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Crimes societ?rios : por uma an?lise particularizada da conduta dos s?ciosCattani, Carlos Frederico Manica Rizzi 13 January 2012 (has links)
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Previous issue date: 2012-01-13 / This dissertation considers the individualization of behavior and the possibility (or not) of its attenuation in corporate crimes. Marking the study by the borders points and knowledge of modern society, with its consequences for the individual and thus to the partner of a business company. Seeks to analyze the complexity of criminal matters, as foundational framework for research on the subject, as well as the various factors that influence this composition. The unrest instigated the research of legal practice, when law operators are facing situations in which an economic society tends to be confused and interpreted as if it were binding for the crime. The object under study are members of legal entities and the necessary (or not) description of the conduct of each one against the commission of a crime occurred inside the border of the corporate. The paper analyzes the jurisprudence and the law interpretation, elements such as systems inquisitive and accusatory, liquid and risk society, the figure of the individual and the criminal, the crime within a society, as well as notes on the doctrine of the crime. On the road traveled by the dissertation fits several factors that, at its core, seek to respond if to belong to the corporate structure of an entity can to justify criminal prosecution against all its members in a general way or not individualized. The study purposed to seek some of the elements that are part of the overall structure of penal institutions, without an attempt to investigate all or exhaust the subject. / Este trabalho de disserta??o considera a individualiza??o de condutas e a possibilidade (ou n?o) de seu abrandamento nos crimes societ?rios, demarcando o estudo por pontos de fronteira e conhecimento da sociedade moderna, com os seus reflexos para o indiv?duo e, assim, para o s?cio de uma sociedade empres?ria. Bus-ca-se analisar a complexidade da mat?ria penal, como estrutura fundante para a pesquisa sobre o tema, assim como os diversos fatores que influenciam esta com-posi??o. A inquieta??o instigadora da pesquisa parte da pr?tica jur?dica, quando o-peradores do Direito se encontram frente a situa??es nas quais uma sociedade eco-n?mica tende a ser confundida, e interpretada, como se fosse associa??o para o crime. O objeto em estudo s?o os s?cios de pessoas jur?dicas e a necess?ria (ou n?o) individualiza??o da conduta de cada um frente ao cometimento de um crime pelo vi?s da sociedade jur?dica. O trabalho analisa julgados e posi??es firmadas pela jurisprud?ncia, elementos como os sistemas inquisitivo e acusat?rio, sociedade do risco e l?quida, a figura do indiv?duo e do criminoso, o crime no seio de uma socieda-de, assim como anota??es sobre a doutrina do crime. A caminhada percorrida pela disserta??o abrange v?rios fatores que, em seu cerne, buscam responder o fato de pertencer ao quadro societ?rio de uma pessoa jur?dica justificar a instaura??o de processo criminal contra todos os seus s?cios de forma gen?rica, ou n?o individuali-zada. O trabalho intenciona buscar alguns dos elementos que fazem parte da estru-tura global das institui??es penais, sem qualquer pretens?o de investigar todas ou de esgotar o tema.
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Real forte pr?ncipe da beira : ocupa??o oeste da Capitania de Mato Grosso e seu processo construtivo (1775-1783)Barroso, Lourismar da Silva 30 March 2015 (has links)
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Previous issue date: 2015-03-30 / This research aims to analyze the construction process of the Royal Fort Prince of Beira, 1775-1783, on the western border of Mato Grosso Captaincy with the Spanish lands in colonial America, as part of a set of fortifications as the Royal Fort Prince of border and the Forte de Coimbra, as well as stingrays and villages built by the Portuguese in the early eighteenth century in the Brazilian Midwest. He stresses the causes that led the Portuguese to take the territory that was in dispute, as well as the structure that was set up to serve them in this endeavor. So, were used as primary sources letters of APMT (Public File Mato Grosso), and documents of the commanders and staff of the Royal Crown, who worked on the construction of the Royal Fort. Also used were reports of travelers and chroniclers of the nineteenth century. We tried to analyze the functionality of the fort in relation to border security and the exploitation of natural resources such as cocoa and minerals like gold, as well as the labor of Indians and blacks in the same building. The performance of the fortress of the function with its walls of rough stones and impenetrable, played the role of protecting and demarcates the territory of the colony. The riots generated in the construction site, punishment, salary payments and escape. / Esta pesquisa tem como objetivo analisar o processo construtivo