Made available in DSpace on 2016-04-27T16:32:32Z (GMT). No. of bitstreams: 1 Tatiana de Jesus Pita.pdf: 626756 bytes, checksum: d55b4255fd6ee04e57713f95a5d0755a (MD5) Previous issue date: 2011-08-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This present study is the result of a preliminary research conducted in 2010. It aims to characterize, according to the socioeconomic and cultural origin, the graduated students of the Course in Pedagogy from a private Higher Education Institute which achieved low ranking in ENADE and also in the Institutional Evaluation of MEC. This institute is located in a city nearby São Paulo. It aims to identify where these students coming from this institute work as well. It also examines, through the offered wage weather there is a relation between the professional performance, their training and the prestige of the institute. The hypothesis was defined as: teacher education graduates from private institute with low classification is incomplete, due to the curriculum structured to speed up the course of Pedagogy, so the professional performance of these people becomes uncertain. For this purpose, we investigated the graduated students in Pedagogy from a private Higher Education Institute located in a city near São Paulo . As a methodological procedure, questionnaires were applied with semi structured questions to the graduated students in Pedagogy, graduated between 2007 and 2010. In the data analyses it was used concepts of capital cultural, social, economic and educational advocated by Pierre Bourdieu. It was found that the diploma gotten in the Pedagogy course of Higher Education Institute with low ranking, coming from popular classes failed to secure a social or economic rise in relation to the other social classes . But among its members (spouse, family), the cultural capital and the school history of these people has been expanded, creating a symbolic value to the diploma / O presente estudo é resultado de um trabalho preliminar de pesquisa realizada no decorrer de 2010. Tem como objetivo caracterizar, segundo a origem socioeconômica e cultural, os egressos do curso de pedagogia de uma Instituição de Ensino Superior (IES) privada de baixa classificação no ENADE e na avaliação institucional do MEC. Essa IES localiza-se em uma cidade próxima a São Paulo. Busca ainda identificar onde trabalham os estudantes oriundos desta Instituição. Analisa também, via salário oferecido, se há relação entre a atuação profissional dos egressos, sua formação e prestígio da instituição. A hipótese foi assim definida: a formação dos professores egressos dos cursos de Pedagogia das IES privadas com baixa classificação é incompleta, devido à grade curricular estruturada de forma a acelerar o curso de Pedagogia; portanto, a atuação profissional desses sujeitos torna-se insegura. Para tanto, foram investigados egressos do curso de Pedagogia de uma IES privada localizada em uma cidade próxima a São Paulo. Como procedimento metodológico foram entregues questionários com perguntas semiestruturadas aos egressos do curso de Pedagogia, formados entre 2007 e 2010. Na análise dos dados empregaram-se os conceitos de capital cultural, social, econômico e escolar defendidos por Pierre Bourdieu. Verificou-se que o diploma obtido no curso de Pedagogia dos egressos da IES privada com baixa classificação, oriundos de classes populares, não garantiu uma ascensão social ou econômica perante os demais grupos sociais. Porém, entre os seus (cônjuge, família), o capital cultural e a trajetória escolar desses sujeitos foi ampliado, gerando um valor simbólico ao diploma

Made available in DSpace on 2016-04-25T18:40:01Z (GMT). No. of bitstreams: 1 Geraldo Carlos Silvestre.pdf: 2013597 bytes, checksum: 8ffc3c06da529b4abcc3d44e6dbe94bd (MD5) Previous issue date: 2014-06-27 / In Brazil, in 2007, the first educational traded companies, Anhanguera, Estácio and Kroton, surrounded by high expectations of positive future results and high and quick returns to investors emerged. After more than six years of IPO emerges the question as to the financial performance of these institutions. Thus, the present study aimed to investigate and analyze the financial performance of the universe (N = 3) of the Higher Education Institutions (HEI) traded in the period 2007-2013, using the indicators: i) value creation measured by EVA; ii) ability to cash generation measured by EBITDA; and iii) financial situation evaluated by the Fleuriet method. Based on secondary sources of data and document analysis in the public domain were calculated, analyzed and compared the performance of HEIs. The results showed that all three have solid financial situation but with a major difference in the ability to generate cash. In the period 2007-2013, only Estácio generated shareholder value. Kroton destroyed / consumed shareholder value during the study period, however, initiated a recovery process in 2012 and in 2013, after six years destroying / consuming value for the first time generated shareholder value. Anhanguera destroyed / consumed shareholder value during the seven years. The results also revealed that financial performance is highly dependent on governmental policies on access and funding of higher