Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-03-22T13:48:11Z No. of bitstreams: 1 MATHEUS REIS.pdf: 9573689 bytes, checksum: 131ba12f90e28aafb67423d293a83aa8 (MD5) / Made available in DSpace on 2018-03-22T13:48:11Z (GMT). No. of bitstreams: 1 MATHEUS REIS.pdf: 9573689 bytes, checksum: 131ba12f90e28aafb67423d293a83aa8 (MD5) Previous issue date: 2017-12-14 / With the intensive consumption of natural resources that we have achieved in the 21st century and the recognition of human actions as drivers of socio-environmental exhaustion, it is imperative to investigate ways of interfering in the environments through interaction and transforming these relationships into potentiality. Through this, we search through cartography a relational enunciation approaching of artistic processes and eco-logical practices developed in the Atelier Contagio. From this mapping, are presented fascicles that contribute with a theoretical / conceptual effort to approach some senses present in these practices. / Com o consumo intensivo dos recursos naturais que alcan?amos no s?culo XXI e o reconhecimento das a??es humanas como condutoras do esgotamento socioambiental, ? imprescind?vel investigar modos de interfer?ncia nos ambientes por meio da intera??o e de transformar essas rela??es em pot?ncia. Com isso, busca-se atrav?s da cartogr?fia uma enuncia??o relacional aproximando processos art?sticos e pr?ticas eco-l?gicas desenvolvidas no Atelier Cont?gio. A partir desse mapeamento, apresentam-se fasc?culos que contribuem com um esfor?o te?rico/conceitual para abordar alguns sentidos presentes nessas pr?ticas.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-04-10T14:22:25Z No. of bitstreams: 1 FABRICIO DE FRANCISCO LINARDI.pdf: 13272166 bytes, checksum: ecae164e21ee854be27581342ebc8415 (MD5) / Made available in DSpace on 2018-04-10T14:22:25Z (GMT). No. of bitstreams: 1 FABRICIO DE FRANCISCO LINARDI.pdf: 13272166 bytes, checksum: ecae164e21ee854be27581342ebc8415 (MD5) Previous issue date: 2017-12-11 / Pontif?cia Universidade Cat?lica de Campinas - PUC - Campinas / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / In order to reflect on contemporaneity, it is necessary to consider the traces of the past as hallmarks of historical processes and add them to elements that constitute the conjuncture of the present period. Three central elements are considered to characterize the structures of the present: neoliberalism, the phenomenon of globalization and postmodernity. The articulation between those three elements defines the conjuncture that determines the economical, political and cultural arrangement of contemporaneity and the conditions of doing and thinking architecture. Such conditioning has taken place through the gradual imposition of the dintancing between the theoretical activity and the practical activity that integrate the praxis of architecture. As a consequence, it has been observed the emptying of the professional architect?s ideation, as well as a restriction of that practice to a simple instrumentalism of hegemonic agents. One of the most worrisome developments in this process is the gradual dismantling of the architecture debate in Brazil, since architecture has largely turned to the market and thus fails to exercise its questioning character about the inhabited space and about alternative possibilities for the future. The thesis questions how the architecture praxis takes shapes in the face of politiceconomic- cultural conjunctures throughout the twentieth century and demonstrates that contemporaneity represents a new historical moment with unprecedented elements that interfere distinctly from previous periods in the labor relations and in the seclusion between the architectural debate and production of built space. This new conjuncture was established in the last decades of the twentieth century, operates on a global scale, induces the spacial organizational principle of globalization, and conditions its social consequences and the organization of labor. / Para refletir sobre a contemporaneidade ? necess?rio considerar os resqu?cios do passados como marcas dos processos hist?ricos e som?-los ? novos elementos que constituem a conjuntura do per?odo atual. Considera-se que s?o tr?s os elementos centrais que caracterizam as estruturas do presente: o neoliberalismo, o fen?meno da globaliza??o e a p?s-modernidade. A articula??o entre os tr?s elementos define a conjuntura que determina o arranjo econ?mico, pol?tico e cultural da contemporaneidade e condiciona o modo de fazer e de pensar arquitetura. Tal condicionamento tem se dado por meio da imposi??o gradativa do afastamento entre a atividade te?rica e atividade pr?tica que integra a pr?xis da arquitetura. Como consequ?ncia tem-se observado o esvaziamento da idea??o do profissional arquiteto e a restri??o da pr?tica como um simples instrumentalismo de agentes hegem?nicos. Um dos desdobramentos mais preocupantes desse processo ? o gradativo desmantelamento do debate de arquitetura no Brasil uma vez que a arquitetura tem se voltado em grande medida ao mercado e, assim, deixa de exercer seu car?ter questionador sobre o espa?o habitado e sobre possibilidades alternativas para o futuro. A tese questiona como a pr?xis da arquitetura se molda frente as conjunturas pol?tico-econ?mica-cultural ao longo do s?culo XX e demonstra que a contemporaneidade se configura como um novo momento hist?rico com elementos in?ditos que interferem de maneira distinta dos demais per?odos anteriores nas rela??es de trabalho e no afastamento entre o debate arquitet?nico e a produ??o do espa?o constru?do. Essa nova conjuntura se estebeleceu nas ?ltimas d?cadas do s?culo XX, opera em escala global, induz o princ?pio organizacional do espa?o da globaliza??o e condiciona suas consequ?ncias sociais e na organiza??o do trabalho.

