Made available in DSpace on 2014-12-17T14:36:46Z (GMT). No. of bitstreams: 1 VeruskaAVG_DISSERT.pdf: 674818 bytes, checksum: f8444f7fc6d8282f4b7541fba52319a4 (MD5) Previous issue date: 2012-04-27 / Enter the University and remain in it is a challenge for all students who leave high school and enter this level. The aspiration for a graduation occur by several factors, which have decisive impact on the personal lives of individuals who acquire training in higher education, both as regards the professional capacities as economic opportunity. There are several possible trajectories to get into a college. Students can be classified by their success or failure in performance due to multiple intervening factors that interact among themselves. The purpose of this work is to identify and characterize the factors that reveal trends of success and failure in academic performance of UFRN students. From this general goal, broke out the following specific objectives: to analyze the problems of expanding access to and restructuring of higher education in Brazil and UFRN; explicit definitions of success and failure in higher education; identify national trends and international help to determine the success and failure of students in UFRN. Therefore, we conducted an extensive literature review on the subject and analyzed secondary data from official national, regional and local statistical sources on the subject. In the delimitation of the data, the research population refers to students who entered the UFRN through the vestibular, in the years 2000 to 2010, and who attended at least one (1) semester. In the light of the analysis, the theoretical framework interpretation and the investigative data, it was possible to identify the major factors that affect the categories of success and failure in this university, which highlight the following: the policies adopted by UFRN have provided access mechanisms and student assistance policies, trying to supply the needs of students for them to have a good academic performance, or success in their courses; in addition, the chosen focus of analysis showed that, within the same area, there is not significant difference in the performance of students coming from less favored social and educational contexts, which does not occur when analyzing the success rates between students from different areas of knowledge. The trajectory of interpretative analysis of the results presented in this paper enables to raise points of discussion in various forums and higher councils in order to increase the academic indices of its students. It also enables to promote strategies of guidance and student support for that he persists in his choice / Ingressar na Universidade e permanecer nela ? um desafio para todos os estudantes que deixam o ensino m?dio e entram nesse n?vel de ensino. Os anseios por uma gradua??o se d?o por v?rios fatores, que apresentam repercuss?es decisivas na vida pessoal dos indiv?duos que adquirem a forma??o em n?vel superior, tanto no que concerne ?s capacidades profissionais quanto ?s oportunidades econ?micas. V?rias s?o as trajet?rias poss?veis ao entrar em um curso superior. Os estudantes podem ser classificados pelo seu desempenho de sucesso ou insucesso devido a v?rios fatores intervenientes que interagem entre si. O prop?sito deste trabalho ? identificar e caracterizar os fatores que revelam tend?ncias de sucesso no desempenho acad?mico dos estudantes da UFRN. A partir desse objetivo geral, desencadearam-se os seguintes objetivos espec?ficos: analisar as problem?ticas da expans?o, do acesso e da reestrutura??o da educa??o superior no Brasil e na UFRN; explicitar as defini??es de sucesso e insucesso no ?mbito do ensino superior; identificar tend?ncias nacionais e internacionais que contribuem para determinar o sucesso dos alunos na UFRN. Para tanto, foi realizada uma vasta revis?o bibliogr?fica sobre o tema e foram analisados dados secund?rios de fontes estat?sticas oficiais nacionais, regionais e locais sobre o assunto. Na delimita??o dos dados, a popula??o pesquisada ? referente aos alunos que ingressaram na UFRN por meio do vestibular, nos anos de 2000 a 2010, e que cursaram no m?nimo 1 (um) semestre letivo. ? luz das an?lises, da interpreta??o do referencial te?rico e dos dados resultantes da investiga??o, foi poss?vel identificar as principais tend?ncias de sucesso que influenciam a universidade estudada, as quais se destacam a seguir: as pol?ticas adotadas pela UFRN t?m proporcionado mecanismos de acesso e pol?ticas de assist?ncia estudantil, tentando suprir as necessidades dos alunos para que eles tenham um bom desempenho acad?mico, ou seja, de sucesso em seus cursos; al?m disso, o foco de an?lise escolhido evidenciou que, dentro de uma mesma ?rea, n?o h? significativa diferen?a quanto ao desempenho dos alunos advindos de contextos sociais e escolares menos favorecidos, o que n?o ocorre quando se analisam os ?ndices de sucesso entre alunos de diferentes ?reas do conhecimento. A trajet?ria de an?lise interpretativa dos resultados apresentada neste documento possibilita levantar pontos de discuss?o em diversas inst?ncias e conselhos superiores com fins de melhorar os ?ndices acad?micos de seu alunado. Possibilita tamb?m promover estrat?gias de orienta??o e de apoio ao aluno para que ele persista na sua escolha

Made available in DSpace on 2014-12-17T15:38:55Z (GMT). No. of bitstreams: 1 CarlaFFR_DISSERT.pdf: 572328 bytes, checksum: 49af4b3accc926fc4715e67401a6ad1f (MD5) Previous issue date: 2010-10-18 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / One of the Psychology challenges, especially among the assessment and educational areas, is to understand and predict individual differences. In this context, this research aimed to verify the personality styles of students with high and low academic performance. The study included 236 university students from Petrolina-PE and Juazeiro-BA campus of the UNIVASF (Universidade Federal do Vale do S?o Francisco). They were uniformly distributed in four disciplines (medicine, psychology, administration and civil engineering), 10 students from each semester (five highest scores average students and five lowest scores average students) took place of the sample. The Millon Index Personality Styles (MIPS) was applied to analyze the personality/behavioral styles of the students. The MIPS is a 180 dichotomous (true/false) item scale. It was also developed and applied a questionnaire about the students characteristics and their