The purpose of this study was to investigate teachers’ espoused instructional beliefs and whether they differed in relation to schools’ socioeconomic status, extent of teachers’ educational background, or extent of teachers’ classroom experience. The study comprised a total of 242 Miami-Dade County public school educators who responded to a thirty-nine question Likert scale, Literacy Instructional Practices Questionnaire. Eighteen schools, three from each of the six regions, were purposively selected based on the socioeconomic status of students. Nine participants were interviewed using semi-standardized interview procedures and open-ended questioning techniques. Multivariate Analysis of Variance (MANOVA) results revealed that teachers’ espoused beliefs concerning the instruction of literacy and forces and influences affecting instruction do not significantly differ depending on schools’ socioeconomic status, extent of teachers’ educational background, or extent of teachers’ classroom experience. The majority of teachers appear to follow a top-down generated direct instruction model. Generally, students are taught as a whole class and ability grouped for specific skill instruction utilizing commercially produced reading and language arts texts. There was no evidence of a relationship between teachers’ espoused beliefs concerning the model of instruction that they practice or teachers’ espoused beliefs concerning research and its application to practice and the three independent variables. Interview data corroborated much of the information garnered through the questionnaire. However, interview participants espoused the belief that research did not influence their selection of instructional practices. Although teachers perceive of themselves as eclectic in their espoused instructional beliefs, they appear to follow a skills based direct instruction pedagogy in practice. Much of what teachers believe constitutes effective practice, few researchers recommend, affirming the findings of Calderhead (1993) and the National Educational Research Policy and Priorities Board (U.S. Department of Education, 1998, p. 18) that “educators rarely know research, seek it out, or act in accordance with its results.”

This study aims to examine whether and to what extent Cypriot primary school teachers understand and engage in reflective practice and the implication of this for their professional development. In particular this study explores the Cypriot primary school teachers’ understanding of professional development; their engagement in and understanding of reflective practice; the changes brought about in practice through reflective practice; the factors associated with these changes; and the extent to which Cypriot primary school teachers set themselves long term goals for professional development as an outcome of reflection. The study is qualitative and uses semi-structured interviews in which 18 Cypriot primary school teachers describe and explain their experiences and illustrate these with examples from their practice. The analysis of the interviews revealed that Cypriot primary school teachers perceive professional development as the receipt of knowledge from an official authority, mainly the Ministry of Education and Culture (MOEC). Whereas the Cypriot primary school teachers use reflective practice to compare their practice with performance outcomes, comparison of their practice with espoused beliefs is either ignored or limited. Espoused beliefs are only analysed through reflective practice in relation to teaching methods. The study reveals how changes in practice, which are brought about as an outcome of reflective practice, are associated with the following factors: a) length of teaching experience; b) theories in use which can either restrict or promote the critical examination of practice and change; c) the kind of professional exchange in which the teachers engage. In addition a mismatch emerged between the Cypriot primary school teachers’ views of reflection and their long term goals for professional development. This study concludes by discussing the implications of the findings and suggests ways in which Cypriot primary school teachers can be encouraged to recognize the knowledge which they develop from their own practice and to increase their understanding and use of reflective practice. It also identifies the need for changes in the organizational environments in Cypriot primary schools in order to support the developmental needs of its teachers including the reconsideration of the dual role of inspectors who are responsible for both professional development and evaluation.

