O presente trabalho é composto pela apresentação de A inteligência, que desgraça! (1825), do dramaturgo russo Aleksandr Serguéievitch Griboiédov, do universo em que foi escrita, bem como a tradução da obra-prima ao português. Essa primeira tradução carrega os dilemas inerentes à grandiosidade da linguagem e, sendo assim, o primeiro passo, na tradução da obra ao português, segue o caminho do significado para que, no futuro, o significante, complexo e rico, possa ser focado. Depois, tomamos o caminho do Teatro Russo do século XVIII e início do século XIX, seu universo neoclássico, e, ao final, as transfigurações de A inteligência, que desgraça! aos modelos clássicos, essencialmente os conflitos provenientes das ações que trabalham, nas duas tramas principais, de maneira igual. / This present research is composed of a presentation of Gore ot uma (1825), by Russian playwright Aleksandr Griboedov, and of the universe in which it was written, as well as a first step in attempt of translating the masterpiece into Portuguese. This first translation embodies the dilemmas inherent to the greatness of the language and, therefore, the first step, for a translation of the masterpiece into Portuguese, follows the path of the signified, in order that, in the future, the signifier, rich and complex, may be focused. Afterwards, we take the path of Russian Theater from the Eighteenth century to the beginning of Nineteenth century, its neoclassical universe, and, in the end, in Gorie ot umas transfigurations to the classical patterns, essentially the conflicts originated by actions that work, in the two main plots, in a equal manner.

A dissertação trata do debate acerca do início da proteção do direito à vida e as consequências dessa proteção em relação às pesquisas com células-tronco embrionárias humanas, autorizadas no ordenamento jurídico brasileiro pelo artigo 5º, da Lei nº 11.105/2005, julgada constitucional pelo Supremo Tribunal Federal em sede de controle concentrado de constitucionalidade. A abordagem, que se concentrou no estudo da doutrina, legislação e jurisprudência, tem caráter preponderantemente dogmático jurídico, nas dimensões analítica, empírica e normativa. As principais conclusões são as seguintes: o direito à vida garantido pela Constituição Federal, estruturalmente, consiste em um princípio, com âmbito de proteção amplo, ensejando a necessidade de sopesamento com outros valores protegidos pelo ordenamento jurídico para sua aplicação; dentre as possíveis interpretações acerca do que consiste esse direito, ele pode ser considerado como um direito à própria existência, um direito à vida digna e um direito à proteção em face do desenvolvimento da biotecnologia; o início da proteção do direito à vida e as pesquisas e terapias com células-tronco embrionárias são disciplinados no direito brasileiro por dispositivos internacionais e nacionais, tais como a Convenção Americana de Direitos Humanos, a Constituição Federal e a Lei nº 11.105/2005; o fato de o Supremo Tribunal Federal ter considerado constitucional o artigo 5º, da Lei nº 11.105/2005, em sede de controle concentrado, não afastou a aplicação da Convenção Americana de Direitos Humanos (a qual contém norma que protege o direito à vida, em geral, desde a concepção) e nem impediu um controle estatal e internacional efetivo sobre as pesquisas e terapias com células-tronco embrionárias a fim de resguardar, dentre outros aspectos, o direito à vida em um enfoque transindividual. / The present work deals with the debate about the beginning of the protection of the right to life and the consequences of this protection related to human embryo-based stem cell research, authorized by the Brazilian legal legislation according to the Article 5 of Law no. 11.105/2005, considered constitutional by the Federal Supreme Court in the concentrated model of constitutional control. The approach, centralized in the study of the doctrine, legislation and jurisprudence, is based on a predominantly dogmatic legal nature, in the analytical, empirical and regulatory dimensions. Following are the main conclusions: the right to life grated by the Federal Constitution structurally consists of a principle, with a broad protection scope, that justifies the need of weighting with other values protected by the legal legislation for its application; among the possible interpretations of what this right is consistent of, it can be considered as a right to the existence itself, a right to a decent life and a right to protection facing the development of the biotechnology; the beginning of the protection of the right to human embryo-based stem cell research and therapies are set in the Brazilian Law by national and international precepts, such as the American Convention of Human Rights, the Federal Constitution and the Law nº 11.105/2005; the fact that the Federal Supreme Court considered the Article 5 of Law nº 11.105/2005, in the concentrated model of constitutional control, did not distract the application of the American Convention of Human Rights (which contains the regulations that protects the right to life, in general, from its conception) neither obstructed an actual state or international control on the human embryo-based stem cell research and therapies in order to protect, among other aspects, the right to life in a transindividual approach.

