Conselho Nacional de Desenvolvimento Científico e Tecnológico / A pesquisa investiga o texto profético de Isaías 65.17-25 por meio da análise semiótica discursiva aplicada à exegese bíblica para mostrar como a salvação é imaginada e concebida nesse anúncio. Basicamente, procura observar como o texto caracteriza o sujeito, o tempo e o espaço da salvação. O que se verifica é que a salvação descrita no texto reflete uma integração do ser humano com Deus, com seu meio de vida e ambiente, e reflete uma fusão de realidade cósmica e local. A partir da identificação do texto como um anúncio de salvação por meio da análise do gênero literário, a análise do texto procura contribuir com a reflexão teológica sobre o conceito de salvação do movimento da Missão Integral no contexto da teologia evangélica protestante da América Latina. O primeiro capítulo examina a história da interpretação desse texto desde o uso pelos autores do Novo Testamento até os desenvolvimentos recentes da exegese bíblica. O segundo capítulo investiga as diversas problemáticas em torno da busca do sentido nas ciências hermenêuticas, linguísticas e exegéticas, e apresenta o referencial teórico e a metodologia para a análise do texto. Seguindo o critério semiótico discursivo o texto é analisado primeiramente no seu plano de expressão, no capítulo três, e em seguida no seu plano de conteúdo, no capítulo quatro. / This thesis examines the prophetic text of Isaiah 65.17-25 through a semiotic discursive analysis applied to biblical exegesis to demonstrate how this text characterizes the persons, time and space of salvation. It is shown that the salvation described in the text reflect the integration of the human being with God, with the social and life contexts, and it reflects the unity of the local and the cosmic realities. From the identification by form criticism of the literary unit as an oracle of salvation, this analysis seeks to contribute to the theological reflection of the concept of salvation of the Integral Mission movement in the context of the protestant evangelical theology of Latin America. The first chapter examines the history of interpretation of the text, starting with its use by the New Testament writers to the recent developments of biblical exegesis. The second chapter investigates several issues concerning the search for meaning in the hermeneutics, linguistics and exegetical studies. It also presents the theoretical and methodological references for the analysis. Following a semiotic discursive criteria for the analysis of a text, chapter three analyzes the expression of the text and, chapter four, the content.

Esta pesquisa teve como objetivo investigar o processo de inserção do ensino de música em uma escola pública de educação em tempo integral. Como objetivos específicos, busquei: conhecer as concepções dos grupos que formam a comunidade escolar sobre as práticas educativo-musicais na escola; identificar as diferentes práticas musicais e educativo-musicais presentes nos tempos escolares; compreender como o ensino de música contribui com a construção de um currículo integrado; e entender como o ensino de música se relaciona com a proposta de educação integral na escola. O método utilizado foi o estudo de caso qualitativo, realizado com uma das escolas pertencentes ao Projeto Escola Pública Integrada (EPI), da Rede Pública de Ensino do Estado de Santa Catarina. Os dados foram construídos por meio de observações nos diferentes tempos e espaços escolares, entrevistas semi-estruturadas com os diferentes grupos que formam a comunidade escolar e análise de documentos. A análise dos dados ocorreu a partir do estabelecimento de categorias relacionadas à inserção do ensino de música na escola, focalizando a ocupação do espaço e a constituição do lugar da música na escola. Ela está fundamentada em um referencial teórico constituído pelo conceito de tempos escolares sistematizado por Gimeno Sacristán (2008), bem como pelos conceitos de educação integral, escola em tempo integral e currículo integrado. O fio condutor da análise consistiu em entender como acontece o processo de escolarização da música nos diferentes tempos e espaços vividos na escola. Os resultados mostram que, ao analisar a inserção da música na escola sob a perspectiva dos tempos escolares, foi possível compreender como ocorreu a legitimação da música no currículo escolar, contribuindo para a conquista do lugar do ensino de música na escola pesquisada. / This research aimed at to investigate the process of inserting music as a curriculum subject in a full-time public school. More specifically, it aimed at: to examine the conceptions of the school community’s members about the practices of school music education; to identify the different musical and musical educational practices developed in/by the school; to understand the contributions of music teaching to the development of an integrated curriculum; and to understand the relationships between music teaching and the school project of holistic education. A qualitative case study with a public state school of the State of Santa Catarina, Brazil was carried out. This school is one of schools that are part of the Integrated Public School Project (EPI), in Santa Catarina. Data were collected through observation, semistructured interviews and analysis of written documents. Data analysis was developed by means of establishing a set of categories related to the insertion of music subject in the school curriculum, focusing the occupation of the school “space” and the constitution the “place” of music at school, as well as the schooling process of music. The theoretical framework was constituted by the concept of “school times” elaborated by Gimeno Sacristán (2008), as well as by concepts of full-time education, holistic education and integrated curriculum. Results show that, by analyzing the process of inserting music as a curriculum subject from the perspective of the “school times”, it was possible to understand how happened the confirmation of music in the curriculum of the school, contributing to the conquest of the rightful place of music as a school subject.

