Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-09-05T20:33:06Z No. of bitstreams: 1 ThiagoDaSilvaLaurentino_DISSERT.pdf: 1168218 bytes, checksum: b837f5b58185910c2dc9166d0ef41a30 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-09-18T19:07:22Z (GMT) No. of bitstreams: 1 ThiagoDaSilvaLaurentino_DISSERT.pdf: 1168218 bytes, checksum: b837f5b58185910c2dc9166d0ef41a30 (MD5) / Made available in DSpace on 2017-09-18T19:07:22Z (GMT). No. of bitstreams: 1 ThiagoDaSilvaLaurentino_DISSERT.pdf: 1168218 bytes, checksum: b837f5b58185910c2dc9166d0ef41a30 (MD5) Previous issue date: 2017-03-24 / Esta disserta??o teve como objetivo avaliar o processo de implementa??o do Programa Nacional de Acesso ao Ensino T?cnico e Emprego (Pronatec) numa Institui??o Federal de Ensino T?cnico e Profissionalizante, ? luz do modelo da Anatomia do Processo Geral de Implementa??o. O estudo se baseou no referencial te?rico da Abordagem Sequencial de Pol?ticas P?blicas e no referencial da fase de Implementa??o, utilizando a metodologia de avalia??o de processos proposta por Draibe (2001) ? A Anatomia do Processo Geral de Implementa??o. A pesquisa ? de natureza descritiva, do tipo estudo de caso, realizado no Instituto Federal de Educa??o, Ci?ncia e Tecnologia da Para?ba (IFPB) ? Campus P?cu?. Como procedimentos de coleta de dados, foram utilizadas a pesquisa documental e entrevistas com cinco categorias de sujeitos envolvidos no processo de implementa??o, quais sejam: Gestores, T?cnicos, Professores, Parceiros e Benefici?rios. A abordagem de an?lise de dados foi do tipo qualitativa, realizada atrav?s da an?lise documental e da an?lise de conte?do (BARDIN, 2011). O processo de implementa??o do Pronatec no Campus Picu? foi determinado pela Reitoria do IFPB, cumprindo a orienta??o do Minist?rio da Educa??o (MEC) ?s unidades da Rede Federal de Educa??o Profissional e Tecnol?gica. Foram identificadas fragilidades e potencialidades em cada um dos Sistemas e Sub-processos avaliados. Identificou-se como fragilidades da implementa??o do Pronatec: que os processos de divulga??o e informa??o alcan?avam p?blicos limitados e insuficientes, que ocorreram atrasos no repasse dos recursos financeiros, a inexist?ncia de estrat?gias de capacita??o de agentes implementadores e de processos avaliativos internos. Como potencialidades identificou-se: a percep??o por parte dos gestores locais de certo grau de autonomia e descentraliza??o nos processos decis?rios, o volume de recursos or?ament?rios destinados a execu??o do programa, a realiza??o de processos seletivos para agentes implementadores, as capacidades e comprometimento por parte dos gestores, t?cnicos e professores. Os resultados demonstraram a complexidade e o aspecto sist?mico do processo de implementa??o, considerando a interfer?ncia m?tua entre as fragilidades e potencialidades identificadas nos Sistemas e Sub-processos avaliados. / The objective of this study was to evaluate the implementation process of the National Program of Access to Technical Education and Employment (Pronatec) in a Federal Institution of Technical and Vocational Education, through Anatomy model of the General Implementation Process. The study was based on the theoretical reference of the Sequential Approach of Public Policies and on the theoretical reference of the Implementation phase, using the methodology of the process evaluation proposed by Draibe (2001) - The Anatomy of the General Implementation Process. The research is descriptive, of the case study type, carried out at the Federal Institute of Education, Science and Technology of Para?ba (IFPB) - Campus P?cu?. As data collection procedures, we used documentary research and interviews with five categories of subjects involved in the implementation process: Managers, Technicians, Teachers, Partners and Beneficiaries. The data analysis approach was qualitative, performed through document analysis and content analysis (BARDIN, 2011). The process of implementation of Pronatec in the Campus Picu? was determined by the Rectory of the IFPB, fulfilling the orientation of the Ministry of Education (MEC) to the units of the Federal Network of Professional and Technological Education. Fragilities and potentialities were identified in each of the evaluated Systems and Sub-processes. It was identified as fragilities in Pronatec's implementation: that disclosure and information processes reached limited and insufficient publics, that there were delays in the transfer of financial resources, the lack of training strategies for implementing agents and internal evaluation processes. The potentialities identified: local managers' perception of autonomy and decentralization in decision-making processes, the volume of budget resources to implement the program, the implementation of selective processes for implementing agents, the capacities and commitment of managers, technicians and Teachers. The results demonstrated the complexity and the systemic aspect of the implementation process, considering the mutual interference between fragilities and potentialities identified in the Systems and Sub-processes evaluated.

