Made available in DSpace on 2014-12-17T15:39:06Z (GMT). No. of bitstreams: 1 JulianaRCL.pdf: 361497 bytes, checksum: bcb8caa06e2f1ee4d99944ec1971c278 (MD5) Previous issue date: 2005-08-07 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The move to include students with special needs (NEE) in the schools presents a paradigm that raises continual discussion about how to implement this proposal. Considering that learning is built from the weaving of socially constructed knowledge and the field of knowledge concerning subjectivity, this research explores the difficulties that occur with the later in the process of inclusion in the schools. Admittedly, the promise implicit in the school does not guarantee that the student learn, but the envisioning of this learning, when the student s educator discredits him, is such that the person is then not taken on as an actual student, being excluded from the transmission of knowledge, even within the school. The project implemented at the Instituto Educacional Casa Escola IECE, for the last three years, shows us that the possibility and sustainability of this envisioning is intimately linked to the subjectivity of the educator, as well as how one relates to the institutional culture. We question then, how this perspective is formed in the educator this perspective capable of denying the offer of a place as student, allowing him to advance while learning. With this in mind, we explore the paradoxical elements present in the paradigm of inclusion, as well as analyzing theoretically, through the body of conceptual psychoanalysis, the process of subjective constitution. We intend to bring to light how this process coincides with the construction of the educator s perspective of exemption from teaching the special needs students. We question, through the formative functions of subjective structuring (The Mirror Stage and the Oedipus Complex), how to form a perspective capable of promoting inclusion of special needs students in educators. Finally, we show how it is possible to bring to light, with the concepts of the I ideal and the ideal I, the subjective difficulties in the practicing instructor / A inclus?o escolar de alunos com necessidades educativas especiais (NEE) coloca-nos diante de uma pr?xis que reivindica discuss?es constantes a respeito de como efetivar esta proposta. Neste rumo, esse trabalho visa refletir sobre os impasses advindos da subjetividade do professor no processo de inclus?o escolar. Partimos da experi?ncia cl?nica de escuta de professores realizada no per?odo de 2002 a 2005, no Instituto Educacional Casa Escola. Nessa experi?ncia, balizada pela psican?lise, partimos do princ?pio que as aprendizagens se constituem no entrela?amento entre o campo dos conhecimentos socialmente constru?dos pela humanidade e o campo do saber acerca da subjetividade. Admitimos que a promessa que compete ? escola n?o diz respeito ? garantias de que o aluno venha a aprender, mas ? visada nesta aprendizagem, pois quando o professor dela se desautoriza, a pessoa n?o ? tomada como aluna, sendo exclu?da da transmiss?o dos conhecimentos, mesmo dentro da escola. Interrogamo-nos sobre como se constitui, no professor, essa visada capaz de franquear a oferta de um lugar de aluno ? pessoa com NEE, permitindo-lhe avan?ar enquanto aprendente. Para tanto, discutimos, a partir de uma revis?o hist?rica, os elementos paradoxais presentes no paradigma da inclus?o. Tamb?m analisamos teoricamente o processo de constitui??o subjetiva atrav?s do corpo conceitual psicanal?tico, focalizando, notadamente, as opera??es do Est?gio do Espelho e Complexo de ?dipo. Por fim, esse percurso nos mostrou que os conceitos de Eu Ideal e Ideal do Eu lan?am luz sobre os impasses subjetivos na pr?tica docente, a saber, o Eu Ideal sustentando o imperativo de perfei??o narc?sico convoca o imposs?vel de uma educa??o sem faltas, obliterando o processo educativo e gerando, muitas vezes, mal-estar; e o Ideal do Eu que implica num posicionamento subjetivo balizado pela falta, salientando a ancoragem simb?lica favorecedora do processo de aprendizagem

Made available in DSpace on 2016-04-28T20:19:24Z (GMT). No. of bitstreams: 1 2009 - Julio Cesar Sobral Pinto Dias.pdf: 8513249 bytes, checksum: a7b70bdc2014f94645d1ab3a922173a3 (MD5) Previous issue date: 2009-01-29 / This study had as objective to investigate the several forms of urban management, and generate subsides to the elaboration of a planning for the development of Barra do Pira?. It was prepared an analysis in the evolution of the town from 2000 up to 2005, and investigated documents, plans, public administration files and elaboration of a external inquiry about the local dynamics. The supposition is that the development of Barra do Pira? may be aimed with a public politics based in participative planning, implementing actions that may bring new industries (firms), generates new work points and promotes the funds distribution, having as consequence the social inclusion and the improvement of the inhabitants quality of life. The conclusion was that despites Barra do Pira? has passed for a period of great empting caused by the changing of the modal railroad for highways, the construction of Presidente Dutra Highway and the construction of Companhia Sider?rgica Nacional in Volta Redonda, the city may