Made available in DSpace on 2014-12-17T14:36:50Z (GMT). No. of bitstreams: 1 DeboraSAF_DISSERT.pdf: 1031745 bytes, checksum: 5d04e895356aa58d92858004a0588421 (MD5) Previous issue date: 2014-02-27 / This dissertation deals about the theme of National Integration Program of the Professional Education to the Basic Education in the form of Youth and Adults Education - PROEJA, which was developed at the Federal Institute of Education Science and Technology of Rio Grande do Norte - IFRN - Campus Caic?. It aims to analyze the causes of the abandonment and the reasons for the permanence of students within the mentioned program. To substantiate this research, we used methodologically, some procedures such as bibliographical research, documentary analysis, semi-structured interviews and focus group. To analyze the data, we discussed the contradiction that involves duality and educational compensation based in the struggles and achievements of rights at the core of public policies for high schools, for vocational education and the education of youth and adults in the 2000s. We analyze the integrated high school under PROEJA, having as reference the conception of the total human formation; the inseparability of the primary education system and vocational education and the integration of knowledge and expertise as a whole, discussing the specificities of the modality EJA, discussing the causes of abandonment and the reasons for the permanence of the students of education for youth and adults (EJA) in the primary education system. As for the results, we found that although the PROEJA be a program that aims to provide a complete human formation to contribute to the full citizenship of their graduate members, what is announced in the document that guides its creation has not been materialized in Caic? Campus. The curriculum of the course was not designed for the students of EJA, nor teachers have had an adequate training to work with these specific individuals, and its specificities of being workers with differentiated learning times have not been considered. In addition, the courses are predominantly of instrumentalist characteristics. This indicates that the material and institutional conditions to achieve the promised total and complete training have not being fully materialized at the researched school. Associated with the difficulties concerning the intra-school and extra-school conditions, personal and socioeconomic conditions which are related to the obligation to work that implies in limitations to balance work, school and family, they influenced in the interruption of the school trajectory of these subjects. Through research, we confirmed that the motives of students who remain have to do also with intraescolares conditions the quality of education (qualification of technical staff and teachers) involved in the educational process, as well as socioeconomic and personal issues represented by the support of colleagues and family.Then it is concluded that the causes of abandonment and the reasons of the permanence are of institutional, socioeconomic and personal origins. Finally, it is observed that capitalist society demands as much as possible high levels of educated workers, and at the same time makes difficult the access to that education for much of the population, and it is not randomly. The objects of that exclusion are the popular worker classes and their children / Esta disserta??o aborda a tem?tica do Programa Nacional de Integra??o da Educa??o Profissional ? Educa??o B?sica na modalidade de Educa??o de Jovens e Adultos PROEJA, desenvolvido no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte IFRN Campus Caic?. Tem por objetivo analisar as causas da desist?ncia e os motivos da perman?ncia de estudantes no ?mbito do Programa. Para consubstanciar a investiga??o, utilizamos metodologicamente os procedimentos da pesquisa bibliogr?fica, an?lise documental, entrevista semi estruturada, grupo focal e an?lise de conte?do. Para analisar os dados, discutimos a contradi??o que envolve a dualidade e a compensa??o educacional ? luz das lutas e conquistas de direitos no cerne das pol?ticas p?blicas para o ensino m?dio, para a educa??o profissional e para a educa??o de jovens e adultos, com ?nfase nos anos 2000. Analisamos o ensino m?dio integrado no ?mbito do PROEJA tendo como refer?ncia a concep??o da forma??o humana omnilateral; a indissociabilidade entre educa??o b?sica e educa??o profissional e a integra??o de conhecimentos gerais e espec?ficos como totalidade, discutindo as especificidades da modalidade da EJA, problematizando as causas da desist?ncia e