Made available in DSpace on 2016-04-28T18:22:28Z (GMT). No. of bitstreams: 1 Regiane Souza Camargo Moreira.pdf: 1461694 bytes, checksum: 958e03446c791567c17fffaf0062a90f (MD5) Previous issue date: 2012-02-17 / This research, in the context of Languages for Specific Purposes, with an emphasis in Spanish for Specific Purposes, was conducted in order to meet the needs of a group of students of the college of technology in business management, as well as teachers that work as professionals in this area in the market; identify the student‟s assessment about the course plan of the Spanish discipline and find out contributions to reformulate the plan of the course of this discipline. The theoretical approach on the Languages for Specific Purposes used in this study focuses primarily on the assumptions of Hutchinson and Waters (1987) and Dudley-Evans and St. John (1998), among others. Data were collected through the following instruments: questionnaires, administered to students and teachers of Business Management course, semi-structured interviews with students and teachers who work as managers and that use the Spanish language in the professional market; and also the coordinator of the course, and documents about the Business Management course. This study is justified by the importance of Spanish language training for students in Business Management Technology. The results of this research will be used as contributions for future proposals to adapt the course plan of the Spanish course, currently offered to these students / Esta pesquisa, inserida no contexto de Ensino de Línguas para Fins Específicos, com ênfase em Espanhol para Fins Específicos, foi conduzida com o objetivo de conhecer as necessidades de um grupo de alunos do curso superior de tecnologia em Gestão Empresarial, bem como de professores que atuam como profissionais dessa área no mercado de trabalho; saber qual a avaliação dos alunos em relação ao plano de curso da disciplina Espanhol e apontar subsídios que possam contribuir com a reelaboração do plano de curso dessa disciplina. O aporte teórico referente à Abordagem de Línguas para Fins Específicos utilizado neste trabalho focaliza, principalmente, os pressupostos de Hutchinson e Waters (1987) e Dudley-Evans e St. John (1998), entre outros. Os dados foram coletados através dos seguintes instrumentos: questionários, aplicados aos alunos e aos professores do curso de Gestão Empresarial; entrevistas semi-estruturadas com alunos e professores que atuam como gestores e fazem uso do espanhol no mercado profissional, e também com a coordenadora do curso; e documentos sobre o curso de Gestão Empresarial. Este estudo justifica-se pela importância da língua espanhola para a formação profissional dos estudantes de tecnologia em Gestão Empresarial. Os resultados desta pesquisa deverão ser utilizados como subsídios para propostas futuras de adequação do plano de curso da disciplina Espanhol, atualmente oferecida a esses alunos

Made available in DSpace on 2016-04-28T18:22:33Z (GMT). No. of bitstreams: 1 Andrea Braga Cazerta de Souza.pdf: 3909458 bytes, checksum: 899c8984e82cba4507a93c5e9622e217 (MD5) Previous issue date: 2012-08-10 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The objective of this research is to describe and interpret the phenomenon the practice of an English teacher/course designer in two courses for the hotel market, searching for subsidies to better understand it. In this study, the theoretical principles of complexity (Morin, 2005, 2008, 2009, 2010; Mariotti, 2002, 2007; Moraes, 2008,2010) are articulated with the theoretical bases provided by: English for Specific Purposes (Hutchinson & Waters,1987; Dudley-Evans & St John,1998); the design of specific courses (Graves, 2000); teacher education (Pineau, 1988; Pineau & Michéle, 1983; Freire, 2009); experiences and reflective thought (Dewey,193); and reflective practice (Schön, 1992). The hermeneutic-phenomenological approach (van Manen, 1990; Freire,1998, 2006, 2007, 2008, 2010, forthcoming) also establishes a steady dialogue with complexity, thus offering support to this research. The interpretation of the two courses investigated is made from the perspective of the researcher/teacher/course designer, considering the texts produced by all participants of this study. The articulation between my reflections and the participants texts make it possible for me to reflect upon and understand the phenomenon. The two lived experiences are described and interpreted separately to be articulated subsequently. Although the experiences are distinct, in both courses, the texts reveal three themes: necessity, difficulty and satisfaction, which are related to learning, change, balance, motivation, security, maintenance, interaction, overcoming, achievements and involvement ─ described in details in this study. The experiences lived in both courses have main points in common; nevertheless, each context has its own peculiarities which generate the gradual (trans)formation of my practice and promote my self-hetero-ecoformation (Freire, 2009) in a specific context / O objetivo desta dissertação é descrever e interpretar o fenômeno a prática docente de um professor de inglês/course designer em dois cursos para a área da hotelaria, buscando subsídios para melhor compreendê-la. Neste trabalho, os operadores da complexidade (Morin, 2005, 2008, 2009, 2010; Mariotti, 2002, 2007; Moraes, 2008,2010) são articulados ao embasamento teórico do estudo: o ensino de inglês para fins específicos (Hutchinson & Waters,1987; Dudley-Evans & St John,1998); o design de cursos (Graves, 2000), a formação de professores (Pineau, 1988; Pineau & Michéle, 1983; Freire, 2009), as experiências e o pensamento reflexivo (Dewey,1938), e prática reflexiva (Schön, 1992). A abordagem hermenêutico-fenomenológica (van Manen, 1990; Freire,1998, 2006, 2007, 2008, 2010, no prelo), também estabelece interlocução com a complexidade, oferecendo suporte metodológico à pesquisa. A interpretação da vivência em dois cursos foi feita sob a ótica da pesquisadora, professora/course designer, por meio da utilização de instrumentos de registro textual, produzidos por mim e pelos demais participantes, meus alunos. A articulação entre minhas reflexões e a fala dos participantes me possibilitou refletir e compreender minha experiência. As duas vivências do fenômeno foram descritas e interpretadas separadamente para serem então articuladas, revelando três temas: necessidade, dificuldade e satisfação. Estes, por sua vez, estão relacionados à aprendizagem, mudança, equilíbrio, motivação, segurança, manutenção, interação, superação, conquistas e envolvimento ─ desdobramentos descritos e interpretados neste trabalho. A vivência nos dois cursos possui diversos pontos de interlocução; contudo cada contexto possui suas particularidades que geram a (trans)formação de minha prática e promovem a minha auto-heteroecoformação (Freire, 2009) docente em um contexto específico

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-07T11:13:56Z No. of bitstreams: 1 Marlene de Fátima Campos Souza.pdf: 2014185 bytes, checksum: f0b881692d8a7750fe117f63a57c9853 (MD5) / Made available in DSpace on 2017-12-07T11:13:56Z (GMT). No. of bitstreams: 1 Marlene de Fátima Campos Souza.pdf: 2014185 bytes, checksum: f0b881692d8a7750fe117f63a57c9853 (MD5) Previous issue date: 2017-10-23 / The aim of this study is to analyze the relationship between the State and the Third Sector in public education policies in the field of higher education in Brazil, as well as to demonstrate a redefinition towards the role of the State in the global scenario upon civil society, presenting a contextualization about the return generated to society in relation to the tax benefits granted by the State to non-profit entities. Primarily, it contextualizes the historical landmarks of the State, precisely, addressing the Brazilian experience from the Vargas Era. In the construction of the role and the scope of State and society in the production of the public good, this perspective contributes to the understanding of the changes occurred in the State's relationship with the non-state sector, to understand the strong alliance between them (State and Third Sector), following from the idealized State Reform in the decade of 1990. It is also emphasized the importance of the public-private partnerships of non-profit entities to make the provision of services effective, jointly with State, also in the effectiveness of State public policies in higher education which, among others, stand out the social educational programs in Brazil such as ProUni and FIES, linked to the Third Sector (non-state). The purpose is to demonstrate, through empirical evidences, that the expectation of the State matches the results obtained.For such purpose, a case study was carried out at a Higher Education Institution, Eurípides Soares da Rocha Teaching Foundation, which, through information supported by the Financial Statements of the entity under study, aimed to gather information to answer the following question: What is the counterpart offered by the institutions of the third sector to society, with the tax exemption or immunity over social contributions provided by the State? The result presented in the study gives support to the information that entities inserted in the context of the Third Sector tend to return to society superior benefits to those received through State fiscal incentives.In this regard, it was possible to verify by means of return to society, the rates allocated to the study: for each R$ 1.00 invested by the State in tax incentives, the entity returned to society R$ 1.54 regarding social investments in Gratuities solely in their main teaching activity, and a return of R$ 2.09 on its total social investments, exceeding the limits required by the legislation. Moreover, the research herein adopts the case study methodology; bibliographies were based on books, periodicals, institutional documents, and related websites, with quantitative-qualitative information and statistical data / Esta pesquisa analisa a relação do Estado com o Terceiro Setor, em termos de políticas públicas educacionais, no âmbito do Ensino Superior brasileiro, propondose a demonstrar a redefinição do papel estatal no cenário global e ante a sociedade civil, apresentando uma contextualização acerca do retorno engendrado à sociedade em face dos benefícios fiscais concedidos às entidades sem fins lucrativos. Em um primeiro momento, portanto, são descritos, sumariamente, os marcos históricos do Estado a respeito da experiência brasileira vivenciada a partir da Era Vargas. Na construção da função e do escopo estatal, bem como daquilo que concerne à coletividade na produção do bem público, tal perspectiva contribui para a compreensão de mudanças ocorridas na implicação do Estado com o setor privado, visando a depreender a forte aliança existente entre ambos (Estado e Terceiro Setor), apoiada na Reforma do Estado idealizada na década de 1990. Ressalta-se, ainda, a