Submitted by PPG Hist?ria (historia-pg@pucrs.br) on 2018-05-15T14:31:06Z No. of bitstreams: 1 Tese Priscila Maria Weber FINAL.pdf: 19991988 bytes, checksum: c6640c80a3fbee859883ae9611cdee5e (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-05-23T11:23:20Z (GMT) No. of bitstreams: 1 Tese Priscila Maria Weber FINAL.pdf: 19991988 bytes, checksum: c6640c80a3fbee859883ae9611cdee5e (MD5) / Made available in DSpace on 2018-05-23T11:32:15Z (GMT). No. of bitstreams: 1 Tese Priscila Maria Weber FINAL.pdf: 19991988 bytes, checksum: c6640c80a3fbee859883ae9611cdee5e (MD5) Previous issue date: 2018-03-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This PhD thesis analyse the writing of the manuscripts Historia Geral das Guerras Angolanas (HGGA) by the exiled Portuguese, new-Christian Antonio Oliveira de Cadornega. Thus, we assay Cadornega?s work between text and context, exploring his many and ambiguous ?Angolas?, that are at the same time Portuguese, Bragantine, Flemish, exiled, enslaved and sobas. In the first part of the thesis we highlight the author?s experience as a writer since his departure from Lisbon until his arrival in Angola, his participation in the slave markets and the building of his networks with the local elites. The second part assesses the many different manuscripts of the HGGA in which the authorship was attributed to Cadornega and that form the current collection of some Institutions such as the National Library of France, the British Library, the Lisbon Science Academy, National Library of Portugal and the Public Library of ?vora. In the last part we analyse the writing itself of Cadornega?s work: its ambiguities, keywords, concepts, repetitions, and style. The three parts of the thesis are composed by seventeen chapters and as a general perception considers that the Cadornega?s work was dedicated to the king Pedro II of Portugal given the author?s links with the dynastic house of Braganza, but mainly given the fact the Cadornega, being a new-Christian, was constantly in need to keep himself away from the Portuguese Inquisition in a time of political and administrative changes in the Portuguese African colonies. For him, staying in ?Angola? was a matter of survival. / O presente trabalho de pesquisa analisa o sentido da escrita dos manuscritos da obra Hist?ria Geral das Guerras Angolanas cuja autoria ? do portugu?s, crist?o-novo e degredado Ant?nio de Oliveira de Cadornega. Para tanto, consideramos a obra de Oliveira de Cadornega entre texto e contexto, e problematizamos ?Angola? enquanto um conceito, com todas as pluralidades e ambiguidades que isso acarreta. Na primeira parte desse trabalho priorizamos as experi?ncias de escrita do autor, ou os contextos desde o embarque de Cadornega em Lisboa, at? sua chegada em Angola, bem como seu estabelecimento e inser??o no mercadejo de escravaria e elite local. A segunda parte desse trabalho observa as diversas vers?es dos manuscritos da HGGA que se tem not?cia e cuja autoria ? ou foi atrelada a Cadornega, e comp?em atualmente o acervo de institui??es como a Biblioth?que Nationale de France, a British Library, a Academia das Ci?ncias de Lisboa, a Biblioteca Nacional de Portugal e a Biblioteca P?blica de ?vora. Na terceira e ?ltima parte desse trabalho debru?amo-nos em analisar o texto de Oliveira de Cadornega e o visibilizamos como um historiador, compreendendo as suas ambiguidades, palavras-chave, repeti??es, tons e estilos. As tr?s partes desse trabalho est?o divididas em dezessete cap?tulos, e consideram que a obra de Oliveira de Cadornega foi escrita e dedicada a D. Pedro II em fun??o das rela??es que o autor possu?a com a Casa din?stica dos Bragan?as, mas principalmente por Cadornega ser um crist?o-novo que necessitava manter-se apartado da inquisi??o em um momento de substitui??o do oficialato nas col?nias. Para Cadornega permanecer em ?Angola? era uma quest?o de sobreviv?ncia.

Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2018-01-31T22:41:03Z No. of bitstreams: 1 Disserta??o - Depois da defesa.pdf: 7121004 bytes, checksum: 2d0c977d69df64f09c7ef5139af54d9c (MD5) / Made available in DSpace on 2018-01-31T22:41:03Z (GMT). No. of bitstreams: 1 Disserta??o - Depois da defesa.pdf: 7121004 bytes, checksum: 2d0c977d69df64f09c7ef5139af54d9c (MD5) Previous issue date: 2017-02-15 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This paper analyzes the use of the forms tu and voc? in the position of full subject, in personal letters written by poorly and moderately schooled Bahians between the 1930s and 1980s, in more intimate and less intimate contexts (family, close friends, and boyfriends). It was sought to raise the communicative situations in which tu and voc? were produced, in order to identify the factors that possibly influenced the use of such forms. Also, the senders were distributed by the subsystems proposed by Lopes and Cavalcante (2011) to control the behavior of each sender and to identify the most productive subsystem in the sample of missives analyzed. We also present a contrastive study with the Brazilian states of Rio de Janeiro and Minas Gerais. The material analyzed refers to 70 letters, unpublished, that are part of the collection of the Estrela Tuy Family (1930-1980). Regarding the data, after the manual collection, the data search tool E-Corp was used to ensure the accuracy of the data collected. Afterwards, the data was analyzed according to the principles of Quantitative Sociolinguistics (LABOV, 1994), with the support of the Goldvarb X software, also considering Brown and Levinson's Theory of Polity (1987) to identify the types of relationships established between senders and recipients, in order to take into account the preservation of the face between the interactants. Regarding the results, they indicate the majority use of voc? in the epistolary documentation in question, in contexts of greater and lesser intimacy, and the use of tu, only in the letters of greater intimacy. In this way, it is understood that in the sample of analyzed letters, the use of voc? is quite generalized, whereas the tu was not very productive. / Este trabalho analisa o uso das formas de tratamento tu e voc? na posi??o de sujeito pleno, em cartas pessoais escritas por baianos pouco e mediamente escolarizados, entre as d?cadas de 1930 e 1980, em contextos mais e menos ?ntimos (familiares, amigos ?ntimos e noivos). Buscou-se levantar as situa??es comunicativas em que foram produzidos o tu e o voc?, a fim de identificar os fatores que possivelmente influenciaram o uso de tais formas. Os remetentes foram distribu?dos pelos subsistemas propostos por Lopes e Cavalcante (2011) para controlar o comportamento de cada remetente e identificar o subsistema mais produtivo na amostra de missivas analisadas. Apresenta-se tamb?m um estudo contrastivo com os estados brasileiros do Rio de Janeiro e de Minas Gerais. O material analisado refere-se a 70 cartas, in?ditas, que fazem parte do Acervo da Fam?lia Estrela Tuy (1930-1980). No que concerne aos dados, ap?s a coleta manual, foi utiliza a ferramenta de busca de dados E-Corp, para garantir a precis?o dos dados levantados. Depois, foram analisados, de acordo com os princ?pios da Sociolingu?stica Quantitativa (LABOV, 1994), com apoio do software Goldvarb X, considerando tamb?m a Teoria da Polidez de Brown e Levinson (1987) para identificar os tipos de rela??es que se estabeleciam entre os remetentes e destinat?rios, no intuito de se levar em conta a preserva??o da face entre os interactantes. No que tange aos resultados, esses apontam o uso majorit?rio de voc? na documenta??o epistolar em quest?o, em contextos de maior e de menor intimidade, e o emprego de tu, apenas nas cartas de maior intimidade. Dessa forma, compreende-se que na amostra de cartas analisadas, o uso de voc? se encontra bastante generalizado, enquanto o tu se mostrou pouco produtivo.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2018-02-01T21:17:08Z No. of bitstreams: 1 Disserta??o - Marinalda Freitas.pdf: 4018101 bytes, checksum: 8842a9b36b52d65ad726e1b619859f2c (MD5) / Made available in DSpace on 2018-02-01T21:17:08Z (GMT). No. of bitstreams: 1 Disserta??o - Marinalda Freitas.pdf: 4018101 bytes, checksum: 8842a9b36b52d65ad726e1b619859f2c (MD5) Previous issue date: 2017-03-10 / Funda??o de Amparo ? Pesquisa do Estado da Bahia - FAPEB / This research intends to describe the chart of treatment pronouns in the Letters to Severino Vieira ? Governor of Bahia (1901-1902), as well as, from a sociopragmatic perspective, to carry out a quantitative and qualitative analysis of the data with the intention of presenting a general picture of the use of the treatment forms. In this context, it is sought to observe the distribution of treatment strategies according to the communicative situation established between sender and recipient, according to the theory of Power and Solidarity (BROWN; GILMAN, 1960) and Theory of Politeness (BROWN; LEVINSON, 1989). Data analysis also takes into account the theoretical assumptions of Laovian sociolinguistics (WEINREICH; LABOV; HERZOG, 1968) in order to identify the factors that condition the alternate use of treatment pronouns in the sample under analysis. In order to do so, both the value that the form of treatment carries, in view of the characteristics of the speaker (age, sex, education, social group, etc.) in relation to the recipient is taken into account, observing linguistic and extralinguistic conditioning, such as Justification for what form of treatment has been employed and the effect that such choice may have on the recipient in the interaction. The corpus used is the Letters collection for Severino Vieira, whose