os motivos da perman?ncia de sujeitos estudantes da educa??o de jovens e adultos (EJA) na escola de educa??o b?sica. Quanto aos resultados, constatamos que apesar de o PROEJA ser um programa que se prop?e a proporcionar uma forma??o humana integral visando a contribuir para o pleno exerc?cio da cidadania dos seus sujeitos concluintes, o que est? anunciado no Documento que norteia a sua cria??o n?o vem se materializando no Campus Caic?. O curr?culo do curso n?o foi concebido para os sujeitos da EJA nem os professores tiveram forma??o adequada para trabalhar com esses sujeitos espec?ficos, n?o sendo consideradas suas especificidades de serem trabalhadores, com tempos diferenciados de aprendizagem. Al?m disso, as disciplinas t?m, predominantemente, talante instrumentalista. Isso denota que as condi??es materiais, institucionais para alcan?ar a anunciada forma??o integral n?o v?m se materializando, plenamente, na escola investigada. Associado ?s dificuldades no que concerne ?s condi??es intraescolares, as condi??es extraescolares, socioecon?micas e pessoais que dizem respeito ? press?o para trabalhar que implica em limita??es para conciliar trabalho, escola e fam?lia repercutiram em uma nova interrup??o da trajet?ria escolar de parcela significativa desses sujeitos. Mediante a pesquisa, comprovamos que os motivos dos estudantes que permanecem tem haver tamb?m com as condi??es intraescolares da qualidade do ensino, (qualifica??o da equipe t?cnica e dos professores) envolvidos no processo educativo, como tamb?m com as condi??es extraescolares socioecon?micas e pessoais representadas pelo apoio dos colegas e da fam?lia. Concluimos, ent?o, que as causas da desist?ncia e os motivos da perman?ncia s?o de origem institucional, socioecon?mica e pessoal. Enfim, constatamos que a sociedade capitalista cada vez mais exige n?veis elevados de educa??o escolarizada dos trabalhadores ao mesmo tempo em que dificulta o acesso a essa educa??o para grande parte da popula??o e isso n?o ? aleat?rio. S?o as classes trabalhadoras populares e seus filhos os objetos dessa exclus?o

Made available in DSpace on 2014-12-17T14:36:06Z (GMT). No. of bitstreams: 1 CiceraRC.pdf: 295488 bytes, checksum: f585fd9cdb64dd6c5356348468ed6cde (MD5) Previous issue date: 2007-12-21 / For young people and adults that have not yet conquered reading and writing, being literate is the most important thing in life , a dream . Scholarly learning for them is like hegemonic knowledge in contemporary literate society. Thus, for them to get into school is to be able to have such knowledge and, through it, feel inserted into this society. However, along this process of learning, they start to drop out, little by little, statistically increasing the number of people who give up on young people and adult education Eja, as well as slowly reducing the contingent of illiteracy in the country. With this reality as a starting point, we question the concrete and symbolic reasons or motives that lead to a dropping out of the literacy classes at Eja. To do so, we have established, as the object of our study, the feelings of giving up among those involved in young people and adult literacy training. To understand such feelings is our purpose in this investigation. The theory of Social Representations (MOSCOVICI, 1978, 2004) was the theoretical-methodological option for subsidizing data search, analyses and interpretation, making us perceive the significance of the object of this study for these individuals. The gathering of such symbolic content involved the use of semi-structured interviews with eleven drop-outs and ten students who had repeated this modality of teaching in public schools in Natal, RN, during the 2006 school year. From the thematic and categorical analyses (BARDIN, 1977), we identified elements that gave support to some themes. Later, these themes led to three categories, suggesting that feelings associated with dropping out were based on the following: learning difficulties because they did not understand the contents; having their lack of knowledge exposed, thus bringing forth feelings of shame, humiliation, and embarrassment for not knowing how to read and write at a mature age; work, tiredness and sickness. The students who manage to remain in school are those who force themselves to live with the feelings of maladaptation and those who develop a sense of adaptation the other way round to the institution, that is, acceptance of institutional failures and omissions / A condi??o de alfabetizado, para jovens e adultos que ainda n?o conseguem dominar a leitura e a escrita, ? a coisa mais importante da