do Real Forte Pr?ncipe da Beira, de 1775 a 1783, na fronteira oeste da Capitania de Mato Grosso com as terras espanholas na Am?rica colonial, como parte de um conjunto de fortifica??es como o Real Forte Pr?ncipe da Beira e o Forte de Coimbra, assim como arraias e vilas constru?dos pelos portugueses no in?cio do s?culo XVIII no centro oeste brasileiro. Procura ressaltar as causas que levaram os portugueses a tomar o territ?rio que estava em disputa, assim como a estrutura que foi montada para servi-los nesta empreitada. Para tanto, foram utilizadas como fontes prim?rias cartas do APMT (Arquivo Publico de Mato Grosso), sendo documentos dos comandantes e funcion?rios da Coroa Real, que trabalharam na constru??o do Real Forte. Tamb?m foram utilizados relatos de viajantes e cronistas do s?culo XIX. Procurou-se analisar a funcionalidade do forte em rela??o ? seguran?a da fronteira e a explora??o das riquezas naturais como o cacau e minerais como o ouro, assim como a m?o de obra de ?ndios e negros na constru??o do mesmo. O desempenho da fun??o da fortaleza que com suas muralhas de pedras r?sticas e impenetr?vel, desempenharam o papel de proteger e demarcar o territ?rio da col?nia. As revoltas geradas no canteiro de obra, puni??es, castigos, pagamentos de sal?rios e fuga.
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Constru??o de conhecimentos e curr?culos in-venta-dos com as m?dias nos cotidianos de uma escola p?blica de ensino m?dioAlmeida, Edivan Carneiro de 28 March 2014 (has links)
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Previous issue date: 2014-03-28 / This research deals with the experiences/performed by a group of students and the teacher-Coordinator of the Project Communication, Interaction and Learning, developed at the State School, Aristides Cedraz de Oliveira, in Ichu town, in the hinterland of Bahia. At this school I have worked as teacher for almost two decades. Going through traces-fragments of those experiences and experiencing affections and expressions, we aim to understand some possibilities for the accomplishment of the construction of practices-expressions of knowledge and creating of a curriculum, operated by students and teacher in/of /with/school High School quotidian. We also aim to understand the collective processes (and) trading/producing of meanings/signification, of empowerment and emancipation through its knowledge-making powers, affecting their lives and the development of the curriculum, which we understand to be practice based on their reflections upon their quotidian at school, in opposition to subversion/strategies, attempts to prescription-determination taken by the educational policy-makers. To do so, we have used the video mapping as an instrument to outline the strategies of appropriation-bricolage and creative activities developed by the students and the teacher in order to use media and languages in the production of information in Communication Project. We have realized that the experience pointed to important opportunities to build knowledge and appropriation of the media language resources through the production of texts, written and oral information, brought to the school and community daily, through school radiobroadcast, the blog and the printed bulletin. These productions-trials have been carried out and affected students? lives, leading to empowerment and emancipation in their political participation in their school and external community as well as interfering in their choices and in their ways to see/think/act, extending their possibilities of insertion, interference-transformation and participation in society. The narratives of those experiences through workshops and videos, also allowed us to understand that the activities developed in the project have caused strong changes in the official strict-prescriptive curriculum and enhanced the creation of a unique curriculum, by creating other ways to see/think/act in the construction of knowledge/thoughts/sentiments, affections and negotiations of meanings, producing experiences inside and outside school. Thus, one expects to see a shared curriculum, full of life, cheerful, animated, renewed and fulfilled with meanings produced by the High School students. / Nesta pesquisa partimos das experi?ncias vividas/realizadas por um grupo de estudantes e pela professora-coordenadora no Projeto Comunica??o, Intera??o e Aprendizagem, desenvolvido no Col?gio Estadual Aristides Cedraz de Oliveira, em Ichu, no sert?o baiano, escola na qual atuo como professor, h? quase duas d?cadas. Percorrendo tra?os-fragmentos dessas experi?ncias e experimentando afec??es e express?es, buscamos, com este estudo, compreender algumas possibilidades de realiza??o de pr?ticas de constru??o-express?o de conhecimentos e inven??o de curr?culos, operadas pelos estudantes e pela professora nos/dos/com os cotidianos escolares do Ensino M?dio. Procuramos, ainda, entender os processos coletivos (e) de negocia??o/produ??o de sentidos/significa??o, de empoderamento e emancipa??o que atravessam seus fazeres-saberes-poderes, afetando suas vidas e o desenvolvimento do curr?culo, que