Many important questions remain unanswered regarding how we recognize faces. Methodological inconsistencies have contributed to confusion regarding these questions, especially those surrounding three purported face processing mechanisms—featural, configural, and holistic—and the extent to which each play a role in face recognition. The work presented here aims to 1) empirically test the assumption that several face recognition tasks index the same underlying construct(s), and 2) contribute data to a number of ongoing debates concerning the reliability and validity of various methods for assessing integrative (i.e., holistic and/or configural) aspects of face processing. Experiment 1 tested the assumption that various tasks purporting to measure integrative face processing index the same construct(s). It is important to test this assumption because if these tasks are in fact measuring different things, then researchers should cease interpreting them as interchangeable measures. Using a within-subjects design (N = 223) we compared performance—as reflected by accuracy and reaction time measures, as well as two types of difference scores—across four of the most commonly used integrative face processing tasks: The Partial Composite Face Effect Task, the Face Inversion Effect Task, the Part Whole Effect Task, and the Configural/Featural Difference Detection Task. Analyses showed that within-task correlations were much stronger than those between-tasks. This suggests that the four conditions within each task are measuring something in common; In contrast, low correlations across tasks suggest that each is measuring something unique. This in turn suggests these tasks should not be seen as assessing the same integrative face-processing construct. Exploratory factor analyses corroborated the correlation data, finding that performance on most conditions loaded onto a single factor in unrotated solutions, but onto separate factors in direct oblimin-rotated solutions. In Experiment 2, we investigated the question of whether integrative face processing performance is related to face recognition ability. We did this by assessing the degree to which results from four widely-used integrative face processing tasks correlate with a measure of general face recognition ability, The Cambridge Face Memory Test (CFMT). The four integrative processing tasks used in this study only partly overlapped those from in Experiment 1. They were: The Complete Composite Face Effect Task, the Partial Composite Face Effect Task, the Part Whole Effect Task, and the Configural/Featural Difference Detection Task. As with Experiment 1, we used a within-subjects design (N = 260) and analyzed a variety of performance variables across these tasks. Analyses demonstrated low to moderate positive correlations between performance on the task conditions and performance on the CFMT. This suggests that the constructs the tasks reflect do contribute to face recognition ability to a modest degree. These analyses also replicated parts of Experiment 1, showing weak correlations between tasks. Also similar to Experiment 1, factor analyses generally revealed task conditions loading onto a common first factor in the unrotated factor matrix, but loading separately in the rotated factor solution. In addition to providing evidence regarding the nature of integrative face processing tasks, the data presented here speak to a number of other questions in this domain. For instance, they contribute to the debate regarding which kinds of difference scores (subtraction-based or regression-based) are more reliable, as well as the reliability of the various tasks used to investigate integrative face processing. In addition, the data inform the debate over whether the Complete or the Partial version of the Composite Face Effect Task is the superior measure of integrative face processing. In summary, the studies presented here indicate that the previous literature in face recognition needs to be interpreted with care, with an eye to differences in methodology and the problems of low measurement reliability. The various methods used to investigate integrative face processing are not assessing the same thing and cannot be taken as reflecting the same underlying construct.