vida , um sonho . A aprendizagem escolar ? entendida por eles como um saber hegem?nico na sociedade contempor?nea letrada. Por isso, entram na escola, buscam deter tal conhecimento e, atrav?s dele, sentir-se inseridos nesta sociedade. Entretanto, no decorrer desse processo de aprendizagem, v?o aos poucos desistindo, o que contribui tanto para elevar as estat?sticas da desist?ncia na Educa??o de Jovens e Adultos/Eja quanto para, lentamente, reduzir o contingente de analfabetos do pa?s. A partir dessa realidade, questionamo-nos sobre as raz?es ou motivos concretos e simb?licos que levam ? desist?ncia nas classes de alfabetiza??o da Eja. Para tanto, configuramos nosso objeto de estudo como os sentidos da desist?ncia entre alfabetizandos da Eja, cuja compreens?o ? nosso objetivo. A Teoria das Representa??es Sociais (MOSCOVICI, 1978, 2004) foi a op??o te?rico-metodol?gica para subsidiar a busca, as an?lises e as interpreta??es dos dados, fazendo-nos perceber o significado do objeto de estudo para esses indiv?duos. Para captar tal conte?do simb?lico, realizamos entrevistas semi-estruturadas com onze alunos desistentes e dez repetentes dessa modalidade de ensino em escolas p?blicas de Natal/RN durante o ano letivo de 2006. A partir das an?lises tem?tica e categorial (BARDIN, 1977), identificamos elementos que suscitaram temas. Estes, posteriormente, levaram a tr?s categorias, sugerindo como sentidos da desist?ncia: dificuldades na aprendizagem por n?o compreenderem os conte?dos; exposi??o do n?o saber, trazendo ? tona os sentimentos de vergonha, humilha??o, constrangimento por n?o saberem ler e escrever em idade madura; trabalho/cansa?o e doen?as. Aqueles que conseguem permanecer na escola s?o os que se obrigam a conviver com os sentimentos de desadapta??o , e os que desenvolvem com a Institui??o uma adapta??o ao avesso , isto ?, a aceita??o das falhas e das omiss?es institucionais

Made available in DSpace on 2014-12-17T15:04:57Z (GMT). No. of bitstreams: 1 FernandoCFG_DISSERT.pdf: 4397896 bytes, checksum: 37f1c08102d90e6c9b8fe520fc84d920 (MD5) Previous issue date: 2011-08-05 / This dissertation proposes studying the issue of withdrawal undergraduate in physics at the Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN) and collaborate with suggestions for dealing with this problem. The first chapter begins with an overview of two significant problems in the Brazilian educational system: the high dropout rates in degrees in physics and the lack of teachers with specific training in this science. Then, we discuss the relevance of this research to the area of physics teaching, as well as justify its completion as part of a professional master's degree. After, we present a proper definition for the term withdrawal, which is based on the existing problem in the IFRN. And, in the same chapter, we explicitly the focus, the objectives and the methodological aspects of this work. The results obtained in our investigation are presented in next four chapters. In the second chapter of this dissertation, we present: a brief history of the creation of IFRN degree in physics, the functioning of this course and the foundation of classrooms 2004.2 and 2006.1. We also show a kind of map of the withdrawal of the groups investigated (the dropout rate was 84.4% in both groups) and an analysis of the relationship between the curricula of each of them and the number of dropouts. In the third chapter, we display a descriptive statistics of the students which dropout and found that the largest dropout occurred with students who are women, married, parents of one kid; workers, joined with a minimum age of 23 years and completed high school at least 6 years. Then in the fourth chapter, we reveal and discuss the students' reports on the causes of their dropout. From the data presented, we can say that the answer to the question "What was the main reason for your dropout?" Is mainly in personal injury claims: another option for upper-level course and lack of time to devote to the course. In the fifth chapter, we show the results related to teacher s opinions about the phenomenon in question. We detected three main causes for the abandonment, according to teachers: the lack of dedication, the lack of interest and lack of integration in the course. In the sixth and final chapter, we discuss the results and present our conclusion and the proposed report - the product of this dissertation, presented as Annex. This report contains mainly suggestions for curricular and institutional actions that can contribute to reducing the dropout degree in Physics in the IFRN. The main actions suggested