education and has directly influenced the market value of the traded HEI / No Brasil, em 2007, surgiram as primeiras empresas educacionais de capital aberto, Anhanguera, Estácio e Kroton, cercadas por grandes expectativas de resultados futuros positivos e de elevados e rápidos retornos aos investidores. Passados mais de seis anos da abertura de capital emerge a questão quanto ao desempenho econômico-financeiro dessas instituições. Dessa forma, o presente estudo teve como objetivo apurar e analisar o desempenho econômico-financeiro do universo (N = 3) das Instituições de Ensino Superior (IES) de capital aberto, no período de 2007 a 2013, utilizando os indicadores de: i) geração de valor mensurado pelo EVA; ii) capacidade de geração de caixa mensurada pelo EBITDA; e iii) situação financeira avaliada pelo Método Fleuriet. Com base em fontes de dados secundários e análise documental de domínio público foram apurados, analisados e comparados os desempenhos das IES. Os resultados demonstraram que as três apresentam situação financeira sólida mas com uma grande divergência na capacidade de geração de caixa. No período de 2007 a 2013, apenas a Estácio gerou valor para os acionistas. A Kroton, destruiu/consumiu valor dos acionistas no período de estudo, entretanto, iniciou um processo de recuperação em 2012 e em 2013, após seis anos destruindo/consumindo valor, pela primeira vez gerou valor aos acionistas. A Anhanguera destruiu/consumiu valor dos acionistas durante os sete exercícios. Os resultados também revelaram que o desempenho econômico-financeiro é altamente dependente das políticas governamentais de acesso e financiamento do ensino superior e tem influenciado diretamente no valor de mercado das IES

Made available in DSpace on 2016-08-03T12:29:48Z (GMT). No. of bitstreams: 1 Anap1-150.pdf: 1261470 bytes, checksum: b2621bfda6c744c73f0aad7c82032d35 (MD5) Previous issue date: 2013-04-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study about Management Media Relations (MMR) at private Universities aims to identify and analyze how this area of Business Communication has worked for the following Higher Education Institutions (HEI) in São Paulo: Ibirapuera University, University of Santo Amaro, University city of São Paulo and Paulista University, corpus defined based on previous exploratory research. This study we demonstrate the importance of MMR as part of strategic intelligence sector in the HEI. Thus, we believe that this area of Business Communication can contribute, through the symbolic power relations that are established in the media, for the recognition and appreciation of these institutions in the educational setting current Brazilian. This study aims, analyze contributions of MMR in building an image of credibility and reputation of the HEI; we seek also reflect on the theory and practice Corporate Communication sector through empirical research, observing their communication structure and actions taken and analyzes relating to the concepts found in the references about this theme. Diverse methodological techniques and instruments were used to achieve the objectives proposed in this study, including the documentary analysis, bibliographic research, semi-structured interviews and content analysis. Observed through this study that the practice of GRM remains incipient in those institutions where the main focus of strategic thinking and communication planning is in advertising actions, in policies of internal communication and basic actions, if not punctual press relations. / Este estudo sobre a Gestão de Relacionamento com a Mídia em universidades privadas pretende avaliar como esta área da Comunicação Empresarial tem sido conduzida pelas seguintes Instituições de Ensino Superior de São Paulo: a Univ. Ibirapuera, a Univ. de Santo Amaro, a Univ. Cidade de São Paulo e a Universidade Paulista, corpus definido com base em pesquisa exploratória prévia. Buscamos demonstrar neste estudo, o papel fundamental da GRM, sendo considerada como parte da inteligência estratégica das IES. Sendo assim, entendemos que esta área da Comunicação Empresarial pode contribuir, por meio das relações de poder simbólico que se estabelecem na mídia, para o reconhecimento e a valorização dessas instituições no cenário educacional brasileiro atual. Este estudo tem como objetivos, verificar as contribuições da GRM na construção de uma imagem e reputação de credibilidade das IES; Buscamos também refletir sobre a teoria e prática Comunicação Empresarial no setor por meio de pesquisa empírica, observando sua estrutura de comunicação e ações realizadas e relacionando as análises aos conceitos encontrados nas referências bibliográficas sobre o tema. Técnicas e instrumentos metodológicos diversos foram utilizados para alcançar os objetivos propostos neste estudo, entre eles, a análise documental, a pesquisa bibliográfica, entrevistas semiestruturadas e a análise de conteúdo. Observamos por meio deste estudo que a prática da GRM se mantém insipiente nessas instituições, onde o foco principal do pensamento e planejamento estratégico de comunicação está nas ações publicitárias mercadológicas, em políticas de comunicação interna e ações básicas, quando não pontuais de assessoria de imprensa.

