Made available in DSpace on 2016-03-15T19:31:00Z (GMT). No. of bitstreams: 1 Sandra Alberta Ferreira.pdf: 1746040 bytes, checksum: 4d34f9464afb4bc9fdde78986d87f16b (MD5) Previous issue date: 2013-08-02 / The Brazilian educational policy is based on the assumption that the school is the main mechanism for the development of a democratic and egalitarian society. The affirmative action in the educational area with a view to promoting equity and social inclusion of disadvantaged and discriminated populations are endorsed by this initiative. On the assumption that the dynamics of the relationships experienced in the University context, if marked by prejudices and discrimination, can influence the education of indigenous students and the effectiveness of the affirmative policies, this study was developed in order to understand the dynamics of in(ex)clusion perceived by indigenous students from the Federal University of Tocantins (UFT). The research occurred in two steps: the investigative documentary research and the fieldwork. The technique used for the evaluation of the interviews was the analysis of the contents, from which came the six thematic categories which constitute the dynamics of the in(ex)clusion. They are: 1) aspects of the indigenous identity; 2) walking in both worlds; 3) dynamics of relationships at the University; 4) the importance of attending College; 5) the causes of dropouts; and 6) militant profile and the expectation of professional performance. The dynamics of in(ex)inclusion perceived by indigenous students is inextricably linked to the particular cosmology of each indigenous people, resulting from experiences before the admission of these subjects at the University. Furthermore, such dynamics is marked by prejudices, discrimination and hostility from non-indigenous, which constitute elements more of exclusion than of inclusion. We were also able to see, based on reports from indigenous students and on other studies, that the quotas policies for admissions in IESP alone do not guarantee the professional training of indigenous students and their inclusion. The contribution of this study stays in the theoretical and empirical field, in the expansion of knowledge about management of inclusion and diversity, specifically in public policies of affirmative actions towards a College education for the indigenous students, because there are a limited number of systematized and published information about selection, admission, permanence and education of indigenous students. / A política educacional brasileira tem se pautado no pressuposto de que a escola é o principal mecanismo para o desenvolvimento de uma sociedade democrática e igualitária. As ações afirmativas na área educacional com vistas a promover a equidade e a inclusão social das populações mais desfavorecidas e discriminadas encontram respaldo nesta iniciativa. Partindo do pressuposto de que a dinâmica das relações vivenciadas no contexto universitário, se marcadas por preconceitos e discriminação, pode influenciar a formação dos estudantes indígenas e a efetividade das políticas afirmativas é que se desenvolveu este estudo, com o objetivo de compreender a dinâmica de in(ex)clusão percebida pelos estudantes indígenas da Universidade Federal do Tocantins (UFT). A realização da pesquisa ocorreu em duas etapas investigativas: a pesquisa documental e a de campo. A técnica utilizada para a análise das entrevistas foi a de conteúdo, a partir da qual se chegou a seis categorias temáticas, que vêm a formar os elementos constitutivos da dinâmica de in(ex)clusão: 1) Aspectos da Identidade do Indígena; 2) O Caminhar em Dois Mundos; 3) Dinâmica das Relações na Universidade; 4) Significado em Cursar o Ensino Superior; 5) As Causas de Evasão; e, 6) Perfil Militante e Perspectivas de Atuação Profissional. A dinâmica de in(ex)clusão percebida pelos estudantes indígenas apresenta-se indissociável à cosmologia particular de cada um dos povos indígenas, fruto de vivências anteriores à entrada destes sujeitos na universidade. Ademais, tal dinâmica é marcada por preconceitos, discriminação e hostilidade por parte dos não-indígenas, sendo constituída muito mais por elementos de exclusão do que de inclusão. Pudemos constatar também, com base nos relatos dos estudantes indígenas e em outros estudos, que a política de cotas voltadas para o ingresso em IESP por si só não garantem a formação profissional dos estudantes indígenas e sua inclusão. A contribuição deste estudo se dá no campo teórico e empírico, na ampliação do conhecimento sobre gestão inclusiva e da diversidade, especificamente em políticas públicas de ação afirmativa voltadas para a formação superior de estudantes indígenas, vez que há um número restrito de informações sistematizadas e publicadas que tratem sobre a seleção, o ingresso, a permanência e a formação de estudantes indígenas.