respond with a participatory management, wich respects its natural vocation and dedicated to social inclusion. Nowadays the city is attracting new firms and developing its touristic potentials and reconnect the federal and state leaders to start the reversal of framework of stagnation in which it was. / Este estudo teve como objetivo investigar as diversas formas de gest?o urbana e gerar subs?dios para elabora??o de um planejamento para o desenvolvimento de Barra do Pira?. Foi realizada uma an?lise na evolu??o do munic?pio entre 2000 e 2005, atrav?s de relat?rios, planos e arquivos p?blicos oficiais e elaborada uma pesquisa de campo sobre a din?mica local. A suposi??o ? que o desenvolvimento de Barra do Pira? pode ser conquistado com uma pol?tica p?blica embasada no planejamento participativo, implementando a??es que atraiam novas empresas, gerem novos postos de trabalho e promovam a distribui??o de renda, tendo como conseq??ncia a inclus?o social e melhoria da qualidade de vida da popula??o. A conclus?o foi que apesar de Barra do Pira? ter passado por um per?odo de grande esvaziamento, ocasionado pela mudan?a do modal ferrovi?rio pelo rodovi?rio, pela constru??o da rodovia Presidente Dutra e pela implanta??o da Companhia Sider?rgica Nacional em Volta Redonda, o munic?pio pode reagir com uma gest?o participativa, que respeite sua voca??o natural e privilegie a inclus?o social. Atualmente o munic?pio j? est? atraindo novas empresas, desenvolvendo seu potencial tur?stico e se reaproximando das lideran?as federais e estaduais, dando in?cio ? revers?o do quadro de estagna??o em que se encontrava.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-07T12:41:05Z No. of bitstreams: 1 2011 - Marcos Antonio de Oliveira.pdf: 1882049 bytes, checksum: 633be019d8fe4bd8de64e9995684417d (MD5) / Made available in DSpace on 2016-10-07T12:41:05Z (GMT). No. of bitstreams: 1 2011 - Marcos Antonio de Oliveira.pdf: 1882049 bytes, checksum: 633be019d8fe4bd8de64e9995684417d (MD5) Previous issue date: 2011-08-25 / This research is a comparative study with the aim of analyzing how is being developed the PROEJA at Federal Institute of Science, Technology and Education of Rio Grande do Sul - IFRS - Campus Sert?o and Bento Gon?alves, as the development of courses, more specifically the Technical Course in Commerce, based on the vision of students. The EJA deals with young people and adults in the lower classes, people excluded of the socioeconomic and cultural aspects in our contemporary society, historically, "marked" by deep social inequalities. Given this context, appeared the concern and the main reason of this research. Sought, thus, making a correlation between the methodological approach, teaching practice and the educational background of the citizens served by this type of education. The Decree 5.478/2005 instituted, in the Federal Institutions of Education (IFE's), the professional program in the form of adult education that changed by decree in 5.840/2006 defines the National Programme for Integration of Professional Education from Basic Education to Professional Education for Youth and Adults Education (PROEJA). This program brings to the IFE's a new challenge, which is to serve a population that did not get the opportunity to have a good basic and professional education in the regular age. Using the research-type exploratory and descriptive characteristics and the study of case methodology, recovering and analyzing the strategies of operation of these Institutions of Professional and Technical Education, data was analyzed and compared, using a questionnaire, applied to a class in each Campus of Technical Course in Commerce, seeking to discover if, these have consistently favoring and increasing the social inclusion process. The results point to some practical differences between the Campi, noting some contradictions, especially, in regard to fulfilling their goals and the articulation between theoretical class and the preparation for the labor market. It was found that each institution adopt different criteria, based on conceptions of the group that is directly connected to the courses. Another contradiction identified between the two experiences, is about understanding that each community school has about this kind of teaching called PROEJA. The results found that, in general, there is harmony of purpose between the institutions, although they have not been developed activities that may seek to approach similar methods of work. / A presente pesquisa trata de um estudo comparativo com objetivo de analisar como est? sendo desenvolvida a modalidade PROEJA no Instituto Federal de Educa??o Ci?ncia e Tecnologia do Rio Grande Do Sul ? IFRS, nos Campi de Sert?o e Bento Gon?alves, quanto ao funcionamento dos cursos, mais especificamente o Curso T?cnico em Com?rcio, baseado na vis?o dos discentes. A EJA atende aos jovens e adultos pertencentes ?s camadas populares, clientela exclu?da sob aspectos socioecon?mico e cultural em nossa sociedade contempor?nea, historicamente "marcada" por profundas desigualdades sociais. Diante desse contexto, surgiu a preocupa??o e o motivo principal desta pesquisa. Buscou-se, assim, fazer uma correla??o entre a abordagem metodol?gica, a pr?tica docente e a forma??o educacional do cidad?o atendido por essa modalidade de ensino. O Decreto