abstract: The resilience of infrastructure essential to public health, safety, and well-being remains a priority among Federal agencies and institutions. National policies and guidelines enacted by these entities call for a holistic approach to resilience and effectively acknowledge the complex, multi-organizational, and socio-technical integration of critical infrastructure. However, the concept of holism is seldom discussed in literature. As a result, resilience knowledge among disciplines resides in near isolation, inhibiting opportunities for collaboration and offering partial solutions to complex problems. Furthermore, there is limited knowledge about how human resilience and the capacity to develop and comprehend increasing levels of complexity can influence, or be influenced by, the resilience of complex systems like infrastructure. The above gaps are addressed in this thesis by 1) applying an Integral map as a holistic framework for organizing resilience knowledge across disciplines and applications, 2) examining the relationships between human and technical system resilience capacities via four socio-technical processes: sensing, anticipating, adapting, and learning (SAAL), and 3) identifying an ontological framework for anticipating human resilience and adaptive capacity by applying a developmental perspective to the dynamic relationships between humans interacting with infrastructure. The results of applying an Integral heuristic suggest the importance of factors representing the social interior like organizational values and group intentionality may be under appreciated in the resilience literature from a holistic perspective. The analysis indicates that many of the human and technical resilience capacities reviewed are interconnected, interrelated, and interdependent in relation to the SAAL socio-technical processes. This work contributes a socio-technical perspective that incorporates the affective dimension of human resilience. This work presents an ontological approach to critical infrastructure resilience that draws upon the human resilience, human psychological development, and resilience engineering literatures with an integrated model to guide future research. Human mean-making offers a dimensional perspective of resilient socio-technical systems by identifying how and why the SAAL processes change across stages of development. This research suggest that knowledge of resilient human development can improve technical system resilience by aligning roles and responsibilities with the developmental capacities of individuals and groups responsible for the design, operation and management of critical infrastructures. / Dissertation/Thesis / Doctoral Dissertation Engineering 2017

abstract: The purpose of this case study is to observe how social dance combined with somatic practices can encourage internal, physical perception and experiences of the body perceived from within for an adolescent boy with high functioning autism and dyspraxia; an impairment or immaturity of the organization of movement (Boon 7). More specifically, this research seeks to observe the impact that social dance instruction can have on an individual’s kinesthetic responsiveness, such as efficiency in movement patterning through increased movement awareness and somatic facilitation. In addition, this study seeks to observe the impact that social dance lessons could have on the participant’s communication and listening skills; attentiveness; initiation of movement, such as taking the role of a leader and lead patterns; organization of movements, such as performing movements within a specific order; and performance of movements that might lead to personal and social growth. Finally, this study investigates exercises from Alexander Technique and ways to incorporate them into pedagogical practices for adolescents with psychological limitations. / Dissertation/Thesis / Masters Thesis Dance 2018

abstract: In this dissertation I attempt to find elements of education and curricular perspective in the Qur'an. I argue that there is little research in the field of curriculum instruction that discusses the Qur'an's educational aspects and, as a result, much ignorance of the Qur'an's material that deals with education and curricular perspective in the Qur'an. Researchers may find many materials that deal with reading, memorizing, and reciting the Qur'an, along with references that deal with science and math in the Qur'an. Therefore, this dissertation answers the question: What curriculum exists within the Quran? This dissertation is divided into five chapters exploring various aspects of the curriculum. The word "curriculum" is used in one chapter to mean developing the person as a whole in all aspects of life whether spiritual, social, or mental while in the other chapter curriculum is used to refer to methods of instruction. I concluded that curriculum in the Qur'an uses different methods of instructions to develop the individual as a whole in all aspects of life while granting freedom of choice. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2013