Made available in DSpace on 2016-04-28T20:13:53Z (GMT). No. of bitstreams: 1 2009 - Angelo G P Fuchs.pdf: 4073663 bytes, checksum: 799340e7e698a82ee53ddff5fd6c42f7 (MD5) Previous issue date: 2009-02-10 / This thesis arose on the interest of refining studies about successes and failures on strategy implementations. The goal of this thesis is to comprehend the execution process of strategies in governmental institutions of development promotion, using data from the case study of the 2000-2005 BNDES? Strategic Plan, with the objective of generating knowledge and learning for future similar processes. It was researched, with the employee s prior knowledge, if there are necessary factors, pre-requirements or conditions for the successful execution of this strategy. This unique case study was chosen, directed by the underlying assumptions of qualitative and quantitative research, with questionnaires and interviews as a vehicle of information gathering. The results were obtained statistically, with tables and charts generation. After that, the qualitative analysis was developed based on technique of the content analysis. It was then possible to conclude that the 2000-2005 BNDES? Strategic Plan caused a high impact on employees and provoked opposition about its implementation. The research led to the conclusion that it was an interrelated complex of necessary conditions to execute that strategy and point the necessary conditions in future strategies on BNDES and complex organizations, to be confirmed by new similar research. It concludes that the execution process of strategy fails when these factors are not properly aligned: strategy, structure, culture, organizational climate, co-workers commitment, communication, change management, competences management, personal politics and remuneration, information systems, operational efficiency, business process management, knowledge management, strategy management model, risks management and project management sponsored by leadership of higher administration. The analysis 2000 2005 BNDES? Strategy Execution Process will help to diffuse knowledge about communication, implementation, control, adaptation and correction planning, strategy implementation and change management of an important strategy of BNDES. It could also help as basis of research for efficacy reach of future strategy execution processes in private companies, public institutions and, mainly, in BNDES. / A origem desta tese reside no interesse em aprofundar estudos sobre os motivos de sucesso e de fracasso na implementa??o de estrat?gias. No intuito de gerar conhecimento e aprendizado para futuros processos similares, o objetivo desta tese ? compreender o processo de realiza??o de estrat?gias em institui??es governamentais de promo??o do desenvolvimento, a partir do estudo de caso do Plano Estrat?gico BNDES 2000-2005. Foi pesquisado, sob a percep??o do corpo funcional, se havia fatores, pr?-requisitos ou condi??es necess?rios para o sucesso da realiza??o daquela estrat?gia. Como metodologia, escolheu-se o estudo de caso ?nico, orientado pelos pressupostos da pesquisa qualitativa e quantitativa, com question?rios e entrevistas. Os resultados foram computados estatisticamente, com a gera??o de tabelas e gr?ficos. A seguir, a an?lise qualitativa foi realizada com base na t?cnica de an?lise de conte?do. Foi poss?vel concluir que o Plano Estrat?gico BNDES 2000-2005 causou elevado impacto no corpo funcional e grande resist?ncia ? sua implementa??o. A pesquisa tamb?m permitiu concluir que havia um conjunto inter-relacionado de condi??es necess?rias ? realiza??o daquela estrat?gia e apontou condi??es necess?rias em futuras estrat?gias no BNDES e em organiza??es complexas, a serem confirmados por novas pesquisas semelhantes. Concluiu-se que o processo de realiza??o da estrat?gia falha quando n?o s?o tratados adequadamente o alinhamento dos seguintes fatores: estrat?gia, estrutura, cultura, clima organizacional, comprometimento dos colaboradores, comunica??o, gest?o de mudan?as, gest?o de compet?ncias; pol?tica de pessoal e de remunera??o, sistemas de informa??o, efici?ncia operacional, gest?o dos processos de neg?cios, gest?o de conhecimento, modelo de gest?o da estrat?gia, gest?o de riscos, e gest?o de projetos com patroc?nio e lideran?a da alta administra??o. A an?lise do processo de realiza??o do Plano Estrat?gico BNDES 2000-2005 ajudar? a difundir conhecimento sobre comunica??o, implementa??o, controle, adapta??o e corre??o do planejamento, implementa??o de estrat?gia e gest?o de mudan?as de uma importante estrat?gia recente do BNDES. Poder?, tamb?m, servir como base de pesquisa pela busca de efic?cia de futuros processos de realiza??o de estrat?gias em empresas privadas, empresas p?blicas e, principalmente, no pr?prio BNDES.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-08-11T18:26:00Z No. of bitstreams: 1 2016 - Morgana Mara Vaz da Silva Maselli.pdf: 1850065 bytes, checksum: 18dd8e33999d6d853db0bb00d5da600f (MD5) / Made available in DSpace on 2017-08-11T18:26:00Z (GMT). No. of bitstreams: 1 2016 - Morgana Mara Vaz da Silva Maselli.pdf: 1850065 bytes, checksum: 18dd8e33999d6d853db0bb00d5da600f (MD5) Previous issue date: 2016-01-19 / The National School Feeding Programme (PNAE) started in the 1950s is the world?s largest public school program and the oldest Brazilian food program. A major change in the PNAE occurred in the 1990s when the resource management and program execution has become responsibility of the states and municipalities. Another change, which brought great attention to the program and that was the focus of this work, took place with the enactment of Law n?11.947/09, which made it mandatory investment of at least 30% of school feeding resources with acquisition of family farming products. This change was the result of the insertion of PNAE in public policies of Food and Nutritional Security, which strengthened the role of the program as an instrument to strengthening family agriculture and guaranteeing the right to healthy food for public school students in the country. This policy opens the possibility of a large institutional market for products from family farms and can assist in the process of collective organization of this category of farmers. The implementation is an important element of the policy cycle, in which decisions are taken and strategies sets through which the objectives of a public policy can be achieved. In this dynamic process there are involved different social actors who need to talk to another. This leads us to reflect on the obstacles and challenges in implementing this policy. We decided to conduct evaluation of the implementation process of the acquisition of family farming products, with approach focused on the dynamics of social actors involved in implementing this policy in the Rio de Janeiro?s municipality. We present a literature review of PNAE trajectory and the difficulties already encountered in the implementation of the acquisition of family farming in large cities, such as the difficulty of dealing with the Public Call instrument, issuing Daps for family farmers and the logistics of delivering products. Then prepared a history of agriculture in the municipality of Rio de Janeiro, addressing aspects of agricultural production and existing public policies for this sector. We reconstitute a history of the implementation process of the PNAE?s acquisition of family farming the