no 5.478/2005 instituiu, no ?mbito das Institui??es Federais de Educa??o (IFE?s), o Programa de profissionaliza??o na modalidade de EJA que alterado pelo decreto no 5.840/2006, define o Programa Nacional de Integra??o da Educa??o Profissional da Educa??o B?sica ? Educa??o Profissional na Modalidade de Educa??o de Jovens e Adultos (PROEJA). Este Programa traz para as IFE?s um novo desafio, que ? atender uma parcela da popula??o que n?o obteve oportunidade de uma boa educa??o b?sica e profissional na idade regular. Utilizando-se da pesquisa do tipo explorat?ria com caracter?sticas descritivas e da metodologia do estudo de caso, resgatando e analisando as estrat?gias de funcionamento dessa Institui??o de Ensino T?cnico Profissional, se analisou e comparou dados, utilizando-se question?rio, aplicado com uma turma de cada Campi do Curso T?cnico em Com?rcio, buscando descobrir se estas vem sistematicamente favorecendo e ampliando o processo de inclus?o social. Os resultados apontam para algumas pr?ticas diferenciadas entre os Campi, constatando algumas contradi??es, especialmente no que se refere ao cumprimento de seus objetivos e na articula??o entre aulas te?ricas e prepara??o para o mercado de trabalho. Verificou-se que cada Institui??o de Ensino adota crit?rios diferentes, baseado nas concep??es do grupo que est? diretamente ligado ao funcionamento dos cursos. Outra contradi??o identificada, entre as duas experi?ncias, versa sobre o entendimento que cada comunidade escolar local tem sobre a modalidade de ensino PROEJA. Os resultados constataram que, de um modo geral, h? conson?ncia de objetivos entre as institui??es, embora n?o tenham sido desenvolvidas atividades que possam buscar uma aproxima??o de m?todos de trabalhos semelhantes.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-04-19T19:54:35Z No. of bitstreams: 1 2015 - ROSANE CELESTE DIAS REIS.pdf: 4644808 bytes, checksum: beb059b60ca6eba849e33a803d40aa27 (MD5) / Made available in DSpace on 2017-04-19T19:54:35Z (GMT). No. of bitstreams: 1 2015 - ROSANE CELESTE DIAS REIS.pdf: 4644808 bytes, checksum: beb059b60ca6eba849e33a803d40aa27 (MD5) Previous issue date: 2015-10-26 / This dissertation deals about the boundaries are established with a view to educational services for special education students in the audience UFRRJ. To this end, this study conceptualized Public policies of inclusion, analyzing institutional documents and Brazilian law relevant to this subject. Accessibility levels were characterized and questioned the process of educational inclusion in UFRRJ the perception of the target audience of special education students. This study deepenened fundamentally in the significant issues to inclusive education and democratization of higher education, significantly present in thought Moreira, who corroborating the thought of others, contributed to the debate on the diversity of positions and on the social aspects, cultural and educational audience of students in special education. Through a reflective approach the barriers that hinder academic success of these students were presented. This research was conducted at the Federal Rural University of Rio de Janeiro - Campus Serop?dica, with the participants three target audience of special education students. We had as objectives: Identify the existence of target audience of students in special education UFRRJ; Identify the inclusive educational policies implemented / being implemented by UFRRJ, as regards the inclusion of the target group of special education students; Identify the institutional documents of UFRRJ (Rules of Procedure, Statute; Institutional Development Plan (IDP) and MEC reports) guidelines that they turn to meet the educational needs of the target group of special education students; Accessibility characterize levels (physical / architectural, educational and pedagogical) and actions / structures that relate to the inclusion of target group of special education students; Analyze the process of educational inclusion in UFRRJ, based on the public policy area and in the perception of the target group of special education students. The results showed a contradiction between instituted (legal provisions of all kinds) and the instituting (signed daily). The way to go to democratize higher education with a view, especially the affirmation of democracy this level of education, need to be followed in the locus experience this study. We argue that for teacher training, curriculum adaptation, pedagogical political projects that address accessibility, attitudinal change and the involvement of the academic community with a view to the emancipation of all its students will be able to claim the plural education, human and democratic / inclusive / Esta disserta??o versa sobre as fronteiras estabelecidas com vistas ao atendimento educacional aos estudantes p?blico-alvo da educa??o especial na UFRRJ. Para tal, a presente pesquisa problematizou as Pol?ticas p?blicas de inclus?o, analisando os documentos institucionais e a legisla??o brasileira pertinentes a este tema. Foram caracterizados os n?veis de acessibilidade e problematizado o processo de inclus?o educacional na UFRRJ na percep??o dos estudantes p?blico-alvo da educa??o especial. Este estudo debru?ou- se, fundamentalmente, nas quest?es significativas ? Educa??o Inclusiva e