La présente recherche vise à décrire les pratiques d’enseignement de la littératie au premier cycle du primaire en contexte montréalais d’enseignants considérés experts. Plus précisément, les trois objectifs de recherche consistent à décrire les pratiques d’enseignement de la langue écrite au premier cycle du primaire en contexte montréalais privilégiées par certains enseignants considérés experts (N=6) (objectif 1); à décrire les différentes formes de différenciation pédagogique privilégiées pour l’enseignement de la lecture et de l’écriture en contexte montréalais de certains enseignants considérés experts afin de répondre aux besoins variés de tous leurs élèves (objectif 2) et à étudier les liens possibles entre les pratiques d’enseignement de la langue écrite d’enseignants considérés experts et la progression de leurs élèves (N=100) du premier cycle du primaire en contexte montréalais, au regard de leur connaissance des correspondances phonographiques et de la norme orthographique (objectif 3). Afin de répondre aux objectifs, deux entretiens ont été menés auprès des enseignantes, de même que deux observations en classe, une à l’automne et une au printemps. Pour leur part, les élèves ont été soumis à deux tâches d’écriture à deux reprises durant l’année (une tâche de production de mots et une tâche de production de texte) permettant de mesurer leur progression en cours d’année relativement à leurs connaissances des correspondances phonographiques et de la norme orthographique. Nos résultats nous ont permis de recueillir des pratiques très diversifiées et conduites avec une fréquence fort différente d’une enseignante à l’autre. La densité des contenus abordés en classe diffère également beaucoup entre les enseignantes. En lien avec le modèle du multi-agenda de Bucheton et Soulé (2009), les cinq composantes constituant la matrice de l’activité de l’enseignant se retrouvent dans toutes les classes, mais ces préoccupations n’occupent pas toutes la même place dans les pratiques des enseignantes de la recherche. Nos résultats indiquent aussi que toutes les enseignantes différencient leur enseignement, mais de façon variable. Il semble que ce soit la différenciation des processus, des contenus et des structures qui soit la plus aisée à mettre en place en classe. En lien avec notre adaptation du modèle de différenciation pédagogique de Caron (2008), il semble que ce soit la diversification et l’offre de choix qui sont mobilisées le plus fréquemment. Les mesures d’adaptation sont rarement mises en avant dans les pratiques de classe, tandis que les mesures d’individualisation n’ont pas été constatées. En ce qui a trait aux résultats des élèves aux tâches en écriture, nos résultats indiquent que deux groupes se démarquent parmi les six. En effet, c’est dans ces deux classes que la plus forte progression est constatée. Les pratiques des enseignantes de ces deux classes sont très diversifiées et elles sont les seules à mettre en avant dans leurs pratiques tous les dispositifs dont il est question en entretiens. De plus, les contenus enseignés sont denses, ce qui est réputé pour caractériser les pratiques des enseignants efficaces (Hall, 2003). De même, ces deux enseignantes offrent un étayage de grande qualité à leurs élèves et maîtrisent parfaitement le pilotage des tâches. La présente recherche peut servir à apporter un éclairage nouveau sur les pratiques de littératie des enseignants considérés experts afin de mieux comprendre leurs pratiques, de même que la place qu’ils accordent à la différenciation pédagogique. / The present research document aims to describe the practices of literacy of teachers considered as experts in an early elementary school context in Montreal. Specifically, the three research objectives of our work are as follows: describe the teaching practices applied to written language used by some teachers considered as experts (N = 6) in an early elementary school context in Montreal (objective 1); describe the various types of differentiated teaching selected by some teachers considered as experts in a Montreal-specific context to teach reading and writing skills according to the varying needs of their students (objective 2); and investigate possible links between the teaching practices applied to the acquisition of writing skills used by teachers considered as experts and the progress made by their students (N = 100) in the first cycle of elementary school in a Montreal, in terms of their knowledge of phonographic relationships and the spelling standard (objective 3). In order to meet these goals, we conducted two interviews with teachers, and ran two classroom observations, one in the fall and the other in spring. For their part, students were subjected to two writing tasks twice during the year (one aimed at word generation and the other at text production) to measure their progress during the year as it relates to their knowledge of phonographic relationships and to the spelling standard. Results showed that teaching practices as well as frequency vary greatly from one teacher to another. The richness of the material presented in class also differs greatly. In accordance with the multi-agenda model of Bucheton and Soulé (2009), the five components of the activity matrix of the teacher were found in all classes, but did not have the same importance for every one of the teachers engaged in our research. The results also indicate that all teachers differentiate their teaching, although at varying degrees. It seems that differentiation of processes, of contents and of structures is the easiest factor to implement in the classroom. In line with our adaptation of Caron’s model of differentiated instruction (2008), it seems that the elements that were most mobilized were diversification and the offering of choices. Adaptation measures were seldom emphasized in classroom practices, while no measures of individualization were observed. In regard to student performance in writing tasks, our results indicate that two groups stand out among the six. Indeed, it is in these two classes that we observed the greatest increase. Practices used by the teachers in these two classes were very diverse and they were the only ones who used all of the methods discussed in interviews. Furthermore, the content of the course was rich, a characteristic of effective teaching practices (Hall 2003). Similarly, these two teachers offered their students a high quality scaffolding and mastered coaching tasks. This research can be used to shed new light on the practices of literacy used by teachers that are considered as experts in order to better understand these practices, as well as the importance given to differentiated instruction.