Made available in DSpace on 2016-04-04T18:21:45Z (GMT). No. of bitstreams: 1 Pedro Soria Castellano-1.pdf: 373498 bytes, checksum: 1f2e23b3234c7d7a968bf04f3587a3f7 (MD5) Previous issue date: 2008-02-12 / This academic research aims to a study of the fundamental differences between modernism and post-modernism at the same time analyse how so distincts theories of city can behave in a certain urban fabric. To develop, this research used Berlin as a stage, and two International Exhibitions of Construction: the first one in the 50 s, called Interbau, and the second, with the city divided by the Wall, the end of the 80 s, called IBA. The research, which used methodologically bibliographic material and analysis of projects, take place in the history of urbanism, as well as interventions in urban centres, for the nature of the Exhibitions that are objects of study. As a result, it is expected a contribution to the architectural and urban thinking to bring forth the objects designed for the Exhibitions, so the two events studied are seen as examples of theories of the Modern Movement and the post-modernism in architecture and urbanism. / A presente pesquisa tem como objetivo uma reflex?o sobre as diferen?as fundamentais entre o modernismo e o p?s-modernismo ao mesmo tempo em que busca analisar de que forma teorias t?o distintas de cidade comportam-se em um determinado tecido urbano. Para desenvolver-se, o trabalho utilizou a cidade de Berlim como palco, bem como duas Exposi??es Internacionais de Constru??o que ocorreram na capital alem? em per?odos distintos da hist?ria: a primeira no p?s- Segunda Guerra durante a d?cada de 1950 denominada Interbau, e a segunda, j? com a cidade dividida pelo Muro, no final da d?cada de 80, chamada IBA. A pesquisa, que utilizou metodologicamente material bibliogr?fico e an?lise de projetos, situa-se no campo da hist?ria do urbanismo, bem como no de interven??es em centros urbanos, dada a natureza das Exposi??es que t?m por objetos de estudo. Como resultado, espera-se uma contribui??o ao pensamento arquitet?nico e urban?stico ao trazer a tona os objetos projetados durante as Exposi??es, de modo que os dois eventos estudados sejam vistos como exemplos das teorias do Movimento Moderno e do p?s-modernismo em arquitetura e urbanismo.

Made available in DSpace on 2016-04-04T18:22:03Z (GMT). No. of bitstreams: 1 Cauana Lemes Conde Nandin.pdf: 4270719 bytes, checksum: 90cdca9f97f611551767083ddaa1e6ce (MD5) Previous issue date: 2013-02-21 / Pontif?cia Universidade Cat?lica de Campinas / This paper addresses the formation and expansion of the urban fabric over the northwest axis of Campinas Metropolitan Region (CMR), which corresponds to the Anhanguera Highway stretch between Campinas and Americana, through the study of its morphology, density characteristics and urban sprawling. The study area was chosen due to its urban and industrial intense growth started back in the 70s, which potentiated the evolution of some centers, such as Campinas, based on their infrastructure, where Anhanguera Highway played a fundamental role in the socioeconomic growth across all the CMR, for representing, along with Bandeirantes Highway and Washington Lu?s Highway, the largest Brazilian's financial corridor, linking the Metropolitan Region of S?o Paulo to Campinas and Santos. With the economic empowerment of the municipalities of the CMR through the creation of new industries and expansion of technological centers, new centers of attraction were created triggering a process of intra-metropolitan urbanization, creating areas of peripheral urbanization with large morphological gaps, expressed through the legislation of soil usage, zoning and access to facilities and public open spaces. The combination of urban sprawl and the suburbs growth have generated several conurbation areas within the CMR, with similar characteristics in terms of occupancy and currently representing a new morphology. A particular subject of the analysis is to understand the characteristics of this metropolitan expansion vector on the banks of the Anhanguera Highway system considering its potential in attracting industries and the location of new residential subdivisions of high and average standards. / Este trabalho aborda a forma??o e expans?o do tecido urbano no Eixo Noroeste da Regi?o Metropolitana de Campinas (RMC), que corresponde ? Rodovia Anhanguera no trecho entre Campinas e Americana, por interm?dio da an?lise de sua morfologia, suas caracter?sticas de dispers?o e espraiamento urbano. A ?rea de estudo foi escolhida por seu intenso crescimento urbano e industrial iniciado nos anos de 1970, que potencializou a evolu??o de alguns centros como Campinas, em fun??o da sua infraestrutura, sendo a rodovia Anhanguera fundamental no