democratiza??o do Ensino Superior, significativamente presente no pensamento de Moreira, que corroborando com o pensamento de outros autores, contribuiu para do debate sobre a diversidade de posicionamentos e sobre os aspectos sociais, culturais e educacionais dos estudantes p?blico-alvo da educa??o especial. Por meio de uma abordagem reflexiva foram apresentadas as barreiras que dificultam o sucesso acad?mico destes estudantes. Esta pesquisa foi realizada na Universidade Federal Rural do Rio de Janeiro ? Campus Serop?dica, tendo como participantes tr?s estudantes p?blico-alvo da educa??o especial. Como objetivos tivemos: Identificar a exist?ncia de estudantes p?blico-alvo da educa??o especial na UFRRJ; Identificar as Pol?ticas educacionais inclusivas implementadas/em implementa??o pela UFRRJ, no que se refere ? inclus?o dos estudantes p?blico-alvo da educa??o especial; Identificar nos documentos institucionais da UFRRJ (Regimento, Estatuto; Plano de Desenvolvimento Institucional (PDI) e Relat?rios do MEC) diretrizes que se voltem para o atendimento das necessidades educacionais dos estudantes p?blico-alvo da educa??o especial; Caracterizar os n?veis de acessibilidade (f?sico/arquitet?nica, did?tico-pedag?gica) e a??es/estruturas que se relacionam com a inclus?o de estudantes p?blico-alvo da educa??o especial; Analisar o processo de inclus?o educacional na UFRRJ, com base nas pol?ticas p?blicas da ?rea e na percep??o dos estudantes p?blico-alvo da educa??o especial. Os resultados obtidos evidenciaram uma contradi??o entre o institu?do (previs?es legais de toda ordem) e o instituinte (firmado cotidianamente). O caminho a ser percorrido para democratiza??o do Ensino Superior com vistas, sobretudo ? afirma??o da democratiza??o deste n?vel de ensino, necessita ser trilhado na experi?ncia l?cus deste estudo. Defendemos que pela forma??o de professores, adequa??o curricular, projetos pol?ticos pedag?gicos que contemplem a acessibilidade, mudan?as atitudinais e o envolvimento da Comunidade Acad?mica com vistas ? emancipa??o de todos os seus estudantes ser? poss?vel a afirma??o da educa??o plural, humana e democr?tica/inclusiva.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-05T20:41:12Z No. of bitstreams: 1 AndreaLucenaReisDisserta????o2016.pdf: 2382908 bytes, checksum: 487bcd580fa03a09a15bd71b710f9125 (MD5) / Made available in DSpace on 2017-04-05T20:41:12Z (GMT). No. of bitstreams: 1 AndreaLucenaReisDisserta????o2016.pdf: 2382908 bytes, checksum: 487bcd580fa03a09a15bd71b710f9125 (MD5) Previous issue date: 2016-12-08 / Considering the lack of specific studies in the area of Physical Education and believing that this discipline, as a curricular component, can contribute to the inclusion process of the disabled person through leisure, this research was carried out and aimed to verify the meaning of leisure for the relatives of people with Down Syndrome of the Espa??o Com-Viv??ncias project of the Catholic University of Brasilia. For the accomplishment of the present study we opted for the qualiquantitative research. It was used the software IRAMUTEQ - Interface for Analytical Multidimensionnelles des Textes and Questionaires, GraphPad Prism 6.0 (GraphPad Software Inc., San Diego, CA), the SPSS Software (2011) version 20 (Statistical Package for the Social Science and the Excel 2010 software. The sample consisted of the families of 22 Down Syndrome students from the Espa??o Com-Viv??ncias Project as well as the students themselves (3 of them), the age range of the students between 6 and 33, men and women. The delimitation of the sample was by convenience. It was concluded that leisure activities for this public meant, in brief, a moment of rest, play, stroll, entertain, development, interaction, quality of life, attending to the three perspectives of leisure (rest, fun and personal development) . Therefore, we conclude that the leisure activities experienced by this public in the Espa??o Com-Viv??ncias Project provided improvements in the well-being and quality of life of people with disabilities. / Considerando a escassez de estudos espec??ficos de lazer na ??rea de Educa????o F??sica e por acreditar que esta disciplina, enquanto componente curricular possa contribuir no processo de inclus??o da pessoa com defici??ncia por meio do lazer essa pesquisa foi realizada e objetivou verificar qual o significado de lazer para os familiares de alunos com S??ndrome de Down do Projeto Espa??o Com-Viv??ncias da Universidade Cat??lica de Bras??lia. Para a realiza????o do presente estudo optou-se pela pesquisa qualiquantitativa. Utilizou-se do Software IRAMUTEQ - Interface de R pour analyses Multidimensionnelles des Textes e de Questionaires, GraphPad Prism 6.0 (GraphPad Software Inc., San Diego, CA), do Software SPSS (2011) vers??o 20 (Statistical Package for the Social Science - Pacote Estat??stico para Ci??ncias Sociais), e tamb??m do Software Excel 2010. A amostra foi composta pelos familiares de 22 alunos com S??ndrome de Down do Projeto Espa??o Com-Viv??ncias. Concluiuse que as atividades de lazer para esse p??blico significaram, resumidamente, momento de descanso, brincar, passear, se divertir, desenvolvimento, intera????o, qualidade de vida, atendendo ??s tr??s perspectivas de lazer (descanso, do divertimento e do desenvolvimento pessoal). Diante disso, conclu??mos que as atividades de lazer vivenciadas por esse p??blico no Projeto Espa??o Com-Viv??ncias proporcionaram melhorias no bem estar e na qualidade de vida das pessoas com defici??ncia.