are: implementation of the curriculum in disciplines, implementation of programs or actions to combat this poor content of basic training, implementation of specific programs or actions for the student worker, and dissemination of IFRN degree in physics in schools through seminars or workshops / A presente disserta??o prop?e como quest?o-foco estudar a desist?ncia de licenciandos em F?sica no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN) e colaborar com a proposta de sugest?es para o enfrentamento dessa problem?tica. O primeiro cap?tulo se inicia com uma vis?o panor?mica de dois problemas significativos no sistema educacional brasileiro: as altas taxas de desist?ncia nas licenciaturas em F?sica e a falta de professores com forma??o espec?fica nesta ci?ncia. Em seguida, discutimos a relev?ncia desta pesquisa para a ?rea de ensino de F?sica, bem como justificamos a sua realiza??o no ?mbito de um mestrado profissionalizante. Apresentamos uma defini??o pr?pria para o termo desist?ncia, elaborado com base na problem?tica existente no IFRN. E, ainda no primeiro cap?tulo, explicitamos a quest?o-foco, os objetivos e os aspectos metodol?gicos deste trabalho. Os resultados obtidos em nossa investiga??o s?o apresentados nos quatro cap?tulos seguintes. No segundo cap?tulo desta disserta??o, apresentamos: um breve hist?rico da cria??o da licenciatura em F?sica do IFRN, o funcionamento deste curso e o surgimento das turmas 2004.2 e 2006.1. Tamb?m mostramos uma esp?cie de mapa da desist?ncia das turmas investigadas (o ?ndice de desist?ncia a 84,4% em ambas as turmas) e uma an?lise da rela??o entre os curr?culos de cada um delas e o n?mero de abandonos. No terceiro cap?tulo, exibimos uma estat?stica descritiva da caracteriza??o s?cio educacional do p?blico desistente e identificamos que as maiores desist?ncias ocorreram com alunos que s?o: mulheres; casados; pais de um filho; trabalhadores; ingressaram com idade m?nima de 23 anos e conclu?ram o ensino m?dio h? pelo menos 6 anos. Em seguida, no quarto cap?tulo, revelamos e discutimos os relatos dos alunos sobre as causas de suas desist?ncias. Diante dos dados apresentados, podemos afirmar que a resposta ? pergunta Qual foi o principal motivo da sua desist?ncia? encontra-se majoritariamente em causas pessoais: op??o por outro curso de n?vel superior e falta de tempo para se dedicar ao curso. No quinto cap?tulo, expomos os resultados relacionados ?s opini?es docentes sobre o fen?meno em quest?o. Detectamos tr?s principais causas para o abandono, segundo os professores: a falta de dedica??o; a falta de interesse; e a falta de integra??o no curso. No sexto e ?ltimo cap?tulo, discutimos os resultados obtidos e apresentamos nossa conclus?o e o relat?rio proposto produto desta disserta??o, apresentado como anexo. Esse relat?rio cont?m, principalmente, sugest?es de a??es institucionais e curriculares que podem contribuir para a redu??o da desist?ncia na licenciatura em F?sica no IFRN. As principais a??es sugeridas s?o: implanta??o da matriz curricular em disciplinas; implanta??o de programas ou a??es para combater a forma??o b?sica de conte?dos deficiente; implanta??o de programas ou a??es espec?ficos para o aluno trabalhador; e divulga??o da licenciatura em F?sica do IFRN em escolas por meio de semin?rios ou workshops

V ANGLICKÉM JAZYCE Private-law consequences of a breach of competition law and their enforcement in the Czech Republic The private-law consequences of a breach of competition law, Articles 101 and 102 of the Treaty on the Functioning of the EU and Sections 3 and 11 of the Czech Competition Act, may affect many entities, irrespective of whether they are competitors or consumers. Recently, emphasis has been placed on private enforcement of competition law that is intended to serve as an important complement to public law enforcement. The first part of the dissertation defines basic concepts and principles of competition law including "public rules on restriction of competition". The history of the enforcement of competition law in the Czech Republic and the dynamic development in this area at the EU level are outlined in the second part. The third crucial part of this work deals with the right to damages caused by a breach of competition law in the Czech Republic. In 2014, the EU adopted Directive 2014/104 on certain rules in damages actions with the view, inter alia, to increase the effectiveness of private enforcement of competition rules by civil courts of EU Member States. On August 18, 2017, new Act No. 262/2017 Coll. which implements the Directive into Czech law was adopted. The dissertation...