importância, no Brasil, das parcerias público-privadas das entidades sem fins lucrativos para efetivação da prestação de serviços em conjunto com o Estado, mantendo políticas públicas estatais das quais se destacam programas sociais educacionais como o ProUni e o FIES, vinculados ao Terceiro Setor (não-estatal). O propósito desta investigação, por conseguinte, está em atestar, por meio de evidências empíricas, que a expectativa do Estado é correspondida pelos resultados obtidos. Para tanto, foi desenvolvido Estudo de Caso, em uma Instituição de Ensino Superior, a Fundação de Ensino Eurípides Soares da Rocha, recorrendo a informações extraídas das Demonstrações Financeiras da entidade em questão, buscando-se aferir respostas ao seguinte questionamento objeto de trabalho: Qual a contrapartida oferecida pelas instituições do Terceiro Setor à sociedade, em razão da isenção ou da imunidade das contribuições sociais concedidas pelo Estado? O resultado ora apresentado corrobora com as informações de que as entidades inseridas no domínio do Terceiro Setor tendem a retornar à sociedade benefícios superiores aos recebidos, mediante incentivos fiscais do Estado. Nesse sentido, foi possível constatar, doravante os índices atribuídos para diagnóstico, que, para cada R$ 1,00 investido pelo Estado em incentivos fiscais, a entidade restituiu à sociedade R$ 1,54, no que se refere aos investimentos sociais em gratuidades, tomando-se, exclusivamente sua atividade principal, o ensino, proporcionando, igualmente, um retorno de R$ 2,09 sobre seus investimentos sociais totais, superando, pois, os limites exigidos pela legislação. Ademais, a pesquisa admitiu como metodologia o Estudo de Caso; fundamentou sua bibliografia em livros, periódicos, documentos institucionais e sites relacionados ao tema; substanciando-se com informações quanti-qualitativas e dados estatísticos

Made available in DSpace on 2016-04-29T14:16:50Z (GMT). No. of bitstreams: 1 Dissertacao GIZELDA MORATO COSTA.pdf: 437973 bytes, checksum: 399da7ddcc12a5d9aeceb0a889c02f85 (MD5) Previous issue date: 2006-06-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study had for objective to contemplate critically concerning an experience that is happening since the year of 2000 in the system prisoner of the State of São Paulo, through partnership between the State and the call Third Section: the Centers of Resocialization (CRs), constituted to guard condemned individuals. Our investigation and analysis intended to bring until then for the debate academic subjects kept into the walls of the prisons, where members of several segments of the society and the State is trying to create a new model of administration prisoner ". We had, also, the intention of maintaining steadily the debate and the social concern with the thematic of the imprisoned men's human necessity. Necessity these that it comes being neglectful for the State. And, specifically, the State of São Paulo, instead of assuming with responsibility the paper that competes him, it has been allowing the use of the beginning of the subsidied, transferring for organisms of the civil society the responsibilities of attendance social prisoner. And, the problem that is surfacing inside of the prisons CRs it is the form of performance of the ONGs, that is reproducing practices that they are opposed to the beginnings and protected values by the Social Service, for they be not returned to the defense of the social rights, but to the palliative assistance, what doesn't promote the subject holden of rights, with views to the exercise of your citizenship / O presente estudo teve por objetivo refletir criticamente acerca de uma experiência que vem ocorrendo desde o ano de 2000 no sistema prisional do Estado de São Paulo, por meio de parceria entre o Estado e o chamado Terceiro Setor: os Centros de Ressocialização (CRs), constituídos para custodiar indivíduos condenados. Nossa investigação e análise pretenderam trazer para o debate acadêmico questões até então guardadas dentro dos muros das prisões, onde membros de vários segmentos da sociedade e o Estado vem tentando criar um novo modelo de gestão prisional." Tivemos, também, a intenção de manter aceso o debate e a preocupação social com a temática das necessidades humanas dos homens encarcerados. Necessidades estas que vem sendo negligenciadas pelo Estado. E, especificamente, o Estado de São Paulo, ao invés de assumir com responsabilidade o papel que lhe compete, tem permitido o uso do princípio da subsidiariedade, transferindo para organismos da sociedade civil as responsabilidades de assistência sociais prisionais. E, o problema que vem aflorando dentro das prisões CRs é a forma de atuação das próprias ONGs, que vem reproduzindo práticas que se opõem aos princípios e valores defendidos pelo Serviço Social, por não estarem voltadas à defesa dos direitos sociais, e sim ao assistencialismo paliativo, o que não promove o sujeito detentor de direitos, com vistas ao exercício de sua cidadania