Esta dissertação analisa as questões concernentes às tutelas de urgência antes e durante o processo arbitral (incluindo-se a forma como podem ser pleiteadas, apreciadas e efetivadas), bem como a interação entre os árbitros, o Poder Judiciário e também entre a Câmara de Arbitragem responsável pela condução do processo arbitral (no caso de arbitragem institucional). O trabalho traz uma breve análise sobre a história da arbitragem e acerca de sua natureza jurídica, com um enfoque específico às tutelas de urgência, analisando, igualmente, os regulamentos dos principais centros de arbitragens pátrios e alienígenas, bem como a legislação nacional e estrangeira sobre o tema das tutelas de urgência em arbitragem. Os principais pontos analisados referem-se: (i) às tutelas de urgência prévias à instauração da arbitragem (quando as partes já se comprometeram, por meio de cláusula compromissória ou de compromisso arbitral, a solucionar eventual lide por meio da arbitragem); (ii) às tutelas de urgência no curso de um processo arbitral; (iii) à efetivação das tutelas de urgência, a qual exige a utilização de força e, por conseguinte, depende do auxílio e de interação com o Poder Judiciário; (iv) à efetivação das tutelas de urgência proferidas em arbitragens estrangeiras; e (v) às anti-suit injunctions. / This dissertation analyses the questions regarding provisional and interim measures previously or during an arbitration proceeding (including the means they can be pleaded, analyzed and enforced), as well as the interaction between the arbitrators, the Judiciary Power and also with the Court of Arbitration responsible for the conduction of the arbitration proceeding (in the case of institutional arbitration). The study brings a brief analysis of the history of arbitration and about its legal nature, with a specific focus on provisional and interim measures, also analyzing the regulations of the main Courts of Arbitration from Brazil and from abroad, as well as the Brazilian and foreign legislation about provisional and interim measures in arbitration. The main topics analyzed are referred to: (i) provisional and interim measures previously to the beginning of the arbitration (when the parties have already committed themselves, through arbitration clause or arbitration agreement, to resolve any conflict through arbitration); (ii) provisional and interim measures during an arbitration proceeding; (iii) the enforcement of provisional and interim measures, which requires the use of force (coercive power) and, therefore, depends on the assistance and the support of the Judiciary Power; (iv) the enforcement of provisional and interim measures rendered on foreign arbitrations; and (v) the anti-suit injunctions.

This is a study of how four teachers work with pupils’ early literacy learning. Interviews were conducted with two teachers who chose to use a specific method, Writing to Read (WTR), for teaching pupils to read, and with two teachers who had not chosen a specific method. The aim of the study was to compare how the teachers worked, their motives for their choice of method, and the ideas the teachers have about early literacy learning. To see whether the teachers’ choice of method was related to the individualization of the teaching and their views of pupils’ learning in interaction, Vygotsky’s theories about children’s learning have been used. The result shows that there are both similarities and differences in the teachers’ reasons for their choice of method. Those who use WTR say that they do so to be able to individualize the teaching, while the teachers who do not use a specific method use the same arguments. There is a difference in whether the teachers aim for structured or unstructured teaching, regardless of the choice of method. Several parallels to Vygotsky’s theories were found, in that all four teachers, irrespective of method, think that their teaching should be characterized by interaction and individualization.