V ANGLICKÉM JAZYCE Private-law consequences of a breach of competition law and their enforcement in the Czech Republic The private-law consequences of a breach of competition law, Articles 101 and 102 of the Treaty on the Functioning of the EU and Sections 3 and 11 of the Czech Competition Act, may affect many entities, irrespective of whether they are competitors or consumers. Recently, emphasis has been placed on private enforcement of competition law that is intended to serve as an important complement to public law enforcement. The first part of the dissertation defines basic concepts and principles of competition law including "public rules on restriction of competition". The history of the enforcement of competition law in the Czech Republic and the dynamic development in this area at the EU level are outlined in the second part. The third crucial part of this work deals with the right to damages caused by a breach of competition law in the Czech Republic. In 2014, the EU adopted Directive 2014/104 on certain rules in damages actions with the view, inter alia, to increase the effectiveness of private enforcement of competition rules by civil courts of EU Member States. On August 18, 2017, new Act No. 262/2017 Coll. which implements the Directive into Czech law was adopted. The dissertation...

由於生產技術日益精進，商品製造過程繁複，功能亦趨於複雜，導致商品潛在危險性昇高，加上產業結構多層化及行銷策略廣告化，以致責任體系模糊不清，而企業經營者更挾其鉅力萬鈞的經濟優勢，利用誇大不實的商業廣告，麻醉、鈍化消費者選購商品的能力，或因標示不實，欺騙、誤導消費者的認知，並產生種種危險，形成對於個人生命、身體、健康或財產上的威脅，造成消費者與企業經營者間的糾紛。由於企業經營者不但擁有雄厚人力、財力及資訊優勢，加上今日的生產過程，多具有高度技術性與高度複雜性，經濟上弱勢的消費者在私法體系中，無論在事前消費資訊獲得或事後爭議救濟過程上，並未擁有對等的地位，一旦在消費過程中遭遇到健康上或財產上的損害，很難循傳統之民事法律規範獲得有效救濟，也因為不容易獲得法律上的救濟，使得消費者對於維護自己的權益遭遇到困難，而怨聲四起。 因此先進國家無不以立法、司法及行政措施，來保護消費者應有之權利，透過政府公權力，提供一個便捷的管道，讓消費者得加以諮詢或申訴所遭遇到的消費爭議。台灣在消費者保護法（以下簡稱消保法）公布實施後，在立法上已經形成一個制度化的消費者保護體系，其中最特殊的就是設立消費者保護官（以下簡稱消保官）制度，當消費爭議發生時，透過申訴、調解程序，幫助消費者與企業經營者協商，以維護消費者之基本權益。 依北歐國家的法律規定，保護官（Ombudsman）指保護一般市民免受政治或行政權濫用之害，並為其權利守護神之官吏而言。北歐四國，即瑞典、挪威、丹麥及芬蘭，均只有一位消保官，且均為政府所任命，獨立行使職權，積極介入調查影響市場交易習慣之案件，以保護消費者權益，對良好市場交易習慣之建立，貢獻良多。瑞典係第一個成立消保官之國家，距今已有近40年之歷史，其雖僅有一位，然其位高、權重、受人敬重，主導整個國家之消費者政策及市場交易習慣，且整個消費者總署均為其輔佐幕僚。反觀我國，消保官設立至今已逾12年，然有關消保官之法規，除消保法之外，僅有消保官任用及職掌辦法、消保官執行職務應行注意事項、指揮消保官行使職權要點，是否符合行政程序法之規定，不無疑義。而各地方政府消保官之設置單位並不一致，有設於府本部，有設於法規會或法制室，亦有設於主秘室、建設局、企劃室或行政室等，此不僅反應消保官之定位不明，且導致消保官有將無兵，影響消費者保護工作之推展。目前包括中央及地方已有44位，行政上不僅無輔佐之幕僚人員，且須受上級長官之指揮監督，與北歐各國實不可同日而語。誠然兩者之任用資格及職掌並不完全相同，但會造成此種結果，實與整個國家之制度設計有相當大之關係。 本論文將先就北歐四國消保官設置之沿革、地位、運作、管轄、申訴及權限等作一簡介，其後論述我國消保官制度，俾比較兩者之異同，分析其優劣，以作為改進我國制度之參考。消保官之設置，既係消保法立法特色之一，亦為能否充分發揮保護消費者功能之主要關鍵所在。自第一位消保官就任以來，至今已逾12年，究竟消保官之制度與當初之設計是否吻合？該制度究竟是否有存在之必要？又如有存在之必要，是否有未盡完善之處？又如有未盡完善之處，究應如何改善？為期能有全盤及深入瞭解，爰就我國現行消保官制度之相關問題予以探討，並試擬消保官制度未來應發展之方向。