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-03-16T16:32:31Z No. of bitstreams: 1 Letícia Pires D’Andrea_.pdf: 3624780 bytes, checksum: 27a9f92bc4151cac0aaff7f9d441fce5 (MD5) / Made available in DSpace on 2017-03-16T16:32:31Z (GMT). No. of bitstreams: 1 Letícia Pires D’Andrea_.pdf: 3624780 bytes, checksum: 27a9f92bc4151cac0aaff7f9d441fce5 (MD5) Previous issue date: 2017-01-11 / Nenhuma / Esta pesquisa de doutorado sobre o ensino de língua estrangeira para fins específicos (LINFE) examina a perspectiva êmica do aprendizado a partir de tarefas colaborativas em um contexto de Blended Learning (BL). Para embasar essa pesquisa, adotamos a perspectiva da teoria sociocultural (TSC), concebendo o aprendizado de língua como resultado da mediação e interação social entre os indivíduos, artefatos e língua (VYGOTSKY, 1978,1986; JOHNSON 2009; LANTOLF, 2001). Esta pesquisa se constituiu como uma pesquisa-ação e, a partir da sugestão de tarefas colaborativas e aplicação destas com alunos de uma disciplina de inglês para fins específicos, buscou trazer alternativas de ensino de LINFE com sugestões de tarefas colaborativas e examinou a perspectiva dos próprios estudantes sobre seu processo de aprendizagem. A partir de nosso embasamento teórico, cremos que as oportunidades de aprendizado em sala de aula devem considerar tanto as dimensões cognitivas quanto as afetivas (HALL, 2003) e a compreensão das emoções e crenças envolvidas na aprendizagem pode trazer importantes contribuições para o processo. A coleta de dados foi feita com entrevistas semi-estruturadas antes e após a aplicação das tarefas e com a gravação das interações entre os alunos durante as aulas. Nossas tarefas também propunham utilizar uma abordagem de BL a partir da definição de Sharma (2010) de que essa abordagem se constitui como uma mistura ideal entre o ensino tradicional e virtual, isto é, como uma representação da busca por promover uma experiência de aprendizado mais eficiente. Vale ressaltar que, por tarefas, entendemos as atividades pedagógicas que requerem resolução de problemas realizada de forma colaborativa (SWAIN e LAPKIN, 2001) e apresentam objetivos específicos (ELLIS, 2000; SWALES, 2000). Nossos resultados apontam que as tarefas propostas geraram colaboração entre os participantes e isso também pode ser corroborado pelo reforço das crenças sobre a preponderância da interação e do papel dos colegas no aprendizado de língua inglesa. Percebemos, portanto, que as ações dos alunos e da professora pesquisadora foram influentes nas emoções e nas crenças dos alunos. Verificamos que as emoções emergentes no processo foram as mais diversas e analisamos como tais emoções poderiam ter sido positivas ou negativas no percurso de cada aluno. Esta pesquisa traz um novo olhar para as emoções dentro do processo de aprendizagem, propondo um modo de as analisar de forma sistemática a partir do 7 relato dos próprios alunos a partir de Scherer (2005) e da Roda das Emoções de Geneva. Sobre o uso das tecnologias digitais, verificamos que foram consideradas como geradoras de interesse por parte de alguns alunos. Por fim, foi possível observar que as tarefas colaborativas promoveram a colaboração entre os alunos e, desse modo, evidenciamos a importância de se trabalhar com tarefas colaborativas também nas disciplinas de LINFE. / This research about language teaching for specific purposes aims at investigating the emic perspective of language learning through collaborative tasks in a blended learning (BL) context. To support this research we adopt a sociocultural perspective, and understand language learning as a result of mediation and social interaction among individuals, artifacts and language (VYGOTSKY, 1978,1986; JOHNSON 2009; LANTOLF, 2001). We adopted a methodology of action-research and had collaborative tasks as a starting point; we applied such tasks in order to propose alternatives to the teaching of languages for specific purposes and examine the students own perspectives about their learning process. In our theoretical perspective, we believe the learning opportunities in the classroom should consider both the cognitive and the affective dimensions (HALL, 2003) and that the understanding of emotions and beliefs involved in the learning process can bring about important contributions to its understanding. We undertook semi-structured interviews before and after the implementation of the collaborative tasks and the recording of the interactions of the students during the lessons. Our tasks also intended to use a BL perspective under the definition of Sharma (2010) that such approach is based on an ideal blend of traditional and virtual learning, that is, it is an attempt to promote a more efficient learning experience. It should be noted that, by tasks, we understand pedagogical activities that require the resolution of problems in a collaborative way (SWAIN e LAPKIN, 2001) and that present specific objectives (ELLIS, 2000; SWALES, 2000). Our results indicate that the tasks promoted collaboration among students and that could also be verified by the reinforcement of the students’ beliefs about the importance of interaction and of their classmates in their language learning process. Therefore, we perceived that the students’ and the teacher’s actions influenced upon students’ emotions and beliefs. We have also observed that the emerging emotions were diverse and we have also analyzed the role of these emotions in the students’ learning processes. This research brings a new perspective on how to examine emotions in the learning process suggesting a systematic way to analyze them through the students’ self-reports based on Scherer (2005) and the Geneva Emotion Wheel. We also verified that the use of technology was regarded as a generator of interest by some students. Finally, it was possible to observe that the collaborative tasks promoted collaboration among the students and, thus, we could highlight the importance of working with collaborative tasks in courses of language for specific purposes.