This diploma thesis deals with the issue of parental evenings and their associated preparation, realization, process and communication of beginning teachers of primary school with pupils' parents. The aim of the diploma thesis is to create a set of procedures and recommendations based on the data obtained from starting teachers and parents, which have been successfully implemented in practice and can be inspired not only by other novice teachers. In the theoretical part, the diploma thesis identifies competencies that enable the teacher to effectively manage this professional situation and, on the basis of professional literature, it provides examples of conduct that contribute to better preparation and process of parental evenings. Research in the empirical part follows the cases of four beginning teachers. Methods which were used are observation, semi-structured interview and questionnaire. The research of this diploma thesis lasted for six months, during which were observed parental evenings, followed by interviews with beginning teachers. The whole research was completed with a questionnaire created for parents. The obtained data was then evaluated and compared with the theoretical part. After six months of co-operation with participating teachers, data collection and evaluation, it was...

Made available in DSpace on 2016-04-28T20:56:53Z (GMT). No. of bitstreams: 1 Raquel Seriani.pdf: 682776 bytes, checksum: 0cd3db730f9d3bbc93d3a92f22584e75 (MD5) Previous issue date: 2015-03-25 / This qualitative research aims to identify challenges, experiences and feelings of mathematics teachers beginning their careers and who teach in the final years of elementary school. Data were collected through semi structured interviews with five teachers from a public school in São Paulo. The existing problems in the professional life of the beginner teacher and the failure of papers about the practice in first step career teachers encouraged the development of this research. To broaden the discussion on how beginner teachers face challenges and difficulties, it was sought to support in researchers who study the early stages of the teaching career. Huberman (1995) encouraged this study in relation to the life cycle of the teachers and the identification of phases which define the variables and their professional development. Lima (2006) contributed with the presentation of his own characteristics of his first career, where major brands of identity and professional attitude occur. Marcelo Garcia (1999) brought elements that contribute to the integration into the teaching profession concerning the baseline as the tensions and learning in unfamiliar contexts and the acquisition of professional knowledge and the achieving of personal balance. The results indicated that the beginner teachers face related difficulties, most of the time, indiscipline, student motivation and lack of support from directors and workmates. They also indicated that beginner teachers have feelings of loneliness due to the lack of collective work, inexperience and insecurity. It was observed that the difficulties in relation to the teaching of mathematics came from the training course in undergraduate programs, notably as regards the lack of coordination between specific and pedagogical disciplines. The data have revealed that the professional initiation period is a great importance to the difficulties and challenges today and they have indicated that more and more integration programs should be a matter of concern of directors and teachers of public politics / Esta pesquisa de cunho qualitativo tem como objetivo identificar desafios, vivências e sentimentos dos professores de Matemática em início de carreira e que lecionam nos anos finais do ensino fundamental. Os dados foram coletados mediante entrevistas semiestruturadas, realizadas com cinco docentes de uma escola pública da cidade de São Paulo. A problemática existente na vida profissional do professor iniciante e a insuficiência de produções sobre a prática desses docentes em início de carreira estimularam o desenvolvimento da presente investigação. Para ampliar a discussão sobre como os professores iniciantes enfrentam desafios e dificuldades, buscou-se apoio em pesquisadores que estudam a fase inicial da carreira docente. Huberman (1995) apoiou o estudo no que se refere ao ciclo de vida dos professores e à identificação das fases e suas variáveis que definem o desenvolvimento