Made available in DSpace on 2015-03-04T20:04:56Z (GMT). No. of bitstreams: 0 Previous issue date: 19 / Nenhuma / O presente estudo teve por objetivo analisar o impacto produzido pela problematização e contextualização, no âmbito das vivências infantis, de estórias junto a crianças da 4ª série do Ensino Fundamental. Uma vez que a literatura infantil está inserida neste estudo, faço uso de uma metáfora para propor o trabalho, no qual crio uma Heroína (eu - pesquisadora) que travará uma batalha contra um “Monstro” (a exclusão), utilizando como armas as estórias infantis. O processo de intervenção pedagógica desenvolvido envolveu cinco estórias infantis da escritora Fernanda Lopes de Almeida que tratavam de dimensões de exclusão por classe social, aparência física, modo de ser e atitudes. A pesquisa foi realizada com cinco alunos de uma escola da rede privada de ensino que foram observados e acompanhados por mim, por apresentarem, segundo a professora da classe, atitudes de exclusão. O estudo revelou possibilidades das estórias infantis se constituírem em instrumentos produtivos para a problematização de atitudes infantis f / This study aimed to analyze the impact caused by children´s tales problematization and contextualization as part of children's experiences, with a group of 4th grade Elementary School students. Since children's literature is part of this study, I use a metaphor to propose the work, in which I create a Heroin (I – the researcher) who fights a battle against a "Monster" (the social exclusion), using as weapons some children's tales. The process of pedagogical intervention involved five children's tales by the author Fernanda Lopes de Almeida which dealt with the dimensions of exclusion according to social class, physical appearance, attitudes and way of being. The research was conduicted with five students in a private school who were selected, observed and monitored by myself, because they presented, according to the class teacher, attitudes of exclusion. The study showed possibilities of children's tales to be productive tools for the problem of children's attitudes facing social exclusion.

