Este estudo trata de uma pesquisa realizada na Rede Municipal de Ensino de Porto Alegre (RMEPOA), a qual tem sido campo de investigação do Grupo de Estudos F3P-EFICE há alguns anos. Os processos de mudanças pelos quais têm passado essa rede, principalmente no que diz respeito a sua organização curricular e redimensionamento do tempo e espaço escolar de ensinar e de aprender, de alguma forma, tem proporcionado as pessoas envolvidas, repensar o papel da escola, da docência e da educação. O foco desta investigação é a constituição do processo de identização das docentes de educação física da RMEPOA, precisamente como essas professoras narram esse processo a partir do contexto escolar. Dessa forma, o interesse do estudo centra-se em compreender como as mulheres se constituem professoras. O problema de pesquisa pode ser sintetizado da seguinte forma: Como se constitui o processo de identização docente a partir das narrativas de professoras de educação física da RMEPOA? O objetivo na construção desse problema foi aprofundar reflexões sobre a constituição do processo de identização docente em contraste com o contexto escolar vivido pelas professoras em sua prática pedagógica no currículo escolar organizado por ciclos de formação. O processo de identização docente pode aqui ser entendido, como uma forma de construção da docência e do fazer-se docente. A pesquisa caracteriza-se como um estudo de caso de abordagem etnográfica com ênfase na história de vida de cinco professoras de educação física que trabalham em uma escola da RMEPOA. Os principais procedimentos para obtenção da informação foram: análise de documentos, observação participante, diário de campo, entrevista semi-estruturada e narrativa escrita. As análises e interpretações mostraram o caráter dinâmico, dialético e subjetivo da identização docente. Além de que, os processos de formação não garantem por si só a constituição da identização. Junto a ele, somam-se as elaborações de aprendizagens, tanto pessoal como do mundo do trabalho, a partir da experiência vivida. / This study is deals with a research carried through in the Municipal Net of Education of Porto Alegre (RMEPOA), wich has been field in the inquiry of the group of studies F3P-EFICE has some years. The processes of changes for which have passes this net, mainly in that in says respect its curricular organization and redimension of the time of pertaining to school space to teache and to learn, of some form, have proporcionate involved people, to rethik this paper of the school, the learn and the education. The focus of the this inquiry is the constitution of identity of teachers of Physical Education of the RMEPOA, necessaraly of that teachers tell the process from the pertaining to school context. Of this form, the interested of the study is centered in understanding as the womem if they constitute teachers. The research problem can be synthecized of the following form: How consists the process of teaching identity from their narratives the professors of Physical Education in the RMEPOA, from teacher’s narrative? The objective in the construction of this problem was to deepen reflections on the constitution of this process of teaching identity in contrast with the pertaing with school context lived by the teachers in pedagogical practices its in the pertaing school resumed organized by cycles formation. The process of teaching identity can be understood here, as a form of construction of the teching and becoming teacher. The research is characterized as a study of case of ethnografic boarding with enphasis in the history of life of five teachers of Physical Education who work in a school of the RMEPOA. The main procedures for attainment of the information has been: document analysis, participant, daily comment of field, half structuralized interview and written narratives. The analysis and interpretation had shown a dynamic character, dialectic and subjective from teacher’s identifying. Besides this, the generation process by itself doesn’t guarantee the constitution of identifying. To this should be add the learning elaboration, as personal as in the working world, from the lived experience.