content is composed of 102 texts, extracted from Carneiro (2005), sent to Severino Vieira by 60 senders (57 men and 03 women), most of them literate and mainly residents in cities. The letters that compose the collection are written mostly by Brazilians. In relation to the results, these show a preference of the letter writers for a more ceremonial treatment. Thus, a nature of the relationship established between the senders and Governor Severino Vieira was classified as ascending asymmetry, which explains a high occurrence of the nominal form of Your Excellency. This result confirms the idea that there is a close relationship between forms of treatment and social roles. / Essa pesquisa tenciona descrever o quadro de pronomes de tratamentos nas Cartas para Severino Vieira ? Governador da Bahia (1901-1902), bem como, a partir de uma perspectiva sociopragm?tica, realizar an?lise quantitativa e qualitativa dos dados com a inten??o de apresentar um panorama geral do emprego das formas tratamentais. Neste sentido, busca-se observar a distribui??o das estrat?gias de tratamento conforme a situa??o comunicativa que se estabelece entre remetente e destinat?rio, de acordo com a teoria do Poder e Solidariedade (BROWN; GILMAN, 1960) e a Teoria da Polidez (BROWN; LEVINSON, 1989). A an?lise dos dados tamb?m leva em conta os pressupostos te?ricos da sociolingu?stica laboviana (WEINREICH; LABOV; HERZOG, 1968), no sentido de identificar os fatores que condicionam o uso alternado dos pronomes de tratamento na amostra em an?lise. Para tanto, s?o considerados tanto o valor que a forma de tratamento carrega, tendo em vista as caracter?sticas do falante (idade, sexo, escolaridade, grupo social etc.) na sua rela??o com o destinat?rio, observando os condicionamentos lingu?sticos e extralingu?sticos, como a justificativa para que dada forma de tratamento tenha sido empregada e o efeito que essa escolha pode ter para o destinat?rio na intera??o. O corpus utilizado ? o acervo Cartas para Severino Vieira, cujo conte?do ? composto por 102 textos, extra?dos de Carneiro (2005), enviadas a Severino Vieira, por 60 remetentes (57 homens e 03 mulheres), a maioria letrada e, sobretudo, citadina. Em rela??o aos resultados, esses demonstram a prefer?ncia dos missivistas por um tratamento mais cerimonioso. A natureza da rela??o estabelecida entre os remetentes e o Governador Severino Vieira foi classificada como assim?trica ascendente, o que explica a alta ocorr?ncia da forma nominal Vossa Excel?ncia. Esse resultado confirma a ideia de que h? uma estreita rela??o entre formas de tratamento e pap?is sociais.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-02-22T17:10:26Z No. of bitstreams: 1 LARISSA FRANCIANE GREVE.pdf: 2899939 bytes, checksum: eeae6af3739bd13248ecf187b01a9f9c (MD5) / Made available in DSpace on 2018-02-22T17:10:26Z (GMT). No. of bitstreams: 1 LARISSA FRANCIANE GREVE.pdf: 2899939 bytes, checksum: eeae6af3739bd13248ecf187b01a9f9c (MD5) Previous issue date: 2017-02-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Evaluations have the potential to trigger actions that contribute to improving teaching and learning processes and to rethinking the curriculum. Regarding high school, the external evaluations applied to the students stand out the tests of the System of Evaluation of the School Performance of the State of S?o Paulo (Saresp) and the National Examination of the Secondary School (Enem). The purpose of this study was to investigate the effects of Saresp and Enem in the high school curriculum, in the perception of managers and teachers of the public state network in the city of Campinas (SP), having as a locus two high schools, identified by E1 And E2. The methodological option was the qualitative approach without neglecting quantifiable data, the documentary analysis of the management documents of the schools surveyed, semi-structured interviews with a manager of each school and focus groups with 10 teachers, which six were from school E1 and four from school E2. The analysis considered the diversity of techniques and instruments of production of empirical material in an effort of triangulation and dialogue with the refereed authors. It was evidenced that Saresp and Enem, which integrate public evaluation policies, although they have the potential to trigger reflections and actions to improve the quality of high school education, have been constituted as tests focused on the product of learning, consonants with the model of technical rationality, and that sometimes disregard the discussion and problematization of their results along with the conditions that imply learning, favoring mechanisms of selection and exclusion of students, as well as their cultural deprivation. In addition, it is verified that Saresp has been evidenced within the state schools by virtue of the bonus policy tied to the results of this evaluation. Regarding the Enem, voluntary enrollment of students has intensified after 2009, when the results of the exam are now used for academic continuity in a higher level of education, in federal public universities or private universities by granting scholarships. The managers and teachers of the schools surveyed emphasized that the Integral Education Program (PEI) is a program aimed at improving educational outcomes in external evaluations, which implies an intensification of teacher accountability due to the merit bonus policy linked to the results of the Saresp. The participants also pointed out the effect of Saresp in the polarization of the curriculum in function of better results; The modification of the school dynamics according to the external evaluation; The conformation of the evaluations of the learning to the achievement of goals and, consequent conformation of the teaching