Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-09-19T21:23:29Z No. of bitstreams: 1 JairMoisesDeSousa_TESE.pdf: 2752091 bytes, checksum: a67458e5ec53cdf5b5527dbdd456eea1 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-09-21T12:44:50Z (GMT) No. of bitstreams: 1 JairMoisesDeSousa_TESE.pdf: 2752091 bytes, checksum: a67458e5ec53cdf5b5527dbdd456eea1 (MD5) / Made available in DSpace on 2017-09-21T12:44:50Z (GMT). No. of bitstreams: 1 JairMoisesDeSousa_TESE.pdf: 2752091 bytes, checksum: a67458e5ec53cdf5b5527dbdd456eea1 (MD5) Previous issue date: 2017-08-02 / Daimons s?o obsess?es cognitivas inconscientes que dominam os pensamentos dos sujeitos. Eles s?o frutos de experi?ncias vividas, da educa??o escolar e familiar e dos traumas que marcam a hist?ria de vida das pessoas. Considerando a ci?ncia uma pr?tica humana, a constru??o das ideias cient?ficas n?o est? imune ?s interfer?ncias dos daimons. Da? porque problematizamos hoje o mito da neutralidade cient?fica. A ci?ncia ? fortemente implicada pelas marcas pessoais dos sujeitos. O desejo maior que moveu esta tese foi minha obsess?o de intuir os daimons de Charles Darwin, as marcas que o fizeram pensar o que pensou sobre a evolu??o das esp?cies. Para isso, lan?amos m?o da correspond?ncia trocada por ele durante toda a sua vida, disponibilizada pelos projetos: Darwin online e Darwin correspondence; dos cadernos de anota??es B, C, D, E, M e N e da obra A origem das esp?cies. N?o segui um m?todo r?gido. As estrat?gias de m?todo mudavam conforme informa??es novas exigiam um caminho novo. Revisitei minha hist?ria de vida, minhas experi?ncias pessoais e escolares, mediante um exerc?cio de exegese inspirado por Edgar Morin em Meus dem?nios, no intuito de compreender porque me tornei bi?logo e porque resolvi trabalhar com as ideias darwinianas. Por meio do material de pesquisa aludido, me foi poss?vel intuir, construir e formular tr?s daimons de Darwin. Primeiro, o daimon do materialismo oriundo do pensamento positivista que marcou a ?poca em que viveu. Foi com base nessa obsess?o pela quantidade de provas, e pela robustez de fatos capazes de explicar um dado fen?meno relacionado ? vida, que Darwin levantou fortes argumentos que corroboravam suas teorias transmutacionais das esp?cies. Dessa possess?o resultou o rigor que sempre o acompanhou. O segundo daimon, que denominei de desvios, direcionou os olhares de Darwin para as caracter?sticas desprezadas pelos naturalistas de sua ?poca, pois, para eles, n?o passavam de imperfei??es. Por?m, para Darwin, refletiam uma linguagem da natureza. Outros caminhos desviantes o acompanharam. A nega??o da exist?ncia de Deus e dos princ?pios que fundavam a f? anglicana foi essencial para a proposi??o da Sele??o Natural como uma linguagem da natureza desvinculada dos des?gnios divinos. O terceiro daimon chamei de migra??o conceitual e foi talvez o mais importante. Essa terceira obsess?o permitiu ampliar o entendimento da vida, das ideias e dos argumentos de outras ?reas da ci?ncia e dos saberes. Foi assim com a no??o de luta pela sobreviv?ncia, vinda das teorias econ?micas; da ideia de gradualidade e lentid?o da a??o das for?as que originam novas esp?cies, oriunda da Geologia, e do conceito de sele??o natural, proveniente dos saberes dos criadores de pombos, cavalos, c?es e agricultores. A a??o m?tua desses tr?s daimons permitiu a Darwin formular a teoria da transmuta??o das esp?cies e o fizeram pensar o que pensou. Quanto a mim, outra ci?ncia, mas tamb?m outro sujeito emergiu. Darwin e o Grecom foram o casulo que conduziram minha transforma??o em dire??o a uma Biologia da complexidade. / Daimons are cognitive unconscious obsessions which dominate the thoughts of the subjects. They are the fruit of life experiences, of school and family education and of the trauma which mark the life history of people. Considering science as a human practice, the construction of scientific ideas is not immune to daimons interference. That is the reason why, nowadays, we discuss the myth of scientific neutrality. The desire which motivated this thesis was my obsession to intuit Charles Darwin daimons, the marks which made him think what he thought about the evolution of the species. In this regard, we used the correspondence exchanged by him along his life, which was made available by the projects: Darwin Online and Darwin Correspondence; from notebooks B, C, D, E, M and N and from the work The origin of the species. I did not follow a strict method. The method strategies changed as new information demanded a new path. I revisited my history, my personal and school experiences, through an exegesis