Titel: Gör cheferna som de säger? Kunskapens betydelse för skillnader i uttalad och faktisk interaktion mellan chefer och blue-collar workers respektive knowledge workers. Nivå: Examensarbete i Företagsekonomi, Kandidatnivå, 15 hp Författare: Madeleine Lindqvist och Björn Stenholm Handledare: Per-Arne Wikström Datum: Juni 2013 Syfte: Syftet är att undersöka kunskapens betydelse för skillnader i uttalad och faktisk interaktion mellan chefer och blue-collar workers respektive knowledge workers.   Metod: Studien har genomförts med en kvalitativ metod. Semi-strukturerade intervjuer med anställda och chefer på olika företag har använts för att samla in det empiriska materialet. Den teoretiska referensramen har samlats in genom relevant kurslitteratur och vetenskapliga artiklar inom ämnet.   Resultat & Slutsats: Slutsatsen som dragits utifrån denna studie är att det inte gått att finna något glapp mellan chefers uttalade och faktiska handlingar. Däremot visar den på att svårigheten med kommunikation kvarstår trots kunskap om interaktion   Förslag till fortsatt forskning: Då vi anser att vårt tillvägagångssätt inte kunde stödja den klassiska teorin föreslår vi att samma forskningsfråga studeras med en deltagande metod då vi tror att det skulle ge ett annat resultat.   Ett annat förslag är att undersöka varför kommunikationen mellan chefer och anställda inte fungerar trots att båda parter är medvetna om problemet.   Uppsatsens bidrag: Studien bidrar till en ökad förståelse för de komplexa situationer som chefer med ledaransvar ställs inför och huruvida deras kunskap inom områden som kommunikation och interaktion kan hjälpa dem i sitt arbete.   Nyckelord: Espoused theory, theory-in-use, arbetsmotivation, knowledge workers, blue-collar workers

Bakgrund: Arbetssättet habiliteringsplanering omfattar centrala aspekter inom dagens hälso- och sjukvård, såsom personcentrerad vård, delaktighet, delat beslutsfattande, co-production och individuell planering. Därmed representerar arbetssättet ett synsätt som kombinerar patientens kunskaper och erfarenheter med hälso- och sjukvårdspersonalens professionella kunnande för att skapa god vård.    Syfte: Ett förbättringsarbete genomfördes vid en habiliteringsenhet, med syfte att öka familjernas upplevda delaktighet i habiliteringsplaneringen. I studien utforskades medarbetarnas erfarenheter av arbetssättet habiliteringsplanering.   Metod: Ett lokalt förbättringsarbete kring habiliteringsplanering genomfördes enligt strukturen i Nolans förbättringsmodell. Studien var en fallstudie med datainsamling genom fokusgruppsintervjuer och en kvalitativ innehållsanalys med abduktiv ansats. Analysen kopplades till espoused theory och theory-in-use.   Resultat: Alla de nio tillfrågade föräldrarna upplevde sig delaktiga i sitt barns habiliteringsplanering och andelen habiliteringsplaneringar med bedömd god kvalitet vid journalgranskning steg från 14 till 19%. Studiens resultat påvisade stora gap mellan espoused theory och theory-in-use, bland annat gällande teamarbetet.   Slutsats: För att habiliteringsplanering ska kunna bli ett arbetssätt som verkligen tillför värde till patienterna behöver gapet minskas mellan espoused theory och theory-in-use. För att kunna arbeta med detta inom ramen för förbättringskunskap behöver användbara mått utvecklas. / Background: The work process of Habilitation planning embraces several central aspects in healthcare today, such as person centered care, participation, shared decision-making, co-production and individual planning. The work process represents a view that combines the patient’s knowledge and experience with the clinician’s professional knowledge, to create good care.    Aim: An improvement project was conducted at a habilitation center, aiming to increase families’ perceived participation in Habilitation planning. The aim of the study was to explore the co-workers’ experiences of Habilitation planning.   Method: A local improvement project was conducted based on the Improvement model. A case study with focus group interviews and a qualitative content analysis was performed. The analysis was connected to espoused theory and theory-in-use.   Result: All nine parents asked, perceived themselves as involved and the percentage of Habilitation planning judged as being of good quality increased from 14 to 19%. The study results showed great gaps between espoused theory and theory-in-use, e.g. for team work.   Conclusion: To make Habilitation planning a work process really adding value to the patients, the gap between espoused theory and theory-in-use needs to decrease. Addressing this with improvement knowledge requires useful measurements.