Este estudo trata de uma pesquisa realizada na Rede Municipal de Ensino de Porto Alegre (RMEPOA), a qual tem sido campo de investigação do Grupo de Estudos F3P-EFICE há alguns anos. Os processos de mudanças pelos quais têm passado essa rede, principalmente no que diz respeito a sua organização curricular e redimensionamento do tempo e espaço escolar de ensinar e de aprender, de alguma forma, tem proporcionado as pessoas envolvidas, repensar o papel da escola, da docência e da educação. O foco desta investigação é a constituição do processo de identização das docentes de educação física da RMEPOA, precisamente como essas professoras narram esse processo a partir do contexto escolar. Dessa forma, o interesse do estudo centra-se em compreender como as mulheres se constituem professoras. O problema de pesquisa pode ser sintetizado da seguinte forma: Como se constitui o processo de identização docente a partir das narrativas de professoras de educação física da RMEPOA? O objetivo na construção desse problema foi aprofundar reflexões sobre a constituição do processo de identização docente em contraste com o contexto escolar vivido pelas professoras em sua prática pedagógica no currículo escolar organizado por ciclos de formação. O processo de identização docente pode aqui ser entendido, como uma forma de construção da docência e do fazer-se docente. A pesquisa caracteriza-se como um estudo de caso de abordagem etnográfica com ênfase na história de vida de cinco professoras de educação física que trabalham em uma escola da RMEPOA. Os principais procedimentos para obtenção da informação foram: análise de documentos, observação participante, diário de campo, entrevista semi-estruturada e narrativa escrita. As análises e interpretações mostraram o caráter dinâmico, dialético e subjetivo da identização docente. Além de que, os processos de formação não garantem por si só a constituição da identização. Junto a ele, somam-se as elaborações de aprendizagens, tanto pessoal como do mundo do trabalho, a partir da experiência vivida. / This study is deals with a research carried through in the Municipal Net of Education of Porto Alegre (RMEPOA), wich has been field in the inquiry of the group of studies F3P-EFICE has some years. The processes of changes for which have passes this net, mainly in that in says respect its curricular organization and redimension of the time of pertaining to school space to teache and to learn, of some form, have proporcionate involved people, to rethik this paper of the school, the learn and the education. The focus of the this inquiry is the constitution of identity of teachers of Physical Education of the RMEPOA, necessaraly of that teachers tell the process from the pertaining to school context. Of this form, the interested of the study is centered in understanding as the womem if they constitute teachers. The research problem can be synthecized of the following form: How consists the process of teaching identity from their narratives the professors of Physical Education in the RMEPOA, from teacher’s narrative? The objective in the construction of this problem was to deepen reflections on the constitution of this process of teaching identity in contrast with the pertaing with school context lived by the teachers in pedagogical practices its in the pertaing school resumed organized by cycles formation. The process of teaching identity can be understood here, as a form of construction of the teching and becoming teacher. The research is characterized as a study of case of ethnografic boarding with enphasis in the history of life of five teachers of Physical Education who work in a school of the RMEPOA. The main procedures for attainment of the information has been: document analysis, participant, daily comment of field, half structuralized interview and written narratives. The analysis and interpretation had shown a dynamic character, dialectic and subjective from teacher’s identifying. Besides this, the generation process by itself doesn’t guarantee the constitution of identifying. To this should be add the learning elaboration, as personal as in the working world, from the lived experience.

Este estudo trata de uma pesquisa realizada na Rede Municipal de Ensino de Porto Alegre (RMEPOA), a qual tem sido campo de investigação do Grupo de Estudos F3P-EFICE há alguns anos. Os processos de mudanças pelos quais têm passado essa rede, principalmente no que diz respeito a sua organização curricular e redimensionamento do tempo e espaço escolar de ensinar e de aprender, de alguma forma, tem proporcionado as pessoas envolvidas, repensar o papel da escola, da docência e da educação. O foco desta investigação é a constituição do processo de identização das docentes de educação física da RMEPOA, precisamente como essas professoras narram esse processo a partir do contexto escolar. Dessa forma, o interesse do estudo centra-se em compreender como as mulheres se constituem professoras. O problema de pesquisa pode ser sintetizado da seguinte forma: Como se constitui o processo de identização docente a partir das narrativas de professoras de educação física da RMEPOA? O objetivo na construção desse problema foi aprofundar reflexões sobre a constituição do processo de identização docente em contraste com o contexto escolar vivido pelas professoras em sua prática pedagógica no currículo escolar organizado por ciclos de formação. O processo de identização docente pode aqui ser entendido, como uma forma de construção da docência e do fazer-se docente. A pesquisa caracteriza-se como um estudo de caso de abordagem etnográfica com ênfase na história de vida de cinco professoras de educação física que trabalham em uma escola da RMEPOA. Os principais procedimentos para obtenção da informação foram: análise de documentos, observação participante, diário de campo, entrevista semi-estruturada e narrativa escrita. As análises e interpretações mostraram o caráter dinâmico, dialético e subjetivo da identização docente. Além de que, os processos de formação não garantem por si só a constituição da identização. Junto a ele, somam-se as elaborações de aprendizagens, tanto pessoal como do mundo do trabalho, a partir da experiência vivida. / This study is deals with a research carried through in the Municipal Net of Education of Porto Alegre (RMEPOA), wich has been field in the inquiry of the group of studies F3P-EFICE has some years. The processes of changes for which have passes this net, mainly in that in says respect its curricular organization and redimension of the time of pertaining to school space to teache and to learn, of some form, have proporcionate involved people, to rethik this paper of the school, the learn and the education. The focus of the this inquiry is the constitution of identity of teachers of Physical Education of the RMEPOA, necessaraly of that teachers tell the process from the pertaining to school context. Of this form, the interested of the study is centered in understanding as the womem if they constitute teachers. The research problem can be synthecized of the following form: How consists the process of teaching identity from their narratives the professors of Physical Education in the RMEPOA, from teacher’s narrative? The objective in the construction of this problem was to deepen reflections on the constitution of this process of teaching identity in contrast with the pertaing with school context lived by the teachers in pedagogical practices its in the pertaing school resumed organized by cycles formation. The process of teaching identity can be understood here, as a form of construction of the teching and becoming teacher. The research is characterized as a study of case of ethnografic boarding with enphasis in the history of life of five teachers of Physical Education who work in a school of the RMEPOA. The main procedures for attainment of the information has been: document analysis, participant, daily comment of field, half structuralized interview and written narratives. The analysis and interpretation had shown a dynamic character, dialectic and subjective from teacher’s identifying. Besides this, the generation process by itself doesn’t guarantee the constitution of identifying. To this should be add the learning elaboration, as personal as in the working world, from the lived experience.

