Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / We start from the assumption that the current forms, delimitations, limits and borders of the current Brazilian territorial network result from a long process of changes. In this context, the creation of municipalities is a theme that generates endless reflections, given the geographic, political and social character intrinsically found in this theme. In order to contribute to this theme, we propose to analyze the political and daily relations that enable or not the emancipatory intentions in the town of São José da Caatinga in Japaratuba / SE. To do so, we have specific objectives to understand the origins and socio-spatial evolution of the village; to understand the transformations in the laws that deal with municipal emancipation and its implications in the Sergipe territorial network; understand the political-juridical and symbolic-cultural bases that support the demands of emancipation; compare the intended boundaries with the political-administrative boundaries. We use the hermeneutic-phenomenological approach anchored in Heidegger (1989, 2003, 2015), so that it becomes possible to understand the daily relations of the villagers and their territorial aims. The reflections of this study are supported in the territory category, having as main theorists Raffestin (1993) for the analysis of the relations of power; Cigolini (2012), Cataia (2001) and Ratzel (1990) for political-institutional reflections; Dardel (2015), Bonnemaison (2002) and Holzer (1997) for symbolic-identity reflections. Methodologically, the case study was used as a qualitative approach to understand emancipatory phenomena in a particular way in the village. Based on the above, we consider that both the power of constitutional political language and daily relations can build territories in the geographical space. On the one hand, there is the institution of the municipal territory, on the other hand the 'delimitation' that is surrounded by symbolic and identity relations that generate brands in the territory. / Partimos do pressuposto de que as formas, delimitações, limites e fronteiras da atual malha territorial brasileira decorrem de um longo processo de mudanças. Neste contexto, a criação de municípios é um tema que gera infindáveis reflexões, haja visto o caráter geográfico, político e social que intrinsecamente se encontram neste tema. Afim de contribuir com essa temática,nos propomos em analisar as relações políticas e cotidianas que possibilitem ou não as intenções emancipatórias no povoado São José da Caatinga em Japaratuba /SE. Para tanto, temos como objetivos específicos apreender as origens e a evolução sócio espacial do povoado; compreender as transformações nas leis que versam sobre emancipação municipal e suas implicações na malha territorial sergipana; compreender as bases político-jurídica e simbólico-cultural que sustentam os movimentos reivindicatórios da emancipação no povoado; comparar as limites intencionados com as fronteiras político-administrativas. Nos valemos da abordagem hermenêutica-fenomenológica ancorada emHeidegger (1989; 2003; 2015),paraque se torne possível compreender as relações de cotidianidade dos moradores do povoado e os seus quereres territoriais. As reflexões deste estudo estão amparadas na categoria território, tendo como principais teóricos Raffestin (1993) para a análise das relações de poder; Cigolini (2012), Cataia (2001) e Ratzel (1990) para as reflexões político-institucionais; Dardel (2015), Bonnemaison (2002) e Holzer (1997) para as reflexões simbólicas-identitárias.Metodologicamente foi utilizado o estudo de caso como abordagem qualitativa,no intuito de compreender o fenômeno emancipatório de maneira particular no povoado. Com base no exposto consideramos que tanto o poder da linguagem política constitucional, quanto as relações cotidianas podem construir territórios no espaço geográfico. Por um lado, existe a instituição do território municipal, permeada pelos aspectos políticos e jurídicos; por outro, a ‘delimitação’ que é envolta por relações simbólicas que geram marcas identitárias no território. / São Cristóvão, SE

Made available in DSpace on 2016-04-04T18:29:38Z (GMT). No. of bitstreams: 1 Izabella M SantAna-1.pdf: 615209 bytes, checksum: 05d121a196fca4481286d6594d4487aa (MD5) Previous issue date: 2008-02-13 / The aim of this study is to verify: 1) how the teachers from an Elementary Public School perceived their practice during the development of a political pedagogical project based on an emancipatory conception of Education and during the implementation of two educational policies (Nine-year Elementary School and enlargement of the school schedule); 2) to know the teachers opinions about the policy mentioned; 3) to identify psychosocial processes as alienation and fatalism; and 4) to analyze the psychologist s practice in this context from the School Psychology and Community Social Psychology references. The study was carried out on a group of ten teachers. These teachers were surveyed by the researcher in their meetings for four semesters. The investigation procedures were: individual interviews, analysis of documents, and field notes from a research diary. The results indicated the importance of the educators participation in the discussions about the implementation of an educational policy and the preparation of the school for the proposed changes, the existence of contradictions between the adopted theory and practice carried out in school, the presence of different ways of alienation in the teachers work and ways of the teachers participation (immobilization, critical opinions and actions) concerning the problems, besides the existence of opposite opinions between the psychologists and the teachers about the intervention for students. Though the psychologist s practice was to strengthen the teachers and to develop their awareness about the oppressive conditions that they were submitted to, the group did not advance toward the adoption