Submitted by MARCELINA FERREIRA VICENTE null (marcelina0067@hotmail.com) on 2016-03-29T20:49:42Z No. of bitstreams: 1 Dissertação concluída. Versão final..pdf: 1395528 bytes, checksum: 62b3104008210aa4edcc417b94498034 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-03-31T12:28:57Z (GMT) No. of bitstreams: 1 vicente_mf_me_prud.pdf: 1395528 bytes, checksum: 62b3104008210aa4edcc417b94498034 (MD5) / Made available in DSpace on 2016-03-31T12:28:57Z (GMT). No. of bitstreams: 1 vicente_mf_me_prud.pdf: 1395528 bytes, checksum: 62b3104008210aa4edcc417b94498034 (MD5) Previous issue date: 2016-04-10 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Partindo de uma concepção de professor crítico – reflexivo, a presente pesquisa encontra-se vinculada ao Programa de Pós-Graduação em Educação da FCT/UNESP na linha de pesquisa “Políticas Públicas, Organização Escolar e Formação de Professores” e teve como objetivo geral investigar as contribuições do PIBID para o processo de formação inicial e para a aprendizagem da docência de alunos que cursam Licenciatura em Matemática na Faculdade de Ciência e Tecnologia – FCT/UNESP, campus de Presidente Prudente/SP. Com enfoque qualitativo, do tipo estudo de caso, teve como objeto de estudo o Grupo PIBID do curso de Licenciatura em Matemática da Universidade Estadual Paulista “Júlio de Mesquita Filho”. Dessa forma, tivemos como sujeitos os integrantes que participam diretamente do processo de elaboração e desenvolvimento de atividades pedagógicas em escolas públicas da Rede Estadual em Presidente Prudente (SP). Realizamos entrevistas semiestruturadas com 17(dezessete) sujeitos, sendo 1(uma) professora coordenadora do grupo PIBID e 16(dezesseis) alunos bolsistas. Também adotamos o procedimento da observação, divididas em dois momentos: observações das aulas em que as atividades elaboradas pelos bolsistas eram desenvolvidas e os momentos de reuniões na universidade com todo o grupo PIBID. Foram analisados alguns documentos que respaldam legalmente a implantação deste Programa na universidade, bem como os documentos oficiais que norteiam a criação e o desenvolvimento do PIBID. Os dados obtidos, por meio da análise documental, da observação e da entrevista revelaram contribuições do projeto para que o aluno da licenciatura possa ter mais segurança e um olhar crítico para as situações de ensino aprendizagem. Os resultados evidenciaram a importância de propor ainda no processo de formação inicial de professores, situações em que possibilitem a aproximação dos acadêmicos com o contexto escolar, uma vez que contribuiu para a constituição da identidade profissional. Também apontou possíveis medidas que podem contribuir efetivamente para uma melhor articulação entre conhecimento especifico e conhecimento pedagógico, tendo a escola como sendo o lócus da formação e aprendizagem docente. / Starting from a concept of teachers as critical and reflexive, this study is associated with the Education Graduate Program at FCT/UNESP in the line of research “Public Policies, School Organization and Teacher Education” and its general objective was to investigate how PIBID contributed to the process of initial training and the learning how to teach among students from the Mathematics teaching degree at the School of Science and Technology – FCT/UNESP, campus of Presidente Prudente/SP. With a qualitative approach and being a case study, the object of the research was the PIBID Group in the Mathematics teaching degree at the São Paulo State University “Júlio de Mesquita Filho”. Thus, the subjects were members of the group who participated in the process of preparing and developing pedagogical activities in public schools belonging the the State Education Network in the city of Presidente Prudente (SP). Semi-structured interviews were done with seventeen (17) persons, and one (1) of them was the PIBID group coordinator and sixteen (16) students who were scholarship holders in the program. I also adopted the procedure of observation, divided in two moments: class observation in which the activities prepared by the scholarship holders were conducted and the moments when the entire PIBID group got together in the meetings at the university. Documents that legally support the implementation of this Program at the university were reviewed, as well as the official documents that serve as the guidelines for the setup and development of PIBID. Data collected by means of documental review, by observation and by the interviews revealed contributions of the project so that a teachingdegree student may feel more secure and hold a critical view of the teaching and learning situations. Results highlighted how important it is to work, in the early teacher training, on situations that get the students closer to the school ambience, which helps in acquiring a professional identity. Measure that may effectively contribute to better articulate specific knowledge and pedagogical knowledge, as the school is the place where someone is trained and learns how to be a teacher. / FAPESP: 2012/24188-6