entendemos ser praticadopensado por eles nos cotidianos da escola, uma subvers?o ?s estrat?gias/tentativas de prescri??o-determina??o empreendidas pelas inst?ncias de gest?o das pol?ticas educacionais. Para tanto, utilizamo-nos da cartografia, delineando, atrav?s de oficinas de produ??o de v?deos, as t?ticas de apropria??o-bricolagem e as inven??es realizadas pelos estudantes e pela professora ao utilizarem m?dias e linguagens na produ??o de informa??es no Projeto de Comunica??o. Percebemos que as experi?ncias realizadas com o Projeto configuram oportunidades significativas de constru??o de conhecimentos e de apropria??o dos recursos das m?dias-linguagens por meio da produ??o de textos-informa??es, orais e escritos, veiculados nos cotidianos da escola e na comunidade externa, atrav?s da r?dio-escola, do blog e do boletim impresso. Essas produ??es-experimenta??es realizadas est?o afetando a vida dos alunos, provocando empoderamento e emancipa??o em sua participa??o pol?tica na comunidade escolar e externa, interferindo em suas escolhas e em suas maneiras de verpensaragir, ampliando suas possibilidades de inser??o, interfer?ncia-transforma??o e participa??o na sociedade. As narrativas dessas experi?ncias, atrav?s dos v?deos e das oficinas, tamb?m nos possibilitaram a compreens?o de que as atividades desenvolvidas no Projeto provocam uma fissura no curr?culo oficial-enrijecido-prescritivo e potencializa a cria??o de um curr?culo singular, in-ventando outros modos de verpensarrealizar constru??o de conhecimentossaberes, pensamentossentimentos, afetos e negocia??es de sentidos, produzindo experimenta??es dentrofora da sala de aula/escola. Curr?culo compartilhado, cheio de vida, alegre, animado e arejado pelos/com os significados produzidos pelos estudantes do Ensino M?dio.
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O espa?o dos miser?veis no teatro brasileiro nas d?cadas de 1950 e 1960Oliveira, Marina de 14 January 2010 (has links)
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Previous issue date: 2010-01-14 / O foco da tese consiste na an?lise do protagonismo dos miser?veis na dramaturgia brasileira das d?cadas de 1950 e 1960, seus conflitos de classe e suas rela??es com distintos espa?os de significa??o social. Para tal objetivo, a pesquisa estrutura-se a partir da identifica??o de tr?s vertentes espaciais de representa??o: a primeira delas composta por Auto da Compadecida, Morte e vida severina e Vereda da salva??o abarca as figuras dram?ticas carentes que habitam pequenas vilas ou territ?rios do universo campestre (eixo rural); a segunda Orfeu da Concei??o, Pedro Mico e Gimba refere-se a personagens desprovidas de recursos que moram na periferia das cidades (eixo da favela); e a terceira Quarto de empregada, A invas?o e O abajur lil?s retrata a situa??o de indiv?duos que, em busca de sustento, trabalham em subempregos ou exercem atividades degradantes nos centros urbanos (eixo da cidade). Acrescenta-se, ainda, que apesar de utilizar a contribui??o de v?rios pensadores, o estudo vale-se, essencialmente, das teorias de dois antrop?logos brasileiros: Darcy Ribeiro e Roberto DaMatta.
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Incubadoras liter?rias : o lugar do contempor?neo no campo da literatura brasileiraColonetti, Milton 26 September 2014 (has links)
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Previous issue date: 2014-09-26 / The studies made on contemporary Brazilian literature have a tendency to ignore the phenomenon of small publishers who gather, in their transitory existence, newcomers authors interested in their inclusion in the national cultural market. The literary field depends on a relatively autonomous system of valuation, consecration and canonization, responsible for the renewal of media and cultural mediators. The research undertaken here takes into account a synchronic perspective, using a comprehensive approach, and investigates the processes of self-legitimation and accumulation of symbolic capital, that are responsible for the insertion of new agents in the literary field, through the construction of the concept of literary incubators, with help of the sociological theories about the production and circulation of cultural products developed by Pierre Bourdieu. / Os estudos desenvolvidos sobre literatura brasileira contempor?nea tendem a ignorar o fen?meno das pequenas editoras, que em sua exist?ncia transit?ria re?nem autores rec?m-chegados interessados em sua inser??o no mercado cultural nacional. O campo liter?rio depende de um sistema relativamente aut?nomo de valora??o, consagra??o e canoniza??o respons?vel pela renova??o de meios e mediadores culturais. A investiga??o aqui empreendida leva em conta uma perspectiva sincr?nica, utilizando uma abordagem de conjunto, e investiga os processos de autolegitima??o e acumula??o de capital simb?lico respons?veis pelos movimentos de inser??o de novos agentes no campo liter?rio, atrav?s da constru??o do conceito de incubadoras liter?rias, com o aux?lio das teorias sociol?gicas sobre a produ??o e circula??o de produtos culturais desenvolvidas por Pierre Bourdieu.