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-10-06T12:37:28Z No. of bitstreams: 1 julimarconstancio.pdf: 658676 bytes, checksum: dab806ee0853290e3c6e1c753115e163 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-06T12:59:35Z (GMT) No. of bitstreams: 1 julimarconstancio.pdf: 658676 bytes, checksum: dab806ee0853290e3c6e1c753115e163 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-06T12:59:43Z (GMT) No. of bitstreams: 1 julimarconstancio.pdf: 658676 bytes, checksum: dab806ee0853290e3c6e1c753115e163 (MD5) / Made available in DSpace on 2016-10-06T12:59:43Z (GMT). No. of bitstreams: 1 julimarconstancio.pdf: 658676 bytes, checksum: dab806ee0853290e3c6e1c753115e163 (MD5) Previous issue date: 2009-07-17 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O trabalho apresenta um estudo sobre a situação de desigualdade socioeducacional do jovem afro-descendente brasileiro, num contexto em que a raça, e suas implicações sociais, aparece como elemento de classificação e seleção. Nesse aspecto, a raça tende a influenciar também as discussões sobre procedência ou não do uso de políticas de ação afirmativa na educação. Pesquisas mostram que, para este segmento da população, existe um estado de precariedade social que implica numa situação de baixo desempenho no ensino fundamental, quando comparado com jovens brancos, e que pode produzir trajetórias sociais diferenciadas para estes grupos de indivíduos. No entanto, as diferenças de desempenho reveladas através das proficiências medidas por testes de avaliação educacional em larga escala, tais como SAEB (Sistema “Nacional” de Avaliação da Educação Básica), não se mantiveram iguais quando controlado o fator socioeconômico. Estudos revelam que os alunos autodeclarados pardos e brancos apresentam desempenho superior aos alunos considerados preto, nas mesmas condições socioeconômicas. Utilizam-se, para fundamentar a discussão, modelos de regressão de níveis hierárquicos para uma população presente nas séries iniciais do sistema educacional. Para isso, trabalhou-se com as bases de dados apresentadas pelo Censo Demográfico 2000, PNAD (Pesquisa nacional por amostra de domicílios) e Censo Escolar dos anos de 2006, além dos resultados de avaliações em larga escala do SAEB, PROEB (Programa de Avaliação da Rede Pública de Educação Básica), SAERS (Sistema de Avaliação Estadual da Educação no Rio Grande do Sul) e Nova Escola. / This present work studies the situation of socio-educational inequality among young Brazilian Afro-descendents, in a context in which race, and its social implications impacts on classification and selection. Race also tends to influence decision-making regarding affirmative action in education policy. Research has shown that, for this segment of the population, a situation of social precariousness exists, resulting in low scholastic performance at primary level in comparison with white children which may pre-determine future social development for both groups. However, development differences revealed by tests designed to measure scholastic performance on a large scale, such as SAEB (Sistema Nacional de Avaliação da Educação Básica, which means, the National System of Basic Education Assessment) demonstrated differences when analyzed from a socioeconomic view point. Studies have shown that students who classify themselves as either white or of mixed blood tend to perform better scholastically than those students who consider themselves black, even when all three groups belong to the same socio-economic class. The discussion is based on regression models of hierarchical levels for a population attending the initial years of the educational system. For this purpose, the data bases from the following were used Demographic Census of the Year 2000, Pnad (Pesquisa Nacional por Amostra de Domicílios , which means, National Research According to a Sample of Residences) and the 2006 School Census, as well as results from large scale of evaluation such as SAEB, PROEB (Programa de Avaliação da Rede Pública de Educação Básica, which means, Program of Evaluation of Basic Education in Public Schools), SAERS (Sistema de Avaliação Estadual de Educação no Rio Grande do Sul, which means, System of Evaluation of State Schools in Rio Grande do Sul) and Nova Escola.