Abstract The purpose of this study is to explore the organizational culture within the corporation The Body Shop. I have been working with two different question formulations. The first is to answer how the culture can be described. To answer this I have been using Edgar H. Scheins theory of cultural levels. I have been using the two lower levels, artifacts and espoused values. The second question formulation is to answer how the culture within The Body Shop can be reproduced. To my help to answer this I have been using John Van Maanens theory of strategies for socialization. I have been working with a qualitative approach. My data was collected through interviews, observations, printed texts and The Body Shops Swedish and global websites. My results using Scheins cultural levels points out that the culture within The Body Shop, at least outwards, is strong and distinct. The implementation of Van Maanens strategies of socialization indicates that the socialization of new members in the organization tends to have a high congruence with the organization´s culture and values. / Sammanfattning Syftet med den här studien är att undersöka kulturen inom företaget The Body Shop. Jag har arbetat utifrån två frågeställningar. Den första är att besvara hur kulturen kan beskrivas med hjälp av Edgar H. Scheins kulturnivåer. Den andra frågeställningen är att besvara hur kulturen reproduceras med hjälp av John Van Maanens socialisationsstrategier. Studien har gjorts med en kvalitativ ansats. Det insamlade datamaterialet består av två intervjuer med butikschefer inom The Body Shop, tryckta källor samt företagets svenska och globala hemsidor. Beskrivningen av kulturen inom The Body Shop är gjord utifrån Scheins två första kulturnivåer, artefakter och värderingar. Tillämpningen av Van Maanens socialisations­strategier har visat att kulturen inom The Body Shop reproduceras genom socialisationen av nyanställda butiksmedarbetare. Mina resultat tyder på att The Body Shop utåt sett har en tydlig och stark kultur. Resultaten tyder också på att de sätt man socialiserar nyanställda på medför att dessa genom socialisationen uppnår en hög överensstämmelse med företagets kultur och värderingar.

Försvarsmaktens ledningsfilosofi uppdragstaktik uttrycks av Försvarsmaktens chefer och doktriner som avgörande för det svenska militärstrategiska konceptet och som synnerligen viktig för förmågan att lösa uppgifter under mycket svåra förhållanden. Uppdragstaktiken är därför enligt Försvarsmakten avgörande för svensk krigföring. Uppdragstaktikens efterlevnad har dock ifrågasatts under senare år, har förändringar i omgivningen haft negativ påverkan på förutsättningarna för uppdragstaktik? Viss forskning pekar på det och den svenska armén har uppmärksammat problemet. Arméchefen har påbörjat ett projekt som adresserar detta inom armén. Flygvapnet utgör en stor del av den avhållande tröskeleffekt som Sverige söker uppnå för att inte hamna i krig. Denna undersökning syftar därför till att söka förekomsten av uppdragstaktik och en eventuell för-ändring i flygvapnet. Undersökningen studerar Försvarsmaktens teoretiska syn på vad uppdragstaktik är, och undersöker kunskap och förståelse om, och utövandet av uppdragstaktik vid en av landets flygflottiljer. Empirin samlas i huvudsak in genom intervjuer med stridspiloter och flygunderhållspersonal. Analysen av empirin stödjer sig på Argyris och Schöns Theory-in-practice, en teori som kan påvisa ett agerandes påver-kan på sin omgivning och vice versa. Resultatet visar små tendenser till omgivningens negativa påverkan på uppdragstaktiken vid flottiljen. Undersökningen kan dock inte dra slutsatsen om denna förändring är under framväxt eller har avstannat. Flottiljen upplever å andra sidan en uppdragstaktisk vardag och visar att det finns kulturella förutsättningar för att leva och lära uppdragstaktik. Detta trots en verksamhet som i många avseenden präglas av direkta styrningar och hög grad av regleringar, och trots att flottiljen inte reflekterat särskilt mycket kring upp-dragstaktik. Befintligheten av uppdragstaktikens förutsättningar (förståelse och tillit, initiativ och ansvar, ett tillåtande och lärande klimat samt en gemensam bas) vid flottiljen härleds därför minst lika mycket till verksamhetens andra behov av dessa förutsättningar, till exempel på grund av flygsäkerhet och krav på hög utbildningsnivå och förmåga.