of emancipatory perspective in teachers professional action and did not recognize their political potential to change the reality. / Este estudo visou conhecer como professores de uma escola p?blica de Ensino Fundamental percebiam sua atua??o durante a efetiva??o de um projeto pol?tico-pedag?gico pautado em uma perspectiva emancipadora de Educa??o e no processo de implementa??o de duas pol?ticas educacionais (Escola de Nove Anos e Amplia??o do hor?rio escolar); conhecer a vis?o dos professores sobre as referidas pol?ticas educacionais, identificar processos psicossociais, como aliena??o e fatalismo, e analisar a a??o do psic?logo nesse contexto, a partir da ado??o de referenciais da Psicologia Escolar e da Psicologia Social Comunit?ria. Foi realizada uma pesquisa participante, na qual um grupo de 10 professoras foi acompanhado em suas reuni?es de trabalho docente ao longo de quatro semestres. Os procedimentos usados envolveram entrevistas individuais, consulta documental e registros em di?rios de campo. As informa??es obtidas indicaram a import?ncia da participa??o dos educadores nas discuss?es sobre a implanta??o dessas pol?ticas e de prepara??o pr?via da escola diante das mudan?as propostas; a exist?ncia de contradi??es entre a concep??o de educa??o adotada e a pr?tica realizada na escola; a presen?a de diferentes formas de aliena??o no trabalho docente e de participa??o das professoras (imobilismo, cr?tica e a??o) frente aos problemas encontrados, al?m da exist?ncia de concep??es divergentes de psic?logos e professores quanto ? interven??o junto aos educandos. Embora a atua??o do psic?logo estivesse voltada ao fortalecimento e ao desenvolvimento da conscientiza??o dos educadores sobre as condi??es de opress?o a que estavam submetidos, o grupo n?o avan?ou em dire??o ? ado??o da perspectiva emancipadora na pr?tica docente e n?o reconheceu a sua for?a pol?tica como instrumento de mudan?a da realidade.

A presente dissertação de mestrado registra as atividades de pesquisa aplicada em três experiências de formação profissional da Construção Civil em diferentes escolas. Os trabalhos de pesquisa visam contribuir com as ações pedagógicas dialógicas inseridas nos três processos formativos. O objetivo dessas ações é a contribuição com a ampliação da autonomia, a emancipação coletiva e a liberdade dos educandos, no sentido da busca pela \'desalienação\' do trabalho que realizam. As ações pedagógicas dialógicas abordadas inserem-se nas: 1. Atividades de Formação Integral do Ser, e Organização da Produção da Construção Civil - experiências de elaboração de desenhos e projetos de construção e a problematização das condições de desigualdade social e exploração do trabalho - nos cursos de pintura, alvenaria, instalações elétricas e hidráulicas e decoração, da Escola Municipal de Ensino Profissional em Construção Civil / Madre Celina Polci, Prefeitura de São Bernardo do Campo, SP. 2. Atividades de aproximação do processo de produção da arquitetura - experiências de elaboração coletiva de projeto executivo de arquitetura e sua construção, com as próprias mãos, como parte do futuro espaço de apoio do Canteiro Experimental da escola - como exercícios da disciplina optativa \'Técnicas Alternativas de Construção\' do curso de graduação da Faculdade de Arquitetura e Urbanismo da Universidade de São Paulo, SP. 3. Atividades de re-união e re-integração dos trabalhos de projeto e construção por meio da \'assembleia de obra\', como contribuição a formação dos integrantes da brigada de construção - composta por educandos da Escola Nacional Florestan Fernandes (ENFF), brigadistas permanentes e coordenadores da ENFF, profissionais assentados convidados e coletivo de estudantes e profissionais de arquitetura e urbanismo da USP - para a reforma da casa da brigada permanente, \'casa do teto verde\' da Escola Nacional Florestan Fernandes - Guararema, SP. As ações pedagógicas dialógicas demonstraram efetividade ao passo que, ao mesmo tempo em que eram apreendidas as diversas atividades profissionais da construção, ampliava-se, em graus variados, a compreensão dos educandos e egressos sobre os limites e barreiras impostas pelo Capital sobre a classe trabalhadora. Nesse sentido, é que se mantém a busca pela \'desalienação\' do trabalho, já que sua realização plena só será possível por meio de transformações sociais de ampla e irrestrita democratização dos direitos de acesso à apropriação, pela sociedade como um todo, dos produtos, dos processos e da fruição social resultantes do trabalho coletivo. / This master thesis describes the activities of research applied to three experiences of professional learning of Civil Construction in different schools. The research work is expected to contribute to the pedagogical actions dialogicaly inserted in the three formative processes. The purpose of these actions and contributions are the expansion of autonomy, collective emancipation and the freedom of the students, in the sense of a search for \'desalienation\' of the work they carry out. The pedagogical actions dialogical addressed are as: 1. Activities for \'integral formation of being\', and \'organization of production of Civil Construction\' - experiments in preparation of drawings and construction projects and the questioning of the conditions of social inequality and exploitation of labor - in courses in painting, masonry, electrical, hydraulic installations and decoration, at the Municipal School of Vocational Education in Civil Construction / Madre Celina Polci, Prefecture of São Bernardo do Campo, SP. 2. Activities of approximation of the production process of architecture - experiences of drawing up collective of executive project of architecture and construction, with their own hands, as part of the future area of support of Experimental Construction from the school - as exercises of optional discipline \'Alternative techniques of construction\" of the Graduate School of Architecture and Urbanism of the University of São Paulo, SP. 3. Activities