Made available in DSpace on 2014-06-11T19:32:17Z (GMT). No. of bitstreams: 0 Previous issue date: 2002-11-30Bitstream added on 2014-06-13T18:43:27Z : No. of bitstreams: 1 rodrigues_bb_dr_rcla.pdf: 4737452 bytes, checksum: 6ae617ba88fcfd10e82fd5fad441d8ab (MD5) / Os resultados apresentados neste trabalho são fruto de um estudo desenvolvido com o objetivo de propor uma sistemática simples de uso de informações geológico-geotécnicas geradas por mapeamentos geotécnicos para embasar Tomadas de Decisão relacionadas a Movimentos de Massa Gravitacionais em áreas urbanizadas. Uma parcela da área urbanizada de Ouro Preto (MG) foi escolhida para aplicação da sistemática em função da existência de dados geológico-geotécnicos produzidos por diversos trabalhos de mapeamento geotécnico desenvolvidos em escalas maiores que 110.000, e por ser uma região afetada por Movimentos de Massa Gravitacionais de diferentes intensidades. A sistemática desenvolvida é constituída por 10 etapas seqüenciais, que contemplam desde a análise básica dos dados existentes até o gerenciamento e armazenamento das informações relacionadas à Tomada de Decisão. A área de aplicação foi dividida em 736 celas, e o grau de predisposição quanto aos Movimentos de Massa Gravitacionais para cada cela foi obtido com o emprego do método de análise hierárquica (AHP), considerando um grupo de 24 atributos. A tomada de decisão considerou 7 diferentes alternativas de controle, monitoramento e intervenção. / The results presented in this work were obtained in an study developed to propose a basic systematic to use geotechnical and geological data generated by engineering geological mapping as support for decision making related to gravitacionai mass movements in urbanized areas. Portion of the urbanized area of Ouro Preto (MG) city was chosen to carry out of the systematic due to geotechnical-geologicai data produced by several engineering geological mapping developed in larger scales than 1:10.000, and because it has been affected by gravitational mass movements of different intensities. The developed systematic is constituted by 10 sequential stages. that go from analysis in terms of adequacy of the previous data to the administration and storage of the data related to the decision making. The study area was divided into 736 cells, and the predisposition degree related to the gravitational mass movements for each cell was obtained by Analytic Hierarchy Process (AHP), considering a group of 24 attributes. The decision making considered 7 different monitoring, intervention, and control alternatives.

Made available in DSpace on 2014-06-11T19:29:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-11-19Bitstream added on 2014-06-13T21:00:17Z : No. of bitstreams: 1 amaral_r_me_assis.pdf: 514308 bytes, checksum: 2d2d0eb59ff177b2f331fcbfe17684a9 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente trabalho se trata de uma tradução comentada do romance Cómo se hace una novela (1927), do escritor espanhol Miguel de Unamuno (1864-1936). O romance, dentro do estilo particular de seu autor, constitui-se numa mistura de ficção, autobiografia e memórias, explicitando, ao mesmo tempo, a visão que seu autor tem do processo de criação literária e do gênero romanesco e as críticas que faz à situação política pela qual passa a Espanha no momento da escritura. A obra foi escrita na França, durante o período de exílio voluntário de Unamuno, logo após ter sido desterrado na Ilha de Fuerteventura por não estar de acordo com a Ditadura do General Primo de Rivera que governou o país entre 1923 e 1930. A tradução é antecedida por um breve ensaio introdutório que tem o objetivo de apresentar o escritor espanhol, e o contexto em que viveu e produziu sua ampla obra, ao leitor brasileiro, pouco familiarizado com sua literatura. / This paper deals with a commented translation of the novel Cómo se hace una novela (How to make a novel-1927), by Spanish writer Miguel de Unamuno (1864-1936). The novel, considering the author's style, is a mixture of fiction, autobiography and memmories, showing, at the same time, the writer's view on literature creation process and on romance genre and his reviews of the political situation which Spain goes through during the writing time. The work was written in France, during Unamuno's voluntary exile time, right after he was banned from Fuerteventura Island by not agreeing with General Primo de Rivera's Dictatorship, this one ruled the country between 1923 and 1930. The translation is preceded by a small introductory essay introducing the Spanish writer, and the context he lived in and produced his wide range of materials to the Brazilian reader, not used to his literature.

