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No. of bitstreams: 1 zortea_gap_me_ilha.pdf: 2466054 bytes, checksum: f2bfc73f25da48f76a2dc53ca9448dbf (MD5) Previous issue date: 2018-05-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente dissertação vincula-se à linha de pesquisa “Educação Matemática” do Programa de Pós-Graduação em Ensino e Processos Formativos da Universidade Estadual Paulista “Júlio de Mesquita Filho” de Ilha Solteira – SP (FEIS/UNESP) e teve como objetivo verificar em que sentido a experiência de compartilhar e narrar suas experiências em Geometria contribui para o aprender e ensinar em um grupo com características colaborativas. A metodologia adotada se enquadra no campo dos estudos qualitativos na modalidade de pesquisa ação-estratégica. Os dados foram coligidos no contexto de sessões reflexivas, bem como por meio de dois roteiros de entrevista semiestruturada com duas docentes em início de carreira no ambiente da colaboração. Adotamos um referencial teórico que discute aspectos da formação para o ensino de Matemática em cursos de Pedagogia, a presença da Geometria na Educação Básica a partir de uma articulação com as bases para o ensino de Lee Shulman (conhecimento específico de conteúdo, conhecimento pedagógico de conteúdo e conhecimento curricular de conteúdo) e processos de colaboração experienciados por grupos colaborativos no Brasil no campo da Educação Matemática. O contato direto com a situação problematizada nesta dissertação possibilitou caracterizar a fase do início da docência como sendo um momento conturbado, conflituoso e, ao mesmo tempo, de aprendizagens intensas para professoras iniciantes, uma vez que, no cotidiano da profissão, elas acabam por mobilizar saberes para “sobreviver” aos desafios que lhes são apresentados tanto pela escola quanto pela prática pedagógica em Matemática. No espaço do grupo, foi possível verificar que a interação com os demais membros proporcionou, pelo que indicam os dados, a ampliação do repertório didático-pedagógico em relação aos conteúdos ligados à Geometria, o que acaba por contribuir para o resgate desse campo matemático no cotidiano das aulas, como ainda para a prática de reflexão “de” e “sobre” seu ensino. Um elemento importante foi que no decorrer da experiência de pesquisa, com a prática de estudo coletivo, organização e planejamento das aulas, as professoras iniciantes passaram a gravar fragmentos de episódios de Geometria e compartilharam no grupo, razão que nos permite afirmar o potencial do recurso da videogravação como elemento de reflexão. Com o término desta investigação, é possível afirmar que as duas docentes tiveram contribuições importantes para a constituição de suas próprias práticas, promovendo autonomia e autocrítica ao se desenvolverem profissionalmente com apoio do grupo colaborativo. / The present work is linked to the line of research “Mathematical education” of the Postgraduate Program in Teaching and Formative Processes of the São Paulo State University “Júlio de Mesquita Filho” from Ilha Solteira – SP (FEIS/UNESP) and its aim was to verify in which sense the experience of the sharing and talking about experiences on Geometry contributes to the learning and teaching in a group with collaborative characteristics. The adopted methodology is fitted to the area of the qualitative studies in the modality of action-strategic research. The data were collected on the context of reflexive sections as well through use of two semi structured interview scripts with two teachers in the beginning of their carrier on the collaboration ambient. We have adopted a theoretical referential that discusses aspects of the formation to the teaching of the Mathematic in Pedagogy courses, the presence of the Geometry in the Basic Education from an articulation with the basis to the teaching of Lee Shulman (specific content knowledge, pedagogical content knowledge and curricular content knowledge) and processes of collaboration observed by collaborative groups in Brazil in the area of Mathematical Education. The direct contact with the problematic situation in the present work allowed to characterize the phase of the beginning of the teaching as being a troubled and conflicted moment but, at the same time, as a phase of intense learning by the beginning teachers, since, in the daily of the profession, they mobilize knowledge to “survive” amid the challenges presented by the school and the pedagogic practice in Mathematic. In the space of the group, it was possible to verify that the interaction with other members promoted the enlargement of the didactic-pedagogic repertoire in relation to the content liked to Geometry. This affirmation was supported by the observed data and it contributes to the rescue of this mathematical campus in the classes daily, as to the practice of the reflection on “of” and “about” its teaching. During the experience of the research with the practice of the collaborative studies, organization and planning of the classes, the beginning teachers have started to recording fragments of the episodes of Geometry and also to sharing with the group, reason the support the potential of the video recording as a reflection element. With the ending of this investigation, it is possible to affirm that both teachers had important contributions for the constitution of their practices through of the promotion of the autonomy and self-criticism to their professional development with the support of the collaborative group. / CAPES 19/3300415-3

