Made available in DSpace on 2016-08-17T13:54:40Z (GMT). No. of bitstreams: 1 THELMA HELENA COSTA CHAHINI.pdf: 660837 bytes, checksum: ae399448617cad04227eead39e70c8eb (MD5) Previous issue date: 2006-02-07 / In the present study the main challenges are analyzed to be surpassed so that pupils with visual deficiency, auditory and physical they have access, permanence and attendance specialized in the Institutions of Higher Education of São Luis-Ma (IES-MA), in accordance with the effective federal legislation. Exactly having its rights assured for the Brazilian Federal Constitution (1988), the people with educational necessities special (NEE) do not have the guarantee of the same ones. Of a poor fraction of the related pupils who come receiving some form educational attendance "especial", the majority does not obtain to arrive at the Higher Education. / No presente estudo são analisados os principais desafios a serem superados para que alunos com deficiência visual, auditiva e física tenham acesso, permanência e atendimento especializado nas Instituições de Educação Superior de São Luis-Ma (IES-MA), de acordo com a legislação federal vigente. Mesmo tendo seus direitos assegurados pela Constituição Federal Brasileira (1988), as pessoas com necessidades educacionais especiais (NEE) não tem a garantia dos mesmos. Da reduzidissima fração dos referidos alunos que vêm recebendo alguma forma atendimento educacional "especial", a maioria não consegue chegar à Educação Superior.

In her thesis Fantasy Genre of the Eleven Years Old Readers the author is concerned with the education of fantasy category for 11 years old pupils, respectively for the fifth year of the primary school. Centre of work consists in practical part, where the author comments and reflects her suggestions of past lectures based on extracts from fantasy books. She indicates how to interpose fantasy genre to students in literary education, for them to be able to gradually disclose and understand the meaning of the text (process of discovery and creation), share and evaluate important thoughts arising from it and subsequently apply these in real life. Apart from that are some accomplished plans of her lectures, directed also towards personality and social development of the individuals. Keywords Literary educations, fantasy genre, work with text, 11 years old pupils, literature for children, reading education.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2016-10-17T12:50:58Z No. of bitstreams: 1 DissMRTE.pdf: 1396406 bytes, checksum: ea84abaf96ea1c4d62a7a31852bd839f (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-10-17T17:40:37Z (GMT) No. of bitstreams: 1 DissMRTE.pdf: 1396406 bytes, checksum: ea84abaf96ea1c4d62a7a31852bd839f (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-10-17T17:40:47Z (GMT) No. of bitstreams: 1 DissMRTE.pdf: 1396406 bytes, checksum: ea84abaf96ea1c4d62a7a31852bd839f (MD5) / Made available in DSpace on 2016-10-17T17:59:39Z (GMT). No. of bitstreams: 1 DissMRTE.pdf: 1396406 bytes, checksum: ea84abaf96ea1c4d62a7a31852bd839f (MD5) Previous issue date: 2016-03-17 / Não recebi financiamento / Brazilian schools known as “Institutos Federais” (Federal Institutes), and the expansion of their campuses are presented here as a possibility to tackle national challenges and to outperform old professional educations paradigms. So in this work we try to check the possible relations that exist between the technological axis implemented on the new campuses and the local productive arrangements. This work is based on case analysis with bibliographic and documental research, analysis of socioeconomic data, semi-structured interviews with representative actors, visits to the campuses and reflections using the structural and historical analysis method. In section 1 the theme is introducted and presented. In section 2 we make a conceptual exposition about Professional Education, and the relation between education, work, development, knowledge, Local Arrangements, their disputes and tendencies. We also discuss the diverse objectives of Professional Education, sometimes aiming the individual, sometimes aiming the centrality of the market, this duality being persistent even after some tentative reformations. We also discuss the formal education as a means to emancipate people, cause social transformation, or to conciliate development, inequalities reduction and democracy. In section 3 we present the history of the Professional Education, highlight the main facts that lead to the resuming of the Professional and Technological Education Federal Network (“Rede Federal de Educação Profissional e Tecnológica - RFEPT”) and to the creation of the Federal Institutes, during Lula's government. We highlight the centenary of this network, and the conflicting projects for educations and national development. In section 4, we explore the peculiarities of the Federal Institute of São Paulo (“Instituto Federal de São Paulo - IFSP”), a new, but also old, institution, focusing on its campus at the city of Araraquara, and the contextualization of the development of this region of São Paulo State, leading actor of the national development. The city of Araraquara is an important city of the central region of the State, and also Seat of a Government Region. To achieve this objective, we use the research made by Maria Teresa Miceli Kerbauy. We explore, mainly by interviews with representative people, the campus installed