[pt] Esta pesquisa objetiva trazer uma contribuição para o emergente e alargado campo da chamada educação quilombola a partir de três questões principais que se entrelaçam ao longo do texto. A primeira delas remete a uma descrição minuciosa da relação entre o jongo e o processo de construção e reafirmação identitária na comunidade quilombola de Santa Rita do Bracuí, o que é realizado mediante a apresentação dos principais agentes externos e internos que o influenciaram, bem como as práticas educativas vinculadas a ele. A segunda questão, enquanto um prolongamento da primeira, traz os conceitos de corporalidade, performance e memória corporal para tecer considerações sobre a função do corpo, enquanto produto e produtor de cultura, na reafirmação identitária, uma vez que a prática do jongo pressupõe um saber-fazer corporal específico. Já a terceira delas diz respeito a uma análise sobre o papel que o jongo poderia vir a assumir ao ser incorporado às escolas quilombolas pesquisadas por meio de duas chaves de análise diferenciadas: a educação voltada para a diversidade expressa pela implementação da Lei 10.639/03; a educação diferenciada que concebe a escola como a extensão do projeto político da comunidade. O desenvolvimento da pesquisa ocorre na interface da antropologia com a educação e a opção teórico-metodológica utilizada para o desenvolvimento do trabalho de campo foi a etnografia aliada a entrevistas em profundidade. A partir da pesquisa iniciada na comunidade quilombola de Santa Rita do Bracuí, comunidade de resistência jongueira localizada no município de Angra dos Reis (Rio de Janeiro), percebe-se a criação de uma rede de resgate do jongo na região Sul Fluminense, em que várias comunidades quilombolas que já não o dançavam, ou mesmo nunca o dançaram, passam a (re) inventá-lo como forma de manifestarem, tanto para os outros como para eles mesmos, a sua adesão ao movimento quilombola e à luta por políticas públicas diferenciadas. Entretanto, cada uma delas ressignifica o jongo a sua maneira, o que ocorre tanto no viés da função social que ele passa a assumir, como também na corporalidade expressa pelas diferentes performances possíveis para ele. A formação diferenciada propiciada pelo jongo o transforma numa ferramenta política entre jovens jongueiros e jongueiros mirins quilombolas, que passam a dançá-lo num formato de apresentação. Como consequência desta formação diferenciada, percebemos um avanço em relação à visibilidade política e ao diálogo com o poder público, inclusive no âmbito da educação. Nesse contexto, uma das demandas dos próprios quilombolas passa a ser a incorporação do jongo pela escola, o que traz subsídios para uma reflexão sobre que educação escolar quilombola seria esta que, apesar de já ser garantida por políticas educacionais específicas, ainda tem muito pouco ou nada de quilombola no campo empírico. / [en] This research aims to bring a contribution to the emerging and expanding field called quilombola education from three issues main that are interwoven throughout the text. The first one refers to a detailed description of the relationship between jongo and the construction and affirmation of identity on the quilombola community of Santa Rita do Bracuí, which is accomplished by describing the major internal and external agents that influenced this process, as well as the educational practices linked to it. The second question, as an extension of the first, brings the concepts of corporeality, performance and body memory to make considerations about the function of the body, as a product and producer of culture, in the reassertion identity, since the practice of jongo presupposes a body knowledge specific. The third of them concerns an analysis of the role that the jongo could assume to be incorporated into the quilombolas schools surveyed by means of two differentiated analysis: education focused on diversity expressed by the implementation of the law 10.639/03; differentiated education which conceives the school as an extension of the community’s political project. The development of