academic information. Descriptive and central tendency statistics analysis (mean, standard deviation, frequency and percentage) were done to provide sample information. Then we performed a Mann-Whitney test in the overall sample and in each course and a factorial ANOVA. The results suggest that the university population is heterogeneous and there are significant differences (p <0.05) between the personality styles of students with high and low academic performance, when analyzing the overall sample and in courses of different areas of knowledge. Students of Medicine who have higher performance as personality styles prevalent the conformism and compliance, while students with lower income in this course, the styles are: innovation and discrepancy. Psychology students with higher income are more systematic and lower income students to score significantly on accommodation. The civil engineering students of the two groups differed only in personality style intuition, being such a style more characteristic of higher income students. Students of Management with higher yield stand out more in the style of the doubt and lower yields in these styles: individual, reflection and discrepancy. This study is correlational, but had an exploratory nature because there are no studies about this relationship in Brazil. Therefore, it provided a better understanding of the action characteristics of students with high and low academic performance. Further studies using the Big Five Personality Factors instruments are required because it is the most used model in understanding the influence of personality on students performance. This way, the relation between personality and academic performance will be better discussed. Otherwise, it will be possible to compare with the existing studies in the area / Um dos desafios da Psicologia, principalmente para a ?rea de avalia??o psicol?gica e educacional, consiste em compreender e predizer as diferen?as individuais. Nesse contexto, esta pesquisa teve como objetivo verificar os estilos de personalidade de estudantes com maiores e menores ?ndices de rendimento acad?mico. Participaram deste estudo 236 estudantes universit?rios da UNIVASF (Universidade Federal do Vale do S?o Francisco) dos campi de Petrolina-PE e Juazeiro-BA, distribu?dos uniformemente em quatro cursos (Medicina, Psicologia, Administra??o e Engenharia Civil), sendo 10 alunos de cada semestre (cinco com as maiores notas e cinco com as menores notas m?dias). Para analisar os estilos de personalidade/caracter?sticas comportamentais, foi aplicado o Invent?rio Millon de Estilos de Personalidade (MIPS), que ? composto por 180 itens, respondidos atrav?s de uma escala dicot?mica de respostas (verdadeiro/falso). Foi elaborado e aplicado, tamb?m, um question?rio para melhor caracteriza??o da amostra e com informa??es sobre a vida acad?mica dos estudantes. Foram realizadas estat?sticas descritivas e de tend?ncia central para fornecer informa??es sobre a amostra. Em seguida, foi realizado o teste de Mann-Withney na amostra geral e em cada curso, al?m de uma ANOVA fatorial. Os resultados sugerem que a popula??o universit?ria ? heterog?nea e h? diferen?as significativas (p<0,05) entre os estilos de personalidade de estudantes com maior e menor rendimento acad?mico, quando se analisa a amostra geral e nos cursos das diferentes ?reas do conhecimento. Os estudantes de Medicina com maior rendimento possuem como estilos de personalidade preponderantes o conformismo e a concord?ncia e os estudantes de menor rendimento desse curso, os estilos inova??o e discrep?ncia. Os estudantes de Psicologia com maior rendimento s?o mais sistem?ticos e os de menor rendimento pontuam significativamente mais na acomoda??o. Os estudantes de Engenharia Civil dos dois grupos diferiram apenas no estilo de personalidade intui??o, sendo tal estilo mais caracter?stico dos estudantes de maior rendimento. Os alunos de Administra??o com maior rendimento se destacam mais no estilo d?vida e os de menor rendimento nos estilos individualismo, reflex?o e discrep?ncia. O estudo, embora correlacional teve um car?ter explorat?rio, uma vez que no Brasil ainda n?o h? estudos acerca dessa rela??o, al?m disso permitiu uma melhor compreens?o sobre as caracter?sticas de a??o de estudantes com alto e baixo rendimento acad?mico. ? necess?rio que novos estudos sejam realizados e que sejam utilizados tamb?m nesses estudos instrumentos no modelo dos Cinco Grandes Fatores de Personalidade, j? que este ? o modelo mais utilizado na compreens?o da influ?ncia da personalidade no desempenho de estudantes para que, assim, se possa discutir melhor tal rela??o, bem como estabelecer compara??es entre os estudos j? existentes na ?rea

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-05-08T19:50:07Z No. of bitstreams: 1 TES_AMANDA_COSTA_THOME_TRAVINCAS_PARCIAL.pdf: 594865 bytes, checksum: f3058889fddb002f059bfb454f354994 (MD5) / Made available in DSpace on 2017-05-08T19:50:08Z (GMT). No. of bitstreams: 1 TES_AMANDA_COSTA_THOME_TRAVINCAS_PARCIAL.pdf: 594865 bytes, checksum: f3058889fddb002f059bfb454f354994 (MD5) Previous issue date: 2016-11-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The purpose of this thesis is to address the following issue: what limits and restrictions on freedom of teaching are legitimate in the Brazilian context? There is a set of assumptions invisiblized in the composition of this issue, and about it fits some notes. First of all, it is understood that there is a necessary overlap between freedom of teaching and democracy, which makes that first one worthy of juridical constitutional protection. For this reason, it is taken as the theoretical framework of this study, called "for the common good" school, thesis developed in The North American constitutional law, according to which freedom of teaching has the ability to instrumentalize the preparation of citizens to participate competently and responsibly in public debate. For more than that - and already under the Brazilian right - it is understood that the freedom of teaching is an autonomous right and materially fundamental, finding apparatus, especially, in Article 206, item II of the Federal Constitution of 1988. For this reason, it is submitted to the legal system of fundamental rights mentioned in the paragraphs of Article 5 of the Constitutional text and developed in the field of the dogmatic of the fundamental rights. To the formulated thesis problem, it raises the hypothesis - to the end confirmed - that