city, starting from the narratives of farmers, the Consea-Rio and municipal managers. Finally, we present an assessment of (non) implementation of this acquisition, because despite some attempts put in place, the city still does not acquire genres of family farming for school feeding. The balance is the result of analysis of the interaction between the regulatory framework of PNAE at the national level, with political, social and economic characteristics of the local context and indicates the established negotiations and strategies designed for the policy to take effect. We note that the lack of knowledge of City Hall about the reality of family farming and the difficulty of dealing with the normative instruments can be a barrier to implementation. As well as the poor organization of municipal farmers in formal groups and the high degree of urbanization of the municipality. / O Programa Nacional de Alimenta??o Escolar (PNAE) iniciado na d?cada de 1950 ? o maior programa p?blico de alimenta??o escolar do mundo e o mais antigo programa brasileiro de alimenta??o. Uma grande mudan?a no PNAE ocorreu na d?cada de 1990 quando a gest?o dos recursos e a execu??o do programa passou a ser de responsabilidade dos estados e munic?pios. Outra mudan?a de impacto, que trouxe grande aten??o ao programa e que foi foco deste trabalho, deu-se com a promulga??o da Lei n?11.947/09, que tornou obrigat?rio o investimento de no m?nimo 30% dos recursos da alimenta??o escolar com aquisi??o de produtos da agricultura familiar. Esta mudan?a foi fruto da inser??o do PNAE nas pol?ticas p?blicas de seguran?a alimentar e nutricional, que buscou refor?ar o papel do programa como um instrumento de fortalecimento da agricultura familiar e de garantia do direito a uma alimenta??o saud?vel por alunos da rede p?blica de ensino do pa?s. Esta pol?tica abre a possibilidade de um volumoso mercado institucional para os produtos da agricultura familiar, podendo colaborar com o processo de organiza??o coletiva desta categoria de agricultores. A implementa??o ? um elemento importante do policy cycle, em que s?o tomadas decis?es e definidas estrat?gias atrav?s das quais poder?o ser atingidos os objetivos de uma pol?tica p?blica. Neste processo din?mico est?o envolvidos distintos atores sociais que precisam dialogar entre si. Isto nos leva a refletir sobre os entraves e desafios para a implementa??o desta pol?tica. Optamos por realizar avalia??o do processo de implementa??o da compra da agricultura familiar, com abordagem focada nas din?micas dos atores sociais envolvidos na implementa??o desta pol?tica no munic?pio do Rio de Janeiro. Apresentamos uma revis?o bibliogr?fica da trajet?ria do PNAE e as dificuldades j? encontradas na implementa??o da compra da agricultura familiar em munic?pios de grande porte, tais como a dificuldade de lidar com o instrumento Chamada P?blica, a emiss?o de Daps para os agricultores familiares e a log?stica de entrega dos produtos. Em seguida elaboramos um hist?rico da agricultura no munic?pio do Rio de Janeiro, abordando os aspectos da produ??o agr?cola e das pol?ticas p?blicas existentes para este setor. Reconstitu?mos um hist?rico do processo de implementa??o da compra da agricultura familiar para o PNAE no munic?pio partindo das narrativas dos agricultores, do Consea-Rio e dos gestores municipais. Ao final, apresentamos um balan?o da (n?o) implementa??o desta compra, posto que, apesar de algumas tentativas colocadas em pr?tica, a prefeitura ainda n?o adquire g?neros da agricultura familiar para alimenta??o escolar. O balan?o ? fruto da an?lise da intera??o entre a estrutura normativa do PNAE em n?vel nacional, com as caracter?sticas pol?ticas, sociais e econ?micas do contexto local e indica as negocia??es estabelecidas e as estrat?gias desenhadas para que a pol?tica seja efetivada. Indicamos que o pouco conhecimento da Prefeitura acerca da realidade da agricultura familiar e a dificuldade de lidar com os instrumentos normativos pode ser um entrave ? implementa??o. Assim como a pouca organiza??o dos agricultores do munic?pio em grupos formais e o alto grau de urbaniza??o do munic?pio.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-22T20:56:04Z No. of bitstreams: 1 MariaDoPerpetuoSocorroRochaSousaSeverino_TESE.pdf: 5405679 bytes, checksum: 33fdaee514b9e930abbff55ced8d0616 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-24T19:10:38Z (GMT) No. of bitstreams: 1 MariaDoPerpetuoSocorroRochaSousaSeverino_TESE.pdf: 5405679 bytes, checksum: 33fdaee514b9e930abbff55ced8d0616 (MD5) / Made available in DSpace on 2017-11-24T19:10:38Z (GMT). No. of bitstreams: 1 MariaDoPerpetuoSocorroRochaSousaSeverino_TESE.pdf: 5405679 bytes, checksum: 33fdaee514b9e930abbff55ced8d0616 (MD5) Previous issue date: 2017-05-22 / Esta Tese inscreve-se na tem?tica da avalia??o de pol?ticas p?blicas. Demarcou como objeto de estudo o Programa Incluir: acessibilidade na educa??o superior, orientando-se pela seguinte pergunta de pesquisa: Como o Programa Incluir est? sendo implementado na Universidade Federal do Rio Grande do Norte (UFRN)? Estabeleceu como objetivo (geral) avaliar o processo de implementa??o do Programa Incluir na UFRN, e como objetivos espec?ficos: identificar os fatores que facilitam e os fatores que obstacularizam a implementa??o do Programa Incluir e que condicionam o alcance dos objetivos do mesmo na UFRN; conhecer os servi?os, recursos e apoios t?cnicos existentes e disponibilizados pela Programa Incluir na perspectiva de viabilizar a inclus?o educacional dos acad?micos com defici?ncia nessa IFES; detectar as barreiras (arquitet?nica, pedag?gica, de comunica??o e informa??o e atitudinal) que dificultam o processo de implementa??o do Programa Incluir na UFRN; identificar as estrat?gias de implementa??o do Programa Incluir nessa IFES. A hip?tese enunciada para nortear o estudo afirmou que O Programa Incluir implementa recursos, servi?os, apoios t?cnicos que minimizam as barreiras arquitet?nicas, pedag?gicas e de comunica??o e informa??o, viabilizando parcialmente a inclus?o educacional de acad?micos com defici?ncia na UFRN. Os procedimentos metodol?gicos utilizados para o alcance do objetivo proposto consistiram em revis?o da literatura, pesquisa documental, observa??o sistem?tica e pesquisa de campo. A pesquisa de natureza qualitativa utilizou para a coleta de dados entrevista semiestruturada aplicada aos sujeitos constituintes do quadro amostral, quais sejam: discentes com defici?ncia f?sica, auditiva, visual, intelectual e m?ltipla, professores, presidente e t?cnicos da Comiss?o Permanente de Apoio a Estudantes com Necessidades Especiais (CAENE), bolsistas e monitor. A tese conclui que o processo de implementa??o do Programa Incluir na UFRN efetiva apoios t?cnicos, servi?o de int?rprete de LIBRAS, recursos pedag?gicos em formato acess?vel, recursos financeiros sistem?ticos, os quais, associados a um conjunto de estrat?gias institucionais, como cria??o de normatiza??es relativas ? inclus?o educacional, instala??o de laborat?rios de acessibilidade, disponibiliza??o de tecnologias assistivas, materializa??o de parcerias intrainstitucionais, apoio da Reitoria, constituem fatores facilitadores do processo de implementa??o do programa avaliado. Por outro lado, constatamos desproporcionalidade na produ??o, adapta??o e disponibilidade de recursos did?ticos pedag?gicos em formato acess?vel em rela??o aos tipos de defici?ncia, certo desconhecimento/invisibilidade do