Orientador: Zacarias Pereira Borges / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-21T02:01:54Z (GMT). No. of bitstreams: 1 Stroisch_Adriane_M.pdf: 2234539 bytes, checksum: 620b5d3a8473d9debb99e2ff1b62b4ca (MD5) Previous issue date: 2012 / Resumo: Com esta pesquisa objetivou-se a análise das ações institucionais de permanência e êxito aos alunos ingressos nos cursos superiores do Campus São José do Instituto Federal de Santa Catarina - IF-SC, no período de 2009 a 2010, por meio de reserva de vagas, tendo em vista a política de inclusão adotada a partir de 2009 pelo IF-SC. Buscou-se verificar as ações institucionais realizadas de acompanhamento e favorecimento da permanência e do êxito desses alunos, assim como o índice de permanência e o êxito no percurso formativo dos alunos cotistas e não cotistas, e as causas de evasão. Para amparar este estudo utilizou-se a literatura na área das ações afirmativas, das políticas públicas de inclusão na educação e das políticas para a educação profissional. A pesquisa assumiu os pressupostos da investigação qualitativa e fez uso de entrevistas semi-estruturadas como instrumento metodológico principal para a coleta de dados. Os dados foram tratados por meio de análise de conteúdo. Entrevistaram-se os coordenadores dos cursos e membros da equipe pedagógica, assim como os alunos evadidos. Aplicou-se um questionário nos alunos com a finalidade de obter a opinião deles acerca das ações institucionais. Não se descartou, porém, os dados quantitativos obtidos por meio da aplicação do questionário, e de documentos institucionais. Observou-se com os resultados que, apesar de ações e programas terem sido implementados, nenhuma ação específica foi realizada para os alunos cotistas, e essas ações não se mostraram eficazes e suficientes para garantir a permanência e o êxito dos alunos, tendo em vista o alto índice de evasão e reprovação nos cursos. Percebeu-se que tanto as evasões quanto as reprovações concentram-se mais nas duas primeiras fases dos cursos. As causas determinantes da evasão encontradas incluíram questões relacionadas ao curso, aspectos institucionais, atividade profissional, desempenho acadêmico, dentre outras, demonstrando dessa forma que vários são os fatores que influenciam na evasão, porém, percebeu-se que, em muitos casos, a Instituição pode contribuir tanto para a evasão quanto para a permanência do aluno. A percepção dos alunos quanto à atuação institucional e as sugestões por eles dadas vão desde o incremento das ações de apoio acadêmico a questões relacionadas ao curso e aos professores. Com este estudo constatou-se que a diversidade entre os alunos, suas características e particularidades devem ser consideradas no processo de ensino-aprendizagem, e que a instituição precisa responder às demandas pedagógicas e sociais dos seus alunos para que ao democratizar o acesso, também democratize o sucesso dos que nela ingressam. / Abstract: This research aims to analyze the institutional actions of permanence and success for students who entered in higher education Campus São José of Instituto Federal de Santa Catarina - IF-SC, from 2009 to 2010, through reservation of vacancies, in view of the inclusion policy adopted since 2009. We verify the institutional actions taken to monitor and favor the permanence and success of these students, as well as the retention rate and success rate of students and the causes of dropout. To support this study we used literature in the area of affirmative actions, public policy of education inclusion, and policies for professional education. The research took the assumptions of qualitative research and made use of semi-structured interviews as a primary methodological instrument for data collection. The data was processed through content analysis. We interviewed the coordinators of the courses and pedagogical staff members, as well as dropout students. We applied a survey to students in order to obtain their opinion about the institutional actions. However, we have not ruled out, the quantitative data gathered through the survey, and institutional documents. It was observed with the results that despite actions and programs were implemented, no specific action was performed for quota students, these actions were not effective and sufficient to ensure permanence and success of students, given the high drop-out rates and failure in the courses. It was noticed that both the failures and dropouts are more focused on the first two phases of the courses. The determinant causes of dropout found included problems related to the course, institutional, professional activity, academic performance, among others, thereby demonstrating that there are several factors that influence dropouts, however, we realized that in many cases, the institution contributes both to evasion or to remain. The students perceptions about the institutional actions and suggestions given by them, ranging from the increment of the actions of academic support, on issues related to the course and to the teachers. With this study it was found that the diversity among students, their characteristics and peculiarities must be considered in the process of teaching and learning, and that the institution must respond to educational and social demands of their students, for while democratizing access, also democratize the success of those who enter it. / Mestrado / Politicas, Administração e Sistemas Educacionais / Mestre em Educação