at Araraquara, and its role in the region, this campus participates on the phase II of the expansion plan of the Network. The contextualization uses socioeconomic data from Fundação Seade and the approach of political leadership. On the last section, we make remarks and reflections about IFSP, its mission, its identity, its priorities and the possible priority of its relation with the region, as stated by Law 11.892 of December, 29, 2008, that was the law that created the Federal Institutes. We also look for pointing directions for new actions and new studies. We conclude that this expansion is beyond its transformations potential and confirm the hipothesis of the influence of other factors beyond the locality, on the definition of new courses to be implementes on the new campuses. / Os Institutos Federais e a expansão de seus campi são apresentados como possibilidade de enfrentamento de desafios nacionais e de superação de persistentes paradigmas da Educação Profissional. Diante disso, neste trabalho, busca-se verificar o estabelecimento de relações entre os eixos tecnológicos implementados nos novos campi e o Arranjo Produtivo Local (APL). Trata-se de estudo de caso com pesquisa bibliográfica-documental, coleta de dados socioeconômicos, entrevistas semiestruturadas com entes representativos, visita em locus e ponderações sob a ótica do método de análise histórico-estrutural. Na seção 1, tem-se a introdução e apresentação do trabalho. Na seção 2, uma explanação conceitual relacionada à Educação Profissional e à relação entre educação, trabalho, desenvolvimento, conhecimento, Arranjos Locais, bem como suas disputas e tendências. Também é discutido o enfoque da Educação Profissional dividido entre os que a tratam tendo como foco preferencial o indivíduo e os que adotam a centralidade no mercado, sendo essa dualidade apresentada como característica que persiste apesar das inúmeras reformas. Discute-se ainda a educação ou escolarização formal como forma de emancipação, transformação social, ou meio para se conciliar desenvolvimento, redução de desigualdades e democracia. Na seção 3, é abordada a trajetória histórica da Educação Profissional, destacando os principais fatos que culminam na retomada da expansão da Rede Federal de Educação Profissional e Tecnológica (RFEPT) e no surgimento dos Institutos Federais, durante o governo Lula. Destaca-se o centenário da Rede, os projetos estabelecidos e em disputa para a educação e para o desenvolvimento nacional. Na seção 4, exploram-se as peculiaridades do Instituto Federal de São Paulo (IFSP), instituição retratada como nova e secular, e de seu campus em Araraquara, além da contextualização do desenvolvimento do interior deste Estado que foi protagonista do desenvolvimento nacional, e ainda deste município, o qual se configura como polo da região central do Estado e sede de uma Região de Governo. Utiliza-se o estudo desse típico município interiorano feito por Maria Teresa Miceli Kerbauy. Explora-se, principalmente através de entrevistas com entes representativos, o campus instalado em Araraquara e sua atuação na região, o qual faz parte da Fase II do Plano de Expansão da RFEPT. A contextualização conta com dados socioeconômicos da Fundação Seade e abordagem de lideranças políticas. Na última seção, são realizados comentários e reflexões sobre o IFSP, sua missão, sua identidade, suas prioridades e principalmente a possível priorização da relação com a localidade na definição dos eixos tecnológicos dos novos campi e no processo de expansão territorial, conforme prevê a Lei nº 11.892, de 29 de dezembro de 2008, lei de criação dos Institutos Federais. Busca-se ainda, apontar caminhos para ações e novos estudos. Não obstante, a relevância da expansão considera-se que ela está aquém de seu potencial de transformação e confirma-se a hipótese da influência decisiva de outros fatores, que não a localidade, na definição dos cursos implementados nos novos campi.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The positioning of Stellenbosch University in a rapidly changing higher education context necessitates transformation, the promotion of diversity, and social integration among all students on campus. Although a vast variety of recruitment and support initiatives are in place to diversify the student population and to enhance student success, it is not sufficient to simply widen access for African, coloured and Indian students to Stellenbosch University. Change with regard to the institutional culture and social climate of the institution also needs to be effected. One intervention aimed at achieving this is the Listening, Living and Learning programme, promoting social change among students. The Listening, Living and Learning (LLL) programme is a senior student housing programme, and a co-curricular living-learning community, and is the first of its kind in South Africa. The students in the LLL houses are ideally a diverse group of students, learning to live together, hosting conversations with guest speakers about the theme of their house and participating in a small project. The initiative aims to develop students as agents of change. Since its establishment in 2008, the outcomes of the LLL programme have not yet been evaluated. This study is embedded in a broader programme evaluation of the LLL initiative and evaluated only one of the programme outcomes: increased levels of interaction among students in a LLL house lead to