Programa Incluir, multiplicidade de objetivos, p?blico-alvo distinto do preconizado no documento oficial, subestima??o da participa??o dos professores na condi??o de implementadores (in)diretos do Programa, o que, associado ao formalismo do parecer t?cnico emitido pela CAENE, sem a devida media??o entre t?cnicos da CAENE, professores e coordenadores de cursos, evidencia o que cunhamos como barreira burocr?tica. Essa coexiste com as remanescentes barreiras atitudinal, de infraestrutura, pedag?gica e de comunica??o e informa??o. Esses fatores inscrevem-se como obst?culos ? implementa??o do Programa Incluir na UFRN. A despeito dos mesmos, podemos inferir que o Programa Incluir contribui com o percurso de forma??o profissional e a participa??o parcial dos acad?micos com defici?ncia na UFRN. / This thesis is a part of the public policies evaluation. It is demarcated as study object the Include Program: accesibility in higher education, being guided by the following research question: How the Include Program is being implemented at the Federal University of Rio Grande do Norte (UFRN)? It established as (general) objective to evaluate the process of implementation of the Include Program at UFRN, and as specific objectives: to identify the factors that facilitate and the factors that obstruct the implementation of the Include Program, and that condition the achievement of its objectives at UFRN; to know the services, resources and technical support existing and made available by the Include Program in the perspective of enabling the educational inclusion of disabled students in this IFES; to detect barriers (architectural, pedagogical, communication and information and attitudinal) that hinder the implementation process of the Include Program at UFRN; to identify the implementation strategies of the Include Program in this IFES. The hypothesis enunciated to guide the study stated that the Include Program implements resources, services, technical support that minimize architectural, pedagogical and communication and information barriers, partially enabling the educational inclusion of disabled students in UFRN. The methodological procedures used to reach the proposed objective consisted of literature review, documentary research, systematic observation and field research. The qualitative research used for the data collection semistructured interview applied to the constituent subjects of the sample frame, namely: students with physical, auditory, visual, intellectual and multiple disabilities; teachers; president and technicians of the Permanent Commission to Support Students with Special Needs (CAENE); and scholarship holders and monitor. The thesis concludes that the implementation process of the Include Program at UFRN provides technical support, a LIBRAS interpreter service, pedagogical resources in an accessible format, systematic financial resources, which, together with a set of institutional strategies, such as creation of norms related to educational inclusion, Installation of accessibility laboratories, provision of assistive technologies, materialization of intra-institutional partnerships, support of the Rectory, are factors that facilitate the implementation process of the Include Program. Besides, we find disproportionality in the production, adaptation and availability of pedagogical didactic resources in relation to the types of disability, a lack of awareness/invisibility in the Include Program, multiplicity of objectives, different target audience from the official document, underestimation of the participation of teachers in the condition of (in)direct implementers of the Program, witch, together with the technical opinion formalism issued by CAENE, without proper mediation between CAENE technicians, teachers and course coordinators, shows what we have classified as a bureaucratic barrier. This coexists with the remaining attitudinal, infrastructure, pedagogical and communication and information barriers. These factors are inscribed as obstacles to the implementation of the Include Program at UFRN. Notwithstanding to this, we can infer that the Include Program contributes to the vocational training course and the partial participation of disabled academics in UFRN.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-12-01T23:34:00Z No. of bitstreams: 1 DanielHolandaNoronha_DISSERT.pdf: 2617561 bytes, checksum: 88cfc246d074eabfd971d5b81edbf109 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-12-05T21:07:17Z (GMT) No. of bitstreams: 1 DanielHolandaNoronha_DISSERT.pdf: 2617561 bytes, checksum: 88cfc246d074eabfd971d5b81edbf109 (MD5) / Made available in DSpace on 2017-12-05T21:07:18Z (GMT). No. of bitstreams: 1 DanielHolandaNoronha_DISSERT.pdf: 2617561 bytes, checksum: 88cfc246d074eabfd971d5b81edbf109 (MD5) Previous issue date: 2017-11-20 / A import?ncia do uso de FPGAs como aceleradores vem crescendo fortemente nos ?ltimos anos. Companhias como Amazon e Microsoft est?o incorporando FPGAs em seus data centers, objetivando especialmente acelerar algoritmos em suas ferramentas de busca. No centro dessas aplica??es est?o algoritmos de aprendizado de m?quina, como ? o caso da M?quina de Vetor de Suporte (SVM). Entretanto, para que essas aplica??es obtenham a acelera??o desejada, o uso eficiente dos recursos das FPGAs ? necess?rio. O projeto possui como objetivo a implementa??o paralela em hardware tanto da fase feed-forward de uma M?quina de Vetores de Suporte (SVM) quanto de sua fase de treinamento. A fase feed-forward (infer?ncia) ? implementada utilizando o kernel polinomial e de maneira totalmente paralela, visando obter a m?xima acelera??o poss?vel ao custo de uma maior utiliza??o da ?rea dispon?vel. Al?m disso, a implementa??o proposta para a infer?ncia ? capaz de computar tanto a classifica??o quanto a regress?o utilizando o mesmo hardware. J? o treinamento ? feito utilizando Otimiza??o Sequencial M?nima (SMO), possibilitando a resolu??o da complexa otimiza??o da SVM atrav?s de passos simples. A implementa??o da SMO tamb?m ? feita de modo extremamente paralelo, fazendo uso de t?cnicas para acelera??o como a cache do erro. Ademais, o Kernel Amig?vel ao Hardware (HFK) ? utilizado para diminuir a ?rea utilizada pelo kernel, permitindo que um n?mero maior de kernels seja implementado em um chip de mesmo tamanho, acelerando o treinamento. Ap?s a implementa??o paralela em hardware, a SVM ? validada por simula??o e s?o feitas an?lises associadas ao desempenho temporal da estrutura proposta, assim como an?lises associadas ao uso de ?rea da FPGA. / The importance of Field-Programmable Gate Arrays as compute accelerators has dramatically increased during the last couple of yers. Many companies such as Amazon, IBM and Microsoft included FPGAs in their data centers aiming to accelerate their search engines. In the center of those applications are many machine learning algorithms, such as Support Vector Machines (SVMs). For FPGAs to thrive in this new role, the effective usage of FPGA resources is required. The project?s main goal is the parallel FPGA implementation of both the feed-forward phase of a Support Vector Machine as well as its training phase. The feed-forward phase (inference) is implemented using the polynomial kernel in a highly parallel way in order to obtain maximum throughput at the cost of some extra area. Moreover, the inference implementation is capable of computing both classification and regression using a single hardware. The training phase of the SVM is implemented using Sequential Minimal Optimization (SMO), which enables the resolution of a complex convex optimization problem using simple steps. The SMO implementation is also highly parallel and uses some acceleration techniques, such as the error cache. Moreover, the Hardware Friendly Kernel (HFK) is used in order to reduce the kernel?s area, enabling the increase in the number of kernels per area. After the parallel implementation in hardware, the SVM is validated by simulation. Finally, analysis associated with the temporal performance of the proposed structure, as well as analysis associated with FPGA?s area usage are performed.