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Projeto pedag?gico: abordagens e implica??es no ?mbito da forma??o em odontologiaMedeiros, Cl?udia Christianne Barros de Melo 19 December 2012 (has links)
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Previous issue date: 2012-12-19 / Proposals that aim a redirection of current health attention models in Brazil are indispensible due to the need of health issues and its challenges imposed by society. These issues come forth in Higher Education Institutions in an attempt to devise ways to face these demands. The research aims to analyze the Pedagogical Project (PP) present in the Dentistry Graduation Course in the Federal University of Rio Grande do Norte in Brazil-(UFRN). This is done in coherence the Brazilian National Curricular Guidelines considering main competences established in the PP. This research was approved by the Ethics Committee at UFRN under document number 285/201. The work is of descriptive nature and was realized with 30 students in the Dentistry Graduation Course. Interviews were realized with the use of problem situation approach. The research was also supported by documental studies that dealt with syllabus present in the disciplines taught at UFRN. Data were processed with the use of the ALCESTE 4.9 software. It is possible to acknowledge that some conservative conceptions arise, even though there is use of active methodologies and innovation that aim to promote reflection and articulation for general competence development such as proposed in the Pedagogical Project in Dentistry Graduation Course at UFRN. These conceptions are mainly present in the teaching-learning process where students do not have full participation. Thus it is possible to conclude that even though there are advances and breakthroughs. This is seen with that fact that there was inclusion of multidisciplinary clinical work as well optional courses in the curriculum. It was also seen that there was occasional use of active teaching methodologies in Dentistry at UFRN. But there is still a need for a didactical and methodological resizing. These actions require the need for progressive development of competences and abilities during the formative process according to what was established in the Brazilian National Curricular Guidelines / Propostas de reorienta??o ao modelo de aten??o ? sa?de no Brasil s?o indispens?veis diante da atual necessidade sanit?ria e dos desafios impostos pela sociedade. Temas como estes surgem dentro das Institui??es de Ensino Superior, na tentativa de delinear caminhos para enfrentamento destas demandas. O objetivo desse trabalho ? analisar o Projeto Pedag?gico (PP) do curso de Gradua??o em Odontologia da UFRN, em conson?ncia com as Diretrizes Curriculares Nacionais (DCN), considerando compet?ncias gerais estabelecidas no PP. O presente estudo foi aprovado pelo Comit? de ?tica em Pesquisa da UFRN sob o n? 285/201. Trata-se de um estudo descritivo, realizado com 30 estudantes do curso de gradua??o em odontologia mediante entrevista com situa??o problema, al?m do estudo documental com forte refer?ncia nos planos de ensino das disciplinas. Os dados foram processados mediante o aux?lio do software ALCESTE 4.9. Pode-se observar que a despeito do uso de metodologias ativas e tend?ncias inovadoras que promovem a reflex?o e a articula??o para o desenvolvimento das compet?ncias gerais propostas no Projeto Pedag?gico do Curso de Odontologia da UFRN s?o encontrados ind?cios de concep??es conservadoras no que se refere ao processo ensino-aprendizagem com pouca participa??o dos alunos. Conclui-se que, apesar dos avan?os com a inclus?o das cl?nicas multidisciplinares, a inser??o de disciplinas optativas e usos pontuais de metodologias ativas o ensino em Odontologia da UFRN necessita de um redimensionamento did?tico e metodol?gico, auxiliado pelo desenvolvimento progressivo de compet?ncias e habilidades ao longo do processo formativo, conforme estabelecem as DCN
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Cultura digital no ENEM : uma an?lise baseada nas diretrizes curriculares nacionais para o ensino m?dio da ?rea das ci?ncias da natureza e suas tecnologiasPerez, Miguel da Camino 31 August 2016 (has links)