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / O projeto principal de nossa pesquisa à o âPrograma Fortaleza em Pazâ que convida à meditaÃÃo coletiva. Assim, o nosso trabalho à resultado de uma experiÃncia educativa com jovens da escola Joaquim AntÃnio Albano que à uma instituiÃÃo educativa pÃblica e profissionalizante em Fortaleza â CearÃ. Facilitamos reflexÃes e buscamos coletar, junto a professores e estudantes, suas percepÃÃes sobre o âPrograma Fortaleza em Pazâ, na referida instituiÃÃo. Justificamos a escolha dessa temÃtica pois acreditamos que esta prÃtica pode mudar sobremaneira a atitude e forma de pensar dos jovens e educadores no ambiente educativo, bem como suas posturas diante do meio em que estÃo inseridos, incitando-os a uma cultura da paz. O presente trabalho, de cunho qualitativo, apresenta enfoque etnogrÃfico. Realizamos uma pesquisa bibliogrÃfica entrevistas, observaÃÃes e oficinas de cultura de Paz com os sujeitos pesquisados. Utilizamos as oficinas de cultura de paz como principal recurso metodolÃgico. O essencial na realizaÃÃo das oficinas da paz à a criaÃÃo de espaÃos de discussÃo que possibilitam a construÃÃo de sÃnteses de saber. Isso acontece de forma grupal, reforÃando a idÃia de paz coletiva. A partir das expressÃes dos jovens, obtidas por meio de falas, desenhos, textos escritos, pudemos perceber que eles anunciam alguns âbenefÃciosâ em relaÃÃo a participarem do evento de meditaÃÃo na escola, como a promoÃÃo da qualidade de vida, bem-estar, saÃde, alÃm de diminuir os Ãndices de violÃncia na cidade. Houve melhora no bem-estar pessoal, concentraÃÃo em sala de aula, relacionamento familiar e no ambiente educativo e melhor desempenho escolar. AlÃm dos benefÃcios psicolÃgicos e espirituais obtidos na prÃtica de meditaÃÃo diÃria, acreditamos na importÃncia de anunciarmos exemplos exitosos em termos de educaÃÃo para a paz. Vimos que o âPrograma Fortaleza em Pazâ pode ser utilizado como uma estratÃgia pedagÃgica favorÃvel a uma educaÃÃo integral. Neste sentido, a experiÃncia das oficinas de Cultura de Paz pode em muitos aspectos, favorecer a reflexÃo e formaÃÃo dos sujeitos envolvidos no grupo de meditaÃÃo na escola sobre o impacto dessa vivÃncia em suas vidas. ConcluÃmos que a tÃcnica da meditaÃÃo provocou conseqÃÃncias positivas para esse grupo pesquisado. Esta à somente uma dentre tantas possibilidades de trabalhos de Cultura de Paz. O caminho para uma educaÃÃo que respeite a dimensÃo integral do ser humano e forme, de fato, cidadÃos capazes de exercer plenamente seu potencial, à certamente uma longa jornada. A instigante trajetÃria que percorremos nessa pesquisa esperamos ser um passo nesse sentido, rumo à construÃÃo de uma Cultura de Paz, que â acreditamos â serà tambÃm consolidada essencialmente por meio da educaÃÃo. / The main target of our research is the program âFortaleza em Paz" which calls for collective meditation. Thus, our work is the result of an educational experience with teenagers from school Joaquim Antonio Albano, which is a public professional and educational institution in Fortaleza - CearÃ. Discussions were facilitated and as result of them, the perceptions of teachers and students about the âFortaleza em Paz" program, in that institution, were collected. The choice of this theme is grounded in the belief that this practice can greatly change the attitude and thinking of young people and educators in the educational environment as well as their positions on the environment in which they live, urging them to a culture of peace. The present study has a qualitative nature and an ethnographic view. Literature search, interviews, observations and workshops on culture of peace were conducted with the study subjects. The workshops of culture of peace were used as the main methodological resource. The essential on the promotion of workshops for peace is the creation of discussion forums that enable the construction of summaries to know. This happens in group, reinforcing the idea of collective peace. From the expressions of the young, obtained by means of speeches, drawings, texts, it could be realized that they announce some "benefits" in relation to attend the event of meditation in the school, such as promoting the quality of life, welfare, health, and reduce levels of violence in the city. There was improvement in personal well-being, concentration in class, family relationship and the educational environment and better school performance. Besides the psychological and spiritual benefits obtained in the practice of daily meditation, we believe in the importance of announcing successful examples in terms of education for peace. It could be seen that the âFortaleza em Paz" program can be used as a teaching strategy in favor of a holistic education. In this sense, the experience of the Culture of Peace workshops can in many ways, encourage reflection and development of persons involved in the meditation group at school about the impact of this experience in their lives. Then, it can be concluded that the technique of meditation brought positive consequences for the group studied. This is only one among many possibilities of work culture of peace. The path to an education that respects the scale of the human being and form, indeed, citizens can exercise their full potential, it is certainly a long journey. The exciting journey experimented in this research will hopefully be a step in that direction, toward building a Culture of Peace, which will also be consolidated mainly through education.