crescimento socioecon?mico em toda a RMC, por representar em conjunto com a Rodovia Bandeirantes e a Rodovia Washington Lu?s o maior corredor financeiro do pa?s interligando a Regi?o Metropolitana de S?o Paulo a Campinas e a Baixada Santista. Com o fortalecimento econ?mico dos munic?pios da RMC atrav?s da instala??o de novas ind?strias e amplia??o de centros tecnol?gicos, novos p?los de atra??o foram criados desencadeando um processo de urbaniza??o perif?rica com grandes disparidades morfol?gicas, que se expressam atrav?s da legisla??o de uso do solo, zoneamento e acesso a equipamentos e espa?os livres p?blicos. As combina??es da expans?o urbana e do crescimento das periferias geraram v?rias ?reas de conurba??o no ?mbito da RMC, que se apresentam espraiadas dos n?cleos principais e com caracter?sticas similares em termos de ocupa??o representando atualmente uma nova morfologia. Um ponto particular da an?lise ? o de compreender as caracter?sticas deste vetor de expans?o metropolitana ?s margens do sistema rodovi?rio da Anhanguera considerando seu potencial na atra??o de ind?strias e na localiza??o de novos loteamentos residenciais de alto e m?dio padr?o.

Made available in DSpace on 2016-04-04T18:29:46Z (GMT). No. of bitstreams: 1 Ana Carla Silvares Pompeo de Camargo Aros.pdf: 1288339 bytes, checksum: 43b059b659df3392d3e4abb48a3a80ad (MD5) Previous issue date: 2009-02-26 / The current investigation approaches clinical phenomena usually referred to as frivolous experience, unreality and existential emptiness, all described by Winnicott as one s impossibility of feeling alive and real. Presented as an affective ground within a wide range of symptomatic manifestations, including either psychoses or borderline conditions, this is a radical way of suffering, which, according to several authors, has gradually become more ordinary in the contemporary society, the outlines of which we try to grasp by taking Bauman's sociological thought as a starting point. This paper is methodologically organized around a psychoanalytical approach concerned with a human happening of fictional character that is made public through a 1999-movie production entitled Fight Club. The story that is portrayed was conceived as a psychoanalytical narrative stemming from the observation of the fundamental standard to be considered thereafter in terms of capturing the fields of affective-emotional sense. Seven diverse fields were created/found, which are set out as integrating parts of a greater field called to-be-or-not-to-be , corresponding to the existential drama regarding the desperate search for a life that can be felt as being personal and true. By establishing a dialogue with Winnicott and Bauman, it was possible to conclude that the clinical issue in question is intimately concerned with the new forms of organizing the liquid-modern society, which paradoxically develop a certain type of individualism while they make it hard to personal growth in a sense of developing one s ability of feeling alive, real and able to provide spontaneous gesture to transform the self and the world. / A presente investiga??o aborda fen?menos cl?nicos, habitualmente referidos como viv?ncias de futilidade, irrealidade e vazio existencial, que t?m sido descritos por Winnicott como impossibilidade de se sentir vivo e real. Apresentando-se como fundamento afetivo de uma ampla gama de manifesta??es sintom?ticas, que incluem tanto as psicoses como as condi??es borderlines, s?o uma forma radical de sofrimento que, segundo v?rios autores, vem-se tornando cada vez mais comum na sociedade contempor?nea, cujos contornos buscamos apreender a partir do pensamento sociol?gico de Bauman. O trabalho organiza-se, metodologicamente, ao redor da abordagem psicanal?tica de um acontecer humano de car?ter ficcional,veiculado por meio de produ??o cinematogr?fica de 1999 intitulada Clube da Luta. A hist?ria encenada foi elaborada como narrativa psicanal?tica a partir da observa??o da regra fundamental para, a seguir, ser considerada em termos da capta??o de campos de sentido afetivo-emocional. Foram criados/encontrados sete campos diversos, que se configuram como integrantes de um campo maior, denominado "ser ou n?o ser", correspondente ao drama existecial da busca desesperada de uma vida que possa ser sentida como pessoal e verdadeira. Estabelecendo interlocu??es com Winnicott e Bauman, foi poss?vel concluir que a problem?tica cl?nica estudada articula-se intimamente ?s novas formas de organiza??o da sociedade l?quido-moderna que, de modo paradoxal, incrementam um certo tipo de individualismo enquanto dificultam o amadurecimento pessoal no sentido do desenvolvimento da capacidade de se sentir vivo, real e capaz de gestualidade espont?nea e transformadora de si e do mundo.