of re-union and re-integration of the work of project and construction by means of \'house of work\', as a contribution to the training of members of the brigade of construction - composed by students of the National School Florestan Fernandes (ENFF), permanent brigadiers and coordinators from ENFF, professionals guests and collective of students and professionals from the architecture and urbanism school, USP - for the reform of the house of permanent brigade, \'house of green roof\' of the National School Florestan Fernandes - Guararema, SP. The pedagogical actions dialogical demonstrated effectiveness to the step that, at the same time that were seized the various professional activities of construction, it broadened, to varying degrees, the understanding of students and alumni on the limits and barriers imposed by capital on the working class. In this sense, and that remains the search for work \'disalienation\', now that its full realization is possible only by means of social transformation of broad and wide and unrestricted democratization of access rights to ownership, by the society as a whole of products, processes and social enjoyment resulting from the collective work.

Made available in DSpace on 2016-04-27T14:31:01Z (GMT). No. of bitstreams: 1 Carolina Arantes Pereira.pdf: 935200 bytes, checksum: 972dd0b36254ff0e8bbdc8223a8a1cc3 (MD5) Previous issue date: 2012-10-19 / The theme addressed in this study is related to concern for the training of teachers who participate in innovative projects, since such training is essential in the success of these projects. They are designed and constructed from an adverse situation, a local need, questioning of people, from the urgency of change. Thus, it originates in 2002 and is carried out in 2005 the Coastal Unit of the Centenary Federal University of Paraná. The UFPR Coast is located in the resort of Caiobá, municipality of Matinhos, integrated into the coastal region of Paraná and Vale do Ribeira, which historically have been discredited and still present social, economic, environmental and educational fragility. Through its Institutional political project, it is consolidated as a community development agent with the main objective to promote the quality of life compatible with human dignity and social justice. In order to reach this goal, it was created a Pedagogical political project supported by emancipatory development and learning, consisting of projects developed by local communities, seeking decisively contributes to the scientific, economic, ecological and cultural development. In turn, the Coastal Sector in its constitution and deployment counted and relies on professors in training, in service, to serve in this differentiated project, being that the point focused in this thesis is: how is the process of training of university professors to work in an innovative curriculum and educational project? To resolve this issue it was necessary to (1) describe the concrete actions of training of professors in terms of selection, awareness, monitoring, educational activities, development, implementation, evaluation and redesign of the UFPR Coastal Project, identifying problems, difficulties and referrals which were made; (2) analyze and reflect on the process of continuous formation of professors of this differentiated project; (3) provide referrals to a process of continuing education that offers grants for professors engaged in innovative projects. The choice to make deepening in the teacher training area in the UFPR Coast occurs due to the fact that to act in a differentiated curriculum, requires a course of training, process which is not described in the literature and that needs to be identified, analyzed, understood, systematized and meticulously presented, to contribute to the training of academics. The study includes a qualitative approach, with presentation of case study comprised by participant observation, document analysis, semi structured interviews with managers who took part in the creation and implementation of the project, coordinators of three curricular areas (Humanistic and Cultural Interactions, Learning Projects and Practical Theoretical Foundations) and a questionnaire with open questions to a group of professors who work each in the 15 degree courses. As a doctoral thesis, it was obtained a description of the process of training professors of an innovative project, their specificities and also difficulties, leading the reader referrals for professor training engaged in innovative curricular and educational projects / docentes que participam de projetos inovadores, uma vez que tal formação é fundamental no êxito desses projetos. Os mesmos são idealizados e construídos a partir de uma situação adversa, uma necessidade local, de questionamento de pessoas, da urgência de mudanças. Assim, origina-se em 2002 e é implantada em 2005 a Unidade Litoral da centenária Universidade Federal do Paraná. A UFPR Litoral está situada no balneário de Caiobá, município de Matinhos, integrada à região litorânea paranaense e ao Vale do Ribeira, que historicamente foram desacreditadas e ainda apresentam fragilidade social, econômica, ambiental e educacional. Por meio do seu Projeto Político Institucional, consolida-se como um agente de desenvolvimento comunitário com o objetivo principal de propiciar à região qualidade de vida compatível com a dignidade humana e a justiça social. Construiu-se para tal um Projeto Político Pedagógico sustentado por fundamentos emancipatórios de desenvolvimento e aprendizagem, constituído por projetos desenvolvidos junto às comunidades locais/regionais, buscando contribuir decisivamente para o desenvolvimento científico, econômico, ecológico e cultural. Por sua vez, o Setor Litoral em sua constituição e implantação contou e conta com professores em formação, em serviço, para atuar neste projeto diferenciado, sendo que a questão problematizada nesta tese é: como ocorre o processo de formação de professores universitários para atuação em