Made available in DSpace on 2014-07-29T15:18:20Z (GMT). No. of bitstreams: 1 PAULO SERGIO DE OLIVEIRA RESENDE.pdf: 2092987 bytes, checksum: 9b30d95e68cb24f8eac4b2f3156d8b73 (MD5) Previous issue date: 2010-10-29 / The present study contemplates in a scient ific way the act ion of air ent raining agents in mortars produced in laboratory and the ef fects on the coat ings appl ied on porous subst rates (ceramic blocks, concrete blocks) . This is an experimental work, aiming to test the effect of the air entraining agents in fresh mortars, hardened state and the remaining ai r in coat ing appl ied. The variables were: ai r content , type of subst rate and sur face finishing. Adopt ing a methodology for varying levels of ent raining ai r, keeping fixed the subst rate, the form of appl icat ion and the type of sur face finishing, evaluat ing the propert ies of mortars in order to obtain the ideal air content of dosage. Other studies were done after evaluat ion of opt imal ai r content , keeping i t as a fixed condi t ion and varying the type of subst rate, appl icat ion type and the type of sur face finishing, in order to analyze thei r inter f erence in the amount of remaining ai r, as wel l as such inter ference coat ing appl ied. / O presente t rabalho aborda a ação da incorporação de ar em argamassas de revest imentos, produzidas em laboratór io, e seus efei tos em revest imentos apl icados sobre substratos porosos (bloco cerâmico, bloco de concreto, super fície de concreto). Trata -se de um estudo experimental , onde se aval ia os efei tos dos adi t ivos incorporadores de ar em argamassas nos estados f resco, no estado endurecido e como revest imento apl icado sendo que as principais variáveis estudadas foram: t ipo de adi t ivo, teor de ar, t ipo de sub st rato, t ipo de cimento e o t ipo de acabamento super ficial . Aval iou-se a inf luência da variação do teor de ar nas propriedades mecânicas das argamassas e revest imentos e ver ificou-se a variação do t ipo de acabamento super ficial influencia na resistência de aderência à tração e no desgaste do corte . Na aval iação das caracter íst icas físicas e das propriedades mecânicas dessas argamassas obteve-se um valor para o teor ót imo de ar incorporado. O estudo que teve como condições fixas o t ipo de subst rato padrão e a forma de apl icação, variando o teor de ar incorporado. Como resul tado constatou -se que há um teor ót imo para incorporação de ar , acima do qual as propriedades no estado f resco e endurecido começam a ser prejudicadas, devendo -se evi tar tais teores. Foi possível ainda veri f icar um melhor desempenho das argamassas com ar incorporado com relação à permeabi l idade à água quando comparadas com as argamassas sem adi t ivo incorporador de ar .