profissional. Lima (2006) contribuiu com a apresentação das características próprias da fase inicial da carreira, nas quais ocorrem as principais marcas de identidade e atitude profissional. Marcelo Garcia (1999) trouxe elementos que compõem a inserção na carreira docente referentes à fase inicial, como as tensões e aprendizagens em contextos desconhecidos e a aquisição de conhecimentos profissionais e obtenção de equilíbrio pessoal. Os resultados indicaram que os professores iniciantes enfrentam dificuldades relacionadas, na maioria das vezes, à indisciplina, à motivação dos alunos e à falta de apoio dos gestores e colegas de trabalho. Apontaram também que os iniciantes apresentam sentimento de solidão em razão da ausência do trabalho coletivo, de inexperiência e insegurança. Observou-se que as dificuldades sentidas em relação ao ensino de Matemática decorrem da trajetória formativa nos cursos de licenciatura, notadamente no que se refere à falta de articulação entre as disciplinas específicas e pedagógicas. Os dados revelaram que o período de iniciação profissional assume grande importância em decorrência das dificuldades e desafios hoje postos e indicaram que cada vez mais os programas de inserção deveriam ser objeto de preocupação dos gestores e articuladores das políticas públicas

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O trabalho visou o entendimento do sucesso escolar, na área de alfabetização, pelas experiências docentes, investigando os saberes e as práticas relacionados à vida pessoal, escolar e profissional de quatro alfabetizadoras bem sucedidas, que exerceram a profissão nas décadas de 50 a 80, no Estado de São Paulo. Estudou-se o peso da reforma de 1971 e os determinantes advindos das diferentes políticas, anteriores e posteriores, e o provável período em que se iniciou a conformação profissional das educadoras pesquisadas. Pelo estudo de histórias de vida, a investigação caracterizou as diferentes experiências das alfabetizadoras, identificando os saberes e as práticas, que deram sustentação ao trabalho bem sucedido com a alfabetização, e os condicionantes que acompanharam a formação docente. A articulação dos saberes da infância pré-escolar, da vida escolar, da trajetória no curso de formação e da vida profissional com o estudo das características das práticas alfabetizadoras justificou o sucesso escolar. Pela análise dos resultados, concluiu-se que as várias facetas da história de vida das educadoras, com saberes e concepções de ensino, sustentaram o êxito na alfabetização. Apesar das situações bem heterogêneas, o sucesso escolar decorreu da autonomia no trabalho docente para a organização de práticas de ensino, que garantissem a aprendizagem bem sucedida da leitura e escrita, sempre considerando que toda criança apresentava capacidade para aprender, independentemente das condições socioeconômicas, culturais e de aprendizagem. O estudo da história de vida das alfabetizadoras bem sucedidas, envolvendo saberes e práticas importantes e diferentes para configurações de práticas de alfabetização, que garantiram o êxito de todos os alunos, não visou apenas a sistematização de situações pedagógicas que servissem somente como referenciais para organizar o processo de alfabetização de docentes da atualidade, mas também a problematização de aspectos inerentes às ações educativas, no ensino da leitura e escrita, e o resgate de alguns valores que, na época dessas professoras, eram considerados essenciais e que, atualmente, recebem críticas e depreciações. A análise das práticas educativas sinalizou uma diversificação de estratégias de ensino entre as professoras pesquisadas. Apesar dessa diferença, as docentes apresentaram objetivos semelhantes, visando a aprendizagem de todos e rejeitando qualquer forma de discriminação. Verificou-se ainda a criação de rotinas e rituais, durante o desenvolvimento dos conteúdos e das atividades, mas com práticas e aspectos diferenciados. Essa característica confirma a formação de uma ética de trabalho pedagógico. A presente pesquisa oferece, assim, informações para o estudo da alfabetização, enriquecendo a análise dos elementos do trabalho docente, para o êxito escolar, e dos novos dados que possibilitam investigações da temática, também em outras abordagens. / This paper focused on the understanding of academic success in the alphabetizing area by investigating the knowledge and practices related to the personal, academic and professional