exercise inspired by Edgar Morin in My demons, in an attempt to understand why I became a biologist and why I decided to work with Darwinian ideas. Through the research material mentioned, it was possible for me to intuit, build and formulate three of Darwin?s daimons. First, the materialism daimon, derived from the positivist thought which marked the time he lived in. It was based on the obsession for the amount of proof and the strength of facts capable to explain a certain phenomenon related to life, that Darwin raised strong arguments which corroborate his transmutation of the species theories. From this obsession, derived the discipline which had always accompanied him. The second daimon, which I denominated deviation, directed Darwin?s views to the characteristics once despised by the naturalists from his time, because, for them, they were nothing but imperfections. However, to Darwin, they reflected nature?s language. Other deviant paths followed him. The denial of God?s existence and the principles which grounded the Anglican faith were essential to the proposition of Natural Selection as a language of nature detached from divine purposes. The third daimon which I called conceptual migration was, perhaps, the most important. This third obsession allowed to expand the understanding of life, of the ideas and of the arguments of other areas of science and knowledge. That is how it happened with the fight for survival, originated from economic theories; from the idea of gradualness and slowness of the action of strength which create new species, derived from Geology, and from the concept of natural selection, which come from dove, horses and dogs breeders as well as farmers. The mutual action of these three daimons allowed Darwin to formulate the transmutation of the species theory and made him think what he thought. As for me, another science but also another subject emerged. Darwin and the GRECOM were the cocoon which conducted my transformation towards the Biology of complexity.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-06-22T16:54:42Z No. of bitstreams: 1 2016 - Aline de Alvernaz.pdf: 3258845 bytes, checksum: 8738241ca38b7ab5f62b9fe9933a3457 (MD5) / Made available in DSpace on 2017-06-22T16:54:42Z (GMT). No. of bitstreams: 1 2016 - Aline de Alvernaz.pdf: 3258845 bytes, checksum: 8738241ca38b7ab5f62b9fe9933a3457 (MD5) Previous issue date: 2016-02-16 / Over the years, the assessment is the subject of much debate in the field of school education. This is because evaluate an action that requires from the teacher a political-pedagogical commitment, making it a complex, subjective and specific task. Complex because it requires a constant deep study on the subject. Subjective by the fact that each teacher uses the evaluation in a manner and adapts it to his/her reality. And specific because it considers the specific characteristics of each school, each class, each student. On the national scene, it has adopted the External Assessment as public policy on the grounds of ensuring the quality of education offered in the school systems. The external assessment seems to reflect the results of some political and pedagogical practices that have been adopted by school systems, with implications in the school routine. The objective of this research, with a qualitative aspect, was to check the implications of the external assessment in the teaching-learning evaluation practices and the pedagogical work organization in the school, as well as identify how the school actors interpret educational policies related to external assessment. We analyze the perceptions, attitudes and behaviors of the teachers, the administrators and the students regarding the evaluation of teaching-learning and the pedagogical work organization, examining the concepts and procedures related to the evaluation process. To achieve the objectives, we adopted as cut two schools in the Public School System of Rio de Janeiro, in the county of Belford Roxo, submitted to the External Assessment of SAERJ, being one among those with better rates and getting bonus; and the other one among those with lower rates and getting no bonus. In the two school units, representatives of the management team were selected; five teachers who work in high school, covering each of the four areas of knowledge, in addition to physical education teacher; and six students who took SAERJ, who volunteered themselves. Students data were collected through a trainee of the Focus Group and other subjects through semi-structured interviews and they were transcribed, categorized and analyzed. The results pointed to inflexible