This paper deals with the process of “democratization” of higher education at the conservative modernization experience by Brazil in the current context. It aims to discuss the details given by the socio-economic situation and policy at the times of implementation of affirmative policies in Brazil, presenting them as access facilitation mechanisms that do not absorb the demand built historically. To this end, through perception analysis environment through the content contained in the 2004 Multi-Year Plan to 2007 and from 2008 to 2011 becomes important precisely because they present themselves as strategic mechanisms of the state to promove the development of the nation that moves thought the very process of democratization of access, be it done thought the HEIs (Higher Education Institutions) public or private. The idea, therefore, is to discuss the access according to the situation evidenced by the conservative modernization. Using the content analysis method comes to the conclusion , from the data collected from the Multi-annual plans and their evaluation reports, that the process of Access and expansion of higher education at the conservative modernization did not include democratic and unrestricted manner making , therefore , through the partnership arrangements between the public and private sectors. In this, insertion policies through the public sphere are ultimately limiting access while the type of cut constructed to have the right to student finance through private higher education institutions not build prejudiced aspect that the quots themselves can represent. / O presente trabalho versa sobre o processo de “democratização” do ensino superior ante a modernização conservadora vivenciada pelo Brasil no contexto atual. Ele tem como objetivo principal discutir os pormenores apresentados pela conjuntura socioeconômica e política à época da implantação das políticas afirmativas no Brasil, apresentando-as como mecanismos de facilitação do acesso que não absorvem a demanda construída historicamente. Para tanto, a percepção através da análise da conjuntura através do conteúdo contido nos Planos Plurianuais de 2004 a 2007 e de 2008 a 2011 torna-se importante justamente porque eles se apresentam como mecanismos estratégicos de Estado para promover o desenvolvimento da nação que perpassa pelo próprio processo de democratização do acesso, seja ele feito através das IES (Instituições de Ensino Superior) públicas ou privadas. A ideia, portanto, é discutir o acesso de acordo com a conjuntura evidenciada pela modernização conservadora. Utilizando-se do método de análise de conteúdo chega à conclusão, a partir dos dados coletados dos Planos Plurianuais e seus relatórios de avaliação, de que o processo de acesso e expansão do ensino superior ante a modernização conservadora não fez incluir de forma democrática e irrestrita, fazendo-se, portanto, através do regime de parceria entre os setores público e privado. Nisso, as políticas de inserção através da esfera pública terminam sendo limitadoras do acesso enquanto que o tipo de recorte construído para ter o direito ao financiamento estudantil através das instituições de ensino superior privadas não constrói o aspecto preconceituoso que as cotas em si podem representar.

Souvent conceptualisée comme l’envers ou l’opposé de la raison, la folie, presque toujours synonyme de débordement, semble vouée à outrepasser toute limite définitoire ou conceptuelle posée par la pensée rationnelle. Cette pulsion de délimitation ou de classification inhérente à la rationalité, trouve dans le genre l’une de ses expressions les plus représentatives. Partant du constat que la folie ne cesse de transgresser les frontières traditionnelles de genre, ce travail étudie les liens entre les représentations littéraires de la maladie mentale et les questions de genre sexué (« gender ») comme littéraire, dans un corpus composé de romans, nouvelles et pièces de théâtre de six auteurs (Janet Frame, Jenny Diski, Sarah Kane, Ian McEwan, Anthony Neilson et Will Self), publiés entre 1951 et 2004. Animées par une dynamique toujours renouvelée de subversion des catégories établies, ces oeuvres invitent à une réflexion sur le rapport particulier qu’entretient la folie à la frontière, qui de simple ligne de démarcation ou de séparation se fait point de contact, puis espace à part entière. À travers leurs représentations de la folie, les récits étudiés privilégient le plus souvent, en effet, une esthétique et une épistémologie de l’entre. Cette réflexion s’articule donc principalement autour des images et des usages de la liminalité dans ces histoires de fous et de folles qui, au fil de leur (re)définition de l’appartenance et de l’identité des textes et des individus, esquissent une cartographie mobile des « contrées à venir » dont Deleuze et Guattari font la destination de toute écriture. / Traditionally conceptualised as the underside or the outside of reason, madness most often rhymes with excess; as such, it continually threatens to transgress all definitional or conceptual limits set by rational thought. Indeed, at the core of rationality is an impulse to delimit and classify, of which categories of genre and gender are quintessential examples. Starting from the observation that depicting madness regularly entails crossing, questioning and redefining genre and gender boundaries, this work investigates how literary representations of madness relate to the classification and conceptualisation of gender and genre in a selection of novels, short stories and plays by six different writers – Janet Frame, Jenny Diski, Sarah Kane, Ian McEwan, Anthony Neilson, and Will Self – published between 1951 and 2004. With the subversion of established categories as their central aim and dynamics, these works call for an exploration of the specific way in which depictions of madness, by using the border as one of their core motifs, impact the conceptualisation of borders. No longer a mere demarcation or dividing line between spaces, or simply a meeting point, the border becomes a full-blown space for individuals and texts to inhabit. Indeed, through their representations of madness, the borderline stories under study seem to embrace and promote both an aesthetics and an epistemology of the in-between. This work therefore focuses on the images and uses of liminality in stories of madmen and madwomen that, by remapping textual and sexual identities, have begun to chart these “lands to come” which, according to Deleuze and Guattari, are the true destination of all writing.