Le pouvoir de détenir une personne à des fins d'enquête n'est pas une technique d'investigation nouvelle et tire son origine du droit anglais. Mais cette méthode d'enquête, qui consiste à restreindre temporairement la liberté de mouvement d'une personne que l'on soupçonne pour des motifs raisonnables d'être impliquée dans une activité criminelle, ne fut reconnue officiellement au Canada qu'en juillet 2004 suite au jugement rendu par la Cour suprême dans l'affaire R. c. Mann. Au moment d'écrire ces lignes, cette stratégie d'enquête policière ne fait toujours pas l'objet d'une réglementation spécifique au Code criminel. L'approbation de cette technique d'enquête, en l'absence de toute forme de législation, ne s'est pas faite sans critiques de la part des auteurs et des commentateurs judiciaires qui y voient une intrusion dans un champ de compétences normalement réservé au Parlement. L'arrêt Mann laisse également en suspens une question cruciale qui se rapporte directement aux droits constitutionnels des citoyens faisant l'objet d'une détention semblable: il s'agit du droit d'avoir recours sans délai à l'assistance d'un avocat. Le présent travail se veut donc une étude approfondie du concept de la détention à des fins d'enquête en droit criminel canadien et de son impact sur les droits constitutionnels dont bénéficient les citoyens de notre pays. Pour accomplir cette tâche, l'auteur propose une analyse de la question en trois chapitres distincts. Dans le premier chapitre, l'auteur se penche sur le rôle et les fonctions dévolus aux agents de la paix qui exécutent leur mission à l'intérieur d'une société libre et démocratique comme celle qui prévaut au Canada. Cette étude permettra au lecteur de mieux connaître les principaux acteurs qui assurent le maintien de l'ordre sur le territoire québécois, les crimes qu'ils sont le plus souvent appelés à combattre ainsi que les méthodes d'enquête qu'ils emploient pour les réprimer. Le deuxième chapitre est entièrement dédié au concept de la détention à des fins d'enquête en droit criminel canadien. En plus de l'arrêt R. c. Mann qui fera l'objet d'une étude détaillée, plusieurs autres sujets en lien avec cette notion seront abordés. Des thèmes tels que la notion de «détention» au sens des articles 9 et 10b) de la Charte canadienne des droits et libertés, la différence entre la détention à des fins d'enquête et l'arrestation, les motifs pouvant légalement justifier une intervention policière de même que les limites et l'entendue de la détention d'une personne pour fins d'enquête, seront aussi analysés. Au troisième chapitre, l'auteur se consacre à la question du droit d'avoir recours sans délai à l'assistance d'un avocat (et d'être informé de ce droit) ainsi que du droit de garder le silence dans des circonstances permettant aux agents de la paix de détenir une personne à des fins d'enquête. Faisant l'analogie avec d'autres jugements rendus par nos tribunaux, l'auteur suggère quelques pistes de solutions susceptibles de combler les lacunes qui auront été préalablement identifiées dans les arrêts Mann et Clayton. / The power to detain a person for investigative purposes is not a new technique of investigation and has its origin in English law. But this method of investigation, which is to temporarily restrict freedom of movement of a person suspected on reasonable grounds to be involved in criminal activity, was officially recognized in Canada in July 2004, following the judgement by the Supreme Court in the case of R. c. Mann. At the time of this writing, this strategy of investigation is not subject to specific regulations to the Criminal Code. The approval of this investigative technique, in the absence of any form of legislation, has not been without criticism from writers and commentators who see it as judicial intrusion into a field of expertise normally reserved for Parliament. The judgement of Mann also leaves open a critical issue that relates directly to the constitutional rights of citizens subjected to a similar kind of detention, namely the right to obtain immediately the assistance of a lawyer. This work is a thorough study of the concept of investigative detention in Canadian criminal law and its impact on the constitutional rights enjoyed by all citizens of our country. To accomplish this task, the author suggests studying this issue in three separate chapters. In the first chapter, the author focuses on the role and functions vested in the peace officers who carry out their mission within a free and democratic society such as the one which prevails in Canada. This study will allow the reader to better understand the main actors responsible for maintaining law and order in Quebec, the crimes they are most often called upon to fight and investigative methods they use to repress those crimes. The second chapter is dedicated to the concept of investigative detention in the context of Canadian criminal law. In addition to the case of R. c. Mann, which will be a study in detail, several other topics related to this concept will he discussed. Themes such as the notion of «detention» within the meaning of Sections 9 and 10b) of the Canadian Charter of Rights and Freedoms, the difference between the investigative detention and the arrest, the motives which can legally justify a police intervention as well as the limits of the detention of a person for purposes of investigation, will also he analyzed.. The third chapter is devoted to the question of the right to communicate immediately with a lawyer (and to he informed of that right) and the right to remain silent in circumstances enabling peace officers to detain a person for investigative purposes. In making a comparison with other judgments rendered by our courts, the author suggest some possible solutions that could fill gaps that have been previously identified by the Supreme Court in the cases R. c. Mann and R. c. Clayton.