the research occurs in interface of anthropology with education and the theoretical-methodological option for the development of fieldwork was ethnography combined with in-depth interviews. From the research initiated in the quilombola community of Santa Rita do Bracuí, community of resistance jongueira in the city of Angra dos Reis (Rio de Janeiro), perceives the creation of a rescue network of jongo in the South Fluminense, where several communities that no longer danced, or even have never danced, start to invent it as a way to express both for others as for themselves their adherence to quilombola movement and struggle for differentiated public policies. However, each one resignifies jongo as their way, which occurs both by the social function that it assumes such as on the corporeality express by the different performances possible for it. Differentiated formation provided by jongo transforms into a political tool among young jongueiros and junior jongueiros, that start to dance in a presentation format. As a result of this formation, we realized a breakthrough in relation to political visibility and dialogue with the public authorities, including in the context of education. In this context, one of the quilombolas s demands becomes the incorporation of the jongo by the school, wich brings grants for a reflection about which school education quilombola would be this that, despite already being guaranteed by specific educational policies, still has very little or anything of quilombola in the empirical field.

[pt] Esta pesquisa objetiva contribuir para o debate da emergente política de educação escolar quilombola a partir da trajetória política do quilombo Campinho da Independência - Paraty, RJ na luta por uma educação diferenciada. Nesse sentido, abordaremos o processo de resistência da comunidade enquanto um grupo social negro e rural, com saberes próprios e modos de vida específicos, que busca junto ao espaço escolar a valorização e o reconhecimento de sua cultura quilombola e de seus saberes étnicos. A opção teórico-metodológica utilizada para o desenvolvimento do trabalho de campo foi o estudo de caso aliado à observação participante e a entrevistas. A partir da pesquisa iniciada na referida comunidade, percebe-se que o processo de luta política vivenciada por essa parcela da população aponta dilemas e opções singulares para a reflexão acerca de como essa modalidade de educação tem sido pensada e construída pelos próprios quilombolas, antes mesmo da publicação dos respectivos textos legais. Em suma, compreendemos ser a educação escolar quilombola um projeto que pode ser situado na perspectiva da educação decolonial e o fazemos ao identificar o quanto o processo de luta pelo reconhecimento de seus saberes ancestrais, da epistemologia de sua resistência, das suas especificidades, culturas e modo de vida nos apresentam maneiras e possibilidades de desvio e de desafios às normas dominantes, principalmente quando aponta possibilidades de descolonização da educação escolar. / [en] This research aims to contribute for a debate concerning the new policies for Quilombola school education. This analysis is based on the political path of Quilombo Campinho-Independência-Paraty and its claims for a differentiated education. On these matters, we bring the community s resistance and requirements for recognition of its culture, original knowledge and ethnic values as a countryside black social group. As methods for this fieldwork, we selected case study, participant observation and interviews. As a result, we inferred that this community presents dilemmas and its particular options on reflecting how education has been thought and built by their own members, even before official Laws on this matter. As a conclusion, we bring that Quilombola school education is a project that can be proposed through decolonial education. We identified that recognizing Quilombola s knowledge, culture and ways of living introduces possibilities of defying the dominant settlements, especially when it aims at decolonization into school education.