work; And, the intensification of training for the tests. As for the effects that the Enem has produced in the high school curriculum, managers and teachers of both schools, emphasized the curricular polarization in function of the students' Life Project; The guide of learning assessments; The induction of teaching work in function of the students' Life Project; And the concern with the development of skills evaluated by the Exam. Based on the research carried out, it is considered necessary that public evaluation policies, which focus on the curriculum of high school, be redefined so as not to polarize the curriculum and contribute to the effective improvement of teaching and learning processes. / As avalia??es t?m potencial para desencadear a??es que contribuam para a melhoria dos processos de ensino e aprendizagem e para repensar o curr?culo. No que se refere ao ensino m?dio, entre as avalia??es externas aplicadas aos alunos, destacam-se as provas do Sistema de Avalia??o do Rendimento Escolar do Estado de S?o Paulo (Saresp) e o Exame Nacional do Ensino M?dio (Enem). Este estudo teve como objetivo investigar os efeitos do Saresp e do Enem no curr?culo do ensino m?dio, na percep??o de gestores e professores da rede p?blica estadual do munic?pio de Campinas (SP), tendo como l?cus duas escolas de ensino m?dio integral, identificadas por E1 e E2. A op??o metodol?gica foi pela abordagem qualitativa sem desprezar dados quantific?veis, utilizando-se para a produ??o de material emp?rico a an?lise documental dos documentos de gest?o das escolas pesquisadas, entrevistas semiestruturadas com um gestor de cada escola e grupos focais com 10 professores, sendo seis da escola E1 e quatro da escola E2. A an?lise considerou a diversidade de t?cnicas e instrumentos de produ??o de material emp?rico em um esfor?o de triangula??o e di?logo com os autores referenciados. Evidenciou-se que o Saresp e o Enem, que integram as pol?ticas p?blicas de avalia??o, ainda que tenham potencial para desencadear reflex?es e a??es em prol da melhoria da qualidade do ensino m?dio, t?m se constitu?do como provas focadas no produto das aprendizagens, consonantes com o modelo da racionalidade t?cnica, e que, por vezes, desconsideram a discuss?o e problematiza??o de seus resultados junto aos condicionantes que implicam a aprendizagem, favorecendo mecanismos de sele??o e exclus?o dos estudantes, bem como sua priva??o cultural. Al?m disso, constata-se que o Saresp tem se evidenciado no interior das escolas estaduais em virtude da pol?tica de bonifica??o atrelada aos resultados dessa avalia??o. No que se refere ao Enem, a ades?o volunt?ria dos estudantes tem se intensificado ap?s 2009, quando os resultados do Exame passaram a ser utilizados para continuidade acad?mica em n?vel superior em universidades p?blicas federais ou em universidades particulares mediante a concess?o de bolsas de estudos. Os gestores e professores das escolas pesquisadas destacaram que o Programa de Ensino Integral (PEI) ? uma pol?tica p?blica voltada para a melhoria de resultados educacionais nas avalia??es externas, que implica uma intensifica??o da responsabiliza??o docente que se manifesta na pol?tica de bonifica??o por m?rito atrelada aos resultados do Saresp. Os participantes apontaram como efeito do Saresp, ainda, a polariza??o do curr?culo para se obterem melhores resultados; a modifica??o da din?mica escolar servindo ? avalia??o externa; a conforma??o das avalia??es da aprendizagem para a obten??o de metas, com a consequente conforma??o do trabalho docente; e a intensifica??o de treinamento para as provas. Quanto aos efeitos que o Enem tem produzido no curr?culo do ensino m?dio, gestores e professores das duas escolas enfatizaram a polariza??o curricular em fun??o do Projeto de Vida dos alunos; o norteamento das avalia??es de aprendizagem; a indu??o do trabalho docente em conformidade com o Projeto de Vida dos alunos; e a preocupa??o com o desenvolvimento de habilidades avaliadas pelo Exame. Com base na pesquisa realizada, considera-se necess?rio que as pol?ticas p?blicas de avalia??o, que incidem no curr?culo do ensino m?dio integral, sejam redefinidas de modo a n?o polarizar o curr?culo e contribuir para a efetiva melhoria dos processos de ensino e aprendizagem.

Made available in DSpace on 2016-04-04T18:32:34Z (GMT). No. of bitstreams: 1 Jacqueline de Souza Batista Figueiredo.pdf: 1518585 bytes, checksum: 1d5ab47171d45b57cc94d96058ce2e6b (MD5) Previous issue date: 2007-03-21 / This work follows the line of research University, Teaching and Education of Teachers . It analyzes the implications of implementing the implantation of public policy in Minas Gerais with the Program of Professional Development of Educators (PDP) and the configuration of the curriculum in Schools-Reference under the jurisdiction of the Regional Superintendence of Education in Po?os de Caldes, Minas Gerais. This policy considers teachers as constructors and re-constructors during the course of their education and profession with the objective of developing activities with pedagogical accompaniment and support for implanting new curricular proposals conjecturing the Common Basic Curriculum (CBC) In the light of this scenario the investigation tried to respond to the following question: What are the advances and obstacles present in the implantation of the Program for the Professional Development of Educators (PDP) being implanted by the State of Minas Gerais? It utilized bibliographical and documentary research; data for analysis was obtained at the end of 2006 by means of semi-structured interviews. Seven professors participated in these: four Coordinators of the Group of Professional Development and three Representatives of the Area. The study revealed that the professors