um projeto curricular e educacional inovador? Para solucionar tal questão foi preciso: (1) descrever as ações concretas de formação de professores nos momentos de seleção, sensibilização, acompanhamento, atividades formativas, elaboração, implantação, avaliação e replanejamento do Projeto UFPR Litoral, identificando problemas, dificuldades e encaminhamentos realizados; (2) analisar e refletir sobre o processo de formação continuada dos docentes desse projeto diferenciado; (3) apresentar encaminhamentos para um processo de formação continuada que ofereça subsídios a docentes engajados em projetos inovadores. A escolha em realizar aprofundamento na área de formação de professores no Projeto UFPR Litoral ocorre devido ao fato de que para atuar em um currículo diferenciado, requer-se um percurso de formação, processo este não descrito na literatura e que precisa ser identificado, analisado, compreendido, sistematizado e minuciosamente apresentado, para contribuir para a formação de docentes universitários. O estudo contempla uma abordagem qualitativa, com apresentação de estudo de caso constituído por observação participante, análise documental, entrevista semiestruturada com gestores que fizeram parte da idealização e implantação do Projeto, coordenadores dos três eixos curriculares (Interações Culturais e Humanísticas, Projetos de Aprendizagem e Fundamentos Teóricos Práticos) e questionário com questões abertas para um grupo de professores que atuam cada qual nos quinze cursos de graduação. Como tese de doutoramento obteve-se a descrição do processo de formação de professores de um projeto inovador, suas especificidades e também dificuldades, levando ao leitor encaminhamentos para formação de professores engajados em projetos curriculares e educacionais inovadores

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This thesis examines the implementation of the new digital information and communications technologies (ICTs) by the Women in Film and Television (WIFT) Non-government organisation (NGO) at the state, national and international levels through an ethnographic, participant observation case study, informed by the precepts of feminist research. A quantitative survey of Australian peak women's NGOs participating in the electronic mailing list - Pamela's List is also conducted mapping the context in which WIFT operates and providing an overview of Australian women's peak NGOs' uptake and use of ICTs. The findings are situated in relation to a review of the international surveys available on women's NGOs and the surveys and research reports available on the overall NGO sector, nationally and internationally. The study addresses two neglected areas in the ICT literature. For over a decade Feminist theorists have pointed to the omission of gender as a focus in studies on the new information and communications technologies. There has also been little research and few surveys into the uptake of ICTs by either women's NGOs or the broader NGO sector, nationally or internationally. The detailed, longitudinal case study of the implementation process from pre-establishment through to advanced use of digital communications by a women's NGO at state, national and international level is also unique. Combined with the survey, it affords the opportunity to not only document which ICTs are being adopted but also why particular technologies are being used over others and how they are being used. Despite key successes, the results show less than optimum uptake, a lack of advanced or strategic use, and the myriad of challenges shared by all three WIFT organisations, Australian women's peak NGOs, and the national and international NGO sector in utilising ICTs. The reasons for this are analysed revealing the conflicting values between the NGO sector and those underlying the development of ICTs and demonstrates that difficulties systemic to both the technology and the NGO sector are limiting access and utilisation by women's NGOs. While the myths of women as technophobic are seriously challenged by the findings, the study highlights the importance of gender factors in limiting access and uptake and shaping the use of ICTs. Australian women's NGOs' uptake is shown to be less than their mixed gender counterparts and the study also reveals a lack of acknowledgement by government of gender as a key factor in the uptake of ICTs. It is also shown that significant funding, infrastructure support and policy initiatives recognising the special technological and communication challenges of women's NGOs and the overall NGO sector are needed, if both are to fully and strategically embrace these technologies and function effectively in the new millennium. The significant contribution to knowledge of this thesis lies foremost in furthering the understanding of gender as a key factor in the uptake and utilisation of the new ICTs while at the same time challenging the patriarchal myth of women as technophobic. It thus contributes to the reconstruction of the epistemologies surrounding women's relationship to technology. The study also contributes to furthering the current very limited knowledge and understanding of women's NGOs and the overall NGO sector's uptake and use of information and communications technology. The knowledge and the critical insight provided is not purely historical but rather as the push to take up broadband begins, has relevance to this and future technological innovations. Without an understanding of the process, requirements and challenges faced by women's NGOs and the NGO sector in general, the existing problems will continue to be replicated. The material presented in this study will be useful to all women's organisations and NGOs contemplating establishing digital communications or wishing to review their current use of these technologies. It will also be of value to government and policy makers seeking to establish policies and initiatives that will enable NGOs to take up the new information and communication technologies.