Os últimos quinze anos foram marcados por um aumento expressivo de ações afirmativas nas universidades públicas brasileiras, propiciando, entre muitas coisas, uma presença significativa de estudantes indígenas em cursos de graduação e, mais recentemente, de pósgraduação por todo o país. A partir desse contexto e do acompanhamento de experiências em duas instituições de ensino superior, a UFSCar e a UFAM, buscamos, neste trabalho, entrelaçar dois conjuntos de questões. Em um primeiro momento, refletimos sobre as motivações e possibilidades de ingresso de estudantes indígenas às universidades, focando no debate em torno da constituição de políticas de ação afirmativa. Explora-se, nele, tanto a perspectiva institucional, de Estado, na elaboração e implementação das políticas afirmativas, quanto as perspectivas das populações indígenas, a partir do envolvimento e atuação de estudantes e do movimento indígena nesses processos. Com isso, oferecemos exemplos da variedade de possibilidades existentes de implementação de ações afirmativas em cursos regulares de graduação e pós-graduação, e alguns de seus desafios. No momento seguinte, voltamos o olhar para a presença de estudantes indígenas nas universidades, para os modos como constroem suas experiências no ensino superior e como refletem sobre elas. Nas experiências de estudantes indígenas de graduação, destacamos os agenciamentos e movimentos dos/as estudantes em torno de discussões sobre \"cultura\" e \"conhecimento\", assim como suas reflexões sobre a importância de ocuparem as universidades, para se tornarem mais visíveis e mais fortes nesse espaço. No último capítulo, abordamos a presença de estudantes indígenas em cursos de pós-graduação (stricto sensu). Partindo de um breve panorama dessa presença no país, levantamos um debate acerca de noções como \"autoantropologia\" e \"antropologia indígena\". Finalizamos com as experiências de antropólogos indígenas Yepamahsã (Tukano) do NEAI/PPGAS/UFAM, que nos permitem perceber as múltiplas possibilidades do exercício antropológico, ao construírem, atualizarem e comporem distintos modos de conhecimento. / During the last fifteen years, there has been an expressive increase of affirmative actions in Brazilian public universities, providing, among many things, a significant presence of indigenous students in undergraduate and, more recently, graduate courses throughout the country. Regarding this context and by the observation of experiences in two higher education institutions, UFSCar e UFAM, this work aims to interweave two sets of questions. At first, we reflect on the motivations and possibilities of indigenous students joying universities, focusing on the debate about the constitution of affirmative action policies. It explores both the institutional, State perspective, at the elaboration and implementation of affirmative policies; and the perspectives of indigenous populations, based on the involvement and participation of students and the indigenous movement in these processes. With this, we offer examples of the variety of existing possibilities for implementing affirmative action in regular undergraduate and graduate courses, and some of its challenges. Following, we focus on the presence of indigenous students in universities, regarding the ways in which they construct their experiences in higher education, and how they reflect on them. The experiences of indigenous undergraduate students are mainly addressed by the students\' assemblies and movements that carried out debates about \"culture\" and \"knowledge\", as well as their reflections on the importance of occupying universities, in order to become more visible and stronger in this space. In the last chapter, we address the presence of indigenous students in postgraduate courses (stricto sensu). Starting from a brief panorama of this presence in the country, we raised a debate about notions like \"autoanthropology\" and \"indigenous anthropology\". We conclude with the experiences of indigenous anthropologists Yepamahsã (Tukano) of the NEAI/PPGAS/UFAM, which allow us to perceive the multiple possibilities of the anthropological exercise, when constructing, updating and composing different modes of knowledge.

