Esta tese dedicou-se a compreender o campo do conhecimento da administração pública; para tanto, adotou como categorias de análise o contexto, relacionado às circunstâncias observadas em cada momento da AP, e as facetas teórica, técnica e prática (FADUL; COELHO; COSTA; GOMES, 2012), que propiciam a compreensão sobre o desenvolvimento do campo ao longo do tempo. Deste modo, fundamentada na lente conceitual de Ramos (1983), a tese buscou complementar análises sobre o campo já realizadas por Fischer (1984) e Keinert (1998) e, ao mesmo tempo, a partir de uma revisão integrativa de 192 textos publicados nos principais eventos e periódicos no período de 1937 a 2009, reconstruiu esse campo do conhecimento, e o sistematizou por meio de linhas do tempo, que proporcionam a visualização de seu histórico detalhado e periodizado, de forma tal que a reflexão sobre o campo da AP e seu aspecto multifacetado foi viabilizada. Como resultado, verificou-se a importância do contexto para o processo de desenvolvimento do campo, e seu impacto nos três aspectos analisados - teoria, técnica e prática -, de modo que ao longo do tempo foi possível constatar: i) uma faceta teórica que, ao mesmo tempo que mostra a evolução da compreensão do que é a AP, retrata ainda dificuldades teóricas relacionadas à falta de teorias próprias e consistentes de AP; ii) uma faceta técnica que se transforma ao longo do tempo em busca de melhores soluções para os problemas, mas ainda se mostra por vezes inócua em face dos problemas e da falta de entendimento sobre a complexidade do campo; e iii) uma faceta prática que, a despeito de se apresentar como um espaço para a inovação do gestor no período recente, ainda expressa uma realidade que a teoria e a técnica não conseguem compreender e transformar. Por fim, é possível afirmar que ao longo do período analisado - final do século XIX e início do século XXI -, destarte o desenvolvimento do campo, persistem antigos dilemas e desafios, ainda mais claros quando observados pela ótica multifacetada apresentada nesta tese. / This thesis was dedicated to understanding the field of knowledge of public administration; for that, it adopted as analysis categories, the context, related to the circumstances observed in each moment of the PA, and the theoretical, technical and practical facets (FADUL, COELHO, COSTA; GOMES, 2012), which provide an understanding of the development of the field over time. In this way, based on the conceptual lens of Ramos (1983), the thesis sought to complement analyzes already done by Fischer (1984) and Keinert (1998) and, at the same time, from an integrative review of 192 texts published in the main events and periodicals from 1937 to 2009, it reconstructed this field of knowledge and systematized it through time lines, which provide the visualization of his detailed and periodic history, so that the reflection on the field of the PA and its multifaceted aspect was made possible. As a result, it was verified the importance of the context for the field development process, and its impact on the three analyzed aspects - theory, technique and practice -, so that over time it was possible to verify: i) a theoretical facet that, while showing the evolution of the understanding of what is the PA, also presents theoretical difficulties related to the lack of proper and consistent theories of PA; ii) a technical facet that changes over time in search of better solutions to the problems, but it is still sometimes innocuous in the face of problems and lack of understanding of the complexity of the field; and iii) a practical facet that, despite presenting itself as a space for management innovation in the recent period, still expresses a reality that theory and technique cannot understand and transform. Finally, it is possible to affirm that during the studied period - the end of the XIX century and the beginning of the XXI century - therefore the development of the field, old dilemmas and challenges persist, even more clear when observed by the multifaceted view presented in this thesis.