The purpose of this study was to develop and test a model which addresses special education program evaluation needs. As such, the focus was on development. Often development and research are seen as one (e.g., Department of R & D; Director of R & D). They are, however distinctively different in process and product. The model developed provides general and special education leaders responsible for providing special education services with high quality data and procedures for decision making related to special education. Providing special education services is a complex responsibility. Not only are critical lifelong decisions related to students and their parents made, but there are stringent federal laws, complex state agency policies, detailed financial and programmatic reporting requirements, and often linkages to a variety of outside professionals and service provider agencies and organizations. There is a need for an effective program evaluation model useful to the uniqueness of special education. A variety of program evaluation models have been used in education and other organizational environments (e.g., Mabry, 2002; Patton, 2002; Posavac & Carey, 2003; Renger & Titcomb, 2002; Warburton, 2003). But, their application to special education has been limited and often ineffective or inefficient to address the evaluation needs of special education. This evaluation model development utilized the best of knowledge and procedures of existent evaluation models and adapted them to the uniqueness of special education. The special education evaluation model developed named Program Effectiveness in Special Education (PEiSE) identified espoused and in-use actions in a school district. This information with analysis, discussions, and data provided powerful special education information. To form the structure of the model, PEiSE utilized aspects of the CIPP Evaluation Model developed by Stufflebeam (2002), Logic Framework Model (Suchman, 1967), and the Utilization-Focused Evaluation Model (Patton, 1978). The process brought a number of within the district (Brunner & Guzman, 1989) and outside the district stakeholders into the development process which provided an expertise enhancing model effectiveness (Eisner, 1983). Information gathered from all stakeholders came in various forms and contained data acquired with little or no bias in the instruments or process used (Scriven, 1974; Provus, 1971; Cronbach, 1981; Stake, 1973). These processes not only had potential to improve the special education programs but also to improve the evaluation process itself (Eraut, 1984). The model also considered the limitations of resources of special education services (Stufflebeam, 1971; Tripodi, Pellin, & Epstein, 1971; Gold, 1988). Finally the process proved instrumental in bringing the primary discipline of general education and the complementary discipline of special education physically, philosophically and practically together for the benefit and improvement of services to all students. In conceptualizing the process, a flowchart of events was developed utilizing the form and philosophy of existing best practices in evaluation models and the foundational theory of organizational and program improvement and effectiveness (Argyris & Schon, 1974) PEiSE required the development of plans to reduce or eliminate discrepancies between what practices are espoused and what are actually in-use by practitioners. The PEiSE process included twelve phases: Point of Contact; Scope of Evaluation; Identify Formal Decision Makers; Structured Interviews with Formal Decision Makers; Compose List of Best Practices with Definitions; Formal Decision Makers Meeting/Approval of Best Practices List; Compose Espoused/In-Use Questionnaire; Collect/Analyze Questionnaire/Supportive Data; Recommendations for Action; Generate Action Plans Designed to Reduce or Eliminate Discrepancies; Execute Action Plans; and Measure Progress. An emphasis throughout PEiSE was that change is a necessary and welcomed part of organizational effectiveness as well as an integral part of organizational learning (Argyris & Schon, 1974). PEiSE guided administrators through the process of clearly articulating the change needed with development and implementation of action plans for change. PEiSE facilitated bringing together general and special education in a mutually beneficial manner to improve the quality and success of services to students with special needs. Specific differences in community and school district approaches to responding to compliance and intent of local, state, and federal regulations and initiatives are managed in the model developed. PEiSE was tested in a large, suburban school district. The testing indicated the model’s potential to: 1) advance evaluation of special education; 2) suggest new collaborative models for general and special education; 3) identify needed areas of research on evaluation, organization, issues of responsibilities, and professional expertise; 4) identify needed areas of pre-service and continuing professional preparation and development; 5) promote researched based programs related to student success. It was recommended that PEiSE include an additional phase of practitioner input on concerns and complaints of existing espoused best practices with suggestions or recommendations for different practices the district should consider. / text