the teacher?s freedom of teaching may suffer limitations and restrictions relating to the content being taught and the methodology being used whenever it is deemed necessary for the preservation of the characterizing core of the institutional pedagogical project - not being the case, affectations to freedom of teaching will be considered unconstitutional. To achieve the overall objective of this thesis, which is analysing that limits and restrictions on freedom of teaching are legitimate in Brazil, the text is divided into three chapters, each corresponding to one of the specific objectives of the research. The first chapter is dedicated to the development and characterization of the theoretical framework of the study. It is drawn the conclusion that the freedom of teaching composes one of the dimensions of the denominated academic freedom, and that it corresponds to the right of the teacher to make decisions regarding the management of the classroom, always with a view in order to prepare citizens with democratic competence. In the second chapter, it is taken care of evaluating the legal treatment given to the freedom of teaching in Brazil. Among the main consequences of this step is the fact that freedom of teaching corresponds to a complex law, which refers to a set of positive and negative duties within public and private education institutions. The discussion of the limits and restrictions on freedom of teaching is matter contained in the third chapter. On that occasion, the research hypothesis raised is supported and developed in conclusive terms. With regards to methodological bias issues, it was emphasized on the use of the juridical dogmatic theoretical source and deductive reasoning. In the procedural field, the thesis is worth, especially, from direct literature or cross-cutting themes, as well as legislative data and national case law. / O prop?sito desta tese ? enfrentar o seguinte problema: que limites e restri??es ? liberdade de ensinar s?o leg?timos no contexto brasileiro? H? um conjunto de pressupostos invisibilizado na composi??o dessa quest?o, e sobre ele cabem algumas notas. Em primeiro lugar, entende-se que h? uma imbrica??o necess?ria entre liberdade de ensinar e democracia, que torna aquela primeira digna de tutela jur?dico-constitucional. Por essa raz?o, toma-se como marco te?rico deste estudo a denominada ?for the common good? school, tese desenvolvida no direito constitucional norte-americano, conforme a qual a liberdade de ensinar tem o cond?o de instrumentalizar a forma??o de cidad?os para que participem de forma competente e respons?vel do debate p?blico. Para mais que isso ? e j? no ?mbito do direito p?trio -, compreende-se que a liberdade de ensinar ? um direito aut?nomo e materialmente fundamental, encontrando amparo, especialmente, no artigo 206, inciso II, da Constitui??o Federal de 1988. Por essa raz?o, submete-se ao regime jur?dico dos direitos fundamentais contido nos par?grafos do artigo 5? do texto constitucional e desenvolvido no terreno da dogm?tica dos direitos fundamentais. Ao problema de tese formulado, levanta-se a hip?tese ? ao final confirmada - de que liberdade de ensinar do professor pode sofrer limites e restri??es atinentes a conte?do a ser ensinado e ? metodologia a ser utilizada sempre que isso se mostrar necess?rio para a preserva??o do n?cleo caracterizador do projeto pedag?gico institucional - n?o sendo esse o caso, afeta??es ? liberdade de ensinar h?o que ser consideradas inconstitucionais. Para a consecu??o do objetivo geral desta tese, qual seja analisar que limites e restri??es ? liberdade de ensinar s?o leg?timos no Brasil, o texto ? dividido em tr?s cap?tulos, cada um correspondendo a um dos objetivos espec?ficos da pesquisa. O primeiro cap?tulo ? reservado para o desenvolvimento e caracteriza??o do marco te?rico do estudo. Dele ? retirada a conclus?o de que a liberdade de ensinar comp?e uma das dimens?es da denominada liberdade acad?mica, e que ela corresponde ao direito do professor de tomar decis?es no tocante ? gest?o da sala de aula, sempre tendo em vista o fim de formar cidad?os com compet?ncia democr?tica. No segundo cap?tulo, cuida-se de avaliar o tratamento jur?dico conferido ? liberdade de ensinar no Brasil. Entre os principais desdobramentos dessa etapa est? o fato de que a liberdade de ensinar corresponde a um direito complexo, que remete a um conjunto de deveres positivos e negativos no ?mbito de Institui??es de Ensino p?blicas e privadas. O trato dos limites e restri??es ? liberdade de ensinar ? mat?ria contida no terceiro cap?tulo. Nessa mesma ocasi?o, a hip?tese de pesquisa levantada ? corroborada e desenvolvida em termos conclusivos. No tocante ?s quest?es de vi?s metodol?gico, ressaltam-se o uso da vertente te?rica jur?dico-dogm?tica e do racioc?nio dedutivo. No campo procedimental, a tese se vale, especialmente, de literatura direta ou transversal ? tem?tica, bem como de dados legislativos e jurisprud?ncia nacional.

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-05-18T17:25:52Z No. of bitstreams: 1 DIS_MALU_SANTAREM_SCHUH_COMPLETO.pdf: 2142613 bytes, checksum: f3c8245073ba9da1524efdd0251d5c96 (MD5) / Made available in DSpace on 2017-05-18T17:25:52Z (GMT). No. of bitstreams: 1 DIS_MALU_SANTAREM_SCHUH_COMPLETO.pdf: 2142613 bytes, checksum: f3c8245073ba9da1524efdd0251d5c96 (MD5) Previous issue date: 2017-01-17 / This dissertation aims to fulfill the needing to Education Master degree obtaining by Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS). We consider that the main question of this research is the first generation students of a family in them academic trajectory at graduation courses of PUCRS, with the objective to contribute for a quality graduating. These academics are students that entered in the university as the firsts between their family (parents and brothers/sisters). For that, will theory support in the authors ahead: Casartelli; Cunha; Dubar; Josso; Mancebo; Morosini; Ristoff; Rocha; Santos; Zabalza, among others, beyond the educational policies figuring out in brazilian scenario. Got realized a case?s study (YIN, 2010) in PUCRS, being adopted this strategies: a) qualitative research (MALHOTRA, 2006) in exploratory way, using depth semistructured interviews, with direct approach and; b) quantitative research (MALHOTRA, 2006), where will be realized a questionnaire with a representative sample from students to quantify the categorized data. The data analysis and interpretation occurred from the