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Previous issue date: 2016-08-31 / The current High School students were born in a time of expressive technological development, in a society marked by innovation. This caused the establishment of a new culture, to which several authors refer as ?digital culture?. In this research, it was analyzed how some elements of this culture ? sharing, deterritorialization, rationalization, unification and autonomy ? are expressed in the National High School Curriculum Guidelines (DCNEM), and how these elements appear in the National High School Exam (ENEM) questions, specifically in the Natural Sciences and their Technologies area. The research ? of qualitative nature ? began with a documental analysis of the DCNEM and the ENEM 2016 notice, with specific focus in the Competencies and Skills Reference Matrix for the Natural Sciences and their Technologies, which consists in eight competencies that unfold into thirty skills. The study was followed by an analysis of how each of these competencies appears in this area?s test under the perspective of the digital culture. Thirty questions were selected, one for each skill, from the ENEM editions between the years of 2009 and 2015. The analysis method chosen was the Content Analysis. The results present how the digital culture elements are approached in each of the analyzed documents. / Os estudantes do Ensino M?dio de hoje nasceram em uma ?poca de significativo desenvolvimento tecnol?gico, em uma sociedade marcada pela inova??o que fez com que surgisse uma nova cultura, que v?rios autores denominam de ?cultura digital?. Nessa pesquisa, s?o analisados como alguns elementos dessa cultura ? compartilhamento, desterritorializa??o, racionaliza??o, unifica??o e autonomia ? est?o expressos nas Diretrizes Curriculares Nacionais para o Ensino M?dio (DCNEM) e como esses elementos aparecem nas compet?ncias e habilidades e em quest?es da prova do Exame Nacional do Ensino M?dio (ENEM) da ?rea das Ci?ncias da Natureza e suas Tecnologias. De natureza qualitativa, a pesquisa iniciou com uma an?lise documental das DCNEM e do edital da edi??o de 2016 do ENEM, no recorte espec?fico da Matriz de Refer?ncia de Ci?ncias da Natureza e suas Tecnologias, na qual constam oito compet?ncias que se desdobram em 30 habilidades. Em sequ?ncia, foi analisado como cada uma dessas habilidades aparece em quest?es das edi??es da prova dessa ?rea sob a perspectiva da cultura digital. Foram selecionadas 30 quest?es, uma para cada habilidade, de provas realizadas entre 2009 e 2015. O m?todo de an?lise utilizado foi a An?lise de Conte?do. S?o apresentados resultados relacionando a forma como os elementos da cultura digital est?o presentes em cada documento analisado.
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Entre idas e vindas : uma diversidade de sentidos para a escola de EJASantos, Juliana Silva dos 18 September 2018 (has links)
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Previous issue date: 2018-09-18 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Youth and Adult Education is a topic of debates, controversies, as well as political and social actions addressed to a part of the population that in many cases has already been excluded from regular school. This study aimed to problematize the meanings of diversity for a Youth and Adult Education School in the perspective of young and adult subjects that attend this school. The main objective was to analyze the meanings attributed to Youth and Adult Education schools and the continuity of their studies. Additionally, the present study sought to comprehend the reasons why these individuals return to school in an attempt to give visibility to their concept of time. Furthermore, their perspective regarding their plans and their curriculum conceptions were verified. For data collection, 198 subjects attending 9th, 10th, and 11th grades of Youth and Adult Education at Agr?nomo Pedro Pereira State High School in Porto Alegre/RS responded a questionnaire with 56 questions. The program SPSS-18 was used to tabulate data. The participants were 118 women, 79 men, and one non-respondent. The age of 144 subjects ranged from 18 to 29. As some of the reasons to return to school, 87 of the subjects reported graduating faster as the main reason, 38 subjects indicated job-related issues, and 28 subjects pointed to age incompatibility as being an aspect for attending a Youth and Adult Education School. As motivational reasons to keep studying, subjects reported the relationship with their friends and teachers, the desire to obtain more knowledge, and for many, the perspective of a better future linked to studying projects and their relevance. Considering the concept of time for these subjects, many of them revealed that their decision to continue their studies was due to their maturity, which they named moment of