Este estudo apresenta uma avaliação da implementação do Plano de Ações Articuladas (PAR), instrumento de ação da política pública Plano de Metas Compromisso Todos pela E-ducação, no Município de Gravataí, Rio Grande do Sul. O objetivo geral foi analisar a im-plementação do PAR com foco na gestão da execução deste plano, abrangendo a instituciona-lidade e as práticas no sistema municipal de ensino e nas relações com a União. O marco teórico-metodológico abrangeu noções da análise de políticas públicas e de avaliação de políticas públicas e a metodologia do ciclo de políticas, pelo recurso à análise dos contextos de influência, produção de texto e de prática, a fim de caracterizar o local de pesquisa e os atores envolvidos na fase de implementação. Os fundamentos teóricos, embasa-dos pela teoria crítica, foram utilizados na perspectiva de realizar uma análise relacional, compreendendo a educação em seus contextos econômico, social e político. Os elementos de contexto que fazem parte do quadro institucional brasileiro, entre eles federalismo, a descentralização, o regime de colaboração e o financiamento da educação, bem como a descrição da origem, estrutura e organização do PAR no contexto da política Plano de Metas Compromisso Todos Pela Educação são caracterizados pela importância que têm no campo de análise do PDE/Plano de Metas/PAR. Foi abordada a construção histórica dos modelos de administração e de gestão da polí-tica educacional no Brasil, buscando complexificar a relação entre os modelos de gestão tec-nocráticos e verticalizados, herdados da estrutura de Estado brasileiro autoritário e patrimoni-alista, que se chocam com a democracia. A organização burocrática, no sentido weberiano, presente no setor público, é enfocada, assim como o modelo de gestão contemporâneo apre-sentado pelo novo gerencialismo também é problematizado. A gestão no sentido democrático é defendida como condição essencial para efetivação de políticas públicas em educação que almejem a qualidade social. A descrição dos contextos de influência, de produção de texto e de prática presentes no processo de formulação e de implementação do PAR de Gravataí foi elaborada com base em pesquisa de campo que envolveu consulta a documentos, depoimentos obtidos por meio da realização de entrevistas com atores diretamente envolvidos na elaboração do PAR e in-formações e apreciações oferecidas por dirigentes de escolas municipais. Os resultados do estudo indicam que a gestão da execução do PAR, em Gravataí, apre-senta vigores e fragilidades e ocorre de forma centralizada. Envolvem-se, mais diretamente, as instituições SMED, através de alguns setores que atuam desarticulados, Conselho Munici-pal de Educação e Sindicato dos Professores Municipais, lideranças do sistema municipal de ensino que tensionam para que o Plano seja colocado em prática. As escolas municipais têm pouco conhecimento e informações sobre o PAR e o acesso se dá através dos programas fede-rais, executados com limitações, devido às dificuldades do Poder Público em cumprir com a contrapartida. Entre os vigores destaca-se a aproximação da União frente à realidade da edu-cação municipal pelo aumento significativo na assistência financeira, através de programas que promovem mais inclusão social, ofertando tempos e espaços mais qualificados para o ensino e a aprendizagem. / This study presents an evaluation on the implementation of the Articulate Actions Plan (PAR), which is an action instrument of the public policy: Plan of goals - Commitment of All for Education in Gravataí, Rio Grande do Sul. The general objective was to analyze PAR implementation, focusing the management of the execution of this plan, including the institutionality and the practices in the municipal teaching system and in the relations with the Federal Government. The theoretical-methodological mark comprised notions of public policies analysis and of evaluation of public policies and the methodology of policies circle by analyzing the influence contexts, the production of text and the practice, in a way the researching place and the actors involved in the implementation phase were characterized. The theoretical funda-ments, based upon the criticism theory were used in the perspective of realizing a relational examination, comprehending the Education in its economical, social and political contexts. The context elements being part of the Brazilian institutional framework, among them federalism, the decentralization, the collaboration regimen and the Education financing, as well as the description of the origin, structure and organization of PAR in the context of the policy: Plan of goals - Commitment of All for Education, are characterized by the importance they have for the analysis field of PDE/Goals Plan/PAR. The historical construction of the administration and management models of the teaching policy in Brazil was approached, aiming to complexify the relation between the technocratic and vertical management models, inherited from the structure of authoritarian and patrimonialist Brazilian state, coming up against democracy. The bureaucratic organiza-tion, in the Weberian sense, existing in the public sector is focused and the present manage-ment model presented by the new managerialism is also problematized. The management in the democratic sense is defended as an essential condition for the effectuation of public poli-cies in Education aiming the social quality. The description of the influence contexts, of text production and of practice existing in the process of PAR formulation and implementation in Gravataí was elaborated based upon field research, documental analysis, testimonies obtained by the realization of interviews with actors directly involved in the elaboration of PAR and information and appreciations offered by principals of municipal schools. The study results indicate that PAR management execution in Gravataí present strengths and weaknesses, occurring in a centralized way. The more directly involved ones are the institutions: SMED, through some sectors acting disconnectedly, Council of Munici-pal Education and Municipal Syndicate of Teachers, leaders of the municipal teaching sys-tem, working in a way the plan is put into practice. The municipal schools have little know-ledge and information about PAR and the access happens through federal programs, executed with limitations, due to the difficulties of the public power to comply with the counterpart. Among the strengths, it is highlighted the approximation of the Federal Government towards the reality of the municipal Education by the significant increase of financial assistance, through programs promoting social inclusion, offering more qualified time and space for teaching and learning.

