O estudo situou-se no campo da educação superior latino-americana, em perspectiva comparada com a europeia. Teve como objetivo analisar o Projeto Tuning América Latina, de forma a discutir a assimilação de alguns dos elementos do Processo de Bolonha na América Latina, assim como investigar a correlação desta política educacional com a noção de pedagogia das competências, questionando-se a função da educação superior na sociedade capitalista atual. O método adotado foi o da pesquisa bibliográfica e documental, de abordagem qualitativa, e desenvolveu-se no eixo de pesquisa da educação e trabalho tendo, por um lado, o trabalho enquanto princípio educativo, devido a seu caráter formativo, e por outro, a educação, enquanto ação humanizadora. Como contexto amplo, o estudo considerou a atual fase do capitalismo, nomeada de acumulação flexível, e a relação da educação superior com a formação do profissional polivalente por meio de uma Pedagogia das Competências. O Processo de Bolonha, nessa conjuntura, surgiu como política pública inserido na União Europeia, tendo como objetivo fim a ampliação da vantagem competitiva do bloco em termos de educação superior e a internacionalização de seu modus operandi. Como exemplo, verificou-se o projeto Tuning Educational Structures in Europe, surgido na Europa em 2000, cujo alinhamento às orientações de Bolonha e ao discurso das competências é importado à América Latina sem grandes alterações por meio do Projeto Tuning América Latina. Este, objeto da pesquisa, dispôs de duas fases, de 2004 a 2007 e de 2011 a 2013, sendo conduzido por um conjunto de universidades e concretizando-se na publicação de um elencado de relatórios. Uma das considerações do estudo foi que os Projetos Tuning funcionam como políticas concretizadoras do Processo de Bolonha, que apoiado na crença na sociedade do conhecimento, esforça-se na colocação da Europa enquanto produtora do conhecimento mundial, chamada de estratégia para a Europa do Conhecimento. Outra consideração admitiu que o Projeto Tuning América Latina objetiva agir como metodologia para compatibilizar e comparar as formações superiores, com vistas à transnacionalização dos currículos e à formação de mão-de-obra em nível internacional. Neste sentido, a principal conclusão da pesquisa foi que o Projeto Tuning América Latina possui ressonâncias do Processo de Bolonha e orienta-se no discurso da Pedagogia das Competências, visando à colaboração na sustentação do sistema capitalista por meio de uma educação superior voltada às demandas do mercado. / The study involved the area of Latin American higher education, in a comparative perspective with the european. It is aimed to analyze the Tuning Latin America Project, discussing the assimilation of some of the elements of the Bologna Process in Latin America, as well as investigates the correlation of this educational policy with the notion of pedagogy skills, questioning the role of higher education in the current capitalist society. The method used was the bibliographical and documentary research, qualitative approach, and developed in the research axis of education and labor, on the one hand, works as an educational principle, due to its formative, and on the other hand, the education while humanizing. How broader context, the study considered the current phase of capitalism, named flexible accumulation, and the relationship of higher education with the formation of polyvalent professional through a Pedagogy of Skills. The Bologna Process, at this juncture, emerged as a public policy inserted in the European Union, aiming to end the expansion of competitive advantage of the block in terms of higher education and the internationalization of their modus operandi. As an example, there was the project Tuning Educational Structures in Europe, emerged in Europe in 2000, whose alignment with the guidelines of Bologna and the discourse of skills is imported to Latin America without major changes through the Tuning Latin America Project. The research object had two phases, from 2004 to 2007 and from 2011 to 2013, being driven by a set of universities and realizing on the publication of a part listed reports. One of the considerations of the study was that the Tuning Projects work as assured policies of the Bologna Process, which supported the belief in the knowledge society, strives in getting Europe as a producer of world knowledge, strategy call for the Europe of Knowledge. Another consideration admitted that the objective Tuning Latin America Project act as a methodology to match and compare the higher education, with a view to globalization of curricula and training of skilled manpower internationally. In this sense, the main conclusion of the research claims that the Tuning Latin America Project has the Bologna Process resonances and oriented in the discourse of the Pedagogy of Skills, in order to collaboration in support the capitalist system by facing higher education market demands.