life of four successful alphabetizers who exercised their profession in the state of Sao Paulo throughout 1950 to 1980. The impact of the 1971 reform was duly studied and so were the direct consequences of the different previous and posterior policies and also the probable period during which started the professional making of the researched teachers. By studying the life histories, the investigation underlined the different experiences of the alphabetizers, identifying the various knowledge and practices which gave support to the successful alphabetizing work, and the decisive factors which accompanied the process of a teacher\'s formation. The articulation of the pre-school childhood knowledge, academic life, personal performance, both scholar and professional, together with the study of the alphabetizing practices characteristics justified the academic success. The results analysis concluded that the various aspects of the teachers\' life history, together with their personal knowledge and teaching concepts, sustained the alphabetizing success obtained. In spite of quite heterogeneous scenarios, the academic success resulted from the autonomy in the work to organize teaching practices which would ensure a successful learning of writing and reading, always considering that every child presented capacity to learn independently of social/economic, cultural and learning conditions. The study of the life histories of the successful alphabetizer teachers, involving important and different knowledge and pratices to build up alphabetizing practices which guaranteed the success of every student, didn\'t focus just the systematizing of pedagogic aspects which would serve solely as references to organize the alphabetizing process of today\'s teachers, but also the intrincacies of those aspects inherent to educative actions, in teaching writing and reading techniques, and the rescue of a few values which were considered essential, back at the time when the researched teachers were active, and nowadays are criticized and depreciated. The analysis of educational practices pointed out a diversification of teaching strategies amongst the researched teachers. In spite of the differences, they presented similar purposes - everyone should learn and any form of discrimination was rejected. It was also verified the creation of routines and rituals while developing the contents and related activities, but with distinguished practices and aspects. This characteristic confirms the making of ethics applied to pedagogical work. So, the present research offers information for the study of alphabetizing while making richer the analysis of the elements pertaining to teaching work to achieve academic success, and of the new data which make possible the investigation of the matter also with other approaches.

O presente trabalho é composto pela apresentação de A inteligência, que desgraça! (1825), do dramaturgo russo Aleksandr Serguéievitch Griboiédov, do universo em que foi escrita, bem como a tradução da obra-prima ao português. Essa primeira tradução carrega os dilemas inerentes à grandiosidade da linguagem e, sendo assim, o primeiro passo, na tradução da obra ao português, segue o caminho do significado para que, no futuro, o significante, complexo e rico, possa ser focado. Depois, tomamos o caminho do Teatro Russo do século XVIII e início do século XIX, seu universo neoclássico, e, ao final, as transfigurações de A inteligência, que desgraça! aos modelos clássicos, essencialmente os conflitos provenientes das ações que trabalham, nas duas tramas principais, de maneira igual. / This present research is composed of a presentation of Gore ot uma (1825), by Russian playwright Aleksandr Griboedov, and of the universe in which it was written, as well as a first step in attempt of translating the masterpiece into Portuguese. This first translation embodies the dilemmas inherent to the greatness of the language and, therefore, the first step, for a translation of the masterpiece into Portuguese, follows the path of the signified, in order that, in the future, the signifier, rich and complex, may be focused. Afterwards, we take the path of Russian Theater from the Eighteenth century to the beginning of Nineteenth century, its neoclassical universe, and, in the end, in Gorie ot umas transfigurations to the classical patterns, essentially the conflicts originated by actions that work, in the two main plots, in a equal manner.