attribute great value to the program for professional development and improvement of performance in SEEMGking teaching quality, and that the encounters held in the schools favored the practice of dialogic reflection. However, they questioned the type of presentation and the time of the implementation of the program, as well as the bureaucracy, the availability of funds and the assessment that do not correspond to facilitating the program s proposal. They revealed beliefs, worries and conflicts that ought to be considered by the creators of the program for bringing into effect the intended changes in the Minas Gerais educational system, keeping in mind the investment and confidence deposited by the State Department of Education in this modality of improving the quality of service. / Este trabalho, inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores , analisa as implica??es da implementa??o da pol?tica p?blica mineira com o Programa de Desenvolvimento Profissional de Educadores (PDP) e a configura??o do curr?culo nas Escolas-Refer?ncia sob a jurisdi??o da Superintend?ncia Regional de Ensino de Po?os de Caldas-MG. Essa pol?tica considera o professor construtor e reconstrutor de seu percurso formativo e profissional com o objetivo de desenvolver atividades com acompanhamento e suporte pedag?gico para a implanta??o das novas propostas curriculares a conjectura do Curr?culo B?sico Comum (CBC). Diante desse cen?rio, a investiga??o procurou responder ? seguinte quest?o: Que avan?os e obst?culos est?o presentes na implanta??o do Programa de Desenvolvimento Profissional de Educadores (PDP) implantado pelo Estado de Minas Gerais? Utilizou-se a pesquisa bibliogr?fica e a documental, sendo que os dados para an?lise foram obtidos no final de ano de 2006 por meio de entrevistas semi-estruturadas. Delas participaram sete professores: quatro Coordenadores de Grupo de Desenvolvimento Profissional e tr?s Representantes de ?rea. A pesquisa revelou que os professores atribu?ram um grande valor ao programa para o desenvolvimento profissional e aperfei?oamento do desempenho na busca da qualidade de ensino, e que os encontros realizados nas escolas favoreceram uma pr?tica reflexiva dial?gica. No entanto, questionam a forma de apresenta??o e o tempo de implementa??o do programa, assim como a burocracia, a disponibilidade de verbas e a avalia??o que n?o correspondeu ? flexibiliza??o da proposta do programa. Revelaram cren?as, anseios e conflitos que devem ser considerados pelos gestores do programa para efetiva??o das mudan?as pretendidas no sistema educacional mineiro, tendo em vista o investimento e a confian?a depositada pela Secretaria Estadual de Educa??o nesta modalidade de capacita??o em servi?o.

Made available in DSpace on 2016-04-04T18:33:04Z (GMT). No. of bitstreams: 1 LUCIANE MARIS URVANEJA NAZARETH.pdf: 388657 bytes, checksum: 1e35f0f72e570b5c3f90f97996dcb570 (MD5) Previous issue date: 2011-02-24 / The need to learn a foreign language becomes increasingly present in both the day-to-day as in the world of work. The Training Course for Officers at Air Force Academy (AFA) in Pirassununga lasts four years and offers within its curriculum, English classes to the cadets. The field of oral mode of language is of paramount importance in the lives of future military pilots, since it is used in talk radio (phraseology) inside the aircraft and missions abroad. The dominance of English in the operational area of aviation is a key issue in terms of security. Several aircraft accidents, either on the ground or in flight, that were caused by miscommunication or misunderstandings between pilots and control tower. This study investigated the extent to which English course offered the cadets of the AFA (Course of general education and specific training), allows the acquisition of fluency in English required for competent performance of cadet airman. To achieve this goal we performed the documental analysis of Curriculum of English Language and English Instrumental Assessment Plan of the Air Force Academy and assessment tools applied to a class of 188 cadets at the end of 2nd and 4th years, between 2004 and 2006, aiming to derive if the targets with regard to the fluency of English were affected. Characterized, as well as a qualitative research, and was adopted as a methodological procedure to document analysis of curriculum in English with a focus on oral mode of language based on the Plan of Teaching Units, the Plan Evaluation Force Academy Air and Reports Analysis and assessment of quality teaching of the language course as well as official documents of the Air Force Academy and Air Force Command. After analyzing the results, the research indicates that between 2004 and 2006 the emphasis of the English course was in developing the skills of reading and writing, listening and speaking relegating the real focus of the course according to the Teaching Units Plan, the background. Thus, we obtained that the general objectives of the discipline, that would be to interpret written texts and oral presentations, and use speech acts in English and writing at advanced level were not achieved at the level proposed, which may have caused an insufficient learning and which might have affected the field of oral language. / A necessidade de aprender uma L?ngua Estrangeira se faz cada vez mais presente tanto no dia-a-dia como no mundo do trabalho. O Curso de Forma??o de Oficiais na Academia da For?a A?rea (AFA), em Pirassununga, tem dura??o de 4 (quatro) anos e oferece, dentro do seu curr?culo, aulas de L?ngua Inglesa aos cadetes. O dom?nio da modalidade oral da l?ngua ? de suma import?ncia na vida desses futuros pilotos militares, uma vez que ela ? usada na conversa via r?dio (fraseologia) dentro da aeronave e em miss?es no