Made available in DSpace on 2016-04-04T18:35:13Z (GMT). No. of bitstreams: 1 Marcelo Leandro de Campos.pdf: 1504216 bytes, checksum: 8672406ea0a9bc1b66c43757181b3bc6 (MD5) Previous issue date: 2015-12-02 / This study aims to analyze the work of the Colombian esoteric Samael Aun Weor based on the concept of "secularization of esotericism" proposed by the historian Wouter Hanegraaff. Contributing to the interdisciplinary debate that articulates the field of Cultural History, History of Religions and the recent History of Western Esotericism, it is intended to analyze the reversing relations and mutual influences that guide the construction of the modern Western culture, its rationality paradigms and empirical science; and on the other hand, the establishment of an esoteric tradition that seeks to harmonize these paradigms with a design strongly "enchanted" of the universe, and the mutual process of appropriation/ reinterpretation involved.This debate also dialogues to a more specific discussion in the field of Science of Religions, which seeks to understand the changes occurring in Western religious field opposite the new secularized society. Specifically, this paper seeks to contribute to the debate by offering a perspective of these processes from its Latin American component in order to identify how these dynamics are reproduced on the continent and its specificities. With this purpose, taking the work of Samael Aun Weor as a case study, it was conducted a long-term historical context by inserting the author in a more general constitution process of modern Western esotericism, and specifically, in the constitution process of an esoteric spiritualities field in Colombia, birth cradle of the Gnostic Movement. From a historical-comparative analysis of his work evolution, its institutionalization and practices - which takes into account conceptual and methodological contributions of Italian History of Religions School, historiography on Western esotericism and theoretical proposition Bourdieu from the concept of "field" - the work highlights the doctrinal transition that the Colombian esoteric Aun Weor operates in his work, moving from Rosicrucianism towards the conceptions of a psychological esotericism, proposed by the Russian esoteric Gurdjieff. Such a transition is analyzed by the dominant imagery in the esoteric milieu of his time, a perspective that offers an important analytical material for understanding the structural dynamics that guide the institutionalization of Gnosticism in Latin America and the specifics that guide their reversing relations with the social universe in which they are inserted. / O presente trabalho tem o prop?sito de analisar a obra do esoterista colombiano Samael Aun Weor ? luz do conceito de seculariza??o do esoterismo do historiador Wouter Hanegraaff, que integra um importante debate, no campo da Hist?ria Cultural, que analisa as rela??es reversivas e as influ?ncias m?tuas que pautam, de um lado, a constru??o da moderna cultura ocidental e seus paradigmas de racionalidade e ci?ncia emp?rica, e do outro a constitui??o de uma tradi??o esot?rica que busca harmonizar estes paradigmas com uma concep??o fortemente encantada do universo, e dos m?tuos processos de apropria??o/reinterpreta??o envolvidos. Esse debate tamb?m dialoga com uma discuss?o mais espec?fica ao campo da Ci?ncia das Religi?es, que busca compreender as transforma??es que ocorrem no campo religioso ocidental frente ? nova sociedade secularizada. Nesse sentido, nosso trabalho busca contribuir com o debate oferecendo uma perspectiva destes processos a partir da periferia do ocidente , a Am?rica Latina, buscando identificar em que medida essas din?micas s?o reproduzidas no Novo Continente, e o que elas possuem de espec?fico. Com esse prop?sito, tomando-se a obra de Samael Aun Weor como estudo de caso, conduziu-se uma contextualiza??o hist?rica de longa dura??o, inserindo o autor no processo mais geral de constitui??o do moderno esoterismo ocidental, e de maneira mais espec?fica no processo de constitui??o de um campo de espiritualidades esot?ricas na Col?mbia. A partir de uma an?lise hist?rico-comparativa da evolu??o de sua obra, de sua institucionaliza??o e de suas pr?ticas, que leva em conta contribui??es conceituais e metodol?gicas da Escola Italiana de Hist?ria das Religi?es, nosso trabalho destaca a transi??o doutrin?ria que o autor opera em sua obra, deslocando-se do Rosacrucianismo em dire??o ?s concep??es de um Esoterismo Psicol?gico do esoterista russo Gurdjieff. Essa transi??o ? analisada ? luz do imagin?rio dominante no milieu esot?rico de sua ?poca, perspectiva que oferece um importante material anal?tico para a compreens?o das din?micas estruturais que norteiam a institucionaliza??o do gnosticismo na Am?rica Latina e das especificidades que definem suas rela??es reversivas com o universo social em que est?o inseridas.