nÃo hà / Este trabalho pretendeu registrar prÃticas educativas da capoeira cearense a partir do inÃcio do sÃculo XXI, perÃodo em que a capoeira obteve maior prestÃgio polÃtico no Brasil e no mundo em virtude das polÃticas patrimonialistas vigentes. A imersÃo nos saberes e modos de ensinar a capoeira foi realizada atravÃs de uma anÃlise sobre as prÃticas educativas do Centro Cultural Ãgua de Beber - CECAB, ou seja, um Estudo de Caso. Portanto, trata-se de uma pesquisa qualitativa intensiva em documentos e relatos orais, cuja relevÃncia consistiu em responder ao seguinte questionamento: Do que à constituÃdo o Campo de Saberes da Capoeira na atualidade? O processo de coleta de dados se desenvolveu a partir do registro histÃrico de aspectos dos principais projetos empreendidos pelo grupo que, alÃm da prÃtica ritualÃstica da Capoeira, tambÃm promove cursos de qualificaÃÃo, eventos e espetÃculos, em uma perspectiva de pesquisar a diversidade cultural de um modo geral e da Capoeira. Entre os resultados obtidos, destacamos que o Campo de Saberes da Capoeira assume relaÃÃes com campos cientÃficos tradicionais da educaÃÃo formal e com os saberes populares tradicionais. Contudo, nÃo se refere a um campo eminentemente disciplinar com estruturas rÃgidas e imutÃveis, mas sim um campo livre de atuaÃÃo de educadores carismÃticos e com perfil de lideranÃa. à um campo em que alguns saberes sÃo postos em evidÃncia de acordo com os interesses coletivos de determinado perÃodo e pela motivaÃÃo oriunda das prÃticas corporais, oferecendo subsÃdios para propostas de ensino ativo e crÃtico. Portanto, concluÃmos que os projetos investigados sÃo aÃÃes educativas coletivas que, atravÃs de recursos pÃblicos e privados, perpetuam conhecimentos sobre valores e elementos culturais africanos e indÃgenas, numa perspectiva multicultural. / This work sought to know pedagogical practices of capoeira from the beginning of the XXI century, capoeira period gained greater political prestige in Brazil and the world due to patrimonialist policies. The methodology used was the Case Study, that is, an intensive qualitative research in documents and oral reports of a certain group of capoeira of the city of Fortaleza, the Cultural Center Capoeira Water of Drink- CECAB. The relevance of this study is to contribute with knowledge about the Field of Knowledge that constitutes this socioeducational space in constant expansion. The data collection process developed from the historical record of aspects of the main projects undertaken by the group which, in addition to the ritualistic practice of Capoeira, also promotes qualification courses, events and shows with a view to researching cultural diversity in a general way and Capoeira. Among the results obtained, we emphasize that the Capoeira Field of Knowledge assumes relations with traditional scientific fields of formal education and with traditional popular knowledge. However, it does not refer to an eminently disciplinary field with rigid and cast structures, but rather a free field of action of charismatic educators with a leadership profile. It is a field in which some knowledges are highlighted according to the collective interests of a given period and the motivation derived from corporal practices, offering subsidies for active and critical teaching proposals. Therefore, we conclude that the projects investigated are collective pedagogical actions that, through public and private resources, perpetuate knowledge about African and indigenous cultural values and elements, from a multicultural perspective.

Esta tese dedicou-se a compreender o campo do conhecimento da administração pública; para tanto, adotou como categorias de análise o contexto, relacionado às circunstâncias observadas em cada momento da AP, e as facetas teórica, técnica e prática (FADUL; COELHO; COSTA; GOMES, 2012), que propiciam a compreensão sobre o desenvolvimento do campo ao longo do tempo. Deste modo, fundamentada na lente conceitual de Ramos (1983), a tese buscou complementar análises sobre o campo já realizadas por Fischer (1984) e Keinert (1998) e, ao mesmo tempo, a partir de uma revisão integrativa de 192 textos publicados nos principais eventos e periódicos no período de 1937 a 2009, reconstruiu esse campo do conhecimento, e o sistematizou por meio de linhas do tempo, que proporcionam a visualização de seu histórico detalhado e periodizado, de forma tal que a reflexão sobre o campo da AP e seu aspecto multifacetado foi viabilizada. Como resultado, verificou-se a importância do contexto para o processo de desenvolvimento do campo, e seu impacto nos três aspectos analisados - teoria, técnica e prática -, de modo que ao longo do tempo foi possível constatar: i) uma faceta teórica que, ao mesmo tempo que mostra a evolução da compreensão do que é a AP, retrata ainda dificuldades teóricas relacionadas à falta de teorias próprias e consistentes de AP; ii) uma faceta técnica que se transforma ao longo do tempo em busca de melhores soluções para os problemas, mas ainda se mostra por vezes inócua em face dos problemas e da falta de entendimento sobre a complexidade do campo; e iii) uma faceta prática que, a despeito de se apresentar como um espaço para a inovação do gestor no período recente, ainda expressa uma realidade que a teoria e a técnica não conseguem compreender e transformar. Por fim, é possível afirmar que ao longo do período