D.Litt et Phil. / Dynamic organisations with information technology driven infrastructures are invariably in a state of change, which can be attributed to a multitude of planned (as opposed to forced) interventions. Planned interventions can vary greatly in format and the following serves as examples: • Change required as a result of a new management structure being introduced. • New systems or technology being implemented. • Processes being improved or changed. • New corporate cultures being established. • Changing market focus. • Business Process Reengineering initiatives. Business process reengineering flowing from a planned intervention would normally culminate in a requirement for a further planned intervention in the form of change management to be implemented. This is required to not only ensure that end to end processes are established to ultimately culminate in sustained process improvement and competitive advantage, but also that the impact of such process changes map to the subsequent cultural and organisational change requirements. Should these entities however be undertaken against the background of a forced intervention, a new approach is required to ensure that not only processes are catered for, but also include behavioural and organisational considerations. Research hypothesis validation was conducted in two organisations of which one served as a Control Group, while the other organisation was split to form two separate and distinct research groups. Into the first research group of the latter organisation (Experimental Group B), the Transformation Process model, which forms the focus of this thesis was introduced to facilitate the implementation of business process reengineering and change management as planned interventions and affirmative action as the forced intervention. In terms of the methodology of the Transformation Process model, any process entity is required to be infused and mapped to a change entity and thereafter superimposed onto the applicable forced intervention in symbiotic unison to test the hypothesis. Into the second research group (Experimental Group A) the same interventions were implemented as in the case of Experimental Group B, however not in terms of the Transformation Process model, but in the traditional way whereby process change was followed by organisational change the latter, which included the forced intervention.

M.Com. (Labour Relations) / This study focuses on the affirmative action debate in South Africa as it manifests firstly in current and possible practices, and secondly expectations of legislation in the future. The reasoning behind the study is that it is imperative to do a study on this, one of the most controversial subjects currently under debate in South Africa, while so many companies are in the process of implementing systems of affirmative action. An overview of affirmative action legislation in other countries of the world were presented. These systems form the core of any debate on the subject of affirmative action in South Africa. The South African debate, as well as present systems and support for affirmative action legislation were investigated. An analysis of the present problems facing the black education system in South Africa and the initiatives to overcome these problems were given. A probable model of affirmative action legislation that the ANC and some other black political parties would most probably support was then given, based on the foregoing study. The conclusions drawn from the results obtained after the study, was that the black political parties and groupings that support the ideals of the ANC support a 60 percent quota-system. Most companies in South Africa have either already implemented an affirmative action or equal opportunities policy, or are in the process of adopting such a policy. In many cases the reasons for adopting such policies seem to be the expectation of future legislation that would force them to adopt radical affirmative action policies. The expectations of the black community, in terms of affirmative action legislation, also seem to be extremely high. This puts much pressure on both companies and black political parties to support and implement affirmative action.

M.Comm. / Black Advancement and Affirmative Action are concepts which became identified with endeavours in South Africa to increase the participation of black people in business and the mainstream economy. In recent years, a more all-encompassing construct, combining the objective and attributes of both Black Advancement and Affirmative Action, has gained popularity. This new construct is Black Economic Empowerment. Black Economic Empowerment is a concept, which is broadly accepted in principle, but is still controversial in its meaning and practice. This report looks at the commonly, agreed and understood meaning of Black Economic Empowerment. It also examines the role that the government, private sector and labour unions have played and will play in the empowerment process. The parallels between the Afrikaner empowerment in the fifties and sixties and Black Economic Empowerment and the similarities between Malaysia's empowerment initiatives and South Africa's current situation are examined as an example that encourages the need for Black Economic Empowerment. The study will also look into the need for Affirmative Action, the state of Black Business and its historical development and its contribution to Black Empowerment. The successes of Black Economic Empowerment are contrasted against the failures, while the report examines the criticisms levelled against Black Economic Empowerment as well as the perception that such a process is open to manipulation. The findings of the study concluded that Black Economic Empowerment is essential to the economic development of Black people. The responsibility is all encompassing, yet government must be seen to act as the facilitator of the process.