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-24T12:53:49Z No. of bitstreams: 1 TatianaAlencarSilvaIvanoskiDissertacao2017.pdf: 1134226 bytes, checksum: 5ccc77b3a71b05057fe06561b08c1254 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-24T12:54:04Z (GMT) No. of bitstreams: 1 TatianaAlencarSilvaIvanoskiDissertacao2017.pdf: 1134226 bytes, checksum: 5ccc77b3a71b05057fe06561b08c1254 (MD5) / Made available in DSpace on 2017-05-24T12:54:04Z (GMT). No. of bitstreams: 1 TatianaAlencarSilvaIvanoskiDissertacao2017.pdf: 1134226 bytes, checksum: 5ccc77b3a71b05057fe06561b08c1254 (MD5) Previous issue date: 2017-03-15 / The Specialized Educational Assistance is a service from Special Education that identifies, prepares and organizes resources which help disabled students to overcome the difficulties that arise during the educational process in regular schools. In addition, it allows students to be attended in their specificities to build their identity from the confrontation with the differences and the coexistence with the other. The aim of this work is to carry out an exploratory study on the modalities of specialized educational service provided by private schools in the Federal District to students diagnosed with Attention Hyperactivity Disorder (ADHD) and investigate how this service is being carried out in schools of the private education network. Based on the theoretical framework and literature review, a qualitative research was conducted, with a semi-structured interview, and the data collection was done in seven private schools in Federal District, in the perspective of the inclusion of students with ADHD, whose participants were Counselors and/or Academic Advisors. The work consisted in an investigation of the strategies that are used in each one of these schools in the specialized educational assistance, as well as the factors that hamper the inclusion and learning of those students with ADHD. Also, some issues were discussed such as medicalization of students with this diagnosis, curricular adaptations, family participation, orientation for teachers, continued formation and the contributions that psychoanalysis can bring to professionals who work with these students in order to help them to rethink their practice. By analysing the data, were presented the general characteristics of the sample and the conceptions and practices in the Specialized Educational Assistance in private schools of the Federal District, whose main results point to the need for greater compliance in private schools with the laws that refer to Inclusion, including the implementation of educational strategies that improve the learning of students with ADHD, as well as greater investment and care in the continued formation of the teachers who will work with these students. / O Atendimento Educacional Especializado ?? um servi??o da Educa????o Especial que identifica, elabora e organiza recursos que ajudam os alunos com defici??ncia a superarem as dificuldades que se apresentam ao longo do processo educativo em escolas regulares. Al??m disso, possibilita que o aluno seja atendido em suas especificidades para que possa construir a sua identidade a partir dos confrontos com as diferen??as e da conviv??ncia com o outro. O objetivo deste trabalho ?? realizar um estudo explorat??rio sobre as modalidades de atendimento educacional especializado prestado por escolas particulares do Distrito Federal aos alunos com diagn??stico de Transtorno de D??ficit de Aten????o e Hiperatividade - TDA/H e investigar como este atendimento est?? sendo realizado em escolas da rede particular de ensino. Com base no estudo te??rico e revis??o da literatura, foi realizada uma pesquisa de natureza qualitativa, com entrevista semiestruturada e levantamento de dados em sete escolas particulares do Distrito Federal, na perspectiva da inclus??o de alunos com Transtorno de D??ficit de Aten????o e Hiperatividade ??? TDA/H, cujos participantes eram Orientadores Educacionais e/ou Pedag??gicos. O trabalho consistiu em uma investiga????o das estrat??gias que s??o utilizadas em cada uma dessas escolas no atendimento educacional especializado, bem como dos fatores que dificultam a inclus??o escolar e a aprendizagem desses alunos com TDA/H. Tamb??m foram discutidos temas como a medicaliza????o de alunos com esse diagn??stico, adapta????es curriculares, participa????o da fam??lia, orienta????es aos professores, forma????o continuada e as contribui????es que a psican??lise pode trazer aos profissionais que atuam com esses alunos, de modo a auxili??-los a repensarem a sua pr??tica. Na an??lise dos dados foram apresentadas as caracter??sticas gerais da amostra e as concep????es e pr??ticas no Atendimento Educacional Especializado em escolas particulares do DF, cujos principais resultados apontam para a necessidade de que haja uma maior observ??ncia, nas escolas particulares, das leis que se referem ?? inclus??o, incluindo a implementa????o de estrat??gias educacionais que favore??am o aprendizado de alunos com TDA/H, bem como maior investimento e cuidado na forma????o continuada dos professores que atuar??o com esses alunos.

