Submitted by FLAVIA TEODORO ALVES null (flaviastrogildo@gmail.com) on 2017-07-06T18:34:25Z No. of bitstreams: 1 FLAVIA_TEODORO_ALVES_corpoarte.pdf: 4478626 bytes, checksum: 0c46757a201c25b6b93730aade97442e (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-07-13T13:02:35Z (GMT) No. of bitstreams: 1 alves_ft_me_ia.pdf: 4478626 bytes, checksum: 0c46757a201c25b6b93730aade97442e (MD5) / Made available in DSpace on 2017-07-13T13:02:35Z (GMT). No. of bitstreams: 1 alves_ft_me_ia.pdf: 4478626 bytes, checksum: 0c46757a201c25b6b93730aade97442e (MD5) Previous issue date: 2017-06-29 / Neste estudo, é proposto um diálogo entre o constructo corpoarte (2010) e a prática da pesquisadora como professora de Artes. O que se deu por meio de um projeto de cunho artístico-pedagógico, composto por vivências corporais expressivas e linguagens artísticas - tais como cinema, música, artes plásticas, literatura de cordel e poesia, realizado com um grupo de estudantes de Educação de Jovens e Adultos (EJA) do CIEJA Rose Mary Frasson, na Zona Norte de São Paulo. O intento deste projeto é criar uma maior abertura à abordagem corporal em processos educativos formais, assim como trazer à tona uma reflexão relacionada aos Direitos Humanos, enquanto proposta educativa nas esferas da ética, da estética e política. O que se pretende com tal diálogo é que esse propicie um espaço entre ação e reflexão no contexto escolar em que estou inserida como docente. Discutir e analisar este contexto também se faz necessário, questionando qual a abertura que há para a corporeidade na educação formal, tendo sempre em perspectiva o desejo de transformação do espaço escolar de que faço parte como um lugar mais acolhedor à corporeidade e à expressividade artísticas. Tais proposições levam aos objetivos: a) discutir a concepção de corporeidade que a educação escolar formal engendra nos sujeitos da pesquisa, bem como a situação das linguagens artísticas cênicas e/ou corporais na escola pesquisada, em relação à legislação e ao currículo numa perspectiva histórica; b) analisar o registro dos encontros, de modo a descrever se houve transformação da concepção de corporeidade com os alunos participantes e c) refletir sobre minha prática como professora proponente de tal de experiência. A metodologia adotada neste estudo é a da pesquisa-ação. Os procedimentos foram: 1 – Identificação dos pressupostos teóricos e curriculares do corpoarte, por meio de: a) análise da primeira proposta da Base Nacional Curricular Comum (BNCC), apoiada em autores como Apple (2011), Lopes (2008), Geraldi (1994), Gallo (2002) e Antunes (2010, 2013) e b) Levantamento bibliográfico das bases teóricas e filosóficas do constructo corpoarte, com base em Antunes (2010, 2013), Morin (2002, 2011), Almeida (2004, 2005), Voss (2013), Ribeiro (2006), Ikeda (2010, 2017); 2 – Estudo do lócus onde se deu a proposição prática do estudo – O CIEJA Prof.ª Rose Mary Frasson, que se desdobrou em: a) contextualização histórica da EJA na rede municipal de São Paulo, apoiada em documentos oficiais (BRASIL, 2007 e SÃO PAULO, 2008) e nos estudos de Corte (2016) e b) organização do material da reelaboração do Projeto Político Pedagógico da unidade, realizado por toda a comunidade escolar; 3 – Elaboração e execução do Projeto Múltiplas Linguagens e Direitos Humanos (PMLDH), realizado com mais duas professoras parceiras da unidade escolar, sendo que o registro dos encontros aconteceu por meio de anotações de campo em diário de bordo, apoiado nas proposições de professor reflexivo de Schön (1992); 4 – Tratamento e análise dos dados coletados junto aos participantes durante o projeto, efetuada de acordo com a proposta de Análise do Discurso de Orlandi (2001, 2009) e finalmente, 5 – Reflexão final. A análise dos dados coletados, bem como as discussões e reflexões ao longo de todo o processo indicaram que o corpoarte pode ser efetiva como prática artístico-pedagógica no ambiente escolar formal, sobretudo da EJA, enquanto estratégia que considera todos os seres humanos envolvidos no processo educativo em sua plenitude. / A dialogue between the construct corpoarte (2010) and the researcher's practice as an art teacher is proposed in this study. This was done through an artistic and pedagogical project, composed of expressive body experiences and artistic languages - such as cinema, music, fine arts, "cordel" folk literature and poetry, conducted with a group of students of Youth Education and Adults (EJA) of CIEJA Profª Rose Mary Frasson, in the North Zone of São Paulo. The intent of this project is to create a greater openness to the corporeal approach in formal educational processes, as well as