This study examined the validity of the South African Police Service (SAPS) multiple stressor intervention. The multiple stressor was developed for members of their specialised units to address Post Traumatic Stress Disorder (PTSD). Unfortunately, the SAPS multiple stressor intervention lacks scientific evidence to support its possible effectiveness in addressing PTSD. In the current study a deployment and intervention group was compared which employed a pre- test post-test design. The Davidson Trauma Scale and the Revised Impact of Event Scale measured PTSD globally, but also the PTSD dimensions of Intrusion, Avoidance/Numbing, and Hyperarousal. The Wilcoxon signed rank test results indicated that the intervention and deployment was both effective in addressing PTSD although the intervention group revealed the greatest improvement in their overall PTSD scores. The intervention group made significant progress in dealing with all three PTSD symptoms while the deployment group made less progress with their Intrusion and Avoidance/Numbing symptoms, but made significant progress with their Hyperarousal symptoms. The Mann-Whitney u test revealed no significant differences between the post intervention test scores of the two groups, either globally or on the three PTSD dimensions. It appears that deployment was just as effective as the multiple stressor intervention in addressing PTSD. / Psychology / M.A. (Psychology)

Abstract Research indicates that understanding the influence of leadership and partnership development can inform the need to improve public education (Penuel & Gallagher, 2017). Although leadership theory and change theory support the need for partnerships in education, less attention has been given to how such partnerships develop and the role that leadership plays in that process. Therefore, the present study explored the role of leadership within researcher-practitioner partnerships and the process of developing sustainable partnerships in education as documented in a set of federal grant proposals, their final reports, and other descriptions of their efforts. Grant documents examined were awarded from the 2013 funding announcement of the U.S. Department of Education Institute of Education Sciences (IES) Researcher-Practitioner Partnerships (RPP) in Education Research program. In-depth qualitative document analysis provided a means to unobtrusively examine and interpret comprehensive, historical data (Corbin & Strauss, 2008; Patton, 2002). Directed content analysis (Hsieh & Shannon, 2005; Kaid & Johnston-Wadsworth, 1989) of the documents directed the process of data collection. This process used key concepts from the literature on transformational leadership, shared leadership, and leadership for change as the initial framework for data collection. Data analysis employed Eisner’s (1998) process of educational criticism using description, interpretation, evaluation, and thematics. Hatch’s (2002) process of typological analysis led to four typologies to organize the data for description and interpretation: capacity building; strategies for partnership development; approaches to communication; and the role of reflection in partnership development. The evaluation dimension of educational criticism indicated that partnerships employed shared leadership with evidence of internal and external support and a cultivation of shared commitment. Themes indicated that partnerships focused on both rigorous research and reflective practice, leaders engaged partners in establishing the infrastructure and strategic plans of the partnership, and partnerships galvanized support to address complex social issues beyond their formal organizational structure. Recommendations for future research include the need: (a) to explore the dynamics of communication in partnership work; (b) to clarify and facilitate the process of change in grant and project development; and (c) to develop of a process for sustainability beyond a specific grant or project. Recommendations for practice include the need: (a) to explore the cultivation of relationships in support of partnership development; (b) to identify clearly the primary issue to be addressed in the work of the partnership, and (c) to clarify mutual outcomes. Conclusions from the present study indicate the importance of a focus on the deliberate development of the researcher-practitioner partnerships themselves, the importance of concrete strategies for sharing leadership, and the importance of the development of professional relationships that support sustainability in partnership development.