Made available in DSpace on 2014-12-17T13:51:36Z (GMT). No. of bitstreams: 1 RichardMA_TESE.pdf: 3793202 bytes, checksum: 5890dda5635196fda6b027474ba9793b (MD5) Previous issue date: 2011-12-28 / This thesis aimed to evaluate the implementation of the Food Acquisition Program(PAA) through CONAB RN in the period of 2003-2010 with the perception of all agents involved in the implementation of the government program.For the methodological trajectory it was adopted a descriptive bibliographical and documentary approach with triangular qualitative and quantitative, also called evaluative research.The theoretical model was supported by the authors Draibe (2001), Aguilar and Ander-Egg (1994) and Silva(2001), among others, that focused on family farming and evaluation of implementation of public policy having as a category of analysis the size implementation of policy and the latter divided into 10 theoretical dimensions.The universe consisted of three groups: the first were the managers and technicians from CONAB(RN and Brasilia), totaling 15 subjects. The second group was of associations/cooperatives that participated in the programin 2010, totaling a sample in each access of 15 representatives. The third group of subjects totaled with 309 representatives of governmental and non-governmental organizations that received donations of food for the same period. Semi-structured interviews and forms were adopted as instruments of data collection.The data were processed qualitatively by the analysis of content (interviews and documents) and quantitatively by means of statistical tests that allowed inferences and adoption of frequencies. Among the key find ingests that the program is not standing as a structure supported by planning. The interests of the performers do not necessarily converge with the objectives of the Food Acquisition Program (PAA). A shockof goals was identified (within the same program) when comparingthe financial agent (Ministry of Rural Development and of Social Development and Fight Against Hunger Ministry r) and the executor, CONAB/RN. Within the assessed dimensions, the most fragileis the sub-managerial decision-making and Organizational Environment and internal assessment, still deserves attention the sizeof logistical and operational Subsystem, as this also proved weak.The focusin the quest toexpand thequantificationof the resultsof theFood Acquisition Program (PAA)by CONAB/RN does forget a quality management focused on what really should be:the compliance with the institutional objectives of the government program.Finally, the perspective for the traded implementation should be re-examined because excessive discretion by managers along with technical staff has characterized there al role of the Food Acquisition Program (PAA) as public policy. We conclude that the implementation model, which apparently aggregates values to the benefitted citizens, has weakened the context of work on family farms having the management model of the implementation process be reviewed by the Federal Government and point too ther paths, which have as a guide line the emancipation and developmentof the field or in the field andat the same time enables the reduction of nutritional deficiency of beneficiaries in a balanced and coherent way / A presente Tese objetivou avaliar a implementa??o do Programa de Aquisi??o de Alimentos (PAA) pela CONAB RN no per?odo 2003-2010 na percep??o dos atores envolvidos no processo de execu??o do programa governamental. Para o percurso metodol?gico foi adotada uma pesquisa bibliografia-descritiva e documental com abordagem triangular qualitativa e quantitativa, denominada tamb?m de pesquisa avaliativa. O modelo te?rico foi suportado pelos autores Draibe (2001), Aguilar e Ander Egg (1994) e Silva (2001), al?m de outros que abordaram o tema agricultura familiar e avalia??o de implementa??o de politica p?blica, tendo como categoria de an?lise a dimens?o implementa??o da politica e esta dividida em 10 dimens?es te?ricas. O universo foi constitu?do de tr?s grupos, o primeiro foram os gestores e t?cnicos da CONAB (RN e Bras?lia), totalizando 15 sujeitos. O segundo grupo foi de associa??es/cooperativas que participaram do programa em 2010, totalizando uma amostra por acesso de 15 representantes. O terceiro grupo de sujeitos totalizou com 309 representantes de institui??es governamentais e n?o governamentais que receberam doa??o de alimentos no mesmo per?odo. Foi adotado como instrumento de coleta de dados entrevistas semi estruturadas e formul?rios. Os dados foram tratados qualitativamente pela analise de conte?dos (entrevistas e documentos) e quantitativamente por meio de testes estat?sticos que possibilitaram infer?ncias e ado??o de frequ?ncias. Dentre os principais resultados tem-se que o programa n?o est? situando como uma estrutura suportada pelo planejamento. Os interesses dos executores n?o necessariamente convergem com os objetivos do PAA. Identificou-se choque de objetivos (do mesmo programa) quando comparado o agente financiador (Minist?rio do Desenvolvimento Agr?rio e Minist?rio de Desenvolvimento Social e Combate ? Fome) e a executora, CONAB RN. Dentro das dimens?es avaliadas a mais fragilizada ? o subsistema gerencial decis?rio e Ambiente Organizacional e avalia??o interna, ainda merece destaque a dimens?o Subsistema log?stico e operacional, pois este tamb?m, se mostrou debilitado. O foco na busca pela amplia??o da quantifica??o dos resultados do PAA pela CONAB RN faz esquecer uma gest?o de qualidade focada no que deveria realmente ser, o atendimento aos objetivos institucionais do programa governamental. Por fim, a perspectiva da implementa??o negociada deve ser reanalisada, pois a discricionariedade excessiva pelos gestores junto aos t?cnicos vem descaracterizando o real papel do PAA enquanto politica p?blica. Conclui-se que o modelo de implementa??o aparentemente agregador de valores aos cidad?os beneficiados, vem fragilizando o contexto do trabalho na agricultura familiar, tendo o modelo de gest?o do processo de implementa??o ser revisto pelo Governo Federal e apontar para outros caminhos, que tenham como eixo norteador a emancipa??o e o desenvolvimento do/no campo e ao mesmo tempo possibilite a redu??o da defici?ncia nutricional dos benefici?rios de forma equilibrada e coerente