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2016-10-06T18:04:33Z No. of bitstreams: 1 2016 - ?lida Soares de Santana.pdf: 1327060 bytes, checksum: acd09b51e0734e16742a5234842ce1f8 (MD5) / Made available in DSpace on 2016-10-06T18:04:33Z (GMT). No. of bitstreams: 1 2016 - ?lida Soares de Santana.pdf: 1327060 bytes, checksum: acd09b51e0734e16742a5234842ce1f8 (MD5) Previous issue date: 2016-02-24 / CAPES / This dissertation broaches about the operationalization of the inclusive conception of Special Education, through Specialized Educational Attendance (SEA). For the study was used as base the Critical Theory where we investigated the followings questions: What are the impacts the presents Public Politics in effective formation of SEA, as well as yours pedagogical and educational aspects, and formation of the teachers? How do teachers understand the, Specialized Educational Attendance as a support for the inclusion of the students target audience of Special Education in the public school? What are the target that SEA has contributed to schooling of students, who Special Education has as a focus, in the classroom? What are the possibilities of the Specialized Educational Attendance in the support inclusion school? What experiences that there is or it / are lived between the teacher from the classroom and the teacher of the SEA? What is the understanding of these teachers about the inclusion of that students of Special Education? As research objectives defined: characterize public politics of education regarding school inclusion and its relation to the training of teachers, considering the current political and pedagogical guidance of Specialized Educational Attendance for the students, assisted by Special Education, in municipality of Paracambi; Describeing the contributions of expert support for the process of inclusion of the students assisted by Special Education in regular classes at school study locus; Assessing the concept of the SEA teachers, who have participated in the research, about the inclusion of special education students in space of the regular school; Evalueting the conceptions of teachers in the common class, participants in the research, about the Specialized Educational Attendance; and evaluate the relationship between the common teaching and SEA thinking it lie whiting the triad: access, retention and learning of the student target audience of Special Education. This research is based on, theoretical and methodological in Critical Theory, especially thinkers Theodor Adorno and Hellmut Becker. However, it were used in this study other scholars, such as Costa, Damascus, Pucci, Booth & Ainscow are considered. The source was conducted at Dawn School, one school of Basic Education on Municipality of Paracambi. The subjects of study were two teachers who works in the Specialized Educational Attendance and one teacher from each area of knowledge: codes and languages; Humanities and Social Sciences; Exact and natural sciences, necessarily active in classes in which students assisted by Special Education had to be included. The results of this research show that the path traced by the Municipal Paracambi Education for the operationalization of the inclusive perspective of Special Education is being realized, even considering its contradictions. Thus, we can say that the SEA developed in this school, although not free of tensions and contradictions, has contributed to the affirmation of democratic perspective of education under the Special Education of this city. / Essa disserta??o de mestrado elegeu como objeto de estudo a operacionaliza??o da perspectiva inclusiva de Educa??o Especial, por interm?dio do Atendimento Educacional Especializado (AEE). ? luz da Teoria Cr?tica, investigamos as seguintes quest?es: Quais os impactos das atuais Pol?ticas p?blicas no que se refere ? institucionaliza??o do AEE, bem como aos seus aspectos pedag?gicos e educacionais, e para a forma??o dos professores? Qual o entendimento do Atendimento Educacional Especializado por parte dos professores, no suporte ? inclus?o dos estudantes p?blico-alvo da Educa??o Especial na escola p?blica? No que o AEE tem apoiado ? escolariza??o de estudantes p?blico-alvo da Educa??o Especial nas salas de aula? Quais as possibilidades do Atendimento Educacional Especializado no suporte ? inclus?o escolar? Quais experi?ncias existem/s?o vividas entre o professor da sala de aula e o professor do AEE? Qual o entendimento desses professores acerca da inclus?o dos estudantes p?blico-alvo da Educa??o Especial? Como objetivos de pesquisa definimos: Caracterizar as Pol?ticas p?blicas de educa??o quanto ? inclus?o escolar e sua rela??o com a forma??o dos professores, considerando a atual diretriz pol?tico-pedag?gica do Atendimento Educacional Especializado (AEE) destinado ao estudantes p?blico-alvo da Educa??o Especial, no munic?pio de Paracambi; Caracterizar as contribui??es do apoio especializado para o processo de inclus?o dos estudantes p?blico-alvo da Educa??o Especial nas turmas