A community coalition is a formal alliance of organisations, groups and agencies that have come together for a common goal. Collaborative partnerships between the health professionals and the communities they serve have received attention as a strategy for achieving health gain and are spreading globally. This partnership approach has a potential for a synergistic maximization of impact and has been advocated as a means to increase citizen participation and ownership among under-privileged groups. Despite the popular appeal and theoretical promise of this approach, the precise domains that need to be fostered by the stakeholders to implement this complex model remain unclear. The aim of this study was to investigate and compare the characteristics and perceptions of the CPs' stakeholders as regards the structural characteristics and operational parameters of the partnerships, as well as the correlates of effectiveness and impact for each participant group. Of particular interest was to identify the characteristics which enable partnerships to fulfill their organizational tasks and goals, regardless of the scope or complexity of purpose. The five CPs were located across South Africa and aimed at Health Professions Education reforms. Quantitative data was collected from 668 coalition members and qualitative data from 46 strategic participants. The partnerships' documents were also scrutinized and ample participant observations were undertaken. The data was then pooled and the comparison groups were constructed: the professionals, comprising of staff from the academic institutions and the health service providers, the community members and the full-time paid employees of the partnerships, the core staff. The analyses of the partner's opinions and views as well as the predictors of accomplishment of diverse stakeholders hold lessons for managers concerned with health coalitions. Generally, training and development seem to be the main thrust of the partnerships' missions. The observation is that clarity of roles, procedures and responsibilities is imperative. Clarity requires transparency to each others agendas. Although there was an under-representation of the youth, there seemed to exist a mixture of various levels of satisfaction in the partnerships, with the community members in need for more sense of ownership. The findings also point to that consultation in decision making seem to be lacking with unilateral decision making taking place. This might lead to power struggles and hidden agendas between the partners that could hamper the advancement of the partnerships. Explanation of why stakeholders are satisfied or committed or what explains their views on effectiveness and activity levels of their partnerships may inform efforts in other settings. With diverse partners, it is important to be somewhat cautious in the consideration of the stakeholders engaged in these collaborative efforts. Partners working together need not be considered homogenous entities. The groups come from different backgrounds, organizations and cultures. The attitude to be created in collaborative interventions is one of a clear understanding that embraces the different origins and aspirations of the stakeholders and recognises the mutual roles, responsibilities, resources and limits. Only by paying due attention to their individual values and weaving it into a common vision can the partnership process be taken forward.