practices of assessment and an overvaluation of objective tests that reproduce the patterns of external assessment. There is a predominance of the quantitative aspects over the qualitative and characterization of the model essentially Classificatory of the evaluation in the teaching-learning process. / Ao longo dos anos, a avalia??o ? tema de grandes discuss?es no ?mbito da educa??o escolar. Isto porque avaliar ? uma a??o que requer do professor um compromisso pol?tico-pedag?gico, tornando esta tarefa complexa, subjetiva e espec?fica. Complexa porque demanda um constante estudo e aprofundamento sobre o tema. Subjetiva pelo fato de que cada professor utiliza a avalia??o de uma maneira e a adapta a sua realidade. E espec?fica porque considera as especificidades de cada escola, cada turma, cada aluno. No cen?rio nacional, tem-se adotado as Avalia??es Externas como pol?tica p?blica com a justificativa de garantir a qualidade da educa??o oferecida nas redes. A avalia??o externa parece refletir resultados de algumas pol?ticas e pr?ticas pedag?gicas que t?m sido adotadas pelas redes de ensino, acarretando implica??es no cotidiano escolar. O objetivo desta pesquisa, de car?ter qualitativo, foi verificar as implica??es da avalia??o externa nas pr?ticas de avalia??o do ensino-aprendizagem e na organiza??o do trabalho pedag?gico na escola, bem como identificar como os atores escolares interpretam as pol?ticas educacionais associadas ? avalia??o externa. Analisamos as percep??es, atitudes e comportamentos dos professores, gestores e alunos em rela??o ? avalia??o do ensino-aprendizagem e ? organiza??o do trabalho pedag?gico, examinando as concep??es e procedimentos relativos ao processo avaliativo. Para a concretiza??o dos objetivos, adotaram-se como recorte duas escolas da Rede Estadual de Ensino do Rio de Janeiro, no munic?pio de Belford Roxo, submetidas ? Avalia??o Externa do SAERJ, sendo uma entre aquelas com melhores ?ndices e recebendo bonifica??o; e outra entre aquelas com menores ?ndices e sem ganho de bonifica??o. Nas duas unidades escolares, selecionaram-se representantes da equipe diretiva; cinco professores que atuam no Ensino M?dio, contemplando cada uma das quatro ?reas de conhecimento, al?m do professor de Educa??o F?sica; e seis alunos que realizaram o SAERJ, que se voluntariaram. Os dados dos alunos foram coletados atrav?s da t?cnica de Grupo Focal e dos demais sujeitos mediante entrevistas semiestruturadas e foram transcritos, categorizados e analisados. Os resultados apontaram para um engessamento das pr?ticas avaliativas e uma supervaloriza??o dos testes objetivos que reproduzem os moldes das avalia??es externas. H? a predomin?ncia dos aspectos quantitativos sobre os qualitativos e a caracteriza??o do modelo essencialmente Classificat?rio da avalia??o do processo ensino-aprendizagem.

Made available in DSpace on 2015-03-13T17:08:14Z (GMT). No. of bitstreams: 1 LeandsonRFL_Ate_ cap6.pdf: 2182746 bytes, checksum: 25783c90c53780b39921fc195504a37c (MD5) Previous issue date: 1998-10-27 / This MSc dissertation presents the results of a research carried out in a 500 km2 area in the N?sia Floresta county. The main goal of the research was to evaluate fault influence on hidrology features of aquifers and lakes, mainly in the Barreiras Group and in the Bonfim lake cluster respectively. The Precambrian crystalline basement is made of Caic? Complex rocks. They are capped by cretaceous sedimentary rocks and by cenozoic sedimentary rocks. Only the latter outcrop in the study area, wheareas the former are described in boreholes. Faults cut across all stratigraphic units and their main trends are NW, NE and E-W, which have been generated by E-W compression. Subordinate N-S trending faults also take place and have been generated by N-S oriented compression. Fault controlled hydrologic features are observed throughout the study area. There are sudden changes in saturated thicknesses of the Barreiras Aquifer due to vertical displacement of the Barreiras Group. The most important underground water source of the Bonfim Lake is related to abrupt thickness changes of the aquifer. In addition, the main faults control the underground drainage network and, probably, change in direction of equipotential surfaces seen on the potenciometric map. Regarding the surface hydrologic features, faults also control river and stream channels, as well as lake origin and shapes. The Bonfim Lake, in particular, has its peculiar shape, which follows NW and NE lineaments, and origin related to faulting and probably underground carstics processes / Esta disserta??o apresenta os resultados de uma pesquisa desenvolvida numa ?rea com cerca de 500 km2, a maior parte situada no munic?pio de N?sia Floresta-RN. O objetivo central ? avaliar as influ?ncias da estrutura??o regional na hidrologia dos terrenos sedimentares cenoz?icos, com destaque especial para o Aq??fero Barreiras e o sistema lacustre do Bonfim. Foi adotado uma metodologia fundamentada no emprego de t?cnicas geof?sicas (gravimetria e eletro-resistividade) e estruturais. A estratigrafia da ?rea ? constitu?da pelo embasamento cristalino Pr?