Made available in DSpace on 2015-04-14T14:34:04Z (GMT). No. of bitstreams: 1 457505.pdf: 128326 bytes, checksum: 899cc68042e92e4779639a245221c5cb (MD5) Previous issue date: 2014-02-26 / Mankind has reached the twenty-first century facing a globalized and computerized world. Social relations change rapidly in every field, from the family to work. Information technology and communication enables working relationships transcend indoors, allowing workers to perform their tasks from anywhere. Geographical barriers are quickly broken. New working relationships are necessary and teleworking presents itself as a reality and possibility of livelihood for any worker. Presents itself as a possibility of integrating people with disabilities into the labor market. However, it is observed, therefore, that teleworking as a result of technological innovation, allows you to see advantages and disadvantages. Regarding the advantages, one can cite as an example the reduction of transport costs, clothing, fuel and overall cost, rationalization of facilities, equipment and working materials, also suppressing the rigidity of time and freedom to meet in period of employment, personal interests and family incidental. Moreover, this way of working has the disadvantage of possible deterioration of working conditions, including isolation arising from the lack of contact with other workers. However, it is known that the work done in establishing the employer allows, in many roles, contact with colleagues, providing casual conversation, exchange of ideas and discussion of personal and family problems in an atmosphere of professional and emotional interaction. Right now, the revitalization of the principle of fraternity, rescued by the current Federal Constitution, means redefining the role of the state and the particular, to coordinate and promote multiple solidarities, public and private policies that foster social inclusion. The fraternity encouraging a new culture of unconditional respect for others, a paradigm that ensures equal effectiveness, enabling the dignity of the human person. / A humanidade chegou ao s?culo XXI diante de um mundo globalizado e informatizado. As rela??es sociais se transformam rapidamente em todos os campos, da fam?lia ao trabalho. A tecnologia da informa??o e comunica??o possibilita que as rela??es de trabalho transcendam locais fechados, permitindo que os trabalhadores realizem suas tarefas de qualquer lugar. As barreiras geogr?ficas s?o rapidamente quebradas. Novas rela??es de trabalho se imp?em e o teletrabalho se apresenta como uma realidade e possibilidade de meio de subsist?ncia para qualquer trabalhador. Apresenta-se como uma possibilidade de inser??o das pessoas com defici?ncia no mercado de trabalho. Todavia, observa-se, consequentemente, que o teletrabalho, como resultado das inova??es tecnol?gicas, permite ver vantagens e desvantagens. No que tange ?s vantagens, pode-se citar como exemplo a diminui??o de despesas de transporte, vestu?rio, combust?vel e de custos em geral, racionaliza??o de instala??es, equipamentos e material de trabalho, tamb?m supress?o da rigidez de hor?rio e liberdade para atendimento, no per?odo de trabalho, de interesses pessoais e familiares incidentais. Por outro lado, essa modalidade de trabalho apresenta como desvantagem a possibilidade de deteriora??o das condi??es de trabalho, entre elas o isolamento advindo da falta de contato com outros trabalhadores. Ora, ? sabido que o trabalho realizado no estabelecimento do empregador permite, em muitas fun??es, o contato com colegas, propiciando conversas amenas, troca de ideias e discuss?o de problemas pessoais e familiares, em clima de intera??o profissional e emocional. Nesse momento, a revitaliza??o do princ?pio da fraternidade, resgatado pela Constitui??o Federal vigente, significa redefinir o papel do Estado e do particular, no sentido de coordenar e promover m?ltiplas solidariedades, pol?ticas p?blicas e privadas, que propiciem a inclus?o social. A fraternidade incentivando uma nova cultura do respeito incondicional ao outro, um paradigma que garanta a efetividade da igualdade, viabilizando a dignidade da pessoa humana.