to bring to the fore a reflection related to Human Rights, as an educational proposal in the spheres of ethics, aesthetics and politics. What is wanted with such dialogue is that it provides a space between action and reflection on the school context where I am inserted as a teacher. Discussing and analyzing this context is also necessary, questioning the openness that exists to the corporeity in formal education, always having in perspective the desire to transform the school space of which I am part as a place more welcoming to corporeality and artistic expressiveness. Such propositions lead to the following objectives: a) discuss the conception of corporeity that formal school education engenders in the research subjects, as well as the situation of scenic and corporeal artistic languages in the researched school, in relation to legislation and curriculum in a historical perspective; B) analyze the registration of the meetings, in order to describe if there was transformation of the conception of corporeality with the participating students and c) reflect on my practice as a teacher proposing such experience. The methodology adopted in this study is that of Research-Action. The procedures were: 1 - Identification of the theoretical and curricular assumptions of corpoarte, through: a) analysis of the first proposal of the National Curricular Common Core (BNCC), supported by authors such as Apple (2011), Lopes (2008), Geraldi (1994), Morin (2002, 2011), Gallo (2002) and Antunes (2010, 2013) and b) Bibliographical survey of the theoretical and philosophical bases of the corpoarte, according to Voss (2013), Ribeiro (2006), Ikeda (2010, 2017), Almeida (2004, 2005) and Antunes (2010, 2013); 2 - Study of the locus where the practical proposal of the study was given, which unfolded in: a) historical contextualization of the Youth Education and Adults in the municipal network of São Paulo, supported by official documents (BRASIL, 2007 and SÃO PAULO, 2008) and in the Corte studies (2016) and b) organization of the material for the reelaboration of CIEJA Profª Rose Mary Frasson´s Pedagogic Political Project, conducted by the whole school community; 3 - Elaboration and execution of the Multiple Languages and Human Rights Project, with two other partners, also teachers of the school. The registration of the meetings took place in the Field Diary, supported by the propositions of reflective teacher by Schön (1992); 4 - Treatment and analysis of data collected from the participants during the project, which is made according to Orlandi's Discourse Analysis proposal (2001, 2009) and finally, 5 - Final reflection about the experience. The analysis of the collected data, as well as the discussions and reflections throughout the whole process indicated that corpoarte can be effective as artistic and pedagogical practice in the formal school environment, especially in Youth Education and Adults, as a strategy that considers all human beings involved in the Educational process in its fullness.

Approximately $25.2 trillion in total assets under management in the United States is involved in some strategy of socially responsible and sustainable investing. Grounded in the stakeholder theory, the purpose of this correlational study was to examine the relationships between financial performance, firm size, leverage, and corporate social responsibility. A random sample included 119 large companies located in the United States from the population of companies listed in the Russell 100 index. The data were collected via Bloomberg Terminal. Multiple linear regression analysis was used to predict Environmental, Social, and Governance (ESG) activity scores. The 3 predictor variables accounted for approximately 7% of the variance in ESG activity scores and the result was statistically significant, F(3,115) = 2.83, p < .04, R2 = .07. Although the p value was significant, the R2 was low representing a poor model fit. In the final analysis, total revenue was added to the model and was a significant predictor and negatively correlated with ESG activity scores; However, return on equity and leverage were not significant predictors of ESG activity scores suggesting the potential need to transfer some corporate social initiatives from business leaders to government policy makers. Future researchers should consider incorporating additional variables to make the model more useful. The implications for positive social change include the potential to identify fiscal incentives for corporate social programs by policy makers which benefit stakeholders such as employees, suppliers, customers, communities, and the environment.