Bactérias da microbiota entérica de avestruzes foram isoladas e fermentadas (produto experimental denominado de ECOS). Em seguida, foram utilizadas na exclusão competitiva de Salmonella Typhimurium em pintinhos (\"Gallus gallus\") e em avestruzes recém nascidas (\"Struthio camelus\"). Os pintinhos e as avestruzes foram desafiados por via oral com a concentração de 1x104 UFC/ ave e 1x105 UFC/ ave, respectivamente. O ECOS reduziu significativamente a excreção de Salmonella Typhimurium em pintinhos e avestruzes recém nascidos infectados experimentalmente. O ECOS também reduziu significativamente os casos de enterites associadas à mortalidade em avestruzes, em testes de campo. Outros aspectos observados em avestruzes tratados a campo foram a redução do tempo de absorção do saco vitelínico e o aumento do ganho de peso. O ECOS mostrou ser uma importante ferramenta na melhoraria dos índices zootécnicos em estrutiocultura. / Bacterias of ostrich enteric microbiota were isolated and fermented (product called ECOS). Afterwards, they were used into a competitive exclusion of Salmonella Typhimurium in chicks (\"Gallus gallus\") and in ostriches chicks (\"Struthio camelus\"). The chicks and the ostriches were challenged by oral administration by 1x104 UFC/ chick e 1x105 UFC/ chick, respectively. ECOS reduced the excretion of Salmonella Typhimurium in chicks and ostriches chicks experimentaly infected. ECOS reduced, as well, cases of enteric diseases associated to ostrich mortality, in field tests. Another aspect observed in field treated ostrich, was the reduction of yolk sac absorption time and the increase of weight gain. ECOS showed to be an important tool to increase the zootecnical standards in ostrich farming.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-10T14:50:34Z No. of bitstreams: 1 VANDA ETERNA CARNEIRO CAMPOS TELES.pdf: 973070 bytes, checksum: 1dfd3ca69a8e7d4deb2ce6087de2119c (MD5) / Made available in DSpace on 2017-10-10T14:50:34Z (GMT). No. of bitstreams: 1 VANDA ETERNA CARNEIRO CAMPOS TELES.pdf: 973070 bytes, checksum: 1dfd3ca69a8e7d4deb2ce6087de2119c (MD5) Previous issue date: 2011-09-26 / This research focuses on the inclusion of a deaf student in the Municipal School of Goiânia (RME) in the period 2001 to 2010 and is part of the line of research, Education, Society and Culture. Network aims to problematize how this has been proposing the inclusion of this segment from the actions implemented. Whereas the deaf student's academic life had always been marked by standard practice of excluding and segregating nature, we sought during the research reflect on the following issues: (1) As the contours were constructed conceptions of Special Educational Needs as " disability "and" difference "? (2) What are the legal provisions at national and international governing the inclusive education of the deaf student and what they determine? (3) How does the implementation of this policy in RME of Goiânia, before and after the established legal framework? (4) What kind of actions were implemented by this network, in the period 2001 to 2010, to meet the flow demands of the legal and educational? The reflection of these events is well structured: The first chapter, based on studies foucaltiano, discusses the historical buildings, epistemological and conceptual about "difference / disability," "normality / abnormality", inspired from the problem of the standard and the process subjectivity of the subject, in Modernity. The second brings the legal frameworks that have guided public policies in Brazil and worldwide. The third depicts the inclusion / exclusion of the deaf student in RME of Goiânia. Readings based bibliographic and documentary, the combined semi-structured interviews that materialize the necessary tools for completing the survey, revealed a network also marked by the experience of "discontinuity" and inserted a "passing game responsibilities." Although, develop isolated actions, directed to the attention of the deaf student, it does not make it an inclusive network. Continues, then being denied the deaf student in their educational process, the right to access, quality institutionalized knowledge. / A presente pesquisa versa sobre a inclusão do aluno surdo na Rede Municipal de Ensino de Goiânia (RME), no período de 2001 a 2010 e insere-se na linha de pesquisa, Educação, Sociedade e Cultura. Visa problematizar como essa Rede vem propondo a inclusão desse segmento a partir das ações implementadas. Considerando que a vida acadêmica do aluno surdo sempre fora marcada por práticas normalizadoras de caráter excludente e segregador, buscou-se ao longo da pesquisa refletir sobre as seguintes questões: (1) Como foram sendo construídos os contornos das concepções de Necessidades Educativas Especiais como “deficiência” e “diferença”? (2) Quais os dispositivos legais em âmbito nacional e internacional que regulamentam a educação inclusiva do aluno surdo e o que estes determinam? (3) Como se dá a implantação dessa política na RME de Goiânia, anterior e posterior ao marco legal instituído? (4) Que tipo de ações foi implementadas por essa rede, no período de 2001 a 2010, visando atender o fluxo das demandas legais e pedagógicas? A reflexão desses acontecimentos encontra assim estruturada: O primeiro capítulo tendo por base os estudos foucaltiano aborda as construções históricas, epistemológicas e conceituais sobre “diferença/deficiência”, “normalidade/anormalidade”, inspirados a partir do problema da norma e do processo de subjetivação do sujeito, na Modernidade. O segundo traz os marcos legais que têm orientado as políticas públicas no Brasil e no mundo. O terceiro retrata a exclusão/inclusão do aluno surdo na RME de Goiânia. As leituras de base bibliográfica e documental, aliadas as entrevistas semiestruturadas que materializaram as ferramentas necessárias para a conclusão da pesquisa, revelaram uma rede, ainda, marcada pela experiência da “descontinuidade” e inserida num “jogo de transferência de responsabilidades”. Ainda que, desenvolva ações isoladas, direcionadas ao atendimento do aluno surdo, isso não a torna uma rede inclusiva. Continua, então, sendo negado ao aluno surdo, em seu processo de escolarização, o direito ao acesso, com qualidade, ao saber institucionalizado.