L’exploitation sexuelle à des fins commerciales fait de plus en plus de victimes en Inde. Compte tenu de l’ampleur constatée du phénomène et de la gravité de ses multiples conséquences, notre recherche vise à mieux connaître et comprendre l’expérience vécue par les femmes se livrant à des activités sexuelles contre rémunération. Plus précisément, elle a comme objectifs de décrire le cheminement ayant conduit ces femmes à se livrer à de telles pratiques ainsi que leur réalité quotidienne et comment elles perçoivent leur situation pour ensuite être en mesure de formuler des propositions d’interventions préventives ou s’adressant aux femmes se livrant déjà à des activités sexuelles à des fins commerciales. Nous avons choisi de nous intéresser aux femmes vivant et se prostituant à la gare de Varanasi. Une approche qualitative a été privilégiée dans la réalisation de la recherche. Huit entrevues ont été réalisées avec des femmes et fillettes qui se prostituent à la gare, trois avec des intervenants sociaux y travaillant et l’observation in situ a permis d’enrichir le matériel recueilli. Ces prostituées sont souvent issues d’un milieu familial dysfonctionnel. C’est en situation de fuite ou d’abandon familial qu’elles s’installent à la gare. Il s’agit d’un endroit où les femmes sont en situation d’extrême vulnérabilité et où les conditions de vie sont misérables. Exposées aux dangers de la vie à la gare et accessibles aux proxénètes, la prostitution devient une option pour y survivre. Les besoins d’intervention auprès de ces femmes sont multiples et y répondre est complexe. Une approche favorisant la réduction des méfaits et la prévention paraît être les avenues à privilégier. / The sexual exploitation for commercial purposes is making more and more victims in India. Considering the scale of the phenomenon and the gravity of its multiple consequences, our research aims at knowing better and at understanding the experience lived by women engaged in sexual activities against payment. More precisely, the objectives of our research are to describe the progress having driven these women to be engaged in such practices as well as their daily reality and how they perceive their situation, to be then capable to formulate propositions of preventive interventions or addressed to the women being already engaged in sexual activities for commercial purposes. We chose to interest ourselves in the women living and prostituting themselves at the train station of Varanasi. A qualitative method was privileged in the realisation of the research. Eight interviews were conducted with women and girls who prostitute themselves at the train station and three with social workers already involved on site. The observation in situ allowed to enrich the collected data. These prostitutes often come from a dysfunctional family circle. It is in situation of flight or family abandonment that they settle down at the train station. It is a place where the women are in situation of extreme vulnerability and where the living conditions are miserable. Exposed to the dangers of the life at the station and accessible to the pimps, prostitution becomes an option to survive. The needs of intervention with these women are multiple and answering to those needs is complex. A harm reduction policy and prevention appear to be avenues to be privileged.

On s'intéresse dans le présent travail au comportement au gel des sols fins limono-argileux traités à la chaux seule, sols valorisables qui sont couramment rencontrés sur les chantiers de terrassement. Trois sols appartenant aux classifications A1, A2, A3 selon la norme NF P 11300, ont été choisis pour cette étude. Ces sols sont traités à 3 dosages en chaux correspondant à 3 objectifs : 1) amélioration (dosage en chaux minimal), 2) stabilisation et insensibilité à l'eau (dosage en chaux intermédiaire), 3) stabilisation et résistance au gel (dosage en chaux le plus élevé). Les sols traités sont ensuite conservés pendant quatre périodes de cure : 7 jours, 28 jours, 90 jours et 365 jours. Les deux processus de gel - le géligonflement et la gélifraction sont étudiés, parallèlement à l'évaluation des performances mécaniques, hydrauliques et microstructurales. Les résultats expérimentaux ont montré que les propriétés hydrauliques (la succion au front de gel, sp et la conductivité hydraulique à l'état non-saturé, kunsat) sont les paramètres qui gouvernent le phénomène de géligonflement des sols, traités ou non. Les résultats ont également mis en évidence le lien direct existant entre la microstructure (la distribution porale) et les propriétés hydrauliques du sol, principalement en termes de capacité de rétention d'eau et conductivité hydraulique. Le traitement augmente les performances mécaniques des sols d'une part, et amène d'autre part à des modifications de leur microstructure ; ceci induit des changements vis-à-vis de leur sensibilité au gel. Les sols sont plus gélifs directement après le traitement, cette sensibilité au gel diminuant avec le temps de cure. Une modélisation simple permettant d'estimer le gonflement au gel à partir de la succion au front de gel et de la valeur de conductivité hydraulique à l'état non-saturé a été proposée et validée. Vu que la détermination de la conductivité hydraulique à l'état non-saturé n'est pas un essai couramment pratiqué au sein de la plupart des laboratoires, un critère basé sur la succion au front de gel, sp, et la conductivité hydraulique à l'état saturé, ksat a été proposé pour évaluer la sensibilité des sols au gel. L'essai de gélifraction consiste à évaluer un coefficient de résistance de l'éprouvette de sol après 10 cycles de gel/dégel, RFT (%) - « retained