Discoursive Text Analysis (DTA) proposal of Moraes e Galiazzi (2011) and into descriptive statistics according to Malhotra (2006). As mainly results we have the students profile characterization that concerns the first generation students of a family in a university, the challenges and possibilities on the academic trajectory progress, the family support importance in graduation way and the university?s space. The conclusions directed for the information access, sighting to offer aids for the universities to institutional policies edification, supporting an articulating work with academic community, helping for the first generation student be included in his own graduating and foment discussions about this theme. / A presente disserta??o visa cumprir a exig?ncia estabelecida para a obten??o do t?tulo de Mestre em Educa??o pela Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS). Considera-se que a principal indaga??o que esta pesquisa se prop?s a discutir se refere ? trajet?ria acad?mica dos universit?rios de primeira gera??o da fam?lia nos cursos de gradua??o da PUCRS. A pesquisa busca analisar a trajet?ria acad?mica dos universit?rios de primeira gera??o da fam?lia nos cursos de gradua??o da PUCRS, visando contribuir com a forma??o acad?mica destes alunos. Tais universit?rios caracterizam-se por serem alunos que ingressaram na universidade pela primeira vez entre os membros de suas fam?lias (pais e irm?os). Para tanto, contextualiza-se sobre o tema utilizando o aporte te?rico dos referidos autores: Casartelli; Cunha; Dubar; Josso; Mancebo; Morosini; Ristoff; Rocha; Santos; Zabalza, entre outros, al?m das pol?ticas educacionais existentes no cen?rio brasileiro. Realizou-se um estudo de caso (YIN, 2010) na PUCRS, em que as estrat?gias adotadas foram: a) pesquisa qualitativa (MALHOTRA, 2006) de car?ter explorat?rio, por meio de entrevistas semiestruturadas em profundidade, com abordagem direta e; b) pesquisa quantitativa (MALHOTRA, 2006), em que o instrumento utilizado foi um question?rio direcionado para uma amostra representativa de alunos a fim de quantificar os dados categorizados. A an?lise e interpreta??o dos dados ocorreram a partir da t?cnica de An?lise Textual Discursiva (ATD) proposta por Moraes e Galiazzi (2011) e por meio de estat?sticas descritivas de acordo com Malhotra (2006). Como principais resultados tem-se a caracteriza??o do perfil de alunos que compreende a primeira gera??o da fam?lia na universidade, os desafios e possibilidades no decorrer da trajet?ria acad?mica, a import?ncia do apoio familiar no decorrer da gradua??o e o espa?o da universidade. As conclus?es direcionam para o acesso ? informa??o, visando oferecer subs?dios ?s universidades para a constru??o de pol?ticas institucionais, fomentar um trabalho articulado com a comunidade acad?mica, contribuir para que o universit?rio de primeira gera??o seja part?cipe de sua forma??o e promover discuss?es acerca deste tema.

Submitted by PPG Hist?ria (historia-pg@pucrs.br) on 2017-11-03T16:17:45Z No. of bitstreams: 1 Tese de Alexandre Pena Matos.pdf: 1422221 bytes, checksum: b6f92bba8257783192c73b2be783d696 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-11-16T16:56:18Z (GMT) No. of bitstreams: 1 Tese de Alexandre Pena Matos.pdf: 1422221 bytes, checksum: b6f92bba8257783192c73b2be783d696 (MD5) / Made available in DSpace on 2017-11-16T17:00:31Z (GMT). No. of bitstreams: 1 Tese de Alexandre Pena Matos.pdf: 1422221 bytes, checksum: b6f92bba8257783192c73b2be783d696 (MD5) Previous issue date: 2017-08-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This thesis proposed a reflection on the practice of Patrimonial Education in the two aspects of the archaeological context, the academic archeology and the preventive. The issues presented here have raised in my 10 years of work at the forefront of archaeological work, mainly in the demand for the dissemination of the knowledge that research generates. There is a longing for the diffusion of knowledge, but when returning to the places that served in the first moments of the propagation of cultural heritage, whether formal or informal places of learning, there was no trace of the development of the work begun, at most one or another part that considered the acts of exchange of knowledge were for "killing time," "holiday," "fulfilling an obligation," "a festive day," or "act for the act?s sake" The reflection of this process was done through questions: how to carry out actions that remain in the average and long duration? What are the actors for this process to become possible? How do you make it happen? Thus, in this study we used the methods macroanalysis and comparative research as a methodological approach to reflect on educational actions in academic archeology. The considerations that we sought to assess were the potentialities, limitations and challenges that each observed group (teachers, students, community) enjoyed in the contact with the cultural patrimony through actions for the educational and temporal heritage (short, medium or long term). / Esta tese se prop?s a uma reflex?o da pr?tica da Educa??o Patrimonial nas duas vertentes do contexto arqueol?gico, a arqueologia acad?mica e a preventiva. As quest?es aqui apresentadas foram suscitadas em meus 10 anos ? frente do trabalho arqueol?gico, principalmente na demanda da divulga??o do conhecimento que a pesquisa gera. H? anseios alcan?ados da difus?o do saber, por?m ao voltar aos lugares que serviram nos primeiros momentos da propaga??o do patrim?nio cultural, sejam eles locais formais ou informais de ensino, n?o havia resqu?cio do desenvolvimento do trabalho iniciado, no m?ximo uma ou outra parcela que considerava os atos de troca de saberes eram para ?matar o tempo?, ?feriado?, ?cumprir uma obriga??o?, ?um dia festivo? ou ?o ato pelo ato?. A reflex?o desse processo se fez atrav?s de perguntas: como efetuar a??es que permane?am na m?dia e longa dura??o? Quais s?o os atores para que este processo se torne poss?vel? Como proceder para que isso aconte?a? Sendo assim, empregamos nesse estudo os m?todos macroan?lise e pesquisa comparativa como abordagem metodol?gica para refletir sobre as a??es educativas na arqueologia acad?mica. As considera??es que procuramos aferir foram as potencialidades, as limita??es e os desafios que cada grupo observado (professores, alunos, comunidade) usufruiu no contato com o patrim?nio cultural por meio das a??es para o patrim?nio no aspecto educativo e temporal (curto, m?dio ou de longa dura??o).