A presente Dissertação propôs a interação - por meio da criação artística - entre dois grupos de crianças, residentes em Porto Alegre-RS e Cumuruxatiba-BA. A pesquisa de campo consistiu na realização de 12 encontros em Porto Alegre e 10 encontros em Cumuruxatiba realizados entre os meses de junho a dezembro de 2014. O estudo buscou compreender as visões que as crianças produziram sobre si e sobre o outro a partir da correspondência estabelecida pelos grupos. Neste contexto, o principal objetivo do trabalho constou em analisar as possibilidades de criação e de invenção de si mesmo na interação com crianças de um contexto distante. Esta pesquisa discute o deslocamento e o encontro com a alteridade como proposições metodológicas no ensino da arte. Problematizam-se neste trabalho os conceitos de alteridade e deslocamento a partir de Bakthin, Foucault e Onfray; o conceito de infância a partir de Larrosa, Kristeva e Kohan e as proposições artísticas de caráter colaborativo a partir de Bourriaud e Laddaga. Como eixo metodológico, apresenta projetos e obras de artistas e educadores contemporâneos. Dentre os elementos centrais de análise, estão a relação de alteridade e estranhamento a partir da qual as crianças modificam a relação de si para si mesmo e de si para o outro por meio do olhar. A partir destes elementos a experiência estética é apresentada como meio de reconstrução do entendimento do outro. / This Dissertation proposed interaction - through artistic creation - between two groups of children, one living in Porto Alegre-RS and the other living in Cumuruxatiba, Bahia. The field research consisted of 12 meetings in Porto Alegre and 10 meetings in Cumuruxatiba carried out between the months of June and December 2014. The study sought to understand the visions that children produce about themselves and each other from the established correspondence by the groups. In this context, the main objective of the study consisted in analyzing the possibilities of creation and invention of oneself throug interaction with children from a distant context. This research also discusses the displacement and the encounter with otherness as methodological propositions in art education. To problematize in this work the concepts of otherness and displacement from Bakhtin, Foucault and Onfray; the concept of childhood from Larrosa, Kristeva and Kohan and artistic propositions collaborative character from Bourriaud and Laddaga. As a methodological line, the research presents projects and works of contemporary artists and educators. Among the central elements of analysis, are otherness relationship and estrangement from which children change the relation of himself to himself and of himself to the other through the use of the vision. From these elements aesthetic experience is presented as a means for reconstruction of THE understanding of the other (OTHERNESS?).

Perspectives of out-of-court settlement of family (civil) disputes in the Czech Republic Abstract The dissertation thesis focuses on the latest instruments of out-of-court dispute resolution in the Czech Republic. I explain the concept of ADR, which traditionally involves reconciliation, mediation, and arbitration, and I outline other possible methods emerging from innovative approaches to working with families. The dissertation thesis focuses on the right of collaboration (CL/CP method) and complementary and integrative practice in the sphere of private law. I analyze the approaches of the German "Cochem model" promoted by the Office for International Legal Protection of Children, and I present an example of good practice at the District Court in Nový Jičín. I analyze these methods of out-of-court dispute resolution from the point of view of current legislation in the Czech Republic, and I note the influence of international documents on their existence and application in practice. I consider the role of law and lawyers in solving family disputes and, above all, the importance of new legislation of private law in out-of-court dispute resolution. I address the issue of the need for public power to intervene into family life in cases of children at risk due to parental conflict as well as the role of bodies...

L’objectif de la thèse est de comprendre les mécanismes de collaboration dans les projets innovants inter-organisationnels, pour ensuite co-construire des outils de gestion adaptés à cette situation. Les projets innovants collaboratifs (PIC) sont notre objet d’étude. Ils sont « multi-vocaux », donnent à voir des « contradictions » qui se manifestent parce que l’orientation du projet n’est pas partagée (Engeström, 1987, 2001 ; Engeström et Sannino, 2011) et des changements de trajectoire de l’activité en fonction du poids relatif des parties prenantes (Mitchell et al. 1997). Il y existe un enjeu de médiation. Nous nous appuyons sur le levier de la responsabilité sociétale pour réaliser cette médiation. Notre problématique de recherche est la suivante : dans quelle mesure des artefacts médiateurs, dans l’esprit de la responsabilité sociétale, constituent-ils un levier de collaboration inter-organisationnelle dans le contexte des PIC ?Dans le cadre d’une recherche-intervention en sciences de gestion (David, 2012), en CIFRE, nous nous intéressons aux PIC du pôle de compétitivité HYDREOS, notre terrain. Le PIC SYALIS met en évidence le besoin d'un artefact capable, à un moment donné, de cristalliser des tensions entre plusieurs parties prenantes. Le PIC SIRUS permet d’expérimenter la co-construction de cet artefact. Les résultats sont une prise en compte des différentes représentations, ce qui est de nature à améliorer la collaboration inter-organisationnelle, le développement d’un apprentissage expansif dans l’équipe d’animation du pôle et dans le consortium du PIC et le diagnostic de la zone proximale de développement qui renforce la dynamique d’apprentissage. / The aim of this doctoral thesis is to understand the mechanisms for collaboration in inter-organizational innovation projects and then build together management tools adapted to this situation. Collaborative innovation projects (CIP) are our object of study. They are “multi-voice” make visible “contradictions” that occur because the project focus is not shared (Engeström, 1987, 2001; Engeström and Sannino, 2011) and path changes of activity based on the relative weight of stakeholders (Mitchell et al. 1997). There is a mediation issue. We rely on the lever of societal responsibility to carry out this mediation. Our research question is: to what extent mediator artifacts, in the spirit of societal responsibility, are an inter-organizational collaboration lever in the CIP?In a context of an intervention-research in management sciences (David, 2012), in Industrial Convention of Formation by Research, we are interested in CIP of a competitiveness cluster, HYDREOS. The CIP SYALIS highlights the need of an artifact, which is able to crystallize tensions between several stakeholders. The CIP SIRUS allows experiencing the co-construction of this artifact. The results are consideration of different points of view, which is likely to improve inter-organizational collaboration; the development of an expansive learning in the operational team and the consortium of CIP; and the diagnosis of proximal zone of development that reinforces the dynamics of learning.