strength factor after freeze-thaw testing ». Les résultats expérimentaux montrent que la valeur RFT des sols traités varie de 0% (lorsque les éprouvettes de sol perdent totalement leur résistance à la compression simple et sont détruites après 10 cycles de gel/dégel) à 90%. Quand RFT ≥ 60%, aucune dégradation visuelle de la surface des éprouvettes des sols traités n'est constatée. Ainsi, cette valeur est proposée comme critère d'acceptation des matériaux constitutifs d'une couche de forme subissant le gel avant son recouvrement. L'étude de l'effet du nombre des cycles de gel/dégel montre une diminution importante de la performance mécanique (RFT) durant trois premiers cycles de gel/dégel, et ce paramètre se stabilisant après 10 cycles. A l'aide de la technique de µ Tomographie X, l'endommagement interne des éprouvettes de sol ayant subi des cycles de gel/dégel a été quantifié. Une corrélation directe entre la diminution de performance mécanique et l'augmentation de l'indice de l'endommagement de l'éprouvette a été mise en évidence. Enfin, un modèle d'endommagement permettant d'évaluer la dégradation de la performance mécanique avec l'augmentation de l'indice d'endommagement a été établi / The present work deals with the behaviour of fine-grained silty and clayey soils treated with lime under frost. Those soils are frequently encountered in earthworks. Three soils corresponding to A1, A2, A3 classes according French NF P 11-300 standard were chosen for this study. These soils were treated with 3 lime dosages corresponding to three objectives: 1) improvement (minimum dosage), 2) stabilization and insensitivity to water (intermediate dosage), 3) stabilization and frost resistance (highest dosage). Lime-treated soils were subsequently cured for different times: 7, 28, 90, 365 days. Two frost processes, frost heave and freeze-thaw cycles, were applied in parallel with the assessment of mechanical, hydraulic and microstructural properties. Experimental results evidenced that it is the hydraulic properties (suction at frost front, sp and unsaturated hydraulic conductivity, kunsat) that govern the frost heave phenomenon of soils, treated or not. In addition, this study demonstrates the direct link between the microstructure (the pore size distribution) and the hydraulic properties (water retention curve and hydraulic conductivity). The treatment on one hand improves the mechanical performances of soils, and on the other hand modify their microstructure, and thus changes their frost sensitivity. The frost susceptibility increases directly after treatment, and then decreases with curing time. Based on the suction at frost front and the unsaturated hydraulic conductivity, a simple model was proposed and validated allowing to estimate the frost heave. Considering that the determination of unsaturated hydraulic conductivity is not a test commonly performed by most laboratories, a criterion based on the suction at frost front and the saturated hydraulic conductivity was proposed to estimate the frost sensibility of soils. The second frost resistance test consists of measuring the retained strength factor after 10 freeze-thaw cycles, RFT (%). The results obtained show that RFT of lime treated soil varies from 0% (when soil specimen completely loses its resistance and collapses after 10 freezethaw cycles) to 90%. When RFT is higher than 60%, no visual damage was observed on the specimen surface; consequently, this value is proposed as a criterion for acceptance of lime treated soil in capping layer before covering. In addition, the study of effect of freeze-thaw cycles showed a significant decrease of mechanical performance (RFT) during the first three cycles, and a stabilization after 10 cycles. Using X-ray Tomography, the intern damage of specimens due to freeze-thaw cycles was quantified. A correlation between the decrease of mechanical performance and the increase of damage index was evidenced. A model was then developed to evaluate the degradation of mechanical performance with the increase of damage index

Submitted by Luciano Franco Da Silva (luciano.francco@gmail.com) on 2018-06-05T16:11:10Z No. of bitstreams: 1 Luciano_Franco_da_Silva_dissertação_mestrado.pdf: 8280591 bytes, checksum: 31134ee663ccdbd50e53b5b83ae59be2 (MD5) / Rejected by Elza Mitiko Sato null (elzasato@ibilce.unesp.br), reason: Solicitamos que realize correções na submissão seguindo as orientações abaixo: 01) A ficha catalográfica deve ser na sequência da folha de rosto; a ordem das páginas pré-textuais correta das páginas pré-textuais (capa, folha de rosto, ficha catalográfica, folha de aprovação, dedicatória, agradecimentos, epígrafe, resumo na língua vernácula, resumo em língua estrangeira e o sumário). 02) Solicito que corrija a descrição: Dissertação apresentada como parte dos requisitos para obtenção do título de Mestre em Estudos Linguísticos,junto ao Programa de Pós-Graduação em Estudos Linguísticos na área de concentração de Linguística Aplicada, do Instituto de Biociências, Letras e Ciências Exatas da Universidade Estadual Paulista “Júlio de Mesquita Filho”, Câmpus de São José do Rio Preto. Lembramos que o arquivo depositado no repositório deve ser igual ao impresso, o rigor com o padrão da Universidade se deve ao fato de que o seu trabalho passará a ser visível mundialmente. Agradecemos a compreensão. on 2018-06-06T15:18:28Z (GMT) / Submitted by Luciano Franco Da Silva (luciano.francco@gmail.com) on 2018-06-06T16:06:52Z No. of bitstreams: 1 Luciano_Franco_da_Silva_dissertação_mestrado_Final.pdf: 8280626 bytes, checksum: 5836ecddda68bdd70dd90c7d4ac1d9f0 (MD5) / Rejected by Elza Mitiko Sato null (elzasato@ibilce.unesp.br), reason: Solicitamos