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-04-10T18:17:33Z No. of bitstreams: 1 2014 - Joelma do Nascimento Lameu.pdf: 1118788 bytes, checksum: 02de13264abdef9c08c24d530eed9dc2 (MD5) / Made available in DSpace on 2018-04-10T18:17:33Z (GMT). No. of bitstreams: 1 2014 - Joelma do Nascimento Lameu.pdf: 1118788 bytes, checksum: 02de13264abdef9c08c24d530eed9dc2 (MD5) Previous issue date: 2014-04-30 / The enrollment in college requires a number of adjustments which favors the experience of stress symptoms. Many students go through the experience of living alone, with friends or even strangers. Some must change their city, state or country, experiencing cultural differences and the absence of family. Also, they must understand the education system, dealing with different professors dealing with different pressures and doubts about the course. So, it is necessary to learn to deal with the academic routine. In this sense, the stress at high levels, may compromise the physical and psychological health of the student, interfering with the proper conduct of their academic life. The objective of this study was to systematically review the literature on the prevalence of stress among college students and to evaluate the prevalence of stress among the students of the Federal Rural University of Rio de Janeiro through the Stress Symptoms Inventory by Lipp (ISSL), linking it to sociodemographic variables obtained with a structured questionnaire. The results are presented through two articles included in this dissertation. In the first article, it was found by a systematic review that the international literature shows a prevalence of 36.30% to 95.70% of stress in college students. It was observed that there is little consistency between surveys, sometimes using different instruments, sometimes evaluating very diverse samples, making it difficult to compare studies. In the second article, using a cross-sectional survey design, there were 635 students respondents of both sexes, in a representative sample stratified by course, with about 8% of the studied universe, where it was identified a 50% prevalence of stress. The sample is characterized by having mostly unmarried students (90.20%) with a mean age of 22 years (SD = 3.96), and 96.50% have no children. There was also a predominance of females (63.50%). Most students do not have any paid work (59.30%), whether coming from work of scientific initiation scholarships or stipends. A large proportion live in public or private residences for students. Only 29.76% of the students reside with family. Additionally to the prevalence of stress, the stress phase and predominant symptomatology were also identified. The resistance phase and psychological symptoms were more prevalent (41.20% and 32.60% respectively), as well as higher prevalence of stress in females (56.20%), among students with less contact with family (59.70%) and who were living in private households (52.30%). It is also important to notice that 59.20% of students have felt the need for psychological care, which was directly related to the severity of the stress phase. It is important to conduct more studies, ample and adequate methodological rigor, preferably through longitudinal designs, which accompany the students along the academic career and to bring more robust results that confirm some of these data found / O ingresso no n?vel superior de ensino exige uma s?rie de adapta??es do estudante que favorece a experimenta??o de sintomas de estresse. Muitos alunos vivenciam a experi?ncia de morar sozinhos, com amigos ou pessoas desconhecidas. Alguns mudam de cidade, estado ou pa?s, enfrentando diferen?as culturais e a aus?ncia da fam?lia. Al?m disso, ? preciso compreender o sistema de ensino, lidar com professores diferentes, com press?es diversas, com as d?vidas sobre o curso, ou seja, ? necess?rio aprender a lidar com a rotina acad?mica. Neste sentido, o estresse em n?veis elevados, pode comprometer a sa?de f?sica e psicol?gica do aluno, interferindo no bom andamento da sua vida acad?mica. O objetivo deste trabalho foi realizar uma revis?o sistem?tica da literatura sobre preval?ncia de estresse entre os estudantes universit?rios e avaliar a preval?ncia de stress, atrav?s do Invent?rio de Sintomas de Stress para Adultos de Lipp (ISSL), nos estudantes da Universidade Federal Rural do Rio de Janeiro, relacionando-a com vari?veis sociodemogr?ficas obtidas atrav?s de um question?rio estruturado. Os resultados s?o apresentados atrav?s de dois artigos inseridos nesta disserta??o. No primeiro artigo, verificou-se, atrav?s de uma revis?o sistem?tica, que a literatura internacional apresenta uma preval?ncia de 36,3% a 95,7% de estresse nos estudantes universit?rios. Observou-se que h? pouca homogeneidade entre as pesquisas, ora utilizando-se de instrumentos diferentes, ora avaliando amostras muito diversificadas, o que dificulta a compara??o entre os estudos. J? no segundo artigo, utilizando-se um desenho de pesquisa transversal, foram inquiridos 635 estudantes de ambos os sexos, numa amostragem representativa por curso, com cerca de 8% do universo estudado, onde foi identificada uma preval?ncia de 50% de stress. A amostra ? caracterizada por ter em sua maior parte estudantes solteiros (90,20%), com idade m?dia de 22 anos (DP=3,96), sendo que 96,50% n?o t?m filhos. Verificou-se tamb?m o predom?nio de sexo feminino (63,50%). A maioria dos estudantes n?o possui quaisquer atividades remuneradas (59,30%), sejam elas advindas do trabalho, de bolsas de inicia??o cient?fica ou ajuda de custo. Uma grande parcela mora em rep?blicas e alojamentos estudantis. Apenas 29,76% dos estudantes residem com a fam?lia. Al?m da preval?ncia de estresse, foram tamb?m identificadas as fases e a sintomatologia mais presente. A fase de resist?ncia e a sintomatologia psicol?gica foram mais predominantes (41,20% e 32,60% respectivamente), assim como houve maior preval?ncia de stress no sexo feminino (56,20%), entre alunos com menor contato com a fam?lia (59,70%) e que residiam em resid?ncias privadas (52,30%). ? importante destacar tamb?m que 59,20% dos alunos j? sentiram necessidade de atendimento psicol?gico, o que estava diretamente relacionado ? gravidade da fase de stress. ? importante que se realize mais estudos, amplos e com rigor metodol?gico adequado, preferencialmente atrav?s de desenhos longitudinais, que acompanhem os estudantes ao longo da trajet?ria acad?mica e que tragam resultados mais robustos que confirmem alguns destes dados encontrados.