M.Com. (Business Management) / Affirmative action is extremely topical in South Africa today, not only in terms of business principles but among individuals and communities as well. Since the establishment in the late 1850's of the South African Railways and Harbours and it's eventual change to the present-day Transnet, a "white" culture was constantly being established. For the past number of years Transnet is engaged in bringing about a culture change to transform the company into an equal opportunity company. The purpose of this study is to describe the the full meaning of affirmative action in Transnet and to put the importance of such action for both the Company and it's employees into perspective. The methods used by Transnet to apply affirmative action with the least possible resistance and interruption of business are also discussed. In Transnet affirmative action is part of a process known as the tum strategy. Through a personal interview with the Group General Manager (Human Resources) of Transnet the origin and implementation of the turn strategy is explained. The tum strategy consists of thirteen substrategies that must be completed before the exercise can be called a success. The success of the turn strategy could rest on the evaluation and monitoring of the results of the substrategies. A spirit of co-operation between Management and organised labour was achieved by involving both parties as members of the Turn Strategy Council. The Turn Strategy Council is responsible, inter alia. for monitoring the turn strategy. In conclusion specific findings and recommendations are made. Although it may be necessary to make adjustments to suit local circumstances, the value of the study is in the opportunity it affords other companies/organisations to use Transnet's model to implement affirmative action.

D.Litt. et Phil. (Public Management and Governance) / This study focuses on a framework for the sustainable policy implementation of the Mining Charter of 2002, with specific reference to the role of women in the South African mining industry. The goal of this empowerment charter is to create an industry that will reflect the promise of a non-racial South Africa. This includes ensuring a ten percent participation of women by 2009. The main research question addressed by this study is: What are the factors involved in determining the sustained implementation of the Mining Charter of 2002 and how can it be effectively implemented and strengthened in order to ensure the compliance by the mining employers in terms of the role and targets for women in the mining industry? The thesis provided an integrated focus on outputs in terms of implementing reform policies with regard to the employment of females in the mines. Furthermore, it investigates certain outcomes in terms of how the mining environment has adapted to female employment and policy conversion processes in terms of what the barriers are to the successful implementation of the Mining Charter of 2002. This ensured that both policy products and processes were subjected to systematic and integrative evaluation. The problem was also viewed from the current level of success in implementing similar empowerment policies in other countries, such as Australia, the United Kingdom, Japan, as well as certain African countries. The thesis also aimed to develop a substantive theory for an organisational change process in terms of the conditions of women working underground in the mines. This will enable mining employers to identify selected resource inputs, as well as process outputs and outcomes. Ultimately, this will ensure sustained compliance to the spirit and requirements of the Mining Charter, within the context of the transformation of the South African society and legislation as a whole. A modernist qualitative research methodology was followed, where casing was applied as the research design and grounded theory as the research strategy. A qualitative coding paradigm was developed in terms of the physical, social, cultural and psychological construction of employees in the mining environment’s perceptions, experiences, attitudes and behaviour with regard to the implementation of the Mining Charter of 2002. The findings of the empirical study generally indicated that the picture that scholars and role-players (for example the women working underground) paint on the South African mining industry with regard the employment of women in the mines – specifically in an underground environment – is not as bleak as one might think. However, some improvements are still needed in order to comply with targets, as well as creating better working conditions for women employed in the mining industry. The study contributed to the development of theory and research methodology. Furthermore, on a practical level, it contributed to the disciplinary fields of Public Management and Public Governance.

M.Comm. / The Bank under study is one of the big four banks of South Africa, is engaged in a process of transformation, more specifically the implementation of the Employment Equity Act (No.55 of 1998). The overall objective of the study was to identify the employee's perceptions of transformation in a financial institution, which will be called The Bank, for ease of reference. The study was split into two, firstly, the identification of perception held by African, Indian and Coloured (AIC) male and female managers about the implementation of transformation, more specifically, employment equity, as an integral component of transformation in South African companies. Secondly, to conduct a comparative analysis on the similarities and differences of white male and African, Indian and Coloured managers perceptions regarding the implementation of transformation, more specifically employment equity act A further objective was to obtain suggestions from the participants as to possible ways in which the Bank can deal with their specific concerns relating to transformation.