ELEMENTAL AND ISOTOPIC STUDY OF DIFFERENTIATED METEORITES AND IMPLICATIONS FOR THE ORIGIN AND EVOLUTION OF THEIR PARENT BODIES Iron meteorites are differentiated meteorites composed largely of Fe-Ni alloys. The metallic phase of many iron meteorites shows a texture called the Widmanstätten pattern, which develops as a two-phase intergrowth of kamacite (α-bcc, ferrite) and taenite (γ-fcc, austenite), and forms by nucleation and growth of kamacite from taenite during slow cooling of the parent body. Selected iron meteorites - octahedrites of different structural and chemical groups (Canyon Diablo, Toluca, Bohumilitz, Horh Uul, Alt Biela, Nelson County, Gibeon and Joe Wright Mountain) were studied with intention to evaluate the scale and extent of Fe isotopic heterogeneities in iron meteorites and to find the possible link between the isotopic variations and thermal histories of the respective meteorite parent bodies. The Fe isotopic compositions of kamacite and taenite in the studied meteorites, obtained by three independent analytical techniques with different spatial resolution capabilities (laser ablation and solution MC ICP-MS and SIMS) show significant variations of up to ~4.5‰ in δ56 Fe. The taenite is isotopically heavier compared to kamacite in all studied meteorites. There is no correlation...

Cette thèse porte sur la socialisation de genre des élèves scolarisés dans les écoles élémentaires japonaises dans les années 2010 : elle montre l’existence de situations et d’expériences de socialisation différenciée entre les filles et les garçons.L’objectif de ce travail est de détailler comment l’acquisition et l’apprentissage de certaines normes genrées se déroule pendant le quotidien des élèves, un processus souvent évoqué mais rarement détaillé dans les travaux portant sur ce sujet. Dans ce but, trois méthodes complémentaires sont utilisées : une enquête ethnographique, des entretiens semi-directifs et des dispositifs d’enquêtes spécifiques pour évoquer avec les enfants les questions de genre.Retranscrire la parole des enfants permet d’avoir accès à leur représentation de la différence entre les deux sexes. Acteurs de leur propre socialisation, les enfants élaborent le masculin et le féminin, notamment à travers le langage, l’apparence, les activités, les jeux, la mise en scène des corps, l’expression du sentiment amoureux et de la sexualité. Même si le cadre scolaire contribue à organiser la séparation des sexes et à normaliser les rôles sociaux sexués, les enfants organisent les rapports de genre en effectuant une relecture des modèles que proposent l’école et les autres instances socialisatrices. Les groupes de pairs jouent ainsi un rôle important dans ce processus complexe de socialisation.Ce travail, circonscrit aux études japonaises, se situe au croisement des études de genre et de la socio-anthropologie de l’enfance. / This research is about gender socialization of children going to Japanese primary schools in the 2010s: it shows the evidence of experiences taking place during differentiated socialization of girls and boys.The purpose of this study is to specify how pupils are acquiring and learning gender norms during their daily life, knowing that those processes are often raised but hardly described in related research works. To achieve this, three complementary methods were set: an ethnographic study, semi-directive interviews and special investigation schemes in order to discuss about gender issues with children.To write down children’s own words is a way to access their representation of sex differences. While being social actors of their own socialization, children are constructing masculinity and femininity, through language, external look, activities, plays, body staging, sexuality and feelings of love expression. Even if the school system organizes sex segregation and normalizes gender roles, children are negotiating those gender relations while performing in their own way the models that school and other social structures offer. Peer groups are also playing a significant role into these complex socialization processes.This thesis in Japanese studies is based on both gender studies and childhood studies.

O presente trabalho tem como objetivo a pesquisa psicanalítica do imaginário da mulher contemporânea sobre a experiência amorosa feminina. Estabelece, metodologicamente, um enquadre investigativo diferenciado a partir de um uso paradigmático do Jogo do Rabisco de D. W. Winnicott, que permite a concepção de um conjunto de pranchas figurativas de situações cotidianas. O diálogo entre a pesquisadora e a pessoalidade coletiva Mulher realiza-se pela abordagem de duas entrevistadas. As narrativas emergentes, onde se entrelaçam histórias inventadas e lembranças pessoais, favoreceram a criação/encontro de um campo psicológico não consciente. Neste campo se evidencia que, em certas modalidades de vínculo, formas regredidas de dependência emocional são mascaradas por manifestações amorosas e eróticas. Em termos do imaginário coletivo da atualidade, esta perspectiva torna possível entender que a exaltação do sofrimento amoroso da mulher acoberta o não reconhecimento de dificuldades existenciais vinculadas a aspectos de self não plenamente realizados. / The object of the current work is the psychoanalytic study of the feminine loving experience held within the imagery of contemporary women. It methodologically establishes a differentiated investigative setting from the paradigmatic use of the Squiggle Game by D. W. Winnicott, which allows the making of a set of cards depicting daily life situations. The dialogue between the researcher and the persona of the collective Woman is developed along two separate interviews. The emerging narratives, where made up stories and personal memories are entwined, favored the creation/encounter of a non-conscious psychological field. This field made it clear that in some kinds of links, regressed ways of emotional dependence are masked by loving and erotic demonstrations. In terms of the collective imagery of the present days, this point of view makes it possible to understand that the exaltation of women’s love related suffering, covers up the not acknowledged existential difficulties related to aspects of the self which have not been totally fulfilled.