The aim of this thesis is to obtain a deeper understanding of students’ approaches to musical knowledge as it is distributed through one-to-one tuition in higher music education (HME). With a cultural-psychological perspective according to Bruner, the project was designed as a longitudinal, qualitative study of eight students in the performance program that concludes with a Bachelor of Arts degree in music. Two main musical genres were represented: Western classical music, and jazz and contemporary music. The students had one-to-one tuition on violin, classical guitar, saxophone and electric guitar, and were observed at three consecutive lessons per semester during one academic year. Many-sided data were collected: video recordings of instrumental lessons, semi-structured interviews with students and teachers, and the participants’ diary notes in connection with the observed lessons. In the analysis, the students’ approaches to knowledge of music cultural tools were focused. The results show that the students use three main approaches in relation to one-to-one tuition: adaptation, reflected navigation and indifference. These approaches vary and overlap, and are connected to the local cultural situations that are being studied, as well as to differences by instrument and genre. The different strategies used by the students are discussed in relation to apprenticeship in higher music education, and in relation to the consequences for students’ musical learning and knowledge development. The results are also connected to the Bologna process and the development of research-based teaching in HME. Methodological considerations and suggestions for further research are put forward. / Genom projektet, Instrumenatlisters musikaliska kunskapsutveckling. Finansierat av Vetenskapsrådet / Genom projektet, Vem äger lärandet? Finansierat av Myndigheten för nätverk och samarbete inom högre utbildning

The aim of this thesis is to obtain a deeper understanding of students’ approaches to musical knowledge as it is distributed through one-to-one tuition in higher music education (HME). With a cultural-psychological perspective according to Bruner, the project was designed as a longitudinal, qualitative study of eight students in the performance program that concludes with a Bachelor of Arts degree in music. Two main musical genres were represented: Western classical music, and jazz and contemporary music. The students had one-to-one tuition on violin, classical guitar, saxophone and electric guitar, and were observed at three consecutive lessons per semester during one academic year. Many-sided data were collected: video recordings of instrumental lessons, semi-structured interviews with students and teachers, and the participants’ diary notes in connection with the observed lessons. In the analysis, the students’ approaches to knowledge of music cultural tools were focused. The results show that the students use three main approaches in relation to one-to-one tuition: adaptation, reflected navigation and indifference. These approaches vary and overlap, and are connected to the local cultural situations that are being studied, as well as to differences by instrument and genre. The different strategies used by the students are discussed in relation to apprenticeship in higher music education, and in relation to the consequences for students’ musical learning and knowledge development. The results are also connected to the Bologna process and the development of research-based teaching in HME. Methodological considerations and suggestions for further research are put forward. / Genom projektet, Instrumenatlisters musikaliska kunskapsutveckling. Finansierat av Vetenskapsrådet / Genom projektet, Vem äger lärandet? Finansierat av Myndigheten för nätverk och samarbete inom högre utbildning

Il lavoro ha indagato alcuni aspetti del primo trentennio di vita dell'officina tipografica bolognese fondata da Francesco Platone de' Benedetti (1482-1496), focalizzandosi in particolare sulla produzione del primo erede, il nipote Giovanni Antonio (1499-1512), sui rispettivi cataloghi culturali e, infine, sul mercato librario bolognese a cavallo fra il XV e il XVI secolo. Tre i punti nodali della ricerca: 1) la rappresentazione del circuito intellettuale che gravitò attorno ai due de’ Benedetti, con particolare attenzione per i curatori editoriali; 2) l’accertamento delle edizioni sine notis ancora da attribuire in via definitiva a Francesco de’ Bendetti, per una comparazione credibile dei cataloghi di zio e nipote e per comprendere, fin dove possibile, le logiche commerciali che Francesco progettava per la sua azienda; 3) un’analisi del progetto culturale di Francesco de' Benedetti basandosi sul suo inventario di magazzino, da cui si evincono: il pubblico cui l’officina mirò, le coordinate (geografiche e culturali) del mercato del libro a Bologna sullo scorcio del secolo XV, i confini del network commerciale in cui Platone de’ Benedetti seppe inserire la sua impresa. / The research has investigated some aspects of the first three decades of the bolognese typography founded by Francesco Platone de 'Benedetti (1482-1496), focusing, in particular, on the production of the first heir, his nephew Giovanni Antonio (1499-1512), on their cultural catalogs and, finally, on the book trade in Bologna between Fifteenth and Sixteenth centuries. Three key points of the research: 1) the representation of the intellectuals (their life, their work) gravitated around the typography, with particular attention to the editors; 2) analysis of the sine notis editions still attributed to Francesco Benedetti, for a comparison of the catalogs of uncle and nephew, and to understand, as far as possible, the commercial logic Francesco was planning for his business; 3) an analysis of Francesco Benedetti's cultural project, based on his famous shop inventory, from which can be deduced: the custumers the typography aimed to, geographical and cultural coordinates of the book trade in Bologna at the turn of the XV century, the shape of the commercial network in which Francesco de 'Benedetti entered his business.