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-01-15T21:58:58Z No. of bitstreams: 1 JosielleSoaresDaSilva_DISSERT.pdf: 1920540 bytes, checksum: ef0c4f564479ff1bb5e56b1eaf67d22c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-01-18T12:06:06Z (GMT) No. of bitstreams: 1 JosielleSoaresDaSilva_DISSERT.pdf: 1920540 bytes, checksum: ef0c4f564479ff1bb5e56b1eaf67d22c (MD5) / Made available in DSpace on 2018-01-18T12:06:06Z (GMT). No. of bitstreams: 1 JosielleSoaresDaSilva_DISSERT.pdf: 1920540 bytes, checksum: ef0c4f564479ff1bb5e56b1eaf67d22c (MD5) Previous issue date: 2016-02-26 / A presente pesquisa objetiva analisar a implementa??o do Programa Ci?ncia sem Fronteiras na Universidade Federal do Rio Grande do Norte, procurando evidenciar, na vis?o de gestores e coordenadores de cursos, as contribui??es do processo de mobilidade acad?mica proporcionadas pelo Programa Ci?ncia sem Fronteiras em cursos de gradua??o da mesma institui??o. Para sua realiza??o, os procedimentos t?cnicos utilizados foram a revis?o bibliogr?fica, a an?lise de documentos, a tabula??o de dados quantitativos e as entrevistas semiestruturadas. A revis?o bibliogr?fica permitiu aprofundar os conhecimentos acerca dos fen?menos e processos que permeiam o objeto em estudo, com destaque para a globaliza??o e a internacionaliza??o; a an?lise de documentos proporcionou maiores conhecimentos sobre as diretrizes internacionais para a internacionaliza??o e a Pol?tica de Ci?ncia, Tecnologia e Inova??o implementada no pa?s com diretrizes indutoras para a internacionaliza??o da educa??o em n?vel superior, como forma de fomentar o desenvolvimento cient?fico e tecnol?gico para o pa?s. As entrevistas semiestruturadas possibilitaram a verifica??o com base nos relatos dos gestores e dos coordenadores as contribui??es da internacionaliza??o via mobilidade acad?mica pelo Programa Ci?ncia sem Fronteiras para os cursos de gradua??o. O estudo evidenciou que os coordenadores entendem como importante a internacionaliza??o no ?mbito das institui??es de ensino superior, principalmente no que diz respeito ao desenvolvimento do ensino, ? troca de conhecimentos e o contato com uma cultura diferente. No tocante ? contribui??o do Programa Ci?ncia sem Fronteiras para os cursos, os coordenadores n?o possuem a mesma vis?o. A an?lise revela que a contribui??o do Programa CsF para a efetiva internacionaliza??o acad?mica e inser??o da dimens?o internacional no ensino superior, na vis?o da maioria dos coordenadores, ? pouco prof?cua diante da forma como o Programa est? implementado, pois segundo o ponto de vista dos gestores e coordenadores n?o h? uma efetiva??o de la?os acad?micos entre as institui??es. / It is clear that the process of socio-economic, cultural and technological change pose new training needs for higher education institutions. Discuss about higher education in the actual capitalist society inevitably leads to debate about the changes brought about by globalization and the new demands for higher education institutions that are part of the complex and contradictory fabric of society. In this logic, the internationalization of higher education is a set of proactive efforts of higher education institutions to respond to competitive and economic demands of the globalized world. This brings the higher education institutions to seek internationalization, since through it we can raise the advancement of quality education programs, research and extension and promote institutional inclusion in the global context of higher education. Taking these aspects into consideration, this study aims to analyze the implementation of the program Science without Borders at the Federal University of Rio Grande do Norte, looking for evidence, in the view of managers and coordinators of course, the contributions of academic mobility process provided by Science without Borders program in undergraduate courses at the same institution. For its realization were used as technical procedures to literature review, document analysis, tabulation of quantitative data and semi-structured interviews. The literature review allowed to deepen the knowledge about the phenomena and processes that permeate the object under study, with an emphasis on globalization and internationalization; document analysis provided greater knowledge of international guidelines for internationalization and Policy Science, Technology and Innovation implemented in the country with inducing guidelines for the internationalization of education at the college level, in order to foster scientific and technological development for the country . The semi-structured interviews made it possible to check on the basis of reports of managers and engineers the contributions of international academic mobility via the Science Without Borders program for undergraduate courses. The study showed that the coordinators understand how important internationalization within higher education institutions, especially with regard to the development of education, the exchange of knowledge and contact with a different culture. Regarding the contribution of the Science Without Borders Program for the courses, the coordinators do not have the same vision. The analysis reveals that the CsF Programme contribution to the effective academic internationalization and integration of the international dimension in higher education, in the view of most engineers, it is very fruitful given the way the program is implemented, because from the point of view of managers coordinators and there is no effective academic links between institutions.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-03-10T00:02:16Z No. of bitstreams: 1 FernandaFernandesKolodiuk_DISSERT.pdf: 12001033 bytes, checksum: 477763b89fc24705d27960971b414f59 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-03-16T20:20:28Z (GMT) No. of bitstreams: 1 FernandaFernandesKolodiuk_DISSERT.pdf: 12001033 bytes, checksum: 477763b89fc24705d27960971b414f59 (MD5) / Made available in DSpace on 2016-03-16T20:20:28Z (GMT). No. of bitstreams: 1 FernandaFernandesKolodiuk_DISSERT.pdf: 12001033 bytes, checksum: 477763b89fc24705d27960971b414f59 (MD5) Previous issue date: 2015-05-19 / Demanda acad?mica, novo contexto social, novas rotinas e diminui??o do controle dos pais s?o fatores que podem influenciar o padr?o de sono de estudantes que ingressam na universidade. Os discentes de Medicina da Universidade Federal do Rio Grande do Norte (UFRN) apresentam elevada carga hor?ria, conte?do denso nas disciplinas, as aulas do 1o semestre come?am ?s 7 horas da manh? e sua popula??o ? formada por adultos jovens, que ainda sofrem com o