inflexion. At this moment, the subjects projected themselves into the future as part of their self-determination. As a result, in order to maintain their studies, other personal projects and some social demands were put aside. Regarding the curriculum conceptions outlined by the respondents, three axes were identified: a curriculum towards work, propaedeutic reasons, and citizenship duties. The subjects demonstrated knowing what they search for and need from school and reported alternative places of education they have attended throughout their life. Along the process of subjectivity of each respondent, there is a plurality of meanings to Youth and Adult Education school. Some of these meanings reinforce the goals of compensation, equalization, and permanent education seen as a public policy towards the Youth and Adult Education model. Other meanings are related to opportunities, not as an effect of a favor that the State should provide for the excluded from school during the proper age, but in a sense of living the right of studying and being part of a scholar community. The metaphor of the Youth and Adult Education model was used as ?a door to the future? that defines the sense of Youth and Adult Education as an opportunity to try again, desire a better future, and be the alternative that was left in the moment of inflexion of each of the subjects. / A Educa??o de Jovens e Adultos (EJA) ? tema de debates, de controv?rsias, de a??es pol?ticas e sociais dirigidas a uma parcela da popula??o que, em muitos casos, foi exclu?da da escola regular. Este estudo buscou problematizar a diversidade de sentidos para a escola de EJA, na vis?o de sujeitos jovens e adultos que frequentam uma escola de Ensino M?dio. Tivemos por objetivo central analisar os sentidos atribu?dos a escola de EJA, no que concerne ? continuidade dos estudos. Em adjac?ncia, buscamos compreender as raz?es para retornarem ? escola, procuramos dar visibilidade a como concebem o conceito de tempo, verificamos a perspectiva de planejamento de futuro desses sujeitos, bem como identificamos as concep??es de curr?culo vislumbradas por esses cidad?os. A produ??o de dados ocorreu a partir de um question?rio com 56 quest?es respondido por 198 sujeitos frequentadores das turmas de 1?, 2? e 3? anos da Escola Estadual de Ensino M?dio Pedro Agr?nomo Pereira, em Porto Alegre/RS. Para a tabula??o dos dados utilizou-se o programa SPSS-18. Participaram 118 mulheres, 79 homens e um n?o respondente, e a faixa et?ria mais expressiva foi entre 18 e 29 anos, contabilizando 144 sujeitos. Como raz?es para frequentar a EJA, 87 sujeitos apontam a acelera??o dos estudos como principal motiva??o, 38 indicam as exig?ncias do trabalho e 28 sujeitos apontam a incompatibilidade de idade como aspecto que os levaram para EJA. Como fatores de motiva??o para continuar os estudos, apontam as rela??es com amigos e professores, o desejo em obter mais conhecimento e, muitos, uma perspectiva de futuro que est? atrelada aos estudos e sua relev?ncia. Ao tratarmos da ideia de tempo, para esses sujeitos, muitos apontam para a continuidade dos estudos como sendo parte das decis?es que se d?o com a maturidade, a o qual se denominou momento de inflex?o. Assim, nesse momento, esses sujeitos projetam-se a frente, como parte da sua autodetermina??o e eventualmente outros projetos pessoais s?o colocados ? parte, e as demandas sociais em continuar na escola tornam-se necess?rias para planos futuros. Quanto ?s concep??es de curr?culo versadas pelos respondentes, identificamos tr?s eixos: um curr?culo voltado ao trabalho, um com vi?s proped?utico e um curr?culo voltado ? cidadania. Os sujeitos demonstram saber o que buscam e o que necessitam da escola, e tamb?m apontam para alternativas e espa?os de educa??o que frequentaram ao longo da vida. Conclu?mos que dentro do processo de subjetiva??o de cada respondente h? uma pluralidade de sentidos para a escola de EJA. Alguns desses sentidos refor?am as fun??es reparadora, equalizadora e de educa??o permanente, previstas como pol?tica p?blica voltada ? modalidade EJA. Outros sentidos t?m o vi?s da oportunidade - n?o como sendo efeito de um favor que o Estado oferece aos exclu?dos da escola na idade adequada, mas no sentido de vivenciar o direito de estudar e fazer parte de uma comunidade escolar. Por fim, utiliza-se a met?fora da EJA como sendo uma "porta para o futuro", que bem define o sentido da EJA como oportunidade de tentar novamente, de almejar um futuro melhor e de ser a alternativa que restou no momento de inflex?o de cada sujeito respondente.