In seventeenth-century England, pursuits of knowledge were shaped by two seemingly paradoxical, yet interwoven beliefs: a persistent belief in the devastating effects of the Fall on human reason, and a growing trust in human ability to sharpen understanding and pierce the seemingly impenetrable. This dissertation explores how writers of works of physiognomy, shorthand, astrology and secret history simultaneously presented human conjecture and intuition as limited and flawed but also capable of providing ordinary people with access to privileged information. The authors of these “do-it-yourself” manuals made distinctions between God’s secrecy and human secrecy and provided tips on how each could be tapped. Physiognomy inspired constant searching for hidden sources of insight; shorthand encouraged the sense that there was often more than met the eye; astrology emphasized the usefulness of uncertainty. Secret histories suggested that the very skills which the practices of physiognomy, shorthand, and astrology honed could be used to unveil the secrets of carnal monarchs, ministers, and royal mistresses. Over the course of the seventeenth century, the limits of attainable knowledge – and who could reliably present and access it – were being defined and redefined. To leading philosophers and political figures, human uncertainty necessitated the weighing of probabilities and the idealization of transparent, empirical and elite approaches to information. I argue that to writers of physiognomy, shorthand, astrology, and secret history, it reinforced the notion that arcane knowledge could be accessed by anyone. Such writers variously suggested that information that mattered to people’s daily lives depended upon personalized, conjectural and intuitive approaches to knowing. In short, secrets that were once divine and impenetrable were actually up for grabs. / Graduate / 2019-09-10

A pesquisa buscou refletir sobre a arte de narrar a vida, a partir de duas histórias narradas por assentados e suas famílias, uma de Nova Santa Rita e outra de Herval, no Rio Grande do Sul. A partir da construção conjunta de narrativas visuais, busquei refletir sobre a figura do narrador, descrita por Walter Benjamin (1994), no contexto do rural hoje, pensando sobre o processo de aprendizagem do saber-fazer, as experiências vividas, as trocas, a necessidade de se contar e de constantemente se reinventar. A estrutura da dissertação é composta pela introdução, que busca apresentar o tema de pesquisa, os narradores e o percurso metodológico do trabalho. O capítulo segundo é composto por um vídeo etnográfico. O terceiro capítulo reflete sobre o processo de aprendizagem desses narradores. O quarto capítulo foi dedicado à discussão das redes que são parte dessas trajetórias. E o capítulo cinco debate sobre os projetos de vida desses narradores e suas implicações. Esses narradores contam histórias de seu saber-fazer e de suas andanças, que lhes dão matéria para novas e surpreendentes histórias. Seu desafio pode ser encantar um vizinho, um técnico, um pesquisador, uma pessoa que busca ajuda, que busca aprendizagem ou que simplesmente está de passagem. Esse pertencimento a redes possibilita conhecer novos mundos, que serão tema de novas histórias, que para sua confecção, se utiliza dos materiais disponíveis e acessíveis a cada tipo de narrador. Uma câmera fotográfica ou filmadora, um rótulo de uma pomada, uma habitação, a história de cada planta, de cada animal, cada viagem, cada batalha travada, cada encontro com um universitário, com um técnico, com um mestre. / The research sought to reflect on the art of narrating life, from two stories narrated by settlers and their families, one from Nova Santa Rita and another from Herval, in Rio Grande do Sul. From the perspective of a joint construction of visual narratives, I sought to reflect on the image of the narrator, described by Walter Benjamin (1994), in the present rural context , thinking about the learning process of the know-how to do, of the experiences, the exchanges, the need of storytelling as well as the need of constantly reinvent themselves. The structure of the thesis consists of the introduction, in which the research topic is presented, following that the narrators and the course of the methodological work is given. The second chapter consists of an ethnographic video. The reflection on the learning process of these narrators is on the third chapter. The fourth chapter is devoted to the discussion of the networks that are part of these trajectories. And chapter five debates on the narrators life plans and their implications. These narrators tell stories of their know-how- to- do and of his wanderings, which give them the field for new and amazing stories. The challenge may be, charming a neighbor, a coach, a researcher, a person seeking help, seeking learning or just passing through. This feeling of belonging to networks enable the discovery of new worlds, which are constructed through the materials available to each kind of narrator. A camera or a recorder, an ointment label, a house, the history of every plant, every animal, every trip, every battle fought every encounter with a college student, a technician or with a master.

One of the director activities is motivation of workers. The motivation is internal process, that express desire and willingness of human to take a certain pains leading to reach an important goal or result. This work occupies with the motivation and efficiency of the company . To obtain the information about the motivation of work behaviour is used a methody of questonnaire exploration. On basis of result this analysis is identified the problematic areas and suggested posibilities how to improve the motivation and efficiency system of this company.