analisado - final do século XIX e início do século XXI -, destarte o desenvolvimento do campo, persistem antigos dilemas e desafios, ainda mais claros quando observados pela ótica multifacetada apresentada nesta tese. / This thesis was dedicated to understanding the field of knowledge of public administration; for that, it adopted as analysis categories, the context, related to the circumstances observed in each moment of the PA, and the theoretical, technical and practical facets (FADUL, COELHO, COSTA; GOMES, 2012), which provide an understanding of the development of the field over time. In this way, based on the conceptual lens of Ramos (1983), the thesis sought to complement analyzes already done by Fischer (1984) and Keinert (1998) and, at the same time, from an integrative review of 192 texts published in the main events and periodicals from 1937 to 2009, it reconstructed this field of knowledge and systematized it through time lines, which provide the visualization of his detailed and periodic history, so that the reflection on the field of the PA and its multifaceted aspect was made possible. As a result, it was verified the importance of the context for the field development process, and its impact on the three analyzed aspects - theory, technique and practice -, so that over time it was possible to verify: i) a theoretical facet that, while showing the evolution of the understanding of what is the PA, also presents theoretical difficulties related to the lack of proper and consistent theories of PA; ii) a technical facet that changes over time in search of better solutions to the problems, but it is still sometimes innocuous in the face of problems and lack of understanding of the complexity of the field; and iii) a practical facet that, despite presenting itself as a space for management innovation in the recent period, still expresses a reality that theory and technique cannot understand and transform. Finally, it is possible to affirm that during the studied period - the end of the XIX century and the beginning of the XXI century - therefore the development of the field, old dilemmas and challenges persist, even more clear when observed by the multifaceted view presented in this thesis.

In the body of knowledge surrounding ADHD there is a power struggle regarding which interpretations and perspectives should prevail. Representatives from various scientific disciplines and professions write and publish articles about the diagnosis based on their respective points of view. These articles are the focus of this thesis. Among other things it can be seen in these examined articles that, the prevalence of ADHD is higher amongst established bodies of social care, and that there is a lack of knowledge regarding the diagnosis in social systems such as schools and social services. Our aim with this study is to highlight how professionals within the Swedish contemporary field of knowledge surrounding ADHD create significance and meaning of the phenomenon. Based on Jonathan Potters discourse analysis, we focus on how ADHD is described by professionals in contemporary Swedish articles about ADHD and also on how these descriptions become valid and credible in these texts. The approach used in our case has been article analysis, based on Potter's rhetorical toolbox that includes both theory and method in one. ADHD is widely presented in the articles with descriptions ranging from a cultural disease constructed by prevailing social climate to being a genetic abnormality. Using various rhetorical strategies it is possible to establish totally different groups of interpretative repertoires as all true. In this thesis, we also discuss the possible consequences of these various explanations and constructions within social work and society at large.

The main purpose is to study the meaning that teachers give the Holocaust as a field of knowledge; the subsequent nature of their teaching; and how it is understood by the students. In connection to this, the purpose is also to discuss the potential of developing a historical consciousness among the students as well as the possibility of bringing insights into the importance of fundamental democratic values. The intentions described by the teachers when teaching the Holocaust as a field of knowledge vary relatively much. Five main themes are found that show these variations. These are: “Never again!”; “Not only the Holocaust!”;“Think critically!”; “Understand the psychology of man!” and “Realize the value of democracy!” Common to the first two themes is the teachers' intention to inform students about crimes against humanity during the Nazi rule and/or under communist regimes. These teachers are mainly using tools that illustrate the horrific aspects of the crimes, focusing on the victims and the perpetrators. The three following themes differ from the first two as they focus the teaching on the steps to Auschwitz, instead of on the Holocaust itself. The intention here is to create an understanding of factors that can contribute to an explanation of what made the Holocaust possible. The concept of a historical consciousness is not expressively used or explained in the teaching, although it is obvious that some of the teachers expect their students to think in the dimensions of the past, the present and the future, as well as understand the relation between these dimensions.