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-01-24T18:23:09Z No. of bitstreams: 1 2016 - Maxiliano Batista Barros.pdf: 1227432 bytes, checksum: 717ef99f84ac01b4729e5b1559b16083 (MD5) / Made available in DSpace on 2018-01-24T18:23:09Z (GMT). No. of bitstreams: 1 2016 - Maxiliano Batista Barros.pdf: 1227432 bytes, checksum: 717ef99f84ac01b4729e5b1559b16083 (MD5) Previous issue date: 2016-12-13 / This thesis aims to study the accessibility of deaf students at the Federal Institute of Amazonas (IFAM) campus Mau?s that since its inauguration in 2010, receives deaf students in vocational courses. This research seeks to analyze and consider the mechanisms that ensure accessibility and inclusion of people with disabilities in vocational education based on existing laws and also measure the permanence of conditions that student with disabilities in Technical Education, Technology, undergraduate and graduate students in IFAM campus Mau?s. This process was seen as a major challenge, as many campi the IFAM not have the Call Center for People with Special Needs (NAPNE). However, the IFAM campus Mau?s, site of this research, the NAPNE was officially implemented in May 2015, which for this study was considered a major breakthrough in training, awareness and support for school teachers for special education in the perspective of education inclusive. Specifically, this study sought to identify the deaf students at IFAM CMA; describe the architectural accessibility and characterize the didactic and pedagogical accessibility in IFAM CMA. The methodology was qualitative type Case Study. The data collection instruments were: participant observation, record in a diary, questionnaire and interviews. The data were analyzed based on content analysis of Laurence Bardin (2011). The following categories were raised that will make the results of chapters: Accessibility - incentives and barriers to education for deaf students at IFAM CMA; The perception of teachers about the challenges of raising a deaf student at IFAM CMA; The perception of deaf students about accessibility in IFAM CMA and the influence of this on their learning process. This research finds that were found dichotomies of from architectural accessibility, passing by positioning, attitudinal, professional education, support for this work and ensuring all teaching resources, and communication accessibility to the deaf student to be guaranteed their stay the federal technical education. / Esta disserta??o apresenta o resultado da investiga??o sobre a acessibilidade de estudantes surdos no Instituto Federal do Amazonas (IFAM) campus Mau?s, o qual recebe educandos surdos nos cursos profissionalizante desde a sua inaugura??o em 2010. Esta pesquisa buscou analisar e considerar os mecanismos que garantem a acessibilidade e a inclus?o das pessoas com defici?ncia auditiva na educa??o profissionalizante com base nas legisla??es vigentes e tamb?m mensurar as condi??es de perman?ncia desse estudante na Educa??o T?cnica, Tecnol?gica, gradua??o e p?s-gradua??o no IFAM campus Mau?s. Este processo foi entendido como um grande desafio, pois muitos campi do IFAM n?o possuem o N?cleo de Atendimento ?s Pessoas com Necessidades Especiais (NAPNE). Entretanto, no IFAM campus Mau?s, locus desta pesquisa, o NAPNE foi oficialmente implantado em maio de 2015, o que consolida a import?ncia desse estudo para a forma??o, a sensibiliza??o e o apoio aos professores regentes da educa??o especial na perspectiva da educa??o inclusiva, uma vez que se buscou identificar os alunos surdos no IFAM CMA e descrever a acessibilidade destes neste contexto. A metodologia utilizada foi a Pesquisa Qualitativa do tipo Estudo de Caso e an?lise de conte?do na perspectiva de Bardin (2011). Os instrumentos de coleta de dados foram: observa??o participante, registro em caderno de campo, question?rio e entrevistas, que foram gravadas em ?udio e v?deo. Como resultado das an?lises deste estudo foram levantadas as categorias: Acessibilidade ? est?mulos e barreiras ? educa??o de estudantes surdos no IFAM CMA; A percep??o dos professores sobre os desafios de educar um estudante surdo no IFAM CMA; A percep??o dos estudantes surdos sobre a acessibilidade no IFAM CMA e a influ?ncia desta no seu processo de aprendizagem. Esta pesquisa constata que foram as contradi??es que dizem respeito ? acessibilidade arquitet?nica, perpassando pelo posicionamento atitudinal do profissional da educa??o, ao apoio a este profissional e ? garantia de todos os recursos pedag?gicos e de acessibilidade comunicacional ao estudante surdo, para que seja assegurada sua perman?ncia na educa??o t?cnica federal.