Esta pesquisa teve como objetivo investigar o processo de inserção do ensino de música em uma escola pública de educação em tempo integral. Como objetivos específicos, busquei: conhecer as concepções dos grupos que formam a comunidade escolar sobre as práticas educativo-musicais na escola; identificar as diferentes práticas musicais e educativo-musicais presentes nos tempos escolares; compreender como o ensino de música contribui com a construção de um currículo integrado; e entender como o ensino de música se relaciona com a proposta de educação integral na escola. O método utilizado foi o estudo de caso qualitativo, realizado com uma das escolas pertencentes ao Projeto Escola Pública Integrada (EPI), da Rede Pública de Ensino do Estado de Santa Catarina. Os dados foram construídos por meio de observações nos diferentes tempos e espaços escolares, entrevistas semi-estruturadas com os diferentes grupos que formam a comunidade escolar e análise de documentos. A análise dos dados ocorreu a partir do estabelecimento de categorias relacionadas à inserção do ensino de música na escola, focalizando a ocupação do espaço e a constituição do lugar da música na escola. Ela está fundamentada em um referencial teórico constituído pelo conceito de tempos escolares sistematizado por Gimeno Sacristán (2008), bem como pelos conceitos de educação integral, escola em tempo integral e currículo integrado. O fio condutor da análise consistiu em entender como acontece o processo de escolarização da música nos diferentes tempos e espaços vividos na escola. Os resultados mostram que, ao analisar a inserção da música na escola sob a perspectiva dos tempos escolares, foi possível compreender como ocorreu a legitimação da música no currículo escolar, contribuindo para a conquista do lugar do ensino de música na escola pesquisada. / This research aimed at to investigate the process of inserting music as a curriculum subject in a full-time public school. More specifically, it aimed at: to examine the conceptions of the school community’s members about the practices of school music education; to identify the different musical and musical educational practices developed in/by the school; to understand the contributions of music teaching to the development of an integrated curriculum; and to understand the relationships between music teaching and the school project of holistic education. A qualitative case study with a public state school of the State of Santa Catarina, Brazil was carried out. This school is one of schools that are part of the Integrated Public School Project (EPI), in Santa Catarina. Data were collected through observation, semistructured interviews and analysis of written documents. Data analysis was developed by means of establishing a set of categories related to the insertion of music subject in the school curriculum, focusing the occupation of the school “space” and the constitution the “place” of music at school, as well as the schooling process of music. The theoretical framework was constituted by the concept of “school times” elaborated by Gimeno Sacristán (2008), as well as by concepts of full-time education, holistic education and integrated curriculum. Results show that, by analyzing the process of inserting music as a curriculum subject from the perspective of the “school times”, it was possible to understand how happened the confirmation of music in the curriculum of the school, contributing to the conquest of the rightful place of music as a school subject.