The dissertation employs insights from critical race theory and the environmental justice literature, questioning the sustainability of dominant state policies concerning development of informal settlements. The work explores spatialized and racialised forms of class and their normalisation in South Africa. Discussion of the rise and redefinition of urban segregation in South Africa notes racialised exclusions have not disappeared with the end of apartheid. Economic supremacy of ‘white’ populations reproduces ‘white’ control – with dirt, crime and disorder constitutive of the pathological spaces of the ‘other’. Second part examines the role of environmental ideas in reproducing ‘white’ spaces of privilege and ‘black’ spaces of degradation. Discussing neo-liberal development, sustainable development and ecological justice in South Africa – the dissertation shows service delivery and housing policy to possess similarities to apartheid projects – with weaknesses of the dominant model failing the requirements of environmental justice. The case study which follows examines a contemporary attempt to relocate an informal settlement sited in an affluent neighbourhood through ‘greenfields’ housing development, revealing environments as contested, with spatial subjugation dramatic and ongoing.

This research focuses on a rural Iowa meatpacking community and the ways diverse residents negotiate belonging in this context. People with various lengths of local residence, racial/ethnic identities, social classes, language proficiencies, and education levels all reside together in Meatville and many engage in face-to-face daily interactions with one another. I argue that the combination of rurality and low-wage industrial employment influences how residents manage belonging and social participation even as they engage in activities that appear unrelated to meatpacking. Identities connected to industrial work extend beyond the factory into the social relationships among community members, including those who are not plant employees. Paradoxically, economic development in the form of a meatpacking plant challenged residents' ability to see themselves as a "community" with shared experiences, values, and identities. The rural context presents a unique sense of place as well as practical challenges and opportunities for belonging. My fieldwork combines observations in the domains of school, families and households, and public events to explore how interpersonal and institutional mechanisms affect inclusion or exclusion.

Miami’s marketers have a long and successful history of creating and recreating imagery that draws visitors towards the "magic city" or the "tropical playground". This thesis investigates Miami’s marketing and its roots by analyzing the role and legacy of segregation in order to examine how tourism and its image relate to issues of exclusion and inequality. An inclusive rethinking of the definitions and usage of culture is then advocated as an important theoretical shift that could benefit development and revitalization in the city’s economically poorest neighborhoods. Analysis (through case studies, semi-structured interviews and GIS analysis) then shows how historic patterns of exclusion and adverse incorporation, especially in regard to tourism, are reproduced in much of Miami’s contemporary marketing, with the Greater Miami Convention and Visitors Bureau (GMCVB) playing an important role in this process. The Black community especially suffers greater levels of exclusion from Miami’s tourism and marketing and therefore has the most to gain from a shift in policy and perception. Community-based cultural tourism has functioned in various US cities as a tool to assist urban revitalization however Miami has yet to implement such a program. The results of this research suggest a number of recommendations for cultural tourism’s implementation in Miami, emphasizing the need for a community-based coalition of non-profit organizations utilizing governmental, marketing and creative/artistic partnerships.

Cold seeps are areas of high biomass in the deep-sea, the impacts of these food-rich environments upon the sediment community is unknown in the Gulf of Mexico. The structure and function of benthic communities was investigated at food-rich and food-limited sites on the northern Gulf of Mexico continental slope. Cold seeps were richer in macrofauna densities and total sediment respiration, but were poorer in biomass and taxa diversity than normal slope communities. Decreased diversity is seen at most chemosynthetic communities and suggests a competition for resources. The spatial extent of these results at seeps is unknown and may be a localized, bioenhancement effect caused by seeping fluids.