The purpose with this study is to identify an organizational culture at Posten Örebro based on Edgar H. Schein´s theory about the three levels of culture. These three levels consist of artifacts, espoused beliefs and values and basic underlying assumptions. Artifacts represent the visible and tangible of an organization and this level is the easiest level to identify. Espoused beliefs and values include common thoughts and ideals within the organization and are an aware, but not necessarily material, cultural level. The essence of a culture contains basic underlying assumptions that influence underlying thoughts and actions and this is a level that is difficult to identify since it is unaware to the members of an organization. This study will also examine the organizational culture’s level of homogeneity among departments and employee levels within Posten Örebro.This study is based on the following questions: How can the organizational culture of Posten Örebro be described based on Schein´s levels of culture? How homogenous is the organizational culture among departments and employee levels within Posten Örebro?The result of this study shows that it is possible to apply Schein´s theory on Posten Örebro and to identify artifacts, espoused beliefs and values and an indication of a basic underlying assumption. The result also shows that the organizational culture within Posten Örebro is almost completely homogenous, with the exception of the value of change.Key words: Organizational culture, Schein, Posten, artifacts, espoused values, underlying assumptions

This thesis investigated patterns in, and perceptions of, labour force participation (LFP) amongst a group of mothers with dependent children. A mixed-methods (i.e. questionnaires, interviews and documentary evidence), single case study approach involving a series of three studies, was utilised, involving employees and ex-employees from the Queensland University of Technology. Using questionnaire data (N = 283), Study One explored the predictive value of seven structural (age of youngest child, education, childcare costs, wages, partner's income, number of children and social security payments) and four attitudinal (attitudes towards working mothers, sex-role attitudes, attitudes towards exclusive maternal care and career salience) factors, in a hierarchical logistic regression model using full-time / part-time work status as the dependent variable. Associations between these factors and hours worked, were also tested for a sub-sample of women with under school aged children (N = 112). Results showed that the factors leading to greater LFP for both samples were having older children, less access to social security payments and more liberal attitudes towards working mothers. Lower levels of partner's income also predicted full-time status for the larger sample and more liberal attitudes towards exclusive maternal care was associated with hours worked for women with under school aged children. Study Two explored the way in which women with under school aged children describe the influences, benefits and trade-offs associated with their LFP decisions. Analysis of data from interviews with a sub-sample of women from Study One, indicated four major categories of issues influenced LFP decisions and/or contributed to benefits or trade-offs following on from those decisions. These categories included financial issues, personal independence, work-related issues and value of maternal care. The salience of this issues varied across groups of at-home, part-time and full-time working mothers. The most important consideration for at-home women was the emphasis on caring for their children themselves, as opposed to using familial or formal childcare. Part-time women appeared to be the most satisfied with their work and parenting arrangements, because they could fulfil their roles as wives and mothers, but also benefit from spending autonomy and competence, by engaging in paid work. Full-time women reported greater opportunities in the workplace than part-time women, although they experienced substantial ambivalence about their full-time status. This conflict was ameliorated by the availability of flexible work and when partner's had reduced working hours. Based on the salience of work-related factors reported in Study Two, Study Three explored the degree of consistency between the espoused values evident in organisational work-family policy documentation and women's reported experiences of these policies (N = 24). For example, options such as flexible work arrangements and part-time work appear to promote values related to balance and integration of the work and family spheres. However, interview data suggests women's experiences of part-time work were inconsistent with assumptions about job commitment and career progression. The research extends the current understanding of the range of variables that influence maternal LFP and the processes by which LFP decisions are made. The findings are interpreted in light of a number of existing theoretical perspectives, as well as suggesting a preliminary model of decision-making that could be tested in other groups of women in future studies. The current research may also inform public policy on issues such as childcare and social security allowances and organisational human resource policy in terms of the implementation of work-family options.

Made available in DSpace on 2016-04-26T20:21:30Z (GMT). No. of bitstreams: 1 Augusto Passamani Bufulin.pdf: 1039054 bytes, checksum: c8181ff6cf966bf4aa2bb17bd64b5cc1 (MD5) Previous issue date: 2013-01-31 / What is sought in this study is what are the requirements for the error that it sullied by legal business might be invalidated. The concern with the study of matter arises from the fact that both the doctrine, as the case law, have not yet found satisfactory results matching to look into the problem. We understand that for a better understanding of matter, the approach must necessarily begin in the spotlight of the theory of legal business. Thus, we studied the various interpretive theories exist about the legal business, safeguarding our point of view in the sense that the adoption of a single theory does not solve all the problems brought by the divergence between the will and the declaration. We believe it is necessary to focus specifically on the institute who want to discover and law system adopted by the country under study. So, after studying the theories of the transaction, we give our opinions on the theory adopted by the Civil Code of 2002 in relation to the error in the legal business. After, crossing error in the