Made available in DSpace on 2014-12-17T14:20:13Z (GMT). No. of bitstreams: 1 CleidianeCG_DISSERT.pdf: 4874137 bytes, checksum: 811956a01798d587e937dfc46ef64ad5 (MD5) Previous issue date: 2013-05-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Historically the provision of childcare facilities in Brazil was short of demand. This problem affects a large part of the population and has a tendency to worsen, due to the accelerated decline in the number of parents of dedication exclusive family. The program called "Nova Semente" seeks to accelerate the creation of childcare facilities in the county, enabling the opening of units at low cost and in record time, through partnerships between government, non-governmental and civil society organizations. This study conducted a process evaluation of the implementation of public policy, to identify the strengths and weaknesses of the policy. In real terms, this paper seeks to understand the motivation for the development of the program, identifying the reasons set out in the project match what is being sent; Understand how it is giving practical partnership between the government entity and the entities "non-state"; Identify the degree of achievement of goals that should be met even in the implementation phase; verify employment of instruments provided for its implementation. For this, the literature of public policy evaluation is used, and fits the criteria and mechanisms for analysis in the assessment of efficacy, to answer the question motivating the work, which deals with uncertainty about the durability of the Program. the framework is the criteria and mechanisms for analysis in the assessment of efficacy, to answer the question motivating the work, which deals with uncertainty about the durability of the Program / Historicamente a oferta de vagas em creches no Brasil esteve aqu?m da demanda. Problema este que atinge uma grande parte da popula??o e que apresenta uma tend?ncia de piora, em decorr?ncia da queda acelerada no n?mero de genitores de dedica??o exclusivamente familiar. O Programa chamado Nova Semente , institu?do no munic?pio de Petrolina PE busca acelerar a cria??o de vagas em creches, possibilitando a abertura de unidades a baixo custo e em tempo recorde, atrav?s de parcerias entre governo, organiza??es n?o governamentais e sociedade civil organizada. Este trabalho realizou uma avalia??o de processo de implementa??o de pol?tica p?blica, e identificou os pontos fortes e as defici?ncias da pol?tica. De forma especifica, este trabalho buscou compreender a motiva??o para o desenvolvimento do programa, identificando se as raz?es expostas no projeto correspondem ao que est? sendo encaminhado; Percebeu como est? se dando na pr?tica a parceria entre o ente estatal e os entes n?o estatais ; Identificou o grau de alcance das metas que deveriam ser cumpridas ainda na fase de implementa??o; e verificou o emprego dos instrumentos previstos para sua execu??o

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-07-06T19:28:30Z No. of bitstreams: 1 FabioResendeDeAraujo_TESE.pdf: 5050781 bytes, checksum: 01ef8779bf89ea1bc5b57957c293f09c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-07-06T20:53:17Z (GMT) No. of bitstreams: 1 FabioResendeDeAraujo_TESE.pdf: 5050781 bytes, checksum: 01ef8779bf89ea1bc5b57957c293f09c (MD5) / Made available in DSpace on 2016-07-06T20:53:17Z (GMT). No. of bitstreams: 1 FabioResendeDeAraujo_TESE.pdf: 5050781 bytes, checksum: 01ef8779bf89ea1bc5b57957c293f09c (MD5) Previous issue date: 2015-12-21 / Esta tese objetivou compreender em que medida as capacidades estatais dos governos estaduais explicam a efic?cia da implementa??o do PBF, no Nordeste, adotando a Teoria da implementa??o como principal lente te?rica e de modo mais especifico o conceito de capacidades estatais. Metodologicamente ? um estudo de avalia??o de pol?ticas p?blicas, sendo categorizada com um estudo de avalia??o de processo ou de implementa??o. Dada a especificidade do objeto classifica-se a investiga??o como estudo multicaso contemplando os Estados de Sergipe, Rio Grande do Norte e Bahia. Al?m da utiliza??o de dados secund?rios, o estudo utilizou-se de entrevistas semiestruturadas com os membros das Comiss?es Intersetoriais respons?veis pelas a??es do PBF e do Cadastro ?nico no ?mbito estadual, compostas por representantes das ?reas do Governo Estadual de Assist?ncia Social, Educa??o e Sa?de. Os principais resultados relacionados ?s capacidades t?cnicas -administrativas e pol?ticas encontrados foram: infraestrutura com fragilidade em recursos humanos, tecnol?gico e financeiros; coordena??o intragovernamental com limites entre o PBF e o SUAS, e as a??es da condicionalidade da sa?de e Aten??o B?sica do SUS; coordena??o intergovernamental realizada em parte a dist?ncia por limita??es de deslocamento e incipiente descentraliza??o regional das a??es; monitoramento baseado nos munic?pios de menor desempenho e a partir dos par?metros postos pelo governo federal. Quanto as capacidades pol?ticas; sistema pol?tico representativo ? pouco acessado pelas inst?ncias de ger?ncia do programa; participa??o social pouco significativa e baixa articula??o com conselhos de tem?ticas afins ao PBF; auditoria de controle por ?rg?os externos eventual. A tese concluiu que em fun??o das capacidades encontradas as debilidades de execu??o n?o s?o exclusivas das a??es do programa, mas sim da pr?pria capacidade institucional dos sistemas onde ele opera que s?o o SUAS, o SUS e o Sistema Educacional. Dito de outro modo limita??es das pr?prias capacidades estatais dos governos estaduais e dos governos municipais de cada territ?rio, tais como insufici?ncia quantitativa e de qualifica??o de recursos humanos, de recursos financeiros e institucionais, a falta de inst?ncia promotoras de descentraliza??o (intergovenamental e intragovernamental) al?m da fragilidade ou aus?ncia de uma rede de servi?os sociais locais s?o tamb?m fatores explicativos do desempenho de gest?o do Programa e, as capacidades estatais dos arranjos formados por estados e munic?pios no PBF, apenas, de modo parcial d?o conta da complexidade de articula??es que envolvem a implementa??o do programa no que se refere ?s a??es intergovernamentais e