Estudos publicados a partir da década de 60 evidenciam o potencial terapêutico da participação de animais de estimação em situações clínicas. Desde então, as pesquisas e as práticas das denominadas Terapia Assistida por Animais (TAA) e Atividade Assistida por Animais (AAA) estão em amplo crescimento. A presente pesquisa analisa 12 registros filmados dos encontros realizados a partir da parceria entre uma escola de educação especial e um canil. Os encontros aconteciam num sítio, a freqüência era semanal e os horários eram fixos. Participaram quatro adolescentes com síndrome de Down. A narrativa dos encontros entre esses adolescentes e cães numa situação estabelecida tem por objetivo a elaboração de uma reflexão teórica cujo propósito é considerar o uso de um enquadre diferenciado que inclui a presença do cão como recurso. A lente sob a qual tais fenômenos são analisados e compreendidos é a psicanálise de D. W. Winnicott. A investigação psicológica dos encontros evidencia a necessidade de levar em consideração o contexto humano oferecido pelos profissionais e as relações interpessoais estabelecidas. Pode-se observar que a maneira de se relacionar com o animal apresenta-se qualitativamente diferente das relações essencialmente humanas e das com objetos inanimados. Destacando a complexidade dos fenômenos observados entre as pessoas e os animais, percebeu-se que os cachorros interagiam com as pessoas não a partir das intenções ou sentimentos destas, ou ainda por meio de um discurso representativo: o cão reagia ao fato, ao comportamento humano, a comunicação ocorria de forma não-verbal. Outra possível função dos cachorros foi a de despertar diferentes aspectos do self, manifestados pelos adolescentes em suas atitudes, ações e verbalizações, facilitando a expressão de sentimentos. A análise também revela que a maneira de ser do cachorro – através de suas ações de atender ou não aos comandos, de se deixar manipular ou não, de ser uma presença constante e segura, de ter uma inteireza e continuidade de ser – sugere a emergência de maior espontaneidade por parte dos adolescentes. Por fim, são tecidas reflexões teóricas que sustentam a possibilidade de uma clínica winnicottiana com enquadre diferenciado que inclui o cachorro como recurso. / Studies that have been published since the 1960s suggest the therapeutical potential of the use of pets in clinical situations. The research on and the practice of the called Animal Assisted Therapy (AAT) and Animal Assisted Activity (AAA) have become more and more popular ever since. The present research analyses 12 filmed meetings that aim at promoting such interaction between dogs and four adolescents with Down Syndrome, carried out by a special education school and a kennel. These weekly meetings took place in a small farm and had been previously scheduled, always at the same time. The description of these meetings between the adolescents and the dogs in an arranged situation aims at elaborating a theoretical reflection which has the objective of taking into account the use of a differentiated setting that involves the presence of the dog as a resource. The lens under which such phenomena are analysed and understood is the W.D.Winnicott psychoanalysis. The psychological investigation of the meetings explicits the need to take the human context offered by the professionals and the interpersonal relationships that take place into account. It is clear to notice that the way the adolescents relate to the animals is qualitatively different from the way they do in exclusively human relationships or even in their relationships with inanimate objects. It’s important to highlight that, among other complex phenomena that we observe in the relationship between people and animals, the communication between them is non-verbal: the dogs react to the human behaviour and not to their intentions, feelings or discourse. Also, the dogs have an important role in awakening different aspects of the self, acted out by the adolescents in their attitudes and speech, which makes the expression of their feelings easier. The analysis also shows that the dog’s behaviour– – whether or not responding to the commands of the adolescents, permitting or not being handled by them, of being a constant and safe presence, as well as its wholeness and continuity of being - suggests the emergence of more room for the adolescents’ spontaneity. Finally, some reflections that support the possibility of a winnicottian clinic with a differentiated setting that have the dog as a resource are presented.