atraso de fase de sono comum na adolesc?ncia, o que indica que o hor?rio de aula pode ser inadequado nesta faixa et?ria. A redu??o do sono noturno durante os dias de aula e a tentativa de recupera??o do sono perdido nos dias livres ? Jet lag social (JLS), sugere que j? no primeiro semestre os estudantes sofrem com press?o do sono, o que pode refletir negativamente em tarefas cognitivas e no desempenho acad?mico. Portanto, o objetivo deste trabalho ? avaliar a rela??o entre a press?o do sono e o perfil acad?mico de estudantes de Medicina do primeiro semestre da UFRN, caracterizando sociodemograficamente esta popula??o e investigando poss?veis reflexos no ritmo de atividade-repouso e no desempenho acad?mico. Participaram desta pesquisa 88 estudantes, saud?veis de ambos os sexos, que respoderam aos seguintes question?rios: Qualidade de Sono de Pittsburgh (IQSP), Escala de Sonol?ncia de Epworth (ESE), Cronotipo Horne & Ostberg (HO), Cronotipo Munique (MCTQ) e ?A Sa?de e o Sono?, adaptado. Actimetria foi utilizada em 14 dias para elabora??o de actogramas e obten??o de vari?veis n?o param?tricas do ritmo de atividade-repouso. A nota da disciplina M?dulos Biol?gicos I foi utilizada como desempenho acad?mico. O JLS foi utilizado como medida de press?o do sono e o n?vel de signific?ncia estat?stica foi 95%. A popula??o ? homog?nea em rela??o aos aspectos sociodemogr?ficos e a maioria tem estilo de vida saud?vel, pratica atividade f?sica, locomove-se at? a universidade em carro e leva entre 15 e 30 minutos para realizar tal percurso. Em rela??o ao CSV, grande parte apresentou cronotipo intermedi?rio e vespertino, necessita cochilar durante a semana, sofre sonol?ncia diurna e apresenta m? qualidade de sono. 83% da amostra tem ao menos 1h de JLS, o que nos levou ? divis?o em dois grupos: Grupo < 2h JLS (N=44) e Grupo ? 2h JLS (N=44). Os grupos diferiram apenas no cronotipo, demonstrando que indiv?duos mais vespertinos apresentam mais JLS. Entretanto, n?o encontramos diferen?as em rela??o aos aspectos sociodemogr?ficos, ritmo de atividade-repouso ou desempenho acad?mico. A homogeneidade da amostra possivelmente dificultou a compara??o entre os grupos, todavia, ? alarmante que os estudantes j? apresentem, no primeiro semestre: JLG, qualidade de sono ruim e sonol?ncia diurna excessiva, os quais podem acentuar-se no decorrer do curso, com o in?cio de plant?es noturnos e o aumento da carga hor?ria. Abordar a import?ncia de bons h?bitos de sono e a mudan?a no hor?rio de in?cio da aula s?o estrat?gias que visam ? melhoria na sa?de dos estudantes. / Academic demands, new social context, new routines and decrease of the parental control, are factors that may influence the sleep pattern of freshman students at the University. Medical students from the Federal University of Rio Grande do Norte (UFRN) have a full-time course, subjects with high-level content, and, at the first semester, classes begin at 7 a.m. This group composed by young adults who still suffering with delayed sleep phase, common in adolescence, indicating that this class schedule can be inappropriate at this age. The reduction of nocturnal sleep during school days, and the attempt to recover sleep on free days ? social jet lag (JLS), suggests that in the first semester, students suffer from high sleep pressure. High sleep pressure may reflect on cognitive tasks and performance. Therefore, the aim of this study was to investigate the relationship between sleep pressure and the academic profile of medical students from the first semester of UFRN, characterizing this population socio-demographically and investigating possible impacts on therestactivity rhytm and academic performance. A sample of 88 students, healthy men and women awswered the following questionnaires: Pittsburgh Sleep Quality (PSQI), Epworth Sleepiness Scale (ESS), Horne & Ostberg Chronotype (HO), Munich Chronotype (MCTQ) and ?Health and Sleep? adapted. Actigraphy was used during 14 days to make actogramas and obtain non-parametric variables of the rest-activity rhythm and the grades of the morning schedule were used as academic performance. The JLS was used as a measure of sleep pressure. Statistics significance level was 95%. The population was sociodemographic homogeneous. Most students have healthy lifestyle, practice physical activity, use car to go to the university and take between 15 and 30 minutes for this route. Regarding CSV, most were classify as intermediate (38.6%) and evening (32%) chronotypes, needs to nap during the week, suffer daytime sleepiness and have poor sleep quality. 83% of the sample has at least 1h JLS, which led us to divide into two groups: Group <2h JLS (N = 44) and Group ? 2h JLS (N = 44). The groups have differences only in chronotype, showing that most evening individuals have more JLS, however, no differences were found in relation to sociodemographic aspect, rest-activity rhythm or academic performance. The homogeneity of the sample was limited to compare the groups, however, is alarming that students already present in the first half: JLG, poor sleep quality and excessive daytime sleepiness, which can be accentuated through the university years, with the emergence of night shifts and increased academic demand. Interventionsaddressingthe importance of good sleep habits and the change of the class start time are strategies aimed to improve student?s health.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-03-13T12:38:22Z No. of bitstreams: 1 HugoLopesDeAraujo_DISSERT.pdf: 3125432 bytes, checksum: 6eb44e30d262c3ba524e8f8dade800da (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-03-19T15:06:46Z (GMT) No. of bitstreams: 1 HugoLopesDeAraujo_DISSERT.pdf: 3125432 bytes, checksum: 6eb44e30d262c3ba524e8f8dade800da (MD5) / Made available in DSpace on 2018-03-19T15:06:46Z (GMT). No. of bitstreams: 1 HugoLopesDeAraujo_DISSERT.pdf: 3125432 bytes, checksum: 6eb44e30d262c3ba524e8f8dade800da (MD5) Previous issue date: 2017-11-24 / Considerando-se o atual momento na gest?o p?blica brasileira, onde se prioriza os princ?pios da efici?ncia e a qualidade dos servi?os prestados, se faz preciso a constante melhoria dos procedimentos administrativos das institui??es em geral, em especial das institui??es p?blicas, criticadas pela sociedade. Os processos s?o a base do funcionamento das institui??es, fontes de cont?nuas melhorias neste trabalho. Este estudo tem como objetivo propor melhorias a partir do mapeamento de processos do curso de gradua??o em administra??o da Universidade Federal do Rio Grande do Norte - UFRN, contemplando a identifica??o, a