This research is an inquiry into the use of traditional institutions in public policy with a focus on collaborative governance approaches that build on the customary practices. Collaborative governance processes seek to bring different stakeholders together for the purpose of finding solutions to public policy matters. The structure of traditional institutions shows the potential for their use in decision-making. This idea is explored in the general Cameroonian context by conducting interviews with six individuals from various fields. The interviews show some variations in opinions about the perception of the role of the traditional institutions as well as challenges faced. Collaborative governance is examined as a means to handling some of the challenges. The research concludes that traditional authorities are relevant to informing public policy but have to be used with caution. Other ways of expanding this research are looked at with recommendations made to government and traditional authorities / 10000-01-01

Within the context of multiple crises and change, a range of practices discussed under the umbrella term of collaborative (or sharing) economy have been gaining considerable attention. Supporters build an idealistic vision of collaborative societies. Critics have been stripping the concept of its visionary potential, questioning its revolutionary nature. In the study, these debates are brought down to the local level in search for common perceptions among the co-creators of the concept in Vienna, Austria. Towards this aim a Q study is conducted, i.e. a mixed method enabling analyses of subjective perceptions on socially contested topics. Four framings are identified: Visionary Supporters, Market Optimists, Visionary Critics, and Skeptics, each bringing their values, visions, and practical goals characteristic of different understanding of the collaborative economy. The study questions the need for building a globally-applicable definition of the concept, calls for more context-sensitivity, exploratory studies, and city-level multi-stakeholder dialogues.

abstract: "Play less and listen more" is the prevailing wisdom whenever two musical partners are having ensemble issues that interfere with their music-making. Accompanists, coaches, and collaborative pianists across the nineteenth and twentieth centuries devote many pages to these situations and explain what to listen and look for. An overview of this literature establishes a standard canon of ensemble issues for collaborative pianists working with a single partner, whether vocal or instrumental. The overview also discusses the various solutions these authors recommend for these problems. However, in exceptional moments of rehearsal or performance, the foregoing advice fails. After comparing several passing observations in these standard works with the author's own experience, a paradoxical situation becomes evident: at times, what works instead of listening more is listening less. As the author describes through multiple musical examples and commentaries, ignoring one's partner for a brief moment can benefit the duo's ensemble and artistry. The application of this principle is both narrow and wide-ranging and is meant to serve as a secondary course of action. It is decidedly not a replacement for the standard advice on coaching and collaborating, for such advice is successful far more often than not. However, it can be utilized when the collaborative pianist deems it the most successful and prudent solution to an ensemble situation that has remained problematic. / Dissertation/Thesis / Doctoral Dissertation Music 2015