O objetivo do presente trabalho é a análise da legislação penal de emergência e, mais especificamente, do regime disciplinar diferenciado, previsto pela Lei nº. 10.792/03, sob o enfoque dos conceitos de eficácia técnico-jurídica, sociológica e, sobretudo, simbólica. Inicialmente, busca-se traçar um quadro das transformações sociais, políticas e econômicas que vêm ocasionando modificações relevantes no sistema penal, na tentativa de utilizá-lo como resposta aos novos problemas político-criminais, contrapondo-o, assim, ao modelo de direito concebido pelo Estado liberal. Em seguida, são examinadas as políticas de segurança pública do governo Fernando Henrique Cardoso, com o intuito de entender como foram pensadas e implementadas tais políticas em um período em que o governo foi constantemente desafiado a se posicionar sobre o crescimento da violência nas grandes cidades brasileiras. Parte-se, então, para a análi/se específica do regime disciplinar diferenciado, explicitando-se, em primeiro lugar, o contexto em que foi criado e, depois, o conteúdo dos dispositivos que permeiam o texto da lei e as decisões judiciais emanadas sobre o tema. Por fim, o trabalho propõe um estudo crítico sobre o impacto, na ordem jurídica, do Direito Penal de emergência e, mais especificamente, do regime disciplinar diferenciado, a partir do estudo de sua eficácia social e simbólica. / The objective of this dissertation is to analyze the criminal law of emergency and, more specifically, the differentiated disciplined regime, according to the Law nº. 10.792/03, focusing on the concepts of juridical, sociological, and, mainly, symbolical efficacy. Firstly, it is pictured the social, political and economical transformations that have been modified significantly the penal system in order to attempt using them as an answer to the new criminal problems, at the same time that they are compared to the principles and rules conceptualized by the liberal State. Secondly, the public securities politics of Fernando Henrique Cardoso are examined with the purpose of understanding how these politics were wondered and implemented in a period that the government was often challenged because of the increasing of violence in Brazilian big cities. Then, it was analyzed specifically the differentiated disciplined regime, showing at first place the context that it was created, and after the content of this law text and judicial decisions related to the subject. In summary, this dissertation proposes a critical study about the impact on justice system of criminal law of emergency and, more specifically of differentiated disciplined regime, from the study of its social and symbolical efficacy

Made available in DSpace on 2016-04-26T20:28:58Z (GMT). No. of bitstreams: 1 Ana Paula dos Santos Mendes.pdf: 2552350 bytes, checksum: bd6507562730c3e64b44ccc99880d9d2 (MD5) Previous issue date: 2009-04-29 / This study aims at a systematic approach to the disciplinary system differently, kind of disciplinary penalty imposed on certain prisoners with provisional or final sentencing, which is characterized by its severity and rigor in the face of Constitutional Criminal principles, seeking to verify the compatibility between them. Thus, through the dialectical method, using the definitions of order and system, bringing the vision of the whole law systematically, highlighting the position of human dignity as the main value to inform the Brazilian legal system. It also highlights the importance of principles to inform and interpret the town, emphasizing the principles and Constitutional Criminal task orientation in the relevant legislation. This work shows, even a summary history of the origin of feathers and their purposes, seeking to achieve, the theory adopted in the Brazilian legislation, and demonstrate that the disciplinary action, object of this study, no guard relevance to the objectives pursued in this theory. This summary ends with the social changes that led to differential Disciplinary Scheme, which is Office, then under consideration in its provisions, through doctrinal questions about the effectiveness and applicability of the penalty under study, as well as a comparison of its provisions with the doctrine of "Criminal Law of the Enemy." There is also an analysis of the institute in the face of international human rights treaties to which Brazil is a signatory, demonstrating that they are also part of the town home, and seeking to demonstrate that the Disciplinary Board Differential Neither is related to relevance with the obligations derived these qualifications. By last, given the principles and rules listed homelands, and the values they seek out and also of international obligations regarding the respect for human rights, this study concludes that it is not compatible