In the United States alone, over 2 million (or a little more than 3%) of children are estimated to face the death of a parent before they turn 18 (Goodman, 2006)! The numbers only grow when the death of a grandparent, relative, sibling, or classmate are included. Death is a very real and lasting event. Most of these children will have to return to life as it was before in some way or another. For most of these children, that means returning to school. Sadly, in a teacher's undergraduate education they receive little or no formal training in how to help a child deal with tragedy or the death of a loved one. This leaves a major gap in a teacher's knowledge of how to help and of what they can do. The aim of this small study was to help bridge those gaps. In the study elementary school teachers, parents or caregivers of students who had lost a loved one while in elementary school and students who were grieving the loss of a loved one while in elementary school were recruited and asked to share about their experiences and personal knowledge of grieving in an elementary school setting. These participants were asked to answer a short survey and share their thoughts and feelings. Through surveys and interviews the researcher found that most students and parents were satisfied with the naturally response of teacher who intervened in students' lives during a time of grief. Communication was reported by all entities to be the most effective way to help; communication between home and school and between the teacher and the grieving student. From the responses of teachers, caregivers and students a quick reference guild was created that teachers can use in the classroom when they have a grieving student.

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The methods used to train actors can be modified to train standardized patients to simulate patient encounters with medical students. With some background in standardized patients and simulation, a member of Theatre Department can start a standardized patient program at their own institution. This is based on the pilot year of the VCU Standardized Patient Program which began in June, 2011.

Visando a garantia da oferta de atenção integral e de qualidade à saúde da população brasileira, a enfermagem tem se articulado em ações coletivas para construir novas práticas de saúde e de formação de profissionais. Busca-se uma formação calcada em competências crítico-emancipatórias, assegurando que os princípios e as estratégias do SUS sejam norteadores fundamentais dessa construção. A realidade da formação tem sido a ênfase no saber-saber e no saber-fazer em detrimento, muitas vezes, do saber-ser. Este estudo partiu do pressuposto de que o desenvolvimento da dimensão do saber-ser ético-profissional na formação contribui para uma prática profissional vinculada a valores ético-políticos e de justiça social. Assim, buscou-se investigar como a formação da dimensão do saber-ser ético-profissional do técnico em enfermagem é desenvolvida na escola. Trata-se de uma pesquisa de abordagem etnográfica, na perspectiva teórica do materialismo histórico e dialético que reconhece os processos educacionais como parte integrante de formações sociais historicamente determinadas. Os dados foram coletados a partir da observação direta do cotidiano de uma escola técnica de saúde, dos seus documentos e de entrevistas com o corpo técnico. Os resultados explicitaram as concepções que as docentes têm sobre o saber-ser ético-profissional e como elas foram aplicadas na construção dos processos formativos, tanto no que se refere ao currículo como na prática docente. O principal dado é de que não há um processo educativo sistematizado sobre a dimensão do saber-ser ético-profissional, tampouco o currículo explicita os conteúdos em valores e atitudes. Concluiu-se que a dimensão do saber-ser ético-profissional, apesar de sempre presente na prática profissional, nem sempre é abordada nos processos de formação tradicionalmente baseados na racionalidade científica. Isto se dá tanto pela herança de uma formação tradicional, como pela falta de clareza do que significa e como deve ser feita a formação dessa dimensão / In order to guarantee integral attention and quality to the health care of the Brazilian population, nursing professionals have been working on collective actions with a view to implementing new health care practices and formation of new professionals in this area. The objective is the achievement of a formation which is based on critical-emancipating competencies and make it sure that its construction is essentially oriented and based upon SUS principles and strategies. The reality of the formation of professionals in the field of nursing has always been focused on the know-how-to-know and the know-how-to-do to the detriment of the know-how-to-be. This study is based on the presupposition that the development of a ethical-professional know-how-to-be dimension of the nursing formation contributes to a professional practice that leads to ethical-political and social justice values. Therefore, investigation was focused on how the ethical-professional know-how-to-be dimension is developed in the nursing technical course. This is an ethnographic-approach-based research which theoretical perspective tends to the dialectic and historic materialism, in which educational processes are understood as integrating parts of social historically determined formations. Data were collected based on direct observation of a technical health care school daily routine, as well as from the school documents and by interviewing the school technical body. Results have shown how the school teaching body sees the ethical-professional know-how-to-be and how it was applied in the implementation of the formative processes, either to the school curriculum and to the school teaching body practice. The main data is that there is no educational systematized process on the dimension of the ethical-professional know-how-to-be in the school, and also the curriculum does not detail its content as to values and attitudes. It is then concluded that this dimension, despite being often present in the professional practice, is not always approached in the processes of formation which are traditionally based on the scientific rationality. This happens either on account of a traditional formation heritage, as well as on account of a lack of a clear understanding of this dimension and how the formation of such dimension should be brought about