regulares da escola locus do estudo; Avaliar as concep??es dos professores do AEE, part?cipes da pesquisa, sobre a inclus?o dos estudantes p?blico-alvo da Educa??o Especial no espa?o da escola regular; Avaliar as concep??es dos professores da classe comum, part?cipes da pesquisa, a respeito do Atendimento Educacional Especializado; e Avaliar a articula??o entre o ensino comum e o AEE pensando-a na tr?ade: acesso, perman?ncia e aprendizado dos alunos p?blico-alvo da Educa??o Especial. Esta pesquisa est? fundamentada, te?rico-metodologicamente na Teoria Cr?tica, com destaque para os pensadores Theodor Adorno e Hellmut Becker. Contudo, Vale destacar que outros estudiosos, como Costa, Damasceno, Pucci, Booth & Ainscow s?o considerados na discuss?o e an?lise do objeto de estudo. A pesquisa foi realizada na Escola Amanhecer, uma escola do Ensino B?sico da Rede P?blica do Munic?pio de Paracambi, tendo como sujeitos de estudo duas professoras que atuam no Atendimento Educacional Especializado e um professor de cada ?rea do conhecimento, a saber: C?digos e Linguagens; Ci?ncias Humanas e Sociais; Ci?ncias Exatas e da natureza; necessariamente atuantes em turmas em que estudantes p?blico-alvo da Educa??o Especial estivessem inclu?dos. Os resultados desta investiga??o revelam que o caminho tra?ado pela Secretaria Municipal de Educa??o de Paracambi para a operacionaliza??o da perspectiva inclusiva de Educa??o Especial est? sendo percorrido, mesmo considerando suas contradi??es. Assim, ? poss?vel afirmar que o AEE desenvolvido na referida escola, embora n?o livre de tens?es e contradi??es, tem contribu?do para afirma??o da perspectiva democr?tica de educa??o no ?mbito da Educa??o Especial da referida cidade.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2016-10-13T20:27:14Z No. of bitstreams: 1 2016 - Adilson Alves Santos.pdf: 1503371 bytes, checksum: 0ba93f9eeaceba6eed12f40547219097 (MD5) / Made available in DSpace on 2016-10-13T20:27:14Z (GMT). No. of bitstreams: 1 2016 - Adilson Alves Santos.pdf: 1503371 bytes, checksum: 0ba93f9eeaceba6eed12f40547219097 (MD5) Previous issue date: 2016-02-03 / This research Jo?o da Cruz e Sousa and other narratives about Brazilian racism is linked to the teacher's research project Jose Valter Pereira ?Race Relations in Schools and professor of Teacher Training. Starting from the life and work of Jo?o da Cruz e Sousa, we try to discuss how some issues raised by him in the late nineteenth century, still can help us reflect on the ethnic-racial relations in Brazilian society. This research aimed to compare my story, the narrative of my students, considered here as a collective subject, and the story of the poet Jo?o da Cruz e Sousa. The interweaving of narratives mentioned, despite the spatio-temporal difference that separates them, sought the possible dialogues that can help us to think how racism still holds and updates daily at school? How prejudice, racism and discrimination are materialized in the production of inequalities within the school environment? How prejudice, racism and discrimination are materialized in the production of inequalities within the school environment? Thus, this study dialogue with authors such as Muniz Sodre (2000; 2010), Kabengele Munanga (2006), Nilma Lino Gomes (2003; 2012), Frantz Fanon (2008) and other scholars in the field of ethnic-racial relations, articulating them with studies of Modernity/Coloniality Group (2007; 2008), Hanna Arendt (2007) also helped us develop some issues with the concepts of "public space" and "appearance". To connect the narratives we rely on the research of Joseph Valter Pereira (2000, 2006 and 2010), Jorge Larrosa (1994; 2014), Walter Benjamin (1985), Leonor Arfuch (2010) and also Luciano Bedin da Costa (2010). About the life and work of the poet, we consulted bibliographical studies, documents such as newspapers, magazines literary critic of the late nineteenth century etc, that somehow relate to the researched problem. As narratives of the students we consider the set of texts and conversations that took place within the school environment from activities or situations involving ethnic-racial relations. Furthermore, we assume here the political challenge of exercising an essay written in order to problematize the hegemonic aesthetic as the only way in knowledge production. / A presente pesquisa, Jo?o da Cruz e Sousa e outras narrativas sobre o racismo brasileiro, est? vinculada ao Projeto de Pesquisa Rela??es Raciais nas Escolas e Forma??o de Professores do professor Jos? Valter Pereira. Partindo da vida e obra de Jo?o da Cruz e Sousa, tentamos problematizar como algumas quest?es suscitadas por ele, no final s?culo XIX, ainda podem nos ajudar a refletir sobre as rela??es ?tnico-raciais na sociedade brasileira. Esta investiga??o tencionou entramar a minha hist?ria, as narrativas dos meus alunos, considerados aqui como sujeito coletivo, e a hist?ria do poeta Jo?o da Cruz e Sousa. No enredamento das narrativas mencionadas, apesar da diferen?a espa?o-temporal que as separa, buscamos os poss?veis di?logos que possam nos ajudar a pensar como o racismo ainda se mant?m e se atualiza no cotidiano da escola? De que forma o preconceito, o racismo e a discrimina??o se materializam na produ??o de desigualdades dentro do ambiente escolar? Desta forma, este estudo dialogou com autores como Muniz Sodr?