que realize correções na submissão seguindo as orientações abaixo: Problema 01)Corrigir a descrição na folha de aprovação Lembramos que o arquivo depositado no repositório deve ser igual ao impresso, o rigor com o padrão da Universidade se deve ao fato de que o seu trabalho passará a ser visível mundialmente. Agradecemos a compreensão. on 2018-06-06T18:07:35Z (GMT) / Submitted by Luciano Franco Da Silva (luciano.francco@gmail.com) on 2018-06-06T18:36:13Z No. of bitstreams: 1 Luciano_Franco_da_Silva_dissertação_mestrado_Final.pdf: 8281188 bytes, checksum: b2be72181e4280a2fb7e9d1b012f2215 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-06-06T19:04:51Z (GMT) No. of bitstreams: 1 silva_lf_me_sjrp.pdf: 8281188 bytes, checksum: b2be72181e4280a2fb7e9d1b012f2215 (MD5) / Made available in DSpace on 2018-06-06T19:04:51Z (GMT). No. of bitstreams: 1 silva_lf_me_sjrp.pdf: 8281188 bytes, checksum: b2be72181e4280a2fb7e9d1b012f2215 (MD5) Previous issue date: 2018-04-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente pesquisa de mestrado teve por objetivo o desenvolvimento de atividades didáticas em língua inglesa com base em corpora com o foco no desenvolvimento da compreensão oral para alunos em nível A2 e B1. Para tanto, a Linguística de Corpus serviu com aparato teórico-metodológico, e as atividades preparadas foram aplicadas em um minicurso de 12 horas ministrado em uma instituição de ensino superior tecnológico, no noroeste do estado de São Paulo. Os alunos participantes estavam no último ano de suas graduações e ao terminarem o curso eles têm a oportunidade de se submeterem a aplicação do exame de proficiência internacional TOEFL. A necessidade desta pesquisa se deu após o resultado do mapeamento de proficiência em língua inglesa dos alunos brasileiros revelarem um nível insuficiente para o acompanhamento das atividades acadêmicas em universidades do exterior (ABREU LIMA, MORAES FILHO, 2016). Como metodologia de pesquisa, utilizamos o programa AntConc® como ferramenta para a realização das análises e descrições lexicais do corpus de estudo para a pesquisa, que foi compilado a partir das transcrições de 71 palestras retiradas do site TED (www.ted.com) e de 56 transcrições das animações do site TED-ED (https://ed.ted.com/). A partir dos dados obtidos por meio das análises do corpus de estudo, foram propostas, e posteriormente aplicadas, atividades com o foco na compreensão oral em língua inglesa. Como fundamentação teórica, tomamos como base os conceitos de Inglês para Fins Acadêmicos (FLOWERDEW, 2001; CHARLES, 2013; HYLAND, 2006), Linguística de Corpus (CHARLES, 2012; MCENERY, XIAO, 2011; BERBER SARDINHA, 2010; 2004), e as concepções sobre a Compreensão Oral (ROST, 2011; FLOWERDEW, MILLER, 2005; GOH 2003, 2012; MCCARTHY, 1998). Os resultados obtidos nesta pesquisa contribuem para o aprimoramento da compreensão oral dos alunos sobre a língua inglesa. Esperamos ainda que este estudo ressalte a importância da Linguística de Corpus para o ensino e aprendizagem de línguas, assim como a relevância da elaboração de materiais didáticos baseados em corpus. / This master's research aimed at the designing of corpus-based activities in English, focusing on the development of the oral comprehension for students at levels A2 and B1. To that end, Corpus linguistics was used as a theoretical-methodological apparatus, and the activities were applied in a mini-course of 12 hours taught at a higher education institution in the northwest of the state of São Paulo. The participating students were in the last year of their undergraduate studies and upon finishing the course they have the opportunity to apply for the international proficiency exam TOEFL. The need for this research came after the mapping of Brazilian students’ level of English revealed an insufficient proficiency to follow academic activities in universities abroad (ABREU LIMA, MORAES FILHO, 2016). As a research methodology, we used the Antconc® program as a tool to perform lexical analyzes and descriptions. The corpus of study for this research was compiled from the transcripts of 71 lectures taken from the TED website (www.ted.com) and 56 transcripts of the TED-ED website animations (https://ed.ted.com/). From the data obtained through the analysis of the corpus of study, activities focused on listening comprehension in English were proposed and then applied to students. As a theoretical basis, we followed the concepts of English for Academic Purposes (FLOWERDEW, 2001, CHARLES, 2013, HYLAND, 2006), Corpus Linguistics (CHARLES, 2012, MCENERY, XIAO, 2011, BERBER SARDINHA, 2010); and conceptions about Oral Comprehension (ROST, 2011; FLOWERDEW, MILLER, 2005; GOH 2003, 2012; MCCARTHY, 1998). The results obtained in this research are intended to improve the lexical knowledge of the students in English. We also hope that this study may highlight the importance of Corpus Linguistics for language teaching and learning, as well as the relevance of corpus-based materials.

Made available in DSpace on 2010-04-20T20:17:33Z (GMT). No. of bitstreams: 0 Previous issue date: 2000-04-28T00:00:00Z / Este trabalho tem como objetivo analisar, numa perspectiva comparada, aspectos das relações dos provedores de serviços sociais filantrópicos com o Estado e a sociedade a partir da análise dos benefícios fiscais concedidos nos termos do artigo 150, VI, c, da Constituição Brasileira e do parágrafo 501, c, 3, do Internal Revenue Code norte-americano. No caso brasileiro, aborda as recentes figuras jurídicas (Organizações Sociais e Organizações da Sociedade Civil de Interesse Público) e faz um breve relato das evoluções recentes nas áreas de educação, assistência social e saúde.