The main theme of this thesis is the relation between education governance and social inclusion and exclusion. Overall the thesis is based on a life history approach were biographical interviews with young people are complemented with other contextual data such as survey data, longitudinal statistics, interviews with local politicians and school actors and local reports. Data were generated in three Swedish areas: a rural area in the North, an advantaged segregated area, and a disadvantaged segregated area in the South. The thesis consists of four articles that use the concepts of biography, space, and mobility. Article 1. examines the increasing usage of biographical registers in school. It suggests that biography as a form of education governance serves to construct the students as both objects for assessment and as a relay for continuous self-assessment. As such, this is a socio-political technology that is important to acknowledge in order to understand processes of social inclusion and exclusion. Article 2. addresses the following empirically generated question: How is it possible to understand the fact that disadvantaged students from a segregated area have such optimistic future orientations in relation to further education and work? Building on life history interviews with a small sample of refugee youth from a disadvantaged segregated area the paper presents a concept labelled Utopian diaspora biography (UDB). UDB describes a process whereby a high level of aspiration concerning education and labour is accumulated as a consequence of the social, temporal and spatial dynamic of the biography. Article 3. is an attempt to develop new understandings about local production of social inclusion and exclusion in a decentralised, individualised and segregated school landscape. Using a wide range of data the article suggests that local differences concerning schooling and the outcomes of schooling – both in terms of statistical patterns and the identities produced – are interrelated and are based on an amalgamation of local policy implementation, material conditions and spatially guided representations. Article 4. deploys the concept of mobility in order to explore how space and class become related to education and social inclusion and exclusion in the three chosen areas as young people are spatially situated but move, want to move, dream about moving, try to move, and fail to move through, in and out of different forms of communities. This paper shows that the possibilities of moving to desired places on the education- and labour market are unequally distributed between young people and between places. The analysis also seeks to move beyond schematic typologies such as those of ‘immobile working class’ and ‘mobile middle class’ by exploring how mobility is made meaningful and how notions about mobility are structured and enable action. In summary, the thesis contributes to the discussion on processes of inclusion and exclusion in contemporary society. These processes are understood as inter-disciplinary problematics that include the social production of spatiality, historicality, and sociality at both the societal level and on the level of identity. Crucial aspects concern aestheticisation and performativity in education which imply an increasing focus on discursive, or textual, dimensions of identity formation and the competitive strategies developed by students in order to secure social inclusion through the marketing of oneself. Under these circumstances, new identities and new forms of social inclusion and exclusion are produced.

Within the framework of urban communication, this thesis attempts to "read" the urban space of West Kabul in Afghanistan, as a social and cultural text in order to understand the social exclusion of the Hazara people, a socially and politically disenfranchised ethnic group who predominantly inhabit that area. Based on data gathered through documentary research and non-participant field observations, this thesis argues that the urban space of West Kabul is the spatial manifestation of a systematic exclusionary process, through which, the Hazara people have been deprived from access to political, economic and cultural resources, services and opportunities. It interprets the city planning, distribution of resources, urbicide, streetscape, architecture and the body as the main sites where the social exclusion of the Hazaras in West Kabul is exercised. This study also provides a discussion about the historical evolution of West Kabul as an ethnic ghetto, as well as the various forms of conflict which led to spatial and social division in Kabul city.

Dans l’optique d’ajouter à la compréhension de la gentrification et en réponse aux développements récents au niveau de la théorisation, cette recherche analyse le rôle des gouvernements locaux dans la production du discours. Pour y arriver, nous utilisons une méthode tripartite qui situe la gentrification à Montréal, identifie et spatialise le discours de l’État local et analyse la perception sociale face à sa concrétisation. Nous expliquons que le lien de causalité entre la gentrification et l’exclusion doit être renversé lorsque le rôle de l’État local est considéré. Ainsi, le gouvernement local crée des catégories d’inclus et d’exclus en construisant un discours autour d’un idéal de développement urbain particulier et encourage par le fait même la gentrification. Ces résultats soulignent l’importance d’insérer la gentrification dans un processus de construction sociopolitique de l’espace urbain et non pas de la considérer simplement comme symptôme de la logique économique capitaliste contemporaine.