study of comparative law, with particular attention to the legal prepared contemporaneously with the Brazilian Civil Code, we discuss the concept, existing classifications and distinguish the normative figure of error for the other vices of legal business, with which he guard similarities but that should not be confused whit it. Then we entered the requirements analysis of the error imposed by the Civil Code of 2002, separating the various hypotheses of substantial error, the error indifferent to the invalidation of the transaction. It approaches many points still unclear on the matter, as the false reason, the calculation error, the error current and future error, the difference between error, covert defect and contract review, until we reach the second requirement that the law requires that the legal transaction may be invalidated. At this point, we paid special attention to the design of the 2002 Civil Code and all particulars on this theme, as the situations that derogations to knowability error by receptor that occur in the field of wills, contracts and free in marriage. We debated whether excusability the error is still a requirement imposed by law or was abandoned by the Civil Code of 2002. We began the study of comparative law in the face, then passed the analysis of the position taken during the Civil Code of 1916, until we reach the present moment, after the enactment of the 2002 Civil Code, giving our position on the subject. We try to answer the question concerning the possibility of payment of damages generated by the invalidation of the business, due to both the declarant to receptor as the opposite case, we called for indemnity reverse, which is the possibility of payment of damages by receptor the declarant. We study also the temporal effects of the cancellation of the deal, with the projection of its effects only for the future, and also for the last point for which we employ the undeniable contribution of various foreign codes and finally we seek to know what is the beginning of the statutory limitation period for filing the lawsuit seeking to invalidate the deal tainted by error. We chose to leave our conclusions printed in the course of all the work, so that at the end of each topic discussed, summarize positions adopted by us, subject of a separate chapter to the final conclusions, which seemed necessary and useful to better analysis of the subject / O que se procura neste trabalho é estudar quais são os requisitos do erro para que o negócio jurídico por ele maculado possa vir a ser invalidado. A preocupação com o estudo da matéria decorre da circunstância de que tanto a doutrina, quanto a jurisprudência, ainda não encontraram resultados satisfatórios de harmonização ao se debruçarem sobre o problema. Entendemos que para uma melhor compreensão da matéria, a abordagem deve iniciar-se necessariamente sob os refletores da teoria do negócio jurídico. Assim, estudamos as diversas teorias interpretativas existentes sobre o negócio jurídico, ressalvando nosso ponto de vista no sentido de que a adoção de uma única teoria não resolve todos os problemas trazidos pela divergência entre a vontade e a declaração. Acreditamos que é preciso enfocar o instituto que se quer descobrir e o sistema de direito adotado pelo país objeto de estudo. Assim, após estudarmos as teorias do negócio jurídico, procuramos dar nossa opinião sobre a teoria adotada pelo Código Civil de 2002 de forma específica em relação ao erro do negócio jurídico. Após, perpassarmos o estudo do erro no direito comparado, com especial destaque aos ordenamentos jurídicos elaborados contemporaneamente ao Código Civil brasileiro, abordamos o conceito, as classificações existentes e distinguimos a figura normativa do erro de outros vícios do negócio jurídico, que com ele guardam semelhanças mas que com ele não se confundem. Em seguida, entramos na análise dos requisitos do erro impostos pelo Código Civil de 2002, separando as diversas hipóteses de erro substancial, do erro indiferente para a invalidação do negócio jurídico. Abordamos diversos pontos ainda não totalmente esclarecidos sobre a matéria, como o falso motivo, o erro de cálculo, o erro atual e o erro futuro, a diferença entre o erro, o vício redibitório e a revisão contratual, até chegarmos ao segundo requisito que a lei exige para que o negócio jurídico possa ser invalidado. Nesse ponto, demos especial atenção ao projeto do Código Civil de 2002 e a todas as particularidades existentes sobre o tema, como as situações que excepcionam à recognoscibilidade do erro pelo declaratário, que ocorrem em matéria de testamento, de contratos gratuitos e no matrimônio. Debatemos se a escusabilidade do erro ainda é um requisito imposto pela lei ou foi abandonado pelo Código Civil de 2002. Iniciamos o estudo em face do direito comparado, depois passamos pela análise da posição assumida durante o Código Civil de 1916, até chegarmos ao momento presente, com a edição do Código Civil de 2002, dando nossa posição a respeito do tema. Procuramos responder a questão relativa à possibilidade do pagamento de perdas e danos geradas pela invalidação do negócio, tanto à devida pelo declarante ao declaratário, como a hipótese inversa, denominada por nós de indenização reversa que consiste na possibilidade do pagamento de perdas e danos pelo declaratário ao declarante. Estudamos, ainda, o aspecto temporal dos efeitos da anulação do negócio, se estes ocorrem apenas para o futuro, ou também retroagem ao passado, ponto em relação ao qual servimo-nos da inegável contribuição de diversos diplomas estrangeiros e, por fim, buscamos saber qual é o início do prazo decadencial para a propositura da ação visando invalidar o negócio maculado pelo erro. Optamos por deixar impressas nossas conclusões no decorrer de todo o trabalho, de forma que, ao final de cada tema analisado, condensamos as posições por nós adotada, sem prejuízo de um capítulo separado ao final para as conclusões, que nos pareceu necessário e útil para uma melhor análise do tema