abstract: Designing a hazard intelligence platform enables public agencies to organize diversity and manage complexity in collaborative partnerships. To maintain the integrity of the platform while preserving the prosocial ethos, understanding the dynamics of “non-regulatory supplements” to central governance is crucial. In conceptualization, social responsiveness is shaped by communicative actions, in which coordination is attained through negotiated agreements by way of the evaluation of validity claims. The dynamic processes involve information processing and knowledge sharing. The access and the use of collaborative intelligence can be examined by notions of traceability and intelligence cohort. Empirical evidence indicates that social traceability is statistical significant and positively associated with the improvement of collaborative performance. Moreover, social traceability positively contributes to the efficacy of technical traceability, but not vice versa. Furthermore, technical traceability significantly contributes to both moderate and high performance improvement; while social traceability is only significant for moderate performance improvement. Therefore, the social effect is limited and contingent. The results further suggest strategic considerations. Social significance: social traceability is the fundamental consideration to high cohort performance. Cocktail therapy: high cohort performance involves an integrative strategy with high social traceability and high technical traceability. Servant leadership: public agencies should exercise limited authority and perform a supporting role in the provision of appropriate technical traceability, while actively promoting social traceability in the system. / Dissertation/Thesis / Doctoral Dissertation Business Administration 2015

Made available in DSpace on 2014-06-11T19:29:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-02-18Bitstream added on 2014-06-13T19:17:03Z : No. of bitstreams: 1 fonseca_ka_me_bauru.pdf: 589300 bytes, checksum: dda5f51d5bab32aa04691dbe96ba71a0 (MD5) / Nas últimas décadas, a escolarização de alunos com necessidades educacionais especiais tem sido apoiada como preferencial em escolas de ensino comum, permitindo o acesso e a permanência deconominando esse processo de inclusão Escolar. Os desafios que impõem a este processo são vários, dentre eles, concentra-se nas práticas de ensino, mais especificamente no modo de ensinar os conteúdos devidos. Dessa forma, a presente pesquisa apresenta análise dos procedimentos de ajuste curricular emitidos pelo professor, pautada nas flexibilizações e adequações curriculares possíveis de serem implementadas na sala de aula, e que possibilitam o acesso de todos os alunos aos conteúdos e objetivos preconizados pelo planejamento de ensino. Assim, estabelecemos como objetivo geral caracterizar e analisar se a prática pedagógica implementada pelo professor do ensino comum abrange flexibilização e adequação curricular para alunos com NEEs, preservando e garantindo seu direito à educação e a aprendizagem. Para que a caracterização e descrição dos dados coletados fosse de fato eficaz, a opção metodológica efetuada neste estudo indiciu na pesquisa qualitativa descritiva, evidenciando também características de pesquisa etnográfica. Na coleta de dados, foi realizada consulta a documentos, gravações das aulas de Matemática e análise comparativa entre os documentos e essas gravações, além de roteiro semiestruturado de entrevista. As evidências descritivas nesta pesquisa após o levantamento e a análise dos dados foram as discrepâncias entre o que a professora considera o que é ajustar o currículo, sua implementação na sala de aula e o que de fato ela executa, sendo assim, os resultados convergem em sutentar a necessidade do desenvolvimento de aprendizagens profissionais definidas pela... / In recent decades, the education of students with special educational needs has been supported as the preferred common in high schools, allowing access and permanence, naming this process of school inclusion. The challenge they pose in the process of literacy, schooling for pupils with special educational needs are many, among them, focuses on teaching practices, specifically in how to teach the contents due. Thus, this research presents an analysis of curricular adjustment procedures issued by the teacher, based on the flexibilities and curricular adjustments possible to be implemented in the regular classroom, and enabiling access for all students to content and objectives recommended by the Planning education - curriculum of traditional classroom. Thus, we set the general objective is to characterize and analyze the pedagogical practice implemented by the teacher education policy shall include relaxation and fitness curriculum for students with, NEES, preserving and ensuring their right to education and learning. For the characterization and description of the data collected was in fact effective, the effective, the methodological choice made in this study focused on descriptive qualitative study, also show characteristics of ethnographic research. In the data collection was carried out to consultation documents, recordings of lessons in mathematics and comparative analysis of these recordings and documents, and semistructured interview script. The evidence described in this research after the survey and data analysis were discrepancies between what the teacher considers that is adjusting the curriculum, it implementation in the classroom and what she really performs, so the results converge in supporting the need to develop professional learning defined by the implementation of planning procedures... (Complete abstract click electronic access below)