This study examined the validity of the South African Police Service (SAPS) multiple stressor intervention. The multiple stressor was developed for members of their specialised units to address Post Traumatic Stress Disorder (PTSD). Unfortunately, the SAPS multiple stressor intervention lacks scientific evidence to support its possible effectiveness in addressing PTSD. In the current study a deployment and intervention group was compared which employed a pre- test post-test design. The Davidson Trauma Scale and the Revised Impact of Event Scale measured PTSD globally, but also the PTSD dimensions of Intrusion, Avoidance/Numbing, and Hyperarousal. The Wilcoxon signed rank test results indicated that the intervention and deployment was both effective in addressing PTSD although the intervention group revealed the greatest improvement in their overall PTSD scores. The intervention group made significant progress in dealing with all three PTSD symptoms while the deployment group made less progress with their Intrusion and Avoidance/Numbing symptoms, but made significant progress with their Hyperarousal symptoms. The Mann-Whitney u test revealed no significant differences between the post intervention test scores of the two groups, either globally or on the three PTSD dimensions. It appears that deployment was just as effective as the multiple stressor intervention in addressing PTSD. / Psychology / M.A. (Psychology)

BARREIRA, Sofia de Evaristo Menescal. Formação docente para a educação superior: nas trilhas de uma política institucional. 2009. 260 f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2009. / Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-07-26T12:28:12Z No. of bitstreams: 1 2009_TESE_SEMBARREIRA.pdf: 723327 bytes, checksum: 4ba45697f23a724d2d1f0e254cc35173 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2013-09-24T00:08:59Z (GMT) No. of bitstreams: 1 2009_TESE_SEMBARREIRA.pdf: 723327 bytes, checksum: 4ba45697f23a724d2d1f0e254cc35173 (MD5) / Made available in DSpace on 2013-09-24T00:08:59Z (GMT). No. of bitstreams: 1 2009_TESE_SEMBARREIRA.pdf: 723327 bytes, checksum: 4ba45697f23a724d2d1f0e254cc35173 (MD5) Previous issue date: 2009 / The thematic of this thesis concerns to the importance of the teaching formation for the superior education face to the challenge disposed by the society of information and knowledge to the accomplished professionalization on this teaching level. The Federal University of Ceará – UFC was chosen for the achievement of this field research as it historically represents the main former institution of active professionals in the teaching of superior education in Ceará. It was the first university created in the State and continues being one of the greatest referential for the others Superior Teaching Institutions by the importance of its debates, partnerships established and the meaningful contribution in the professional formation for the world of the work. This study was developed through a qualitative research, that is a case study using semistructured interviews and documental analysis. The subjects of the research are represented by 43 active managers from the period 1997 to 2006 – rectors, pro-rectors, directors of centers or faculties, chiefs of departments, coordinators of courses, managers of human resources, syndicate representative, auditor among others. The categories of Entrance, Evaluation and Formation were defined to guide the priorities pertaining specially to field research. The information and reflections resultant just show the necessity to implement an institutional policy of teaching formation to the teachers of the University, conceived in the scope of references of professional development. So, to have this effectuated, it is urgent to establish ruptures in order to face the evident problems and assume innovated attitudes in the face of explicit possibilities / A temática desta tese refere-se à importância da formação docente para a educação superior diante dos desafios postos pela sociedade da informação e do conhecimento à profissionalização efetivada nesse nível de ensino, mais especificamente à ação do professor no cotidiano da sua profissão. A Universidade Federal do Ceará – UFC foi escolhida para a realização da pesquisa de campo pelo fato de representar, historicamente, a principal instituição formadora de profissionais atuantes na docência da educação superior do Ceará. Primeira universidade a ser criada no Estado, continua sendo um dos maiores referenciais para as demais Instituições de Educação Superior - IES pela importância dos debates que promove, das parcerias que estabelece e da significativa contribuição de formação profissional para o mundo do trabalho. O estudo desenvolveu-se mediante uma pesquisa qualitativa, do tipo estudo de caso, utilizando entrevistas semiestruturadas e análise documental. Os sujeitos da pesquisa estão representados por 43 gestores, atuantes no período de 1997 a 2006 – reitores, pró-reitores, diretores de centro ou faculdade, chefes de departamentos, coordenadores de cursos, gestores de recursos humanos, representante sindical, ouvidor, dentre outros. As categorias Ingresso, Avaliação e Formação foram definidas para orientar as prioridades pertinentes à pesquisa de campo, em especial. As informações e reflexões decorrentes sinalizam a necessidade de implementar uma política institucional de formação docente para os professores da Universidade, concebida no âmbito de referenciais de desenvolvimento profissional. Para que se efetive, é imprescindível estabelecer rupturas para o enfrentamento dos problemas evidenciados e assumir posturas inovadoras diante das possibilidades explicitadas