exterior. O dom?nio da L?ngua Inglesa no ?mbito operacional na ?rea da avia??o ? uma quest?o fundamental em termos de seguran?a. S?o v?rios os acidentes com aeronaves tanto em solo quanto em voo que ocorreram por falha de comunica??o ou mal-entendidos entre torre de controle e pilotos. O presente trabalho investigou at? que ponto o curso de Ingl?s oferecido as cadetes da AFA (Curso de forma??o geral e forma??o espec?fica), possibilita a aquisi??o da flu?ncia necess?ria em L?ngua Inglesa para a atua??o competente do cadete aviador. Para atingir este objetivo realizamos a analise documental do Curr?culo de L?ngua Inglesa e de Ingl?s Instrumental, do Plano de Avalia??o da Academia da For?a A?rea e dos instrumentos de avalia??o aplicados a uma turma de 188 cadetes, ao final do 2? e 4? anos, entre os anos de 2004 e 2006, visando auferir se as metas no que tange ? flu?ncia da L?ngua Inglesa foram atingidas. Caracterizou-se, assim, como uma pesquisa qualitativa, e adotou-se como procedimento metodol?gico a an?lise documental do curr?culo de L?ngua Inglesa com foco na modalidade oral da l?ngua tendo como base o Plano de unidades Did?ticas, o Plano de Avalia??o da Academia da For?a A?rea, e os Relat?rios de an?lise e avalia??o da qualidade pedag?gica do curso de idiomas, al?m de documentos oficiais da Academia da For?a A?rea e do Comando da Aeron?utica. Ap?s a an?lise dos resultados, a pesquisa aponta que entre os anos 2004 e 2006 a ?nfase do curso de ingl?s estava no desenvolvimento das habilidades de leitura e escrita, relegando audi??o e fala, os verdadeiros focos do curso segundo o Plano de Unidades Did?ticas, a um segundo plano. Dessa forma, pudemos auferir que os objetivos gerais da disciplina, que seriam interpretar textos escritos e exposi??es orais e empregar atos de fala e reda??es na l?ngua inglesa em n?vel avan?ado, n?o foram atingidos no n?vel proposto, fato que pode ter provocado uma aprendizagem insuficiente e que pode ter comprometido o dom?nio da modalidade oral da l?ngua.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-04-27T11:54:33Z No. of bitstreams: 1 467660 - Texto Completo.pdf: 1696046 bytes, checksum: 92b4db07dbfd2011aaee90c0f42b52dc (MD5) / Made available in DSpace on 2015-04-27T11:54:33Z (GMT). No. of bitstreams: 1 467660 - Texto Completo.pdf: 1696046 bytes, checksum: 92b4db07dbfd2011aaee90c0f42b52dc (MD5) Previous issue date: 2015-02-26 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / The aim of this research is to discuss the process of curriculum environmentalization in college education, defined as the entrance of environmental concerns in undergraduate curriculum, at the university Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS). In the environmetalization processes we highlight the environmentally oriented disciplines, which state social and environmental dimensions in their teaching plans. The research sought to verify the role of these disciplines in the academic and professional students' training, from the perspectives of professors and students. In order to understand that, I've participated in a survey of environmental indicators, promoted by the Environmental Management Committee (CGA) which indicated the disciplines that were environmentally oriented in the twenty two academic units of PUCRS. I also attended three of these subjects in the Colleges of Education, Economics and Engineering. The methodology used in the research was participant observation, focal group, semi-structured interviews and I also held sets of talks about sustainability. In addition, I did a literature review, documents analysis such as education plans and the students' institutional assessments. The results show that the presence of environmentally oriented disciplines correspond to one concrete experience of the process of environmentalization curriculum at PUCRS. However, there is still a need to make progress in a more qualitative approach in the survey of the CGA, in order to define more precisely which disciplines the social-environmental issues are explicit. The data in the survey allow us to see that there is still a polysemic understanding of the terms of the disciplines environmentally oriented and environment sustainability. This polysemic understanding of the terms made the analysis difficult. Through the observation of the disciplines it was possible to perceive that its implementation encourages the student's interest for social-environment subject. I also identified that those disciplines helped students from different academic units to interact more, which has contributed to the expansion of their interest on sustainability. It is important to highlight that there is still a great deal of things that shall be done for the progress of the discussion about environmentalization of the curriculum at the universities. This can happen trough a more systemic and integrated approach of the disciplines contents, trough an increase of the students engagement in order to built together the curriculum and trough the progress of the incorporation of the ecological thematic area in the undergraduate course. / Esta pesquisa se prop?s a discutir o processo de a ambientaliza??o curricular na educa??o superior, definido como a internaliza??o da preocupa??o ambiental no curr?culo da gradua??o, tomando a Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS) como espa?o de an?lise. Dentro dos processos de ambientaliza??o destacamos as disciplinas ambientalmente orientadas, as quais explicitam dimens?es socioambientais nos seus planos de ensino. A pesquisa buscou verificar o papel destas disciplinas na forma??o acad?mica e profissional dos discentes, a partir das perspectivas de professores e de alunos. Para tanto, participei de um levantamento de indicadores ambientais, promovido