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Aos sinais das Ave Marias: furtos de h?stias, feituras de prote??o e o desenho religioso da Bahia setecentista: o caso das Dilig?ncias de MuritibaRangel, Felipe Augusto Barreto 12 February 2015 (has links)
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Previous issue date: 2015-02-12 / Funda??o de Amparo ? Pesquisa do Estado da Bahia - FAPEB / Studies of magical practices and popular religiosities have revealed important facets of modern miscegenation. The bolsas de mandinga, one of the numerous magic instruments of protection, congregated elements and experiences of social and cultural universes disparate, fruit of religious atlantic dynamics. The processes of comprehension, elaboration and commercialization of these amulets were not as directs and revealed, because of the repressor activities of religious instances, which scoured the Portuguese overseas in search of the devil affronts to Catholic Christianity, made through the variable heterodoxies that drew in overseas. In this sense, we trace as objective to undertake a micro analysis of what we treat, while production of development processes, through documentary information, focusing on the predilection by the insertion of consecrated hosts inside the bolsas de mandinga, attentive, yet, to the motivations, contexts, experiences and understandings of involved subjects. We use a large body of documents, with a clear qualitative option, especially the inquisitorial files. We elected the written narrative in Dilig?ncias sobre o caso do desacato e sacril?gio cometido na igreja paroquial de S?o Pedro do Monte Moritiba, na Ba?a, concerning the Bahian Reconcavo, in the first half of 18th century, as the backbone of our proposal. Crossed the information present in our sources, through the evidentiary framework proposed by Carlo Ginzburg, and soaked by theoretical proposals of micro studies and trajectories, we seek to understand the religious creolization processes in Bahian Reconcavo eighteenth century. The small fragments collected through the coppery documentary lines show us how the everyday life of investigated subjects measured their spiritual universe, allowing the elaborations, called here Feituras de Prote??o. / Os estudos das pr?ticas m?gicas e religiosidades populares t?m revelado importantes facetas das mesti?agens modernas. As bolsas de mandinga, um dos in?meros instrumentos m?gicos de prote??o, congregavam elementos e experi?ncias de universos sociais e culturais d?spares, fruto das din?micas religiosas atl?nticas. Os processos de compreens?o, elabora??o e comercializa??o destes amuletos n?o eram t?o diretos e revelados, por contadas atividades repressoras das inst?ncias religiosas, que vasculhavam o ultramar luso em busca das ?afrontas do dem?nio? ao cristianismo cat?lico, feitas atrav?s das vari?veis heterodoxias que se desenhavam no al?m mar.Neste sentido, tra?amos enquanto objetivo empreenderuma micro an?lise do que tratamos enquanto processos de feituras de prote??o, atrav?s das informa??es documentais, ao enfocarmos a predile??o pela inser??o de h?stias consagradas no interior das bolsas de mandinga, atentos, ainda, ?s motiva??es, contextos, experi?ncias e entendimentos dos sujeitos envolvidos.Utilizamos um vasto corpo documental, com clara op??o qualitativa, especialmente dos arquivos inquisitoriais. Elegemos a narrativa grafada nas Dilig?ncias sobre o caso do desacato e sacril?gio cometido na igreja paroquial de S?o Pedro do Monte de Moritiba, na Ba?a, referente ao Rec?ncavo baiano, na primeira metade do s?culo XVIII, como espinha dorsal de nossa proposta. Ao cruzarmos informa??es presentes em nossas fontes, atrav?s do referencial indici?rio proposto por Carlo Ginzburg, e embebidos pelas propostas te?ricas de estudos micros e trajet?rias, buscamos entender os processos de criouliza??o religiosa no Rec?ncavo baiano setecentista. Os pequenos fragmentos coletados por entre as acobreadas linhas documentais nos revelaram como a vida cotidiana dos sujeitos investigados dimensionava o universo espiritual dos mesmos, permitindo as elabora??es que chamamos aqui de feituras de prote??o.