Made available in DSpace on 2015-05-08T14:47:18Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1804918 bytes, checksum: 71c4c11e1ccc365247d4117d1bd7ddb3 (MD5) Previous issue date: 2011-09-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Aids constitutes an important public health problem worldwide, especially in emerging and poor countries. The disease, initially present in the gay category located in major cities, had a change in its configuration with the epidemic pauperization and feminization. Public policies were intensified to decrease the rate of vertical transmission of HIV. Prenatal care quality improving, health professionals training, pregnant women early diagnosis, specialized mother-baby care services creation and the expansion of maternity hospitals involved in the project Nascer are some of the strategies used to control HIV maternal-fetal transmission. The research general goal was to analyze health professionals discourses regarding the experiences in care and the operational and technical aspects provided to contaminated pregnant women of HIV. The specific objectives are: to know the experience of health professionals regarding the care provided to contaminated pregnant women and parturients; to identify the operational and technical conditions provided by health professionals to pregnant women and parturients living with HIV. This is an exploratory study following a qualitative approach. To do the research, we could count on the participation of eighteen health professionals, among them five nurses, five doctors and eight nursing technicians, all of them Lauro Wanderley University Hospital(HULW) employees, working in obstetrical units and SAE-MI, both references in the care of pregnant women and parturient for HIV. The data were collected in December of 2010 by using interview techniques and a recorder. Later, they were transcribed and organized using software Atlas.ti version 6.0 and, afterwards, they were analyzed qualitatively using the technique of discourse analysis (DA) following Orlandi approach. From the discourses, four discursive formations emerged: the professionals‟ experience in the care of HIV contaminated women during pregnancy and puerperium; health professionals‟ perceptions about pregnancy in women with HIV, in a notion of reproductive rights; operational conditions to achieve the care of contaminated pregnant and postpartum women in HULW; health professionals‟ preparation to perform the care of pregnant and postpartum women with HIV. From the analysis units drawn from the discursive formations, we found out that the experience of caring provided by these professionals to pregnant with HIV still reflects feelings of fear, contempt of reproductive rights, lack of operational conditions and technical and humane absence of preparation to exercise what is more sublime in the practice of nursing and medicine: the caring attitude. This study is intended to stimulate reflection on professional practice, provide subsidies for education and enable more research involving the subject of caring regarding pregnant women with HIV / aids. / A AIDS configura um importante problema de saúde pública em todo mundo, sobretudo nos países emergentes e nos países pobres. Doença inicialmente presente na categoria dos homossexuais, localizada nos grandes centros. Sua configuração mudou com a pauperização e conseguinte feminização da epidemia. Foram intensificadas políticas públicas voltadas para diminuir o índice de transmissão vertical do HIV. Melhoria da qualidade pré-natal, capacitação dos profissionais de saúde, diagnóstico precoce das gestantes, criação de serviços de atendimento especializados materno-infantil, e ampliação das maternidades integrantes do Projeto Nascer são estratégias empregadas no controle da transmissão materno-fetal. A pesquisa teve como objetivo geral: conhecer a vivência de profissionais de saúde no que concerne à assistência prestada às gestantes/parturientes soropositivas para o HIV. E como objetivos específicos: analisar o discurso dos profissionais de saúde em relação à vivência do cuidado às gestantes/parturientes soropositivas; identificar, junto aos profissionais, as condições operacionais e técnicas para a prestação do cuidado às gestantes/parturientes soropositivas; conhecer a opinião dos profissionais de saúde sobre o direito reprodutivo de mulheres soropositivas para o HIV. Trata-se de um estudo exploratório com abordagem qualitativa. Contamos com a participação de dezoito profissionais de saúde, dos quais cinco eram enfermeiras, cinco médicos e oito auxiliares/técnicos de enfermagem. Todos eram funcionários do Hospital Universitário Lauro Wanderley, atuando nas unidades de clínica obstétrica e SAE-MI, referências no cuidado a gestantes/parturientes soropositivas para HIV. Os dados foram coletados no mês de dezembro de 2010, através da técnica de entrevista, com utilização do gravador. Posteriormente, foram transcritos e organizados com uso do software Atlas.ti versão 6.0. Em seguida, analisados qualitativamente, utilizando a técnica de análise de conteúdo, proposta por Bardin. Dos discursos, emergiram quatro categorias: vivência dos profissionais no processo de cuidar de mulheres soropositivas no ciclo gravídico puerperal; percepções dos profissionais de saúde acerca da gravidez em mulheres soropositivas, numa concepção de direito reprodutivo; vivência dos profissionais em relação às condições de trabalho e preparo dos profissionais de saúde, para a realização do cuidado em gestantes soropositivas. Nas subcategorias surgidas dos discursos, percebemos que a vivência do cuidado desses profissionais, com as gestantes soropositivas para o HIV, ainda reflete sentimentos de medo, desrespeito ao direito reprodutivo, falta de condições operacionais e despreparo técnico e humano, para exercerem o que mais sublime representa a prática da enfermagem e da medicina: o cuidar. Com este estudo, pretendemos estimular a reflexão da prática profissional, gerar subsídios para o ensino, e possibilitar a realização de mais pesquisas que envolvam a temática do cuidado dispensado à gestante com HIV/aids.

In this thesis I have endeavoured to throw light on both the private and public aspect of the lives of women living in the Roman African provinces from the first century BC to the seventh century AD. Funerary inscriptions reveal that the role of women in private life was projected in a manner which reflected the ideals for Roman womanhood (pudicitia, castilas,fides and fecunditas), even when they clearly came of Afro~Punic stock. In terms of the quality of their lives Roman African women of the propertied status groups (about whom we know the most) had a good standard of living compared to other parts of the Roman Empire, and for example were well~educated in the urbanized areas compared to provinces such as Gaul. Roman African women of the elite also enjoyed a degree of autonomy enhanced by the increased financial independence granted to them in terms of Roman law, which enabled them to function as benefactors in their communities in the same way as their male counterparts, donating money for temples, baths and markets. In return for this they were duly recognized in honorary inscriptions by their communities. Although this public role may appear to be in conflict with the 'ideal' domestic or private role of the Roman matron, this activity was sanctioned by the fact that they were acting in the interests of male family members who were engaged in municipal careers. In the 2nd and 3rd centuries there are a few signs that women were beginning to act more in their own interests, but much of their public role faded with the increasing dominance of the Christian Church which prescribed a more limited role for women. The only exceptions occurred in the times of persecution through the temporary prominence gained by women as martyrs and confessors, although this prominence cannot be said to have advantaged women in general. During the Vandal and Byzantine period we know of only a few women, primarily those with connections to the elite at Rome and Constantinople, who acted with the independence and authority of their class. / History / D.Litt. et Phil. (Ancient History)

In this thesis I have endeavoured to throw light on both the private and public aspect of the lives of women living in the Roman African provinces from the first century BC to the seventh century AD. Funerary inscriptions reveal that the role of women in private life was projected in a manner which reflected the ideals for Roman womanhood (pudicitia, castilas,fides and fecunditas), even when they clearly came of Afro~Punic stock. In terms of the quality of their lives Roman African women of the propertied status groups (about whom we know the most) had a good standard of living compared to other parts of the Roman Empire, and for example were well~educated in the urbanized areas compared to provinces such as Gaul. Roman African women of the elite also enjoyed a degree of autonomy enhanced by the increased financial independence granted to them in terms of Roman law, which enabled them to function as benefactors in their communities in the same way as their male counterparts, donating money for temples, baths and markets. In return for this they were duly recognized in honorary inscriptions by their communities. Although this public role may appear to be in conflict with the 'ideal' domestic or private role of the Roman matron, this activity was sanctioned by the fact that they were acting in the interests of male family members who were engaged in municipal careers. In the 2nd and 3rd centuries there are a few signs that women were beginning to act more in their own interests, but much of their public role faded with the increasing dominance of the Christian Church which prescribed a more limited role for women. The only exceptions occurred in the times of persecution through the temporary prominence gained by women as martyrs and confessors, although this prominence cannot be said to have advantaged women in general. During the Vandal and Byzantine period we know of only a few women, primarily those with connections to the elite at Rome and Constantinople, who acted with the independence and authority of their class. / History / D.Litt. et Phil. (Ancient History)