pelo Comit? de Gest?o Ambiental (CGA), em que foram indicadas disciplinas ambientalmente orientadas nas 22 unidades acad?micas. Tamb?m acompanhei tr?s destas disciplinas nas Faculdades de Educa??o, Economia e Engenharia. A metodologia utilizada consistiu em observa??o participante, grupos focais, entrevistas semiestruturadas e roda de conversa sobre sustentabilidade, al?m de revis?o bibliogr?fica e da an?lise de documentos como os planos de ensino e as avalia??es institucionais dos estudantes. Os resultados indicam que a exist?ncia de disciplinas ambientalmente orientadas corresponde a uma das experi?ncias concretas de ambientaliza??o curricular da PUCRS. No entanto, ainda ? preciso avan?ar em uma abordagem mais qualitativa no levantamento do CGA, no sentido de definir com maior precis?o em quais disciplinas as quest?es socioambientais est?o explicitadas. Os dados desse levantamento nos permitem observar que ainda se conta com um entendimento poliss?mico dos termos disciplinas ambientalmente orientadas e sustentabilidade ambiental, o que dificultou a an?lise. Atrav?s do acompanhamento das disciplinas ambientalmente orientadas percebi que a sua realiza??o estimula o interesse dos alunos pela tem?tica socioambiental. Al?m disso, identifiquei que essas disciplinas possibilitam a intera??o entre estudantes de diferentes unidades acad?micas, o que tem contribu?do com a amplia??o das suas vis?es de sustentabilidade. ? importante destacar que h? muito a se avan?ar nas discuss?es acerca da ambientaliza??o do curr?culo no ?mbito universit?rio, o que pode ocorrer por meio de uma abordagem mais sist?mica e integrada dos conte?dos, do aumento do envolvimento dos alunos na constru??o curricular e do avan?o da incorpora??o da tem?tica ecol?gica nos cursos de gradua??o.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-05-03T16:03:53Z No. of bitstreams: 1 DIS_BRUNO_SILVEIRA_RIGON_PARCIAL.pdf: 311546 bytes, checksum: ff983bab27b09d1f4eb15490ea8f37ef (MD5) / Made available in DSpace on 2016-05-03T16:03:53Z (GMT). No. of bitstreams: 1 DIS_BRUNO_SILVEIRA_RIGON_PARCIAL.pdf: 311546 bytes, checksum: ff983bab27b09d1f4eb15490ea8f37ef (MD5) Previous issue date: 2015-01-12 / This work aims to identify which are the continuities of ideas that affected and legitimized the Nazism totalitarianism and the Latin American national security dictatorships presents in contemporary ideas, mainly in criminological, criminal political and criminal juridical thought. For that, the analyses will start of epistemological bases of history of ideas and the notion of state of exception. First of all, we approach the genealogy of national-socialist ideology. After, we analyze the genealogy of national security ideology. In the final chapter, we have confirmed the hypothesis that exists continuities between the authoritarian ideas of the past and democratic ideas in the present and we tried to identify in which contemporary ideas and in which degree occurs this approximation. Considering that authoritarian ideas are metamorphosed, we aim to realize yours transformations in contemporary thought. / O presente trabalho tem por objetivo identificar quais as continuidades das ideias que influenciaram e legitimaram o totalitarismo nazista e as ditaduras de seguran?a nacional latino-americanas presentes nas ideias contempor?neas, sobretudo no pensamento criminol?gico, pol?tico-criminal e jur?dico-criminal. Para tanto, a an?lise partir? da base epistemol?gica da hist?ria das ideias e da no??o de estado de exce??o. Em primeiro lugar, abordamos a genealogia da ideologia nacionalsocialista. Ap?s, analisamos a genealogia da ideologia da seguran?a nacional. No ?ltimo cap?tulo, confirmamos a hip?tese de que existem continuidades entre as ideias do passado autorit?rio e as ideias no presente democr?tico e tentamos identificar em quais ideias contempor?neas e em que medida ocorre essa aproxima??o. Considerando que as ideias autorit?rias encontram-se metamorfoseadas, buscamos perceber as suas transforma??es no pensamento contempor?neo.

Made available in DSpace on 2015-04-14T13:36:00Z (GMT). No. of bitstreams: 1 461830.pdf: 11610575 bytes, checksum: b0aef66ba8914bbe1256a12ea60f4861 (MD5) Previous issue date: 2014-02-24 / The National Examination Performance of Students (ENADE) part of the National System of Higher Education Assessment (SINAES), as a mandatory curriculum component in undergraduate courses (BRAZIL, 2004), in order to monitor the process of academic learning in relation the precepts established by the National Curriculum Guidelines (DCN). In this research there was a critical and reflective analysis of the issues of proof of ENADE held by scholars of Pharmacy in 2010, through the opinion of teachers linked to the School of Pharmacy of institutions, public and private, in the state of Rio Grande do Sul (RS). The main objective was to verify if the character of evidence and evaluation order are consistent with the recommendations by the Pharmacy course (DCNF) for the training and evaluation of general professional National Curriculum Guidelines. Through Qualtrics Survey Software, four separate questionnaires, each containing 10 questions originally transcribed the ENADE and categories of analysis established from the assumptions of DCNF were prepared. The questionnaires were sent by digital means teachers allocated to 18 courses Pharmacy RS of 16 different higher education institutions. From March to September 2013, 131 teachers conducted the analysis of the 40 questions ENADE 2010. Specific issues of component, with a mean score 7.78?2.22 in teacher perception on the appropriateness of the examination, evaluated more exercise capacity in drugs and medicines, critical and reflective skills required of the student and interdisciplinary