(2000;2010), Kabengele Munanga(2006), Nilma Lino Gomes(2003;2012), Frantz Fanon(2008), entre outros estudiosos do campo das rela??es ?tnico-raciais, articulando-os com os estudos do Grupo Modernidade/Colonialidade(2007;2008).Hanna Arendt(2007) tamb?m nos ajudou a desenvolver algumas quest?es com os conceitos de apar?ncia e espa?o p?blico. Para entramar as narrativas em quest?o nos apoiamos em Jos? Valter Pereira (2000;2006 e 2010), Jorge Larrosa(1994; 2014), Walter Benjamin(1985), Leonor Arfuch (2010) e tamb?m Luciano Bedin da Costa(2010) . Sobre a vida e a obra do poeta, consultamos estudos bibliogr?ficos, documentos como jornais, revistas de cr?tica liter?ria do final do s?culo XIX etc., que, de alguma forma, relacionam-se com o problema pesquisado. Como narrativa dos alunos, consideramos o conjunto de textos e conversas que aconteceram dentro do espa?otempo escolar a partir de atividades ou situa??es que envolveram rela??es ?tnico-raciais. Al?m disso, assumimos aqui o desafio pol?tico de exercitar uma escrita ensa?stica a fim de problematizar a est?tica hegem?nica como caminho ?nico na produ??o do conhecimento.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2016-10-14T18:09:09Z No. of bitstreams: 1 2016 - Kelly Xavier Madaleny.pdf: 6302933 bytes, checksum: a169cd46a22e9b3fcd12ae047d411bee (MD5) / Made available in DSpace on 2016-10-14T18:09:09Z (GMT). No. of bitstreams: 1 2016 - Kelly Xavier Madaleny.pdf: 6302933 bytes, checksum: a169cd46a22e9b3fcd12ae047d411bee (MD5) Previous issue date: 2016-06-07 / This research topic grew out of my entry into public school as a teacher of the first segment, having just completed the course in pedagogy at the Federal Rural University of Rio de Janeiro. From there I began to realize the gap between academia and teaching practice, which comes into being from the moment in which the teacher carries out its functions in everyday school life (Tardif, 2014). Over time there is a gap theory as it is the daily practice that directs their work in the classroom. When I took my position at Serop?dica Prefecture, was studying education for ?tnico-raciais Relations in PENESB, which made me realize that despite the existence of Law 10.639 / 03 amending LDBEN - Law of Guidelines and Bases for National Education 9394/96 on Article 26, some teachers still do not have knowledge of it and others who know her say not knowing how implement it. According to my experiences lived in everyday school life, I realized how much this is traditionalist and prioritizing a particular culture, so there is a silencing that supports prejudice and discimina??o interfering in the socialization of children in school (Chevalier, 2012). The invisibility of the Other and its culture is present in everyday school life. In view of this, we intend to find grants that lead to reflection on teacher training and the knowledge that they "mobilized" to work in the classroom. And in the specific case of this study, to investigate the formation of education professionals who have graduated in UFRRJ - Rural Federal University of Rio de Janeiro. The theme chosen to develop this work aims to contribute elements to the debate of the issues surrounding teacher training and the application of Law 10.639 / 03, taking as a starting point also my academic background. / Este tema de pesquisa surgiu a partir da minha entrada na escola p?blica, como professora do primeiro segmento, logo ap?s ter conclu?do o curso de pedagogia na Universidade Federal Rural do Rio de Janeiro. A partir da? comecei a perceber a dist?ncia existente entre a academia e pr?tica docente, que passa a existir a partir do momento em que o docente desenvolve suas fun??es no cotidiano escolar ( TARDIF, 2014). Com o passar do tempo h? um distanciamento da teoria, pois ? a pr?tica di?ria que direciona seu trabalho em sala de aula. Quando assumi meu cargo na prefeitura de Serop?dica, estava cursando Educa??o para as Rela??es ?tnico-raciais no PENESB, o que me possibilitou perceber que apesar da exist?ncia da Lei 10.639/03, que altera a LDBEN ? Lei de Diretrizes e Bases para a Educa??o Nacional 9.394/96 em seu artigo 26 A, alguns professores ainda n?o tem o conhecimento da mesma e outros que a conhece, diz n?o saber como implement?