2009). Toutefois les études engagées sur ce thème ne permettent pas de répondre directement à la problématique de la construction de l’expertise collective (Bourbousson et al., 2008 ; Bourbousson et Sève, 2010 ; Eccles et Tenenbaum, 2004). Notre travail de thèse a pour objectif de répondre à cette problématique par l’analyse de la construction de la coordination interpersonnelle entre des footballeurs d’une même équipe, au sein d’un centre de formation professionnel. En respectant une démarche naturaliste, nous avons mis en place une méthodologie qualitative (non invasive à partir d’entretiens d’autoconfrontation et semi-directifs, et de notes ethnographiques), longitudinale (22 mois de suivi) et multiniveau (une analyse du dispositif de formation, de l’activité des formateurs et une analyse de l’activité des joueurs en situation). Les résultats sont présentés en trois chapitres : 1) l’étude de l’évolution des consciences collectives de la situation (Endsely, 1995), 2) les différents processus d’apprentissage collectif mobilisés par les joueurs au cours des 6 sessions de formation ; 3) l’influence du dispositif de formation et de l’activité des formateurs sur l’activité des joueurs en situation. Nos résultats ont été discutés au regard de la littérature des sciences du sport et de la psychologie ergonomique. Finalement notre travail de thèse propose des avancées méthodologiques, conceptuelles et pratiques. / In order to answer the main question about the difference between a team of experts and an expert team (Fiore et Salas, 2006), research in work sciences and sport sciences showed that the association of expert individuals was not sufficient to produce collective performances (Sève, Bourbousson, Poizat et Saury, 2009). However, the present studies on this theme do not allow to answer directly the question of collective expertise construction (Bourbousson et al., 2008; Bourbousson et Sève, 2010; Eccles et Tenenbaum, 2004). Our thesis work aims to answer this question through the analysis of interpersonal coordination construction between football players in a team, within a professional training center. With a naturalist approach, we created a methodology which is qualitative (non-invasive with autoconfrontation semi-guided interviews, and ethnographic notes), longitudinal (22 months followup) and multi-level (analysis of the training plan, of trainers’ activity and analysis of players activity).Results are exposed in three chapters: 1) study of the evolution of the group awareness regarding thesituation (Endsely, 1995), 2) the different collective training processes mobilized by players during the 6 training sessions; 3) the influence of training plan and trainers’ activity on players activity in situation.Our results have been discussed in relation with literature in sport sciences and ergonomic psychology. Finally, our thesis work offers methodologic, conceptual and practical advances.

This thesis seeks, from foucautianos studies and operating with notions of subject, speech and subjectivity and technologies of the self, undertake an analysis of the processes of Special Education teacher training of Special Education Course at the Federal University of Santa Maria. Analyze this course and what it produces have the sense to perceive it as a unique space training for over 30 years in the country. In this sense, the research project was given to examine how knowledge and strategies operating in the ordination of training and identify how training has been ordered and across subjects taking effect of subjective processes in a way of being a teacher of Special Education. The materials used to undertake the analysis of the projects were put into operation Course that training and fragments of narratives of academic course, taken from reports of Supervised Internship among the years 1990 to 2010. From this analysis, it was possible to understand the Special Education as knowledge field that in the conditions of possibilities of modernity brings out the subject as an object of knowledge in order that enables operating procedures to meet the purpose of knowing about it. From the construction of another way of thinking about the subject, it was possible to understand the professionalization as creating a position in which the subject engages in constituting itself within a discursive network that is a profession. For both, it is triggered at selected training and knowledge that constitute legitimate a regime of truth for the production of ways of being subject of disability and being a teacher of Special Education. Still, it was possible to understand that this formation emerges with the possibility of institutionalization of Special Education on the basis of political principles that evoke the Education for all and compulsory education. The strategies driven by Course in UFSM were identified as academic - linked to knowledge and ways of knowing; pedagogical - linked to the need to develop ways in which the professional activity, and strategies of subjectification - relating to how each produces the experience itself as a subject of desire and moral subject to exercise the position of professor of Special Education. / Esta Tese busca, a partir dos estudos foucautianos e operando com noções de sujeito, discurso e subjetivação, empreender uma análise sobre os processos de formação de professores de Educação Especial do Curso de Educação Especial da Universidade Federal de Santa Maria. Analisar esse curso e aquilo que ele produz têm o sentido de percebê-lo como espaço inédito de formação há mais de 30 anos no país. Nesse sentido, o empreendimento de pesquisa deu-se em analisar como saberes e estratégias operam na ordenação da formação e identificar como a formação vem se ordenando e atravessando os sujeitos tendo como efeito processos de subjetivação de um modo de ser professor de Educação Especial. Os materiais utilizados para empreender a análise foram os projetos de Curso que colocam em funcionamento a formação e fragmentos de narrativas dos acadêmicos do curso, retirados dos Relatórios de Estágio Supervisionados entre os anos de 1990 a 2010. Da análise empreendida, foi possível compreender a Educação Especial como campo de saber que nas condições de possibilidades da modernidade faz emergir o sujeito como objeto de conhecimento em que a ordem de procedimentos para conhecer possibilita operar efeitos sobre ele. A partir da construção de outro modo de pensar o sujeito, foi possível entender a profissionalização como constituição de uma posição em que sujeito se ocupa em constituir a si mesmo dentro de uma rede discursiva que é uma profissão. Para tanto, são acionados na formação saberes selecionados e legitimados que constituem um regime de verdade para a produção de modos de ser sujeito da deficiência e de ser professor de Educação Especial. Ainda, foi possível compreender que esta formação emerge com a possibilidade da institucionalização da Educação Especial em função dos princípios políticos que evocam a Educação de todos e a obrigatoriedade de ensino. As estratégias acionadas pelo Curso na UFSM foram identificadas como acadêmicas ligadas aos saberes e aos modos de conhecer; pedagógicas ligadas aos modos como precisam desenvolver a atividade profissional; e, estratégias de subjetivação ligadas ao modo como cada um produz a experiência de si como sujeito de desejo e sujeito moral para exercer a posição de professor de Educação Especial.