<p>This thesis is about special needs educational competence of educators working in collaborating teams within child and youth habilitation centres. The pedagogy of the moment stands for the decisions made by educators, based on their observations made when meeting the child in its different environments. These decisions build on educational theoretical and practical knowledge and experience developed through collaboration within interprofessional teams. The study was carried out through the use of focus groups consisting of professionals within different child and youth habilitation centres. The data consists of taped and transcribed focus groups discussions. Participants provided additional information concerning, estimations of the focus group session, their education and use of special needs educational assignments through additional questionnaires. The analysis focuses on how the educators conceptualise their competence and the dialogue in the group conversation. To facilitate the interactional analysis, a constructional key for the conversation was developed.</p><p>The educators within child and youth habilitation centers have not developed specific professional strategies, but instead, appear to have adapted a mission through structural means. Their competence appears contextually adapted and devel-oped within three spheres of activities. Their basic education is in the area of pre-school with theoretical focus on children’s normal development, pedagogical experience of working with groups of children, play and learning. On the basis of this background, together with experiences with toy library activities for children with disabilities, they have become one of the corner stone of child and youth habilitation centres of the 1980’s. In these centers, by tradition a mainly medical sphere of activity, they work in teams with family orientated habilitation, and have developed compe-tence for special needs educational intervention for children with disabilities. Special needs education is a supplementary field, which includes educators who are being trained for municipal operation. The educators use professional speech genres with colloquial language terminology, which is adjusted to its communicative context. The educators and their colleagues in the teams emphasize the importance of the educator bridging the medical, treatment and pedagogical contexts, together with a focus on child, parents and staff, at home and in preschool/school. A communicational genre has developed within the occupational group, where the educators reinforce rather than question each other when taking turns during interprofessional conversations. The competence of the educator is based on knowledge and experience when it comes to children, their development, play and learning. The thesis demonstrates that the main focus of the supplementary education increasingly lies on the pedagogical meeting with adults, mostly parents, around specific child. The practical pedagogical work for the child, playing as intervention as well as the specific special needs educational intervention is less conceptualised by the educators. They are requesting relevant research and theories to support their field of knowledge.</p>

This thesis is about special needs educational competence of educators working in collaborating teams within child and youth habilitation centres. The pedagogy of the moment stands for the decisions made by educators, based on their observations made when meeting the child in its different environments. These decisions build on educational theoretical and practical knowledge and experience developed through collaboration within interprofessional teams. The study was carried out through the use of focus groups consisting of professionals within different child and youth habilitation centres. The data consists of taped and transcribed focus groups discussions. Participants provided additional information concerning, estimations of the focus group session, their education and use of special needs educational assignments through additional questionnaires. The analysis focuses on how the educators conceptualise their competence and the dialogue in the group conversation. To facilitate the interactional analysis, a constructional key for the conversation was developed. The educators within child and youth habilitation centers have not developed specific professional strategies, but instead, appear to have adapted a mission through structural means. Their competence appears contextually adapted and devel-oped within three spheres of activities. Their basic education is in the area of pre-school with theoretical focus on children’s normal development, pedagogical experience of working with groups of children, play and learning. On the basis of this background, together with experiences with toy library activities for children with disabilities, they have become one of the corner stone of child and youth habilitation centres of the 1980’s. In these centers, by tradition a mainly medical sphere of activity, they work in teams with family orientated habilitation, and have developed compe-tence for special needs educational intervention for children with disabilities. Special needs education is a supplementary field, which includes educators who are being trained for municipal operation. The educators use professional speech genres with colloquial language terminology, which is adjusted to its communicative context. The educators and their colleagues in the teams emphasize the importance of the educator bridging the medical, treatment and pedagogical contexts, together with a focus on child, parents and staff, at home and in preschool/school. A communicational genre has developed within the occupational group, where the educators reinforce rather than question each other when taking turns during interprofessional conversations. The competence of the educator is based on knowledge and experience when it comes to children, their development, play and learning. The thesis demonstrates that the main focus of the supplementary education increasingly lies on the pedagogical meeting with adults, mostly parents, around specific child. The practical pedagogical work for the child, playing as intervention as well as the specific special needs educational intervention is less conceptualised by the educators. They are requesting relevant research and theories to support their field of knowledge.