-Cambriano, correlato ao Complexo Caic?, sotoposto a sedimentos cret?cicos e capeados por unidades estratigr?ficas cenoz?icas, na qual apenas estas ?ltimas s?o aflorantes. O arcabou?o tectono-estrutural ? formado por uma complexa estrutura??o regional, caracterizada em tr?s dire??es principais: NW, NE e E-W, aproximadamente, al?m de uma quarta dire??o, menos expressiva, com orienta??o geral N-S. Esta estrutura??o representa o resultado da atua??o de um campo de tens?es com compress?o e distens?o m?ximas em E-W e N-S, respectivamente, ? exce??o do trend N-S que est? associado a uma compress?o N-S. As conseq??ncias dos falhamentos na hidrologia subterr?nea s?o evidenciadas, principalmente, pela exist?ncia de varia??es bruscas da espessura saturada do Aq??fero Barreiras, decorrente do deslocamento vertical de blocos estruturais nestes falhamentos. Em particular, a oeste da Lagoa do Bonfim, mostrou-se que a principal frente de alimenta??o subterr?nea da lagoa est? associada a um aumento brusco da espessura do aq??fero decorrente dos rejeitos verticais de duas falhas. As estruturas s?o respons?veis ainda pelos limites da drenagem subterr?nea e, provavelmente, por inflex?es das superf?cies equipotenciais no mapa potenciom?trico da ?rea. No ?mbito da hidrologia superficial, os falhamentos condicionam os cursos de rios e riachos (anomalias hidrogr?ficas), limites superficiais e padr?es da rede de drenagem, assim como as formas e g?neses das principais lagoas da ?rea. A Lagoa do Bonfim, particularmente, possui sua g?nese e evolu??o relacionada ? a??o de duas estruturas, ressaltada pela forma ex?tica de seu espelho d ?gua (alongado segundo as dire??es NW e NE das referidas falhas), somada ? prov?vel intera??o com processos c?rsticos na seq??ncia carbon?tica mesoz?ica

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-07-17T12:20:22Z No. of bitstreams: 1 HelidaSallesSantos_TESE.pdf: 6177162 bytes, checksum: 3e3935ed1c0efa5f16f7de60ceabc0ea (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-07-17T15:49:25Z (GMT) No. of bitstreams: 1 HelidaSallesSantos_TESE.pdf: 6177162 bytes, checksum: 3e3935ed1c0efa5f16f7de60ceabc0ea (MD5) / Made available in DSpace on 2017-07-17T15:49:25Z (GMT). No. of bitstreams: 1 HelidaSallesSantos_TESE.pdf: 6177162 bytes, checksum: 3e3935ed1c0efa5f16f7de60ceabc0ea (MD5) Previous issue date: 2016-12-08 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Este trabalho tem o objetivo de introduzir uma nova classe de medidas de inclus?o difusa entre conjuntos difusos. Esta nova abordagem foi baseada nas axiomatiza??es mais conhecidas com a vantagem de utilizar o m?todo de constru??o de tais medidas agregando os operadores de implica??o. Esses operadores satisfazem algumas propriedades que t?m sido amplamente investigadas na literatura, de forma que, por exemplo, a medida de inclus?o proposta por Goguen torna-se um caso particular da nossa proposta de medida de inclus?o. Apresentamos tamb?m diferentes m?todos de constru??o utilizando automorfismos e provamos que com tais medidas podemos construir n?o s? medidas de entropia, mas tamb?m dist?ncias, fun??es p?nalti e medidas de similaridade entre conjuntos difusos. / The idea of inclusion for fuzzy sets was firstly introduced by L. Zadeh in 1965 and since then many other studies proposed alternatives to indicate a degree to which a fuzzy set is included into another fuzzy set, called an inclusion degree or a subsethood measure. In this work we present a new class of fuzzy subsethood measures between fuzzy sets. We introduce a new definition of a fuzzy subsethood measure as an intersection of other axiomatizations by aggregating fuzzy implication operators. We also provide some construction methods to obtain these fuzzy subsethood measures. With our approach we recover some of the classical measures which have been discussed in the literature, as the one given by Goguen. We also show how we can use our developments to generate fuzzy entropies, fuzzy distances, penalty functions and similarity measures. Finally we study some fuzzy indexes generated from this new class of fuzzy subsethood measures.