-la. De acordo com minhas experi?ncias vivenciadas no cotidiano escolar, percebi o quanto esta ? tradicionalista e que prioriza uma determinada cultura, por isso, h? um silenciamento que sustenta o preconceito e a discimina??o interferindo na socializa??o das crian?as na escola (CAVALLEIRO, 2012). A invisibilidade do Outro e de sua cultura est? presente no cotidiano escolar. Diante disto, pretendemos encontrar subs?dios que levem ? reflex?o sobre a forma??o dos professores e os saberes que estes ?mobilizam?para atuar em sala de aula. E no caso espec?fico deste trabalho, investigar a forma??o dos profissionais de educa??o que se formaram na UFRRJ ? Universidade Federal Rural do Rio de Janeiro. O tema escolhido para desenvolver este trabalho, tem por objetivo contribuir com elementos para o debate das quest?es que envolvem a forma??o de professores e a aplica??o da Lei 10.639/03, tendo como ponto de partida tamb?m a minha forma??o acad?mica.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2016-10-18T18:57:50Z No. of bitstreams: 1 2016 - Tamara Fran?a de Almeida.pdf: 2042813 bytes, checksum: 161e11c4e66251eb57f7b5f6f57a7f52 (MD5) / Made available in DSpace on 2016-10-18T18:57:50Z (GMT). No. of bitstreams: 1 2016 - Tamara Fran?a de Almeida.pdf: 2042813 bytes, checksum: 161e11c4e66251eb57f7b5f6f57a7f52 (MD5) Previous issue date: 2016-02-24 / In 2008, the federal government implemented the National Policy for special education with the inclusive education perspective with the intention of guaranteeing the scholar inclusion for enabled/disabled students, global developing disorders and gifted/high owners/highly gifted starting a teaching reorganization system bearing in mind the attendance of the guidelines. In face of this contemporary scenery, this research had investigated the special school process of remodeling mainly in seven municipalities in Baixada Fluminense (Belford Roxo, Duque de Caxias, Nil?polis, Nova Igua?u, Mesquita, Queimados e S?o Jo?o de Meriti) aiming to outline the special scholars education profile. The research also realized a survey about the educational specialized in these educational systems by official registering information available in the Instituto Nacional de Estudos e Pesquisas Educacionais An?sio Teixeira (INEP) database and also in Observat?rio da Educa??o especial e Inclus?o escolar: Pr?ticas Curriculares e Processos de Ensino e aprendizagem (OBEE), the last one supported by Observat?rio da Educa??o da Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (Obeduc/Capes). As analysis methodoly we have used the research colaborative prerequisites in consultation with the qualitative referencial information from the federal and local documents analysis about the proposals also named as inclusive being from that point of view developed a descriptive analysis from the collected information. These results among other aspects had shown that the educational and specialized attend realized in classrooms with multifunctional resources and special classes, being the mental disabled people the larger aim- public attented in those spaces. Thus, this investigation besides promoting reflections about the including scholar system, developed, from these indicators, the special education school profile in the public and municipal system in Baixada Fluminense. / No ano de 2008 o governo federal implementou a Pol?tica Nacional de Educa??o Especial na Perspectiva da Educa??o Inclusiva com o intuito de assegurar a inclus?o escolar de alunos com defici?ncias, transtornos globais do desenvolvimento e altas habilidades/superdota??o iniciando uma reorganiza??o dos sistemas de ensino com vista ao atendimento das diretrizes propostas. Diante deste atual panorama, este estudo buscou investigar a reestrutura??o da educa??o especial nas redes de ensino de sete munic?pios da Baixada Fluminense (Belford Roxo, Duque de Caxias, Nil?polis, Nova Igua?u, Mesquita, Queimados e S?o Jo?o de Meriti) objetivando delinear o perfil da educa??o especial nesta regi?o. A pesquisa realizou um mapeamento do atendimento educacional especializado nestes sistemas educacionais por meio de dados de matr?culas oficiais disponibilizados no banco de dados do Instituto Nacional de Estudos e Pesquisas Educacionais An?sio Teixeira (INEP) e no Observat?rio da Educa??o especial e Inclus?o escolar: Pr?ticas Curriculares e Processos de Ensino e aprendizagem (OBEE), este ?ltimo financiado pelo programa Observat?rio da Educa??o da Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (Obeduc/Capes). Como metodologia de an?lise utilizamos os pressupostos da pesquisa colaborativa em conson?ncia com os referenciais da pesquisa qualitativa a partir da an?lise dos documentos federais e locais sobre as propostas denominadas inclusivas sendo desenvolvida uma an?lise descritiva a partir dados coletados. Os resultados entre outros aspectos indicaram o atendimento educacional especializado realizado em salas de recursos multifuncionais e classes especiais, sendo a deficiente intelectual o maior p?blico alvo atendido nestes espa?os. Assim, esta pesquisa al?m de promover reflex?es sobre o processo de inclus?o escolar, apurou, a partir da an?lise destes indicadores, o perfil da educa??o especial nas redes p?blicas municipais da Baixada Fluminense.