Im Rahmen des Bologna-Prozesses wird verstärkt auf Gruppenlernen und Virtualisierung gesetzt. Ziel dieses Beitrags ist eine Aussage über die Effektivität von Gruppenlernen im Virtual Classroom (VC) aus sozialwissenschaftlich-theoretischer Perspektive zu treffen.

Made available in DSpace on 2015-04-17T14:49:42Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1512695 bytes, checksum: 66fceb13a8ad18e1d88c0891d2ea7e36 (MD5) Previous issue date: 2010-06-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The use of meat from animals of disposal, in the preparation of processed adds them to the sale value, create jobs, and provides diversification of products offered to consumers. However, the sausage typically have large amounts of lipids in their composition to achieve the desirable sensory qualities to this type of product, generating negative attitude to them as part of a consumer market hungry for healthier products. A possible solution to this impasse is to use lowfat meats such as beef and goats and sheep. This study aimed to present new options for the use of goat meat and sheep culling through studies of the effect of fat in the preparation of mortadella goats and sheep with details of the microbiological quality, chemical, physical and sensorial this product and to determine its shelf-life in cold storage. For each type of meat were prepared mortadella added 10, 20 and 30% fat pigs. The meat used as raw material for the preparation of sausages as well as products made with different percentages of lipids showed microbiological and physical chemistry in accordance with existing legislation. In evaluating the sensory quality of products, except for the texture attribute of formulations added 10% lipids, all other parameters were obtained acceptance rate exceeding 70%, therefore, all formulations sensory acceptability. In the evaluation of shelf-life in four storage times (1, 10, 20 and 30 days), all formulations were within the recommended by law as to the physico-chemical and microbiological being thus able to human consumption. It follows therefore that the use of cuts of meat from animals of disposal is a viable alternative for the formulation of sausage, because it generates high-quality products microbiological, physical and chemical in accordance with the law and good sensory acceptance. / A utilização de carnes de animais de descarte na elaboração de produtos processados agrega-lhes valor de venda, gera empregos e proporciona diversificação dos produtos oferecidos ao mercado consumidor. No entanto, os embutidos cárneos em geral apresentam grandes quantidades de lipídeos em sua composição para que atinjam as qualidades sensoriais desejáveis a este tipo de produto, gerando atitude negativa quanto aos mesmos por parte de um mercado consumidor ávido por produtos mais saudáveis. Uma possível solução para este impasse é a utilização de carnes com reduzido teor lipídico, como a carne de caprinos e ovinos. O presente trabalho teve como objetivo apresentar novas opções de utilização da carne de caprinos e de ovinos de descarte, através de estudos do efeito da gordura na elaboração de mortadela caprina e ovina, apresentando dados da qualidade microbiológica, química, física e sensorial deste produto, além de determinar sua vida-de-prateleira em armazenamento refrigerado. Para cada tipo de carne foram elaboradas mortadelas adicionadas de 10, 20 e 30% de lipídeos suínos. As carnes utilizadas como matéria-prima para a elaboração dos embutidos, bem como os produtos elaborados com os diferentes percentuais de lipídeos apresentaram qualidade microbiológica e físico-química em conformidade com a legislação em vigor. Na avaliação da qualidade sensorial dos produtos, exceto para o atributo textura das formulações adicionadas de 10% de lipídeos, todos os demais parâmetros avaliados obtiveram índice de aceitação superior a 70%, sendo portanto, todas as formulações aceitas sensorialmente. Na avaliação da vida-de-prateleira, em quatro tempos de armazenamento (1, 10, 20 e 30 dias), todas as formulações apresentaram-se dentro do recomendado pela legislação quanto aos parâmetros físico-químicos e microbiológicos estando portanto, aptas para o consumo humano. Conclui-se portanto, que a utilização de cortes de carne de animais de descarte é uma alternativa viável para a formulação de embutidos cárneos, pois gera produtos de qualidade microbiológica, física e química de acordo com a legislação e bem aceitos sensorialmente.