L’étonnement a une place privilégiée dans la vie des idées, considéré comme l’émotion à l’origine de toutes formes de spéculations philosophiques, il est l’objet d’étude le plus adéquat pour analyser les problèmes communs du cinéma et de la philosophie : le mouvement (Thalès, Héraclite, Zénon d’Élée), la remise en question du réel (Descartes), l’accès au savoir par les sens (Platon). Par l’incarnation de « personnages conceptuels » (l’idiot, le sceptique, le jeune philosophe), le cinéma offre la possibilité d’accéder à des raisonnements philosophiques de manière empirique. Le cinéma sera ainsi considéré comme un outil pouvant mettre en scène le doute cartésien grâce à une déconstruction progressive du réel. Chaque film étudié matérialisera une étape de cette déconstruction : Three Days of the Condor de Sydney Pollack : la remise en question du réel ; Aguirre, la colère de Dieu de Werner Herzog et Bullitt de Peter Yates : le déni du réel, la filmographie de Buster Keaton (courts et longs-métrages) : la trahison des apparences, les œuvres abstraites de Stan Brakhage : la réduction du réel à un entrelacement de formes et de sensations. Cette thèse proposera une redéfinition des causes et des conditions du surgissement de l’étonnement. En effet, étant principalement lié au nouveau dans les différents traités sur l’émotion étudiés (Descartes, Darwin, Charles Le Brun, William James), le rapport entre étonnement et mémoire nécessitera un développement. Ainsi par l’intermédiaire d’une revalorisation de la mémoire affective dans la perception d’un objet étonnant, cette émotion pourra enfin être prise en compte en fonction du passé du sujet. Les différents types de reconnaissance engagés dans la vision d’un film seront analysés pour comprendre à quel moment ce phénomène passe d’un événement mineur à un événement majeur. Le cinéma pourra de cette manière être employé comme un laboratoire mémoriel. Grâce à une approche anthropologique de la première cause de l'étonnement au cinéma : "les feuilles qui bougent" c’est-à-dire le mouvement, le mythe des images vivantes sera étudié du point de vue de sa persistance à différents moments de l’histoire du cinéma du Napoléon d’Abel Gance à Young Sherlock Holmes de Barry Levinson. Ce premier principe étonnant du dispositif cinématographique donnera lieu à une inversion, 4 l’étonnement suscité par une autre vie des images cette fois insufflée par la suspension ou l’arrêt sur image. Enfin « le phénomène saturé » défini par Jean-Luc Marion comme un étonnement surplombant le champ de vision du spectateur sera divisé en une typologie des différents types de saturation au cinéma (le réel surpris, le montage cubiste, la plénitude du cadre etc.), dans le but de trouver un équivalent visuel de l'évidence (première obsession cartésienne). Le dessein de cette typologie inspirée par Descartes sera de réhabiliser les sens dans la construction du savoir / Astonishment has a privileged place in the history of philosophy, considered as the emotion behind all forms of philosophical speculation; it is the most appropriate object of study to analyze the common problems of cinema and Philosophy: movement (Thales, Heraclitus, Zeno of Elea), questioning reality (Descartes), access to knowledge through the senses (Plato). Cinema will thus be considered as a tool able to portray Cartesian doubt through a progressive deconstruction of reality. Each film studied materializes a stage of this deconstruction: Three Days of the Condor by Sydney Pollack: questioning reality Aguirre, the Wrath of God by Werner Herzog and Bullitt by Peter Yates: the denial of reality the filmography of Buster Keaton (short and feature films); the betrayal of appearances the abstract works of Stan Brakhage: the reduction of reality to an interweaving of forms and sensations. Thus, by the incarnation of « conceptual characters » (the idiot, the skeptic, the young philosopher), cinema allows us to empirically access to philosophical reasoning. This development will also involve the redefinition of the causes and conditions of astonishment. Indeed, the relationship between astonishment and memory will necessitate a further investigation into, since it is mainly linked to the new and the extraordinary in the different treatises on emotion studied (Descartes, Darwin, Charles Le Brun, William James). Thus, by means of a revaluation of the affective memory in the perception of an astonishing object, this emotion can finally be considered according to the past of the subject. The different types of recognition involved in filmic vision will be analyzed to understand when this phenomenon moves from being a minor event to a major event. In this way, cinema can be used as a memorial laboratory. Thanks to an anthropological approach to the primary cause of astonishment in the cinema: « the moving leaves » (i.e. movement), the myth of living images, will be studied through its persistence at different moments of cinema history from Abel Gance’s Napoleon to Young Sherlock Holmes by Barry Levinson. The first principle of cinematic astonishment leads us to consider its inversion, the astonishment aroused by another aspect of life of images, one dominated by the suspension or the halting of the image. Finally, the « Saturated Phenomena » (defined by Jean-Luc Marion as an astonishment overlooking the spectator's field of vision) will be divided into a typology of the different 6 types of saturation in the cinema (cubist montage, crowded frames, etc.) in order to find a visual equivalent of the evidence (the first Cartesian obsession) and to reassert the value of the senses in the construction of knowledge