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Curr?culo m?nimo do Estado do Rio de Janeiro: reflex?es sobre a disciplina biologia / Minimum curriculum of the State of Rio de Janeiro: Reflections on the discipline biologySantos, Gisele Lopes do 01 June 2017 (has links)
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Previous issue date: 2017-06-01 / This work has as objective reflect on the emergence and implementation of the Minimum
Curriculum (CM) in the State Education Network, specifically in the Biology discipline, in
2012, presented by the State Department of Education of the State of Rio de Janeiro
(SEEDUC). From the socio-historical studies of the curriculum, it is sought to understand the
elements that supported the emergence and implantation of the CM and how this proposal
refines the external evaluations in the state, ENEM (National High School Exam) and SAERJ
(Evaluation of Education in the State of Rio de Janeiro). This work constitutes a qualitative
research, based on theoretical and methodological, based on the curricular studies dialoguing
with the empirical sources constituted by the documents related to the emergence and
implantation of the curriculum (information of the SEEDUC website, Resolution 4.866 of
February 14, 2013, Minimum Curriculum of Biology, Earnings by Results SEEDUC) and by
published articles on the subject. The initial objective is that through the interbreeding of
these written sources one can construct a narrative about the minimal curriculum of the
biology curricular component. From the analysis of the official documents regarding the CM,
with regard to the concept of skills and competences, it is possible to note its proximity to the
external evaluations, since the curriculum and other strategies created by SEEDUC aim to
corroborate with the increase of the index Of State education in external evaluations such as
IDEB (Indicator and Development of Basic Education). The CM of Biology presents skills
and competences, which SEEDUC claims to be organized progressively in the official
document - from the simplest or most concrete, towards a more complex or abstract one.
However, analyzing this document, the two-month course distributed in the CM of biology, it
is possible to sustain that this progression of contents does not always happen, it presents in a
sparse and irregular form. In this sense, it was possible to perceive when analyzing the
document of the CM of Biology that the teaching continues to be presented in a fragmented
way; Hindering the student to associate what he / she learns in school with his daily life. After
analyzing the CM of Biology, the idea that the meanings of the concepts of competences and
abilities, although approaching the cognitive-constructivist side of Perrenoud, is also moved
towards Tyler's compartamentalism, when he centralizes his questions in External
evaluations, the accountability curriculum and performativity / Este trabalho tem como objetivo refletir sobre o surgimento e implanta??o do Curr?culo
M?nimo (CM) na rede Estadual de Educa??o, especificamente na disciplina Biologia, em
2012, apresentado pela Secretaria de Estado de Educa??o do Estado do Rio de Janeiro
(SEEDUC). A partir dos estudos s?cio-hist?ricos do curr?culo, busca-se compreender os
elementos que sustentaram o surgimento e implanta??o do CM e como esta proposta se afina
as avalia??es externas presentes no estado, ENEM (Exame Nacional do Ensino M?dio) e
SAERJ (Sistema de Avalia??o da Educa??o do Estado do Rio de Janeiro). Este trabalho
constitui uma pesquisa qualitativa, a base te?rico-metodol?gica, apoiou-se nos estudos
curriculares dialogando com as fontes emp?ricas constitu?das pelos documentos relativos ao
surgimento e implanta??o do curr?culo (informa??es do site da SEEDUC, Resolu??o 4.866 de
14 de fevereiro de 2013, Curr?culo M?nimo de Biologia, Bonifica??o por Resultados
SEEDUC) e por artigos publicados a respeito do tema. O objetivo inicial ? que se possa
atrav?s do intercruzamento destas fontes escritas construir uma narrativa a respeito do
curr?culo m?nimo da componente curricular biologia. A partir da an?lise dos documentos
oficiais a respeito do CM, no que se refere ao conceito de habilidades e compet?ncias, nota-se
sua proximidade com as avalia??es externas, visto que o curr?culo e outras estrat?gias criadas
pela SEEDUC almejam corroborar com a eleva??o do ?ndice da educa??o do Estado em
avalia??es externas como o IDEB (Indicador e Desenvolvimento da Educa??o B?sica). O CM
de Biologia apresenta habilidades e compet?ncias, as quais a SEEDUC argumenta estar
organizada de forma progressiva no documento oficial ? da mais simples ou concreta, em
dire??o a uma mais complexa ou abstrata. Todavia, analisando este documento, os bimestres
letivos distribu?dos no CM de biologia, ? poss?vel sustentar que esta progress?o de conte?dos
nem sempre acontece, apresenta-se de forma esparsa e irregular. Neste sentido, foi poss?vel
perceber ao analisar o documento do CM de Biologia que o ensino continua a ser apresentado
de forma fragmentada; obstaculizando o estudante associar o que aprende na escola com seu
cotidiano. Ap?s an?lise do CM de Biologia, sustenta-se a ideia de que os sentidos dos
conceitos de compet?ncias e habilidades embora se aproximem da vertente cognitivoconstrutivista,
de Perrenoud, tamb?m se movimenta em dire??o ao compartamentalismo de
Tyler, quando centraliza suas quest?es em avalia??es externas, no curr?culo do accountability
e na performatividade.
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