Longtemps laissé dans l’ombre historiographique, l’empoisonnement fait l’objet cesdernières années d’un intérêt renouvelé de la part des historiens. Dans le sillon de ces ultimes recherches, cette thèse propose une étude sur les crimes de poison à Bologne entre le XIVe et le XVIIe siècle. Si de nombreux chercheurs défendent l’idée que l’empoisonnement est un objet historique « transpériode », aucune étude n’a encore confronté explicitement le Moyen Age à l’époque moderne souvent présentés comme antagonistes. Or, l’analyse du phénomène criminel sur près de quatre siècles permet de mieux appréhender les évolutions et surtout les permanences de l’empoisonnement criminel, de ses modalités et des réactions de la société face à celui-ci. Les archives bolonaises se sont avérées être un terrain de recherches relativement dense, fournissant un corpus de près de 180 affaires dont un nombre important de sources judiciaires inédites. Bologne constitue à ce titre un véritable carrefour pour l’histoire du droit, de la médecine, du fait de son université prestigieuse, mais aussi en ce qui concerne l’étude de la société urbaine. Cette richesse documentaire permet d’envisager une réflexion à l’intersection de l’histoire de la criminalité et de la justice, de l’histoire de la médecine et de l’histoire sociale. Cette approche plurielle de la thématique donne l’opportunité d’élargir l’éventail des témoignages sur l’empoisonnement en confrontant tour à tour doctrines, représentations culturelles et mentales de l’empoisonnement et effectivité du crime et de ses conséquences dans les actes de la pratique. / Long left in the shadow of History, poisoning is subject of a renewed interest byhistorians for the last few years. Following theirs latest researches, this thesis offers a study of poison crimes in Bologna between the XIV and XVII centuries. While many researchers stand for the idea of poison crime as an historical "trans-period" object, no study has yet explicitly faced the middle-age and the modern era often presented as antagonist. But the analysis over nearly four centuries of this criminal phenomenon is insightful on the evolution and especially the persistence of criminal poisoning, its ways and means, and the society reactions to it. The Bolognese archives proved to be a relatively dense research field, providing a corpus of nearly 180 cases, of which a large number of unprecedented/unknown judicial sources. Bologna thus constitutes a true crossroads of legal and medical History, due to its prestigious university, but also on study of urban society. This documentary wealth leads a questioning at the interface of History of crime and justice, History of medicine and social History. This multifaceted approach of the topic is an opportunity to expand the range of testimonies on poisoning and confronts, by turns, doctrine, cultural and mental perception of poisoning and the effectiveness of the crime, and practical consequences.

Esta dissertação tem por tema a reforma da educação superior implantada na Alemanha, após o processo de Bolonha. A partir do contexto europeu de discussões sobre um projeto de construção da Europa do Conhecimento através do denominado processo de Bolonha, procurou-se investigar como ocorreu a reforma nas universidades de um modelo que já fora uma referência mundial, o modelo humboldtiano de educação superior. Os métodos empregados para a compreensão do processo europeu e da reforma alemã foram análises de conteúdos dos principais documentos relacionados aos encontros de ministros europeus, ao governo federal alemão, aos Estados, aos reitores e às universidades. Pode-se constatar ao longo do estudo que o sistema de educação superior alemão percebeu o seu tradicional modelo como inadequado frente às transformações sociais do final do século XX. Na medida em que avançaram as discussões internas e externas à Alemanha sobre a educação superior foi sendo substituído o modelo tradicional pelo novo modelo de ciclos do Processo de Bolonha, preservando-se a autonomia das instituições universitárias alemãs. / This dissertation is focused on the reform of higher education located in Germany, after the Bologna process. From the European context of discussions on a project to build the Europe of Knowledge through the so-called Bologna process, this study tried to investigate how occurred a broad reform in universities of a model that was already a world reference, the Humboldtian model of higher education in Germany. The methods employed for understanding the process of European and German reforms were analysis of content of key documents related to meetings of European ministers, the German federal government, the states, the rectors and universities. It can be seen throughout the study that the traditional model of higher education in Germany, with the social transformations of the end of the twentieth century, did not meet the demands of a more global society, having been gradually replaced by new structures for higher education. Despite the changes, they occurred within the maintaining the autonomy of universities.

Esta dissertação tem por tema a reforma da educação superior implantada na Alemanha, após o processo de Bolonha. A partir do contexto europeu de discussões sobre um projeto de construção da Europa do Conhecimento através do denominado processo de Bolonha, procurou-se investigar como ocorreu a reforma nas universidades de um modelo que já fora uma referência mundial, o modelo humboldtiano de educação superior. Os métodos empregados para a compreensão do processo europeu e da reforma alemã foram análises de conteúdos dos principais documentos relacionados aos encontros de ministros europeus, ao governo federal alemão, aos Estados, aos reitores e às universidades. Pode-se constatar ao longo do estudo que o sistema de educação superior alemão percebeu o seu tradicional modelo como inadequado frente às transformações sociais do final do século XX. Na medida em que avançaram as discussões internas e externas à Alemanha sobre a educação superior foi sendo substituído o modelo tradicional pelo novo modelo de ciclos do Processo de Bolonha, preservando-se a autonomia das instituições universitárias alemãs. / This dissertation is focused on the reform of higher education located in Germany, after the Bologna process. From the European context of discussions on a project to build the Europe of Knowledge through the so-called Bologna process, this study tried to investigate how occurred a broad reform in universities of a model that was already a world reference, the Humboldtian model of higher education in Germany. The methods employed for understanding the process of European and German reforms were analysis of content of key documents related to meetings of European ministers, the German federal government, the states, the rectors and universities. It can be seen throughout the study that the traditional model of higher education in Germany, with the social transformations of the end of the twentieth century, did not meet the demands of a more global society, having been gradually replaced by new structures for higher education. Despite the changes, they occurred within the maintaining the autonomy of universities.