SILVA, Sammia Castro. Campo de saberes da capoeira cearense: um estudo sobre o centro cultural capoeira água de beber (2002-2016). 2016. 170f. - Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-01-23T15:52:37Z No. of bitstreams: 1 2016_scsilva.pdf: 5538011 bytes, checksum: 8a3e8ff15c59edb75385637886be477c (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-01-25T16:53:44Z (GMT) No. of bitstreams: 1 2016_scsilva.pdf: 5538011 bytes, checksum: 8a3e8ff15c59edb75385637886be477c (MD5) / Made available in DSpace on 2017-01-25T16:53:44Z (GMT). No. of bitstreams: 1 2016_scsilva.pdf: 5538011 bytes, checksum: 8a3e8ff15c59edb75385637886be477c (MD5) Previous issue date: 2016 / This work sought to know pedagogical practices of capoeira from the beginning of the XXI century, capoeira period gained greater political prestige in Brazil and the world due to patrimonialist policies. The methodology used was the Case Study, that is, an intensive qualitative research in documents and oral reports of a certain group of capoeira of the city of Fortaleza, the Cultural Center Capoeira Water of Drink- CECAB. The relevance of this study is to contribute with knowledge about the Field of Knowledge that constitutes this socioeducational space in constant expansion. The data collection process developed from the historical record of aspects of the main projects undertaken by the group which, in addition to the ritualistic practice of Capoeira, also promotes qualification courses, events and shows with a view to researching cultural diversity in a general way and Capoeira. Among the results obtained, we emphasize that the Capoeira Field of Knowledge assumes relations with traditional scientific fields of formal education and with traditional popular knowledge. However, it does not refer to an eminently disciplinary field with rigid and cast structures, but rather a free field of action of charismatic educators with a leadership profile. It is a field in which some knowledges are highlighted according to the collective interests of a given period and the motivation derived from corporal practices, offering subsidies for active and critical teaching proposals. Therefore, we conclude that the projects investigated are collective pedagogical actions that, through public and private resources, perpetuate knowledge about African and indigenous cultural values and elements, from a multicultural perspective. / Este trabalho pretendeu registrar práticas educativas da capoeira cearense a partir do início do século XXI, período em que a capoeira obteve maior prestígio político no Brasil e no mundo em virtude das políticas patrimonialistas vigentes. A imersão nos saberes e modos de ensinar a capoeira foi realizada através de uma análise sobre as práticas educativas do Centro Cultural Água de Beber - CECAB, ou seja, um Estudo de Caso. Portanto, trata-se de uma pesquisa qualitativa intensiva em documentos e relatos orais, cuja relevância consistiu em responder ao seguinte questionamento: Do que é constituído o Campo de Saberes da Capoeira na atualidade? O processo de coleta de dados se desenvolveu a partir do registro histórico de aspectos dos principais projetos empreendidos pelo grupo que, além da prática ritualística da Capoeira, também promove cursos de qualificação, eventos e espetáculos, em uma perspectiva de pesquisar a diversidade cultural de um modo geral e da Capoeira. Entre os resultados obtidos, destacamos que o Campo de Saberes da Capoeira assume relações com campos científicos tradicionais da educação formal e com os saberes populares tradicionais. Contudo, não se refere a um campo eminentemente disciplinar com estruturas rígidas e imutáveis, mas sim um campo livre de atuação de educadores carismáticos e com perfil de liderança. É um campo em que alguns saberes são postos em evidência de acordo com os interesses coletivos de determinado período e pela motivação oriunda das práticas corporais, oferecendo subsídios para propostas de ensino ativo e crítico. Portanto, concluímos que os projetos investigados são ações educativas coletivas que, através de recursos públicos e privados, perpetuam conhecimentos sobre valores e elementos culturais africanos e indígenas, numa perspectiva multicultural.