O objetivo deste trabalho foi estudar a incorporação de temas societais à orientação para o mercado de uma organização, buscando discutir como a orientação das empresas em marketing pode evoluir para o conceito de marketing holístico. Por meio da revisão bibliográfica buscou-se fazer uma análise de vários temas ligados ao comportamento estratégico de uma organização, trazendo uma reflexão sobre a evolução das orientações adotadas possíveis, destacando, em especial, a orientação para o mercado, com sua análise em clientes e concorrentes. Também foram discutidos conceitos ligados à atuação responsável das organizações como a responsabilidade social corporativa, o marketing societal, a análise de públicos interessados, além da teoria dos stakeholders e governança corporativa. Foi realizada uma pesquisa empírica exploratória, do tipo estudo de caso, na qual se buscou verificar como uma organização orientada para o mercado pode trabalhar os demais conceitos discutidos na revisão bibliográfica em seu posicionamento. Além disso, foi feito um estudo de quão alinhada ao conceito de marketing holístico a organização está. O trabalho contribui para verificar que, no caso estudado, conceitos societais e de atuação socialmente responsável podem coexistir com a orientação para o mercado, contribuindo para a entrega de valor superior ao cliente e a avaliação positiva por sua parte da atuação da empresa. A pesquisa também evidenciou que as dimensões do marketing holístico estão presentes na organização estudada, mostrando alinhamento com o questionamento proposto neste trabalho. / The purpose of this work was study the association of societal themes to the market orientation of an organization, discussing how the companies marketing orientation can evolve to the concept of holistic marketing. The theory included in this study supported an analysis of several themes related to the strategic behavior of an organization, allowing a deeper thought about the evolution of the adopted orientations, especially market orientation. Furthermore, some concepts related to the responsible acting of the companies were discussed, as corporate social responsibility, societal marketing, analysis of publics of interest, as well as stakeholder theory and corporative governance. An exploratory research was made – a case study – aiming to verify how a market-driven organization can apply in its market positioning the others topics discussed in the present study. Besides, it was made a study of how much aligned the organization is to the marketing holistic theory. The research showed that, in the case studied, the societal concepts and the socially responsible behavior coexist with the market orientation positioning, helping to provide superior value to the customers and to improve their positive evaluation of the organization. The research also proved that the holistic marketing dimensions exist at the studied company, showing alignment with the questioning of this study.

This thesis investigates decision-making activities leading to the initial selection of which new ideas should be selected for further development or rejected. This process, often referred to as idea screening, is described as being one of the most important, but also challenging, tasks to master during the entire innovation process. There are two main reasons for this: Firstly, not all ideas are good and secondly no firm has the resources to develop every single idea proposed to it. Thus, it is important to be careful when initially deciding which ideas are to be selected and developed into future possible innovations in order to eliminate weak ideas and retain those that have a substantial chance of becoming successful.  Two alternative decision-making approaches are explored in the thesis (the intuitive and rational approaches). In the thesis, the concept of intuition during the screening of product and service ideas is demystified. The empirical findings show that decision-makers utilize five main underlying criteria when intuitively assessing ideas. Of these, the findings indicate user-value to be the most important one, or at least the criterion that most assessors emphasize when making intuitive decisions. The findings presented in the thesis increase our understanding of the use of rational and holistic intuitive decision-making when screening ideas during the Front End Innovation phase, as well as questioning the traditional view of intuition, as a decision-making tool that is only reliable if applied by those with a vast amount of experience and expertise. The reported findings indicate that, for example, users with an understanding of the idea context are able to intuitively identify the ideas that decision-making experts identify as the top (best) ones. Hence, managers faced with a situation where they are being inundated with new ideas can turn to non-experts for help. / This thesis explores and investigates two alternative decision-making approaches (the intuitive and the rational approaches) used when screening ideas during the initial part of the innovation process. In this thesis, the concept of intuition when screening product and service ideas is demystified. The empirical findings show that decision-makers utilize five main underlying criteria when making intuitive assessments of ideas. Of these, the findings indicate that user-value is the most important one, or at least the single criterion that most assessors emphasize when making an intuitive decision. The findings presented in the thesis increase our understanding of the use of rational and holistic intuitive decision-making when screening ideas during the Front End Innovation phase, as well as questioning the traditional view of intuition, as a decision-making tool that is only reliable if applied by those with a vast amount of experience and expertise. The reported findings indicate that, for example, users with an understanding of the idea context are able to intuitively identify the ideas that decision-making experts identify as the top (best) ones. Hence, managers faced with a situation where they are being inundated with new ideas can turn to non-experts for help.