I studien analyseras och jämförs två versioner av det vägledande dokumentet ESG (Standards and Guidelines for Quality Assurance in the European Higher Education Area). Skrivelserna i dokumenten uttrycker standarder och riktlinjer som har till syfte att vägleda lärosäten i arbetet med kvalitetssäkring av högre utbildning inom EHEA (European Higher Education Area). De två versioner som analyseras och jämförs är det engelska originaldokumentet som formulerats inom det europeiska samarbetet Bolognaprocessen samt en svensk översättning formulerad av Universitetskanslersämbetet (UKÄ), den myndighet som i Sverige ansvarar för kvalitetssäkring av högre utbildning på nationell nivå. Syfte Studiens syfte är att analysera och jämföra hur kvalitet och kvalitetssäkring förstås vid läsning av vägledande dokument för kvalitet och kvalitetssäkring inom EHEA och i Sverige. Metodologisk ansats I studien antas ett förhållningssätt där arbetet med urval och analysarbete betraktas som en abduktiv process. Studien utgår ifrån ett socialsemiotiskt och ett diskursteoretiskt perspektiv vilket medför ett dynamiskt samspel mellan teori, metod, forskningsobjekt och frågeställningar. I denna dynamik tillåts under arbetets gång det epistemologiska perspektivet och det diskursiva teoretiska perspektivet som helhet vara en aspekt av analysarbetet, den process där metodval och urval görs samt vid skapande av forskningsobjekt och frågeställningar. Med detta förhållningssätt genomförs en kritisk diskursanalys via kvalitativ innehållsanalys av skriven text. Resultat Resultatet identifierar en semiotisk aspekt av den problematik i den sociala praktiken som studien fokuserar. Problematiken i den sociala praktiken tar sig i uttryck genom att det förekommer formuleringar i den svenska översättningen av ESG är motsägelsefulla, inkonsekventa och inte är överensstämmande med gängse praktik och därmed inte heller med den sociala ordningen. Den semiotiska aspekten är den diskrepans som förekommer i terminologin, den terminologi som bidrar till skapandet av gemensam kunskap och förståelse i den sociala praktiken. I resultatet redovisas fem identifierade kvalitetsaspekter: (I) Granskning och kontroll, (II) Redovisningsansvar, uppföljning och översyn, (III) Läranderesultat, (IV) Lärande och undervisning samt (V) Bedömning. / In this study, two versions of the indicative document ESG (Standards and Guidelines for Quality Assurance in the European Higher Education Area) are analyzed and compared.  The documents express standards and guidelines that aim to guide higher education institutions within the EHEA (European Higher Education Area) in their work with quality assurance. The analyzed and compared versions of the document is the original document printed in English and authored within the Bologna process and a Swedish translation authored by Universitetskanslersämbetet (UKÄ), the Swedish authority with responsibility for quality assurance in higher education on a national level. Aim The aim of this study is to analyze and compare how quality and quality assurance is understood by reading indicative documents for quality and quality assurance within the EHEA and Sweden. Metodological approach The selection of empirical material and the analytical process is considered an abductive process. In this study, a social semiotic perspective and a discourse theoretical perspective are used. This enables a dynamic interaction between theory, method, research objectives and research questions. This dynamic allows for epistemology and discourse theory to function as one unit as an aspect of the analytical process. With this approach, a critical discourse analysis is preformed via a qualitative content analysis of written text. Result The result identifies a semiotic aspect of the focused problem in the social practice. The problematic aspect within the social practice expresses itself through discrepancy between the two documents which are not consistent with regular practice and the order of discourse. The semiotic aspect is the discrepancy occurring in the terminology, the terminology that contributes to constructing a collective knowledge and meaning in the social practice. Furthermore five quality aspects are identified: (I) Granskning och kontroll (Audit and control), (II) Redovisningsansvar, uppföljning och översyn (Accountability, monitoring and review), (III)  Läranderesultat  (Learning outcomes),  (IV)  Lärande och  undervisning (Learning  andteaching) and (V) Bedömning (Assessment).