with the Differentiated Disciplinary Regime Brazilian Penal System, on pain of abandoning the idea of relevance of the standards and vision of law as a systematic and coherent whole / O presente estudo tem como objetivo uma abordagem sistemática do Regime Disciplinar Diferenciado, espécie de sanção disciplinar imposta a determinados presos provisórios ou com condenação definitiva, que é caracterizada por sua severidade e rigor, em face dos princípios Constitucionais Penais, buscando verificar a compatibilidade entre eles. Para tanto, através do método dialético, explora as definições de ordenamento e sistema, trazendo a visão do Direito todo sistemático, destacando a posição da Dignidade da Pessoa Humana como principal valor a informar o Ordenamento Jurídico Brasileiro. Destaca também a importância dos Princípios para informar e interpretar este ordenamento, dando ênfase aos princípios Constitucionais Penais e sua tarefa na orientação da Legislação pertinente. Este trabalho apresenta, ainda, um resumo histórico sobre a origem das penas e suas finalidades, buscando alcançar, a teoria adotada na legislação brasileira, bem como demonstrar que a sanção disciplinar, objeto deste estudo, não guarda pertinência com os fins pretendidos nesta teoria. Este resumo culmina com as transformações sociais que deram origem ao Regime Disciplinar diferenciado, instituto que passa, então a ser analisado em suas disposições, passando por questionamentos doutrinários acerca da efetividade e aplicabilidade da sanção em estudo, bem como por uma comparação de suas disposições com a doutrina do Direito Penal do Inimigo . É feita também uma análise do instituto em face dos Tratados Internacionais de Direitos Humanos dos quais o Brasil é signatário, demonstrando que estes também fazem parte do ordenamento pátrio, e buscando demonstrar que o Regime Disciplinar Diferenciado também não guarda relação de pertinência com as obrigações derivadas destes diplomas. Por derradeiro, diante dos princípios e normas pátrias elencados, além dos valores que estes buscam concretizar e também das obrigações assumidas internacionalmente no que tange ao respeito aos Direitos Humanos, este estudo conclui que não há como compatibilizar o Regime Disciplinar Diferenciado com Sistema Penal Brasileiro, sob pena de se abandonar a idéia de pertinência das normas e de visão do Direito como um todo sistemático e coerente

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-09-05T14:46:38Z No. of bitstreams: 1 LUCIANO NUNES DA SILVA.pdf: 814867 bytes, checksum: eaeace88d325760adf2688c0cd58d28b (MD5) / Made available in DSpace on 2016-09-05T14:46:38Z (GMT). No. of bitstreams: 1 LUCIANO NUNES DA SILVA.pdf: 814867 bytes, checksum: eaeace88d325760adf2688c0cd58d28b (MD5) Previous issue date: 2015-12-18 / The purpose of this essay is to analyze the principle of common but differentiated responsibilities, in the field of international debates about the climate as a guidance principle of debates. The differentiated responsibility, which came out in the establishment of goals to equalize the levels of emission of greenhouse gases only to developed countries (Parties in the Annex I), is based on the principle of common but differentiated responsibilities adopted by the Framework Convention, and it usually commands the relations between developed and developing countries and even the global hope to create a new agreement post-Kyoto. Beyond this principle, we will also study others that help in understanding the environmental protection in the international field. The essay also has the purpose to analyze the practices and perspectives for the common but differentiated responsibilities in a global scope, especially the developments of the principle in the new series of climate negotiations; / Esta dissertação tem por escopo a análise do princípio das responsabilidades comuns, porém diferenciadas, no âmbito das negociações internacionais do clima, como princípio balizador das discussões. A responsabilização diferenciada, que resultou no estabelecimento de metas de estabilização dos níveis de emissão de gases do efeito estufa apenas para os países desenvolvidos (Partes do Anexo I), é baseada no princípio da responsabilidade comum, porém diferenciada, adotado pela Convenção-Quadro, e que rege usualmente as relações entre os países desenvolvidos e os países em desenvolvimento e ainda a expectativa global na construção de um novo acordo pós Kyoto. Além deste princípio estudaremos também outros que ajudam na compreensão à proteção ao meio ambiente no cenário internacional. A dissertação visa também analisar as práticas e perspectivas para as responsabilidades comuns, mas diferenciadas em âmbito global especialmente os desdobramentos do princípio nas novas rodadas de negociação do clima;