reduced stereotyping and diminished bias. All the students enrolled in LLL for 2013 (N=99) participated in the study. An applied, quantitative approach was followed. A web-based, electronic survey (Student Attitude Questionnaire) was conducted in a one-group pre-test post-test design that was completed by 79 students. The questionnaire measured tolerance towards five constructs of ‘the other’ – gender, race, language, socio-economic status and nationality. The results indicated for all five constructs – gender, language, race, socio-economic status and nationality – a change in senior students’ stereotypical and discriminatory attitudes, increasing to a more intolerant level from the pre-test to the post-test. The changes were not statistically significant. The deduction can be made that increased levels of interaction among students in a LLL house, over a five-month period, did not lead to reduced stereotyping and diminished bias. The short timespan between measurements and the adjustment, as well as developmental processes of the students, impacted the results. However, valuable information was gathered in terms of students’ interpersonal and intrapersonal development; as well as feedback on the programme content and outcome. This research study contributes, firstly, to a starting point for discussion to allow HEIs to consider learning communities as part of the co-curricular sphere in South Africa. Secondly, the research indicated the vital role learning communities play in students’ in-class and out-of-class development. Thirdly, the study highlights the need for discussion and research on the integration of curricular and co-curricular learning in South Africa, as well as the establishing of partnerships between all role players in student affairs and faculty. / AFRIKAANSE OPSOMMING: Die Universiteit van Stellenbosch se posisie in die vinnige veranderende konteks van hoër onderwys noodsaak transformasie, bevordering van diversiteit en sosiale integrasie van alle studente op kampus. Al is ’n groot verskeidenheid werwing- en steuninitiatiewe in plek om die studentepopulasie te diversifiseer en studentesukses te bevorder, is dit nie genoeg om slegs toegang na die Universiteit van Stellenbosch vir swart, bruin en Indiër studente te vergemaklik nie. Daar moet ook veranderinge aan die institusionele kultuur en sosiale klimaat van die inrigting teweeggebring word. Een intervensie wat daarop gemik is om dit te bereik deur sosiale verandering onder studente te bevorder, is die Luister-, Leef- en Leerprogram. Die Luister-, Leef- en Leerprogram (LLL) is ’n behuisingsprogram vir senior studente en ’n ko-kurrikulêre leefgemeenskap, die eerste van sy soort in Suid-Afrika. Die studente in die LLL-huise is idealgesproke ’n diverse groep studente wat leer om saam te leef, gasheer speel vir gesprekke oor hulle huis se tema met sprekers van buite en deelneem aan ’n klein projek. Die inisiatief het ten doel om studente as veranderingsagente te ontwikkel. Sedert dit in 2008 begin is, is die uitkomste van die LLL-program nog nie geëvalueer nie. Hierdie studie is gesetel in ’n breër programevaluering van die LLL-initiatief en evalueer slegs een van die program se uitkomste: hoër vlakke van interaksie tussen studente in ’n LLL-huis lei tot die vermindering van stereotipering en bevooroordele. Al die studente wat in 2013 vir LLL ingeskryf is (N=99), het aan die studie deelgeneem. ’n Toegepaste, kwantitatiewe aanslag is gevolg. ’n Webgebaseerde, elektroniese opname (“Student Attitude Questionnaire”) is gemaak volgens ’n eengroep-voortoets-natoets-ontwerp wat deur 79 studente voltooi is. Die vraelys meet verdraagsaamheid teenoor vyf konstruksies van ‘die ander’ – geslag, ras, taal, sosio-ekonomiese status en nasionaliteit. Die resultate dui op ’n verandering in senior studente se stereotiperende en diskriminerende houdings in al vyf konstruksies – geslag, taal, ras, sosio-ekonomiese status en nasionaliteit – met ’n verhoging na ’n meer onverdraagsame vlak vanaf die voortoets na die natoets. Die veranderinge was nie statisties beduidend nie. Die afleiding kan gemaak word dat die verhoogde vlakke van interaksie tussen studente in ’n LLL-huis oor ’n periode van vyf maande nie gelei het tot verminderde stereotipering en bevooroordele nie. Die kort tydperk tussen opnames en die aanpassing sowel as die ontwikkelingsprosesse van die studente het ’n impak op die resultate gemaak. Waardevolle inligting is egter ingesamel oor studente se interpersoonlike en intrapersoonlike ontwikkeling sowel as terugvoer op die program se inhoud en uitkomste. Hierdie navorsingstudie dra eerstens by tot ’n beginpunt vir die bespreking dat inrigtings vir hoër onderwys leergemeenskappe as deel van die ko-kurrikulêre terrein in Suid-Afrika beskou. Tweedens dui die navorsing op die belangrike rol wat leergemeenskappe in studente se binne- en buiteklasontwikkeling speel. Derdens beklemtoon die studie die behoefte aan bespreking en navorsing oor die integrasie van kurrikulêre en ko-kurrikulêre leer in Suid-Afrika, sowel as die behoefte aan vennootskappe tussen alle rolspelers in studentesake en fakulteite.

Master´s thesis is focusing on the development of personal management of STAS - Pavel Sehnal company. First part of the thesis describes common requirements of personal management. In the second part I analyze present state of the company. The result of the thesis are suggestions, how to improve the personal management.