Made available in DSpace on 2014-12-17T13:53:25Z (GMT). No. of bitstreams: 1 MartinsILB_DISSERT.pdf: 1024489 bytes, checksum: 92c581e30719bed357a9eba57147bcb1 (MD5) Previous issue date: 2010-08-26 / The present work turns on the public politics of digital inclusion and of the impact of the Technologies of the Information and Communication in the formation of the citizenship. For this, it was opted for doing an analysis of effectiveness of the performance of the objectives of the Proinfo (National Program of Computer Science in the Education) municipal district of Natal-RN. As instrument of collection of data, three types of questionnaires were used. The collected data were analyzed and discussed starting from it analyzes it descriptive of averages and analyze of multiple regression. The results of the research pointed that the teachers and the students use the computer science in a restricted way. On the other hand, the digital education is not still totally contemplated in the schools beneficiaries' digital r?rum? by Proinfo municipal and thus, the inefficacy of the program was verified with relationship the educational training and the students' digital inclusion / O presente estudo discorre sobre a pol?tica p?blica de inclus?o digital e do impacto das Tecnologias da Informa??o e comunica??o na forma??o da cidadania. Para tanto, optou-se por fazer uma an?lise de efic?cia da atua??o dos objetivos do Proinfo (Programa Nacional de Inform?tica na Educa??o) do munic?pio de Natal-RN. Como instrumento de coleta de dados, foram utilizados tr?s tipos de question?rios. Os dados coletados foram analisados e discutidos a partir da analise descritiva de m?dias e analise de regress?o m?ltipla. Os resultados da pesquisa apontaram que tanto os professores quanto os alunos utilizam a inform?tica de forma restrita. Por outro lado, a educa??o digital ainda n?o est? totalmente contemplada nos curr?culos digitais das escolas beneficiadas pelo Proinfo municipal e assim, constatou-se a inefic?cia do programa com rela??o a capacita??o docente e inclus?o digital dos alunos

Made available in DSpace on 2014-12-17T13:53:29Z (GMT). No. of bitstreams: 1 WaleryCR_DISSERT.pdf: 1427589 bytes, checksum: 90f05e852b654b665a335144fdf0784b (MD5) Previous issue date: 2010-09-03 / The subject Responsibility Enterprise Social (RSE) is relatively recent in the half national academic and the world of the management businesses as practical. For the lack of socialization of experiences and clarity of concepts, shunting lines in the agreement of the subject and the conduction of the interventions occur. It was looked to inquire, in this research, the development of the project of Social Responsibility Enterprise ?School of Computer science and Citizenship? of a situated company in the State of Par?, objectifying to evaluate it and later to understand it. For this, one searched to describe the characteristics and structure of the School, to identify to the lines and lines of direction adopted for this Project and to identify to the influence and results of the same in the life of pupils, professors and egresses of the School. It is characterized for a study of case with qualitative boarding of descriptive character, carried through interviews structuralized in a sample of 21 divided members of the School between professors, pupils and egresses. It was used of the analysis of categorical content, having as axle for the interpretation of the data the Social Responsibility, the Digital Inclusion and the Education. The gotten results inform that the infrastructure has challenges to face, point disparities between the conception and practical of the categories characterized in the Politician-Pedagogical Project of the EIC and the influence that, exactly under limits, the life of the professors, pupils reaches and egress. One evidenced that Social action for damages of this company when come back toward this project, they had not been evidenced. For this prism, these actions had only remained in the assistencialist speech and not structural, being thus, the company is not fulfilling its paper of transforming element of the reality of its clientele and the population that lives in it s around / O tema Responsabilidade Social Empresarial (RSE) ? relativamente recente no meio acad?mico nacional e no mundo dos neg?cios como pr?tica de gest?o. Pela car?ncia de socializa??o de experi?ncias e de clareza de conceitos, ocorrem desvios no entendimento do tema e na condu??o das interven??es. Procurou-se averiguar, nesta pesquisa, o desenvolvimento do Projeto de Responsabilidade Social Empresarial ?Escola de Inform?tica e Cidadania? de uma Mineradora situada no Estado do Par?, objetivando avali?-lo e posteriormente compreend?-lo. Para isso, buscou-se descrever as caracter?sticas e estrutura da Escola, identificar as linhas e diretrizes adotadas por esse Projeto e identificar a influ?ncia e resultados do mesmo na vida de alunos, professores e egressos da Escola. Caracteriza-se por um estudo de caso com abordagem qualitativa de car?ter descritivo, realizada atrav?s de entrevistas estruturadas numa amostra de 21 membros da Escola divididos entre professores, alunos e egressos. Utilizou-se da an?lise de conte?do categorial, tendo como eixo para a interpreta??o dos dados a Responsabilidade Social, a Inclus?o Digital e a Educa??o. Os resultados obtidos informam que a infraestrutura tem desafios a enfrentar, apontam disparidades entre a concep??o e a pr?tica das categorias explicitadas no Projeto Pol?tico-Pedag?gico da EIC e a influ?ncia que, mesmo sob limites, alcan?a a vida dos professores, alunos e egresso. Constatou-se que a??es de Responsabilidade Social desta empresa, quando voltadas para este Projeto, n?o ficaram evidenciadas. Por este prisma, essas a??es permaneceram somente no discurso assistencialista e n?o estruturantes, sendo assim, a empresa n?o est? cumprindo o seu papel de elemento transformador da realidade da sua clientela e da popula??o que vive no seu entorno