The evidence from the literature suggests that Information Technology adoption (IT) governance in organisations is still a challenge. The diversity of application and the ever-increasing use of IT results in making decisions on IT adoption a major challenge for organisations. The decision about using a particular technology from an organisational perspective is problematic since individual users have different worldviews. The implicit assumption in IT adoption literature is that stakeholders always reach consensus during IT adoption decision making in organisations. This study explored the existing models and frameworks in order to develop a preliminary improved IT adoption governance framework. This study used a case study sequential explanatory mixed methods research approach to validate the preliminary IT adoption governance framework. The first validation phase of the framework was done using a quantitative approach followed by the second validation phase based on qualitative interviews. The last validation was done after integrating the quantitative and qualitative results to produce the refined framework. The results suggest that the developed framework may improve IT adoption governance in organisations. The results showed that the framework components facilitate IT adoption governance in organisations. The results also suggest that the components have an association with each other except for the Technology Acceptance Model component. The results indicate that stakeholder participation and hard systems thinking components have a strong predictive impact on IT governance framework component perception in organisations. The study results suggest that IT adoption decision makers need to balance different stakeholders’ demands during IT adoption decision making in organisations. The framework helps in that regard by reconciling different stakeholders’ demands through collective IT adoption decision making. The strength of the framework is its integration of theories from various disciplines in understanding stakeholder expectations. On that basis the framework is in a better position to offer more insight into understanding challenges of IT adoption decision making than existing frameworks and models. The framework offers a potentially valuable basis for future research in IT adoption decision making in organisations. The results suggest that the framework may facilitate IT adoption in organisations using different components. / Information Science / D. Litt. et Phil. (Information systems)

Abstract Essay in Political Science, D-level, spring 2010. “Do the American mass media serve foreign policy interests? – A scrutiny of two American newspapers’ coverage of the coup d’état in Honduras in the summer of 2009”, Author: David Scott. Tutor: Anders Broman   The bias of the American mass media has been widely discussed among scholars. Not only has this phenomenon caught the attention of political scientists, but also academics from other scientific fields. Two of the most known researchers of the American media are the linguist Noam Chomsky and the professor of Finance Edward Herman. They apply, on the American media, a so called “propaganda model” which claims that the media will serve the interests of the domestic power elites. One of the interests that the media try to satisfy is the foreign policy goals of the American state, which is to vilify enemy states and idealize client states. This thesis is applied on the American media coverage of the coup d’état that resulted in the ousting of leftist President Manuel Zelaya from the presidency in Honduras in 2009. In this case the model predicts that Zelaya will be vilified as an enemy and that the cause of the coup will be portrayed as legitimate. The essay studies, in the newspapers New York Times and Wall Street Journal, the portraiture of three aspects of the coup: the cause of the coup, the role of the military and the victims of violence and, finally, Zelaya as a president and the support to versus the resistance against his presidency. Through a textual analysis of the material, the essay concludes that there is a bias and that this means that the propaganda model can be verified. The bias consists of that the papers tend to legitimize the clients (the perpetrators of the coup) by portraying Zelaya as violator of the Honduran constitution and as a radical leftist aligned with Venezuela’s president Hugo Chávez. The legitimization goes further through the toning down of the military’s role in the use of violence against demonstrators. Although this is the bias, it must be stressed that it is subtle and has been detected through an extensive interpretation of the material.

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No description available.