intragovernamentais. / This thesis aims to understand the extent to which state capacities of state governments explain the effectiveness of the implementation of Programa Bolsa Fam?lia (PBF) in the Northeast, adopting the implementation of the theory as the main theoretical lens and more specifically the concept of state capacity. Methodologically is a study of public policy evaluation, and categorized as a process of evaluation study or implementation. Given the specificity of the object is classified as a multi case study research covering the states of Sergipe, Rio Grande do Norte and Bahia. In addition to using secondary data, the study used semi-structured interviews with members of Intersectoral Committees responsible for the actions of PBF and the Cadastro ?nico at the state level, composed of representatives of the areas of the state government of Social Welfare, Education and Health. the main findings related to technical and administrative capacities and policies were found: infrastructure with weakness in human resources, technological and financial resources; intra-governmental coordination with boundaries between PBF and Unified Social Assistance System , and the actions of conditionality of health and Health Unic System Basic Attention; intergovernmental coordination carried out mostly by the distance limitations of displacement and incipient regional decentralization of actions; based monitoring in the municipalities of lower performance and from the parameters placed by the federal government and political capacities; representative political system is hardly accessed by instances of program management; minor social participation and low articulation with related issues advice to PBF; audit control by any outside agencies. The thesis concludes that depending on the capabilities found implementing weaknesses are not unique to the program's actions, but from the very institutional capacity of the systems in which it operates that are the Unified Social Assistance System, the Health Unic System and the Educational System. In other words limitations of their own state capacities of the state governments and the municipal governments of each territory, such as quantitative insufficiency and qualification of human resources, financial and institutional resources, lack instance promoting decentralization (Intergovernmental and intra-governmental) as well the weakness or absence of a network of local social services are also factors that explain the program management performance and state capabilities of arrangements formed by states and municipalities in the PBF, only to partially deal with the complexity of joints involving Implementation of the program with regard to inter and intra-governmental action.

Made available in DSpace on 2014-12-17T15:24:29Z (GMT). No. of bitstreams: 1 LisymaSF_DISSERT.pdf: 867947 bytes, checksum: 7e4f4932074f835b5822f1dbb3d33ba0 (MD5) Previous issue date: 2014-04-30 / The research seeks to comprehend the development of the promoting and structuring Fiscal Education actions in the states and in the federal district, attending to the guideline and the administrative requirements established by the Escola de Administra??o Fazend?ria (ESAF) to implement the Programa Nacional de Educa??o Fiscal (PNEF). The study has an exploratory content with a qualitative approach. The informations were collect with a questionnaire applied through the Google-docs by the managers of the program in any federated unit. Were founded several results, as the fragility of the program in the budgeting and financial area, the low frequency of the Grupo de Educa??o Estadual (GEFE) in regular meetings, the absence to monitor undertaken actions and the absence of interlocution between the GEFE and the forums of national discussions, especially the Conselho Nacional de Pol?tica Fazend?ria (CONFAZ). Despite the fragilities, the work shows the occurrence of some actions to disseminate Fiscal Education in schools and universities, the establishment of partnerships and the participation of the GEFE‟s in the national meetings. With the study, it was possible to conclude that in spite of the weaknesses found in its structure, the PNEF s institutionalized in the states and in the federal district, observing the differences between the federal units in relation to the ripening of the program. Despite the difficulties evidenced, it appears that they are capable of resolution, as far as it recognizes the importance of the Program for the promotion of a culture of active citizenship in the society and it will gives better conditions of implementation / A pesquisa objetiva compreender o desenvolvimento das a??es de promo??o e estrutura??o de Educa??o Fiscal nos Estados e Distrito Federal, a partir do atendimento ?s diretrizes e exig?ncias de natureza administrativa estabelecidas pela Escola de Administra??o Fazend?ria (ESAF) para implementa??o do Programa Nacional de Educa??o Fiscal (PNEF). O estudo ? de natureza explorat?ria com abordagem qualitativa. Os dados foram coletados a partir de um question?rio aplicado atrav?s do Google-docs junto aos gestores do Programa em cada Unidade Federada. Entre outros resultados destacam-se: fragilidades na estrutura do Programa na ?rea de recursos or?ament?rios e financeiros; frequ?ncia baixa nas reuni?es do Grupo de Educa??o Estadual (GEFE); aus?ncia de acompanhamento e avalia??o das a??es empreendidas; aus?ncia de interlocu??o entre o GEFE e os f?runs de debates nacionais, especialmente o Conselho Nacional de Pol?tica Fazend?ria (CONFAZ). Apesar das fragilidades evidencia-se a ocorr?ncia de algumas a??es de dissemina??o de Educa??o Fiscal em escolas e universidades; o estabelecimento de parcerias e a participa??o dos GEFE‟s nos encontros nacionais. Conclui-se que apesar das debilidades verificadas em sua estrutura, o PNEF est? institucionalizado nos Estados e Distrito Federal observando-se diferen?as entre as unidades federadas em rela??o ao amadurecimento do Programa. A despeito das dificuldades evidenciadas, verifica-se que elas s?o pass?veis de resolu??o, na medida em que se reconhe?a a import?ncia do Programa para a promo??o da cultura da cidadania ativa no seio da sociedade e a ele sejam dadas melhores condi??es de execu??o