descri??o e a elabora??o dos fluxos de atividades acad?micas. Nesse sentido, realizou-se uma an?lise na Coordena??o do curso de gradua??o em Administra??o baseada na t?cnica de pesquisa-a??o, com finalidade explorat?rio-descritiva. Adotou-se como estrat?gica metodol?gica a pesquisa documental; pesquisa bibliogr?fica; e estudo de caso. Utilizou-se a abordagem qualitativa, uma vez que n?o se pretendia chegar a dados estat?sticos, visando compreender os aspectos dos processos da Coordena??o e as informa??es que influenciam no desempenho desses. Ap?s a an?lise dos processos considerados foi realizada a elabora??o dos fluxos atrav?s da nota??o BPMN com o uso do software Bizagi Process Modeler ? BPM. Foram feitas propostas de melhorias para os processos, como torna-los eletr?nicos e eliminar fluxos burocr?ticos desnecess?rios, e para a realiza??o das atividades do setor, visando melhorar a efici?ncia e a qualidade dos servi?os. Melhorias estas aplic?veis a todas as coordena??es de cursos de gradua??o que utilizem o sistema SIGAA. Ademais, foi criada uma carta de servi?os, descrevendo e disponibilizando aos usu?rios, todos os servi?os desenvolvidos pelo setor. / Considering the current moment in Brazilian public management, where priority is given to the principles of efficiency and the quality of services provided, it is necessary to constantly improve the administrative procedures of institutions in general, especially public institutions, criticized by society. The processes are the basis of the functioning of the institutions, sources of continuous improvements in this work. This study aims to propose improvements from the mapping of processes of the undergraduate course in administration of the Federal University of Rio Grande do Norte - UFRN, contemplating the identification, description and elaboration of flows of academic activities. In this sense, an analysis was conducted in the Coordination of the undergraduate course in Administration based on the research-action technique, with an exploratory-descriptive purpose. Documentary research was adopted as a methodological strategy; bibliographic research; and case study. The qualitative approach was used, since it was not intended to reach statistical data, aiming to understand the aspects of the Coordination processes and the information that influence the performance of these. After the analysis of the processes considered, the elaboration of the flows through the BPMN notation using the Bizagi Process Modeler - BPM software was performed. Proposals were made to improve processes, such as making them electronic and eliminate unnecessary bureaucratic flows, and to carry out activities in the sector, in order to improve the efficiency and quality of services. These improvements apply to all coordinations of undergraduate courses that use the SIGAA system. In addition, a service letter was created, describing and making available to users, all the services developed by the sector.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-20T20:15:19Z No. of bitstreams: 1 KleidsonDanielMedeirosLeopoldino_DISSERT.pdf: 4143386 bytes, checksum: b8b4f6ceb0032654381facae637bb32d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-22T21:40:36Z (GMT) No. of bitstreams: 1 KleidsonDanielMedeirosLeopoldino_DISSERT.pdf: 4143386 bytes, checksum: b8b4f6ceb0032654381facae637bb32d (MD5) / Made available in DSpace on 2017-03-22T21:40:36Z (GMT). No. of bitstreams: 1 KleidsonDanielMedeirosLeopoldino_DISSERT.pdf: 4143386 bytes, checksum: b8b4f6ceb0032654381facae637bb32d (MD5) Previous issue date: 2016-05-27 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / Compreendida enquanto uma habilidade, e presente em diferentes n?veis no ser humano a criatividade pode ser estimulada de forma espont?nea e n?o-espont?nea. Espontaneamente a partir da intera??o entre fatores intr?nsecos (indiv?duo) e extr?nsecos (ambientais). J? em sua forma induzida, por meio de t?cnicas de criatividade, ferramentas de facilita??o que visam fomentar pensamentos originais para resolver problemas por meio da sistematiza??o da idea??o em etapas. Neste sentido, a disserta??o tem como objetivo - propor uma t?cnica de criatividade para a gera??o de ideias de empresas de base tecnol?gica. O desenvolvimento da t?cnica teve como base te?rica os seguintes temas: gera??o de ideias, criatividade coletiva e t?cnicas de criatividade. Na pesquisa de campo o m?todo utilizado foi a pesquisa-a??o, a partir de quatro interven??es junto a estudantes de gradua??o e p?s-gradua??o em engenharia da Universidade Federal do Rio Grande do Norte. Cada interven??o teve quatro fases: planejamento, interven??o, an?lise e melhoria. Em cada interven??o aprimorou-se a t?cnica e, como resultado surge a IDEATION, na qual cada letra representa uma, dentre suas oito etapas: Identify the Creative Profile, Develop Empathy, Explore the Group Imagination, Attend to the Guidelines, Think and Speak, Involve to the Theme, Obtain Ideas e Nurture the Ideas. / The present work has as objective - propose a creative technique for the generation of ideas to technology-based companies. In many spheres of economy creativity figures as an important issue, because of the increasing complexity of solutions required in situations and scenarios marked by volatility, lack of models and breaking others. In the corporate world it is precisely in this field where the search for innovation becomes a competitive factor. However, to innovate, there must be creativity, a force that drives innovation and bases its quality and differentials face to the challenges of a networked world. Understood as a skill, and present at different levels in humans, when combined with attitude and entrepreneurial action, creativity is able to produce changes that adds or breaks with the current structure. The technique development had as theoretical basis the following themes: ideas generation, collective creativity and creativity techiniques. In the field research the method used was the action research, from four interventions along with graduation and post graduation students in engineering from Universidade Federal do Rio Grande do Norte. Each intervention have four different stages: planning, intervention, analisys and improvement. In each intervention the technique was improved and as result comes up the IDEATION, in which, each letter represents, one of its eight steps: Identify the Creative Profile, Develop Empathy, Explore the Group Imagination, Attend to the Guidelines, Think and Speak, Involve to the Theme, Obtain Ideas e Nurture the Ideas.