approach. Questions of General Education, which received an average score 5.16?2.87 in the opinion of the teachers, helped in understanding the social, cultural and economic reality of the environment in which the professional was inserted and lower acuity, assessed the character critical and reflective, humanistic and ethical principles required by DCNF. Thus, the proof of ENADE 2010 held by graduates in Pharmacy presented asymmetric distribution of the aspects of training set. Although it is believed that the current evaluation system of higher education can indeed contribute to improving the quality of vocational training, the proposed test has limitations in the evaluation process with students. These limitations, the present study evidenced through teacher opinion, corroborated findings literary evidenced by Verhine; Dantas (2005); Rothen; Nasciutti (2008); Rodrigues; Peixoto (2009), Dias Sobrinho (2010) and Francisco et al. (2012), who warn about the structuring of the evaluation system and the implementation in the way it currently presents. However, the quest for improvement, it is observed that the national educational policy has focused on constantly improving the quality of education, contextualized by encouraging research like this that drives the construction of an evaluation process that will determine the quality of training for professionals being inserted into society, whether from the general training offered to social needs are being met effectively at all levels of health care. / O Exame Nacional de Desempenho de Estudantes (ENADE) integra o Sistema Nacional de Avalia??o da Educa??o Superior (SINAES), como um componente curricular obrigat?rio nos cursos de gradua??o (BRASIL, 2004), com a finalidade de acompanhar o processo de aprendizagem acad?mica em rela??o aos preceitos estabelecidos pelas Diretrizes Curriculares Nacionais (DCN). Nesta pesquisa realizou-se uma an?lise cr?tico-reflexiva das quest?es da prova do ENADE realizada por acad?micos de Farm?cia em 2010, atrav?s da opini?o de professores vinculados aos cursos de Farm?cia de institui??es, p?blicas e privadas, do estado do Rio Grande do Sul (RS). O objetivo principal foi verificar se o car?ter da prova e o intuito avaliativo s?o condizentes com o preconizado pelas Diretrizes Curriculares Nacionais do curso de Farm?cia (DCNF) para a forma??o e avalia??o do profissional generalista. Por meio do Qualtrics Survey Software, foram elaborados quatro question?rios distintos, cada um contendo 10 quest?es originalmente transcritas do ENADE e as respectivas categorias de an?lise estabelecidas a partir dos pressupostos das DCNF. Os question?rios foram enviados por meio digital a professores alocados a 18 cursos de Farm?cia do RS, de 16 institui??es de ensino superior diferentes. De mar?o a setembro de 2013, 131 professores realizaram a an?lise das 40 quest?es do ENADE 2010. As quest?es do componente Espec?fico, com nota m?dia 7,78?2,22 na percep??o docente quanto ? adequa??o no exame, avaliaram mais a capacidade de exerc?cio em f?rmacos e medicamentos, exigiram habilidade cr?tico-reflexiva do estudante e atua??o interdisciplinar. As quest?es de Forma??o Geral, que receberam em m?dia nota 5,16?2,87 na opini?o dos professores, auxiliaram na compreens?o da realidade social, cultural e econ?mica do meio no qual o profissional estivesse inserido e, em menor acuidade, avaliaram o car?ter cr?tico-reflexivo, humanista e os princ?pios ?ticos exigidos pelas DCNF. Dessa forma, a prova do ENADE 2010 realizada pelos graduandos em Farm?cia apresentou distribui??o assim?trica dos aspectos de forma??o estabelecidos. Muito embora se acredite que o atual sistema de avalia??o do ensino superior possa, de fato, contribuir para a melhoria da qualidade na forma??o profissional, a proposta do exame apresenta limita??es em seu processo de avalia??o junto aos estudantes. Tais limita??es, evidenciadas no presente estudo atrav?s a opini?o dos professores, corroboraram achados liter?rios evidenciados por Verhine; Dantas (2005); Rothen; Nasciutti (2008); Rodrigues; Peixoto (2009); Dias Sobrinho (2010) e Francisco et al. (2012), que advertem quanto a estrutura??o do sistema avaliativo, bem como a execu??o nos moldes em que atualmente se apresenta. Entretanto, na busca pelo aperfei?oamento, observa-se que a pol?tica educacional nacional constantemente tem se voltado para a melhoria na qualidade do ensino, contextualizada pelo incentivo de pesquisas como esta que impulsiona a edifica??o de um processo avaliativo capaz de determinar a qualidade da forma??o dos profissionais que est?o sendo inseridos na sociedade, a saber se, a partir da forma??o generalista oferecida, ?s necessidades sociais est?o sendo supridas de maneira eficaz, em todos os n?veis de aten??o ? sa?de.

Made available in DSpace on 2015-04-14T13:37:52Z (GMT). No. of bitstreams: 1 418243.pdf: 1534461 bytes, checksum: 963bca97503dd29aee82c441ea002b4d (MD5) Previous issue date: 2009-09-30 / Esta disserta??o apresenta um estudo descritivo e cr?tico do drama hist?rico Lucr?cia Borgia, de Victor Hugo, ? luz de teorias desenvolvidas por Anne Ubersfeld, Patrice Pavis, Constantin Stanislavski, Grotowski, Pierre Albouy, Jurij Alschitz. Escrita sob a perspectiva do ator, a disserta??o objetiva evidenciar que, a partir da leitura do texto dram?tico, com o conhecimento dos signos c?nicos, os temas presentes na obra emergem, produzindo novos sentidos. Eles constituem as potencialidades contidas no texto. A obra de Victor Hugo ? compreendida pelo escritor como um todo indivis?vel. Por isso, a pesquisa abrange a hist?ria de vida e a obra de Hugo, fatores fundamentais para se realizar o cotejo com Lucr?cia Borgia e para efetivar a tradu??o do drama hist?rico, escrito originalmente em l?ngua francesa.