Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-22T23:30:25Z No. of bitstreams: 1 BlendaCarineDantasDeMedeiros_DISSERT.pdf: 10733767 bytes, checksum: 069612b1fead911cfaf8b2d0d54dc521 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-22T23:48:02Z (GMT) No. of bitstreams: 1 BlendaCarineDantasDeMedeiros_DISSERT.pdf: 10733767 bytes, checksum: 069612b1fead911cfaf8b2d0d54dc521 (MD5) / Made available in DSpace on 2016-04-22T23:48:02Z (GMT). No. of bitstreams: 1 BlendaCarineDantasDeMedeiros_DISSERT.pdf: 10733767 bytes, checksum: 069612b1fead911cfaf8b2d0d54dc521 (MD5) Previous issue date: 2015-03-27 / A presente pesquisa tem por objetivo investigar como crian?as com cinco anos de idade, acolhidas em uma organiza??o n?o governamental na modalidade casa-lar, situada na cidade de Caic?-RN, compreendem seus direitos, levando-se em conta suas experi?ncias e viv?ncias cotidianas. Foram realizadas entrevistas semiestruturadas com a equipe de acolhimento da institui??o, com o gestor, e com as cuidadoras residentes respons?veis pelas casas-lares. Com as crian?as, foram utilizados m?todos participativos, a fim de potencializar a express?o infantil, como jogos, v?deos e fotografias. Foi poss?vel perceber que algumas crian?as n?o tem compreens?o da sua condi??o de sujeito de direitos. No entanto, representam v?rios direitos espec?ficos enquanto direitos das crian?as, com ?nfase aos direitos ? fam?lia e ? moradia, ao brincar e ? educa??o. A figura materna aparece como uma das principais respons?veis pela garantia desses direitos, e a escola ? retratada enquanto um espa?o que possibilita, al?m da educa??o, a conviv?ncia comunit?ria, o brincar e a alimenta??o. / Esta investigaci?n tiene como objetivo investigar c?mo ni?os de cinco a?os de edad, acogidos en una organizaci?n no gubernamental en forma de casa-hogar, en la ciudad de Caic?-RN, entienden sus derechos, teniendo en cuenta sus experiencias y vivencias cotidianas. Fueron realizadas entrevistas semi-estructuradas con el equipo de acogimiento de la instituci?n, con el gestor, y con las cuidadoras residentes responsables de las casas-hogares. Con los ni?os, fueron utilizados m?todos participativos con el fin de potenciar la expresi?n de los ni?os, tales como juegos, videos y fotos. Se pudo observar que algunos ni?os no tienen comprensi?n de su situaci?n como sujetos de derechos. Sin embargo, apuntan a una serie de derechos espec?ficos como se fueran derechos de los ni?os, con ?nfasis en lo derecho a tener una familia y una casa, el juego y la educaci?n. La figura materna aparece como uno de los principales responsables de proteger estos derechos, y la escuela se presenta como un espacio que permite, adem?s de la educaci?n, la convivencia comunitaria, el juego y la alimentaci?n.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-10T21:39:33Z No. of bitstreams: 1 OzaiasAntonioBatista_DISSERT.pdf: 2093929 bytes, checksum: 8e4ca2d2b4157e4985de68d5ac98c92f (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-13T22:43:41Z (GMT) No. of bitstreams: 1 OzaiasAntonioBatista_DISSERT.pdf: 2093929 bytes, checksum: 8e4ca2d2b4157e4985de68d5ac98c92f (MD5) / Made available in DSpace on 2016-05-13T22:43:41Z (GMT). No. of bitstreams: 1 OzaiasAntonioBatista_DISSERT.pdf: 2093929 bytes, checksum: 8e4ca2d2b4157e4985de68d5ac98c92f (MD5) Previous issue date: 2015-03-02 / Com a cis?o entre as culturas cient?fica e humanista na forma??o do pensamento ocidental moderno, a raz?o foi colocada em uma posi??o superior frente ? imagina??o (SANTOS, 2008; WUNENBURGER, 2003; 2005; MORIN 1998b). Adotando uma abordagem cr?tica a esse paradigma de racionalidade, uma vez que o antropos ? indissociavelmente racional e imagin?rio (WUNENBURGER e ARA?JO, 2006), tenho como campo emp?rico as narrativas romanescas de Menino de Engenho (1974)e O Ateneu (2010) objetivando refletir sobre uma forma??o integral que religue raz?o e imagina??o para outra compreens?o antropol?gica. Assim, atrav?s de devaneios po?ticos voltados ? inf?ncia (BACHELARD, 2009), adoto as imagens liter?rias (BACHELARD, 2008) dos romances estudados na tentativa de interpretar as experi?ncias de Carlinhos e S?rgio no Engenho Santa Rosa e Col?gio Ateneu, estes compreendidos por mim enquanto espa?os po?ticos (BACHELARD, 1993). Os resultados parciais da pesquisa apontam para uma leitura que vislumbra as viv?ncias dos meninos catalisadas pelo racional e o imagin?rio, tendo em vista que tanto Carlinhos quanto S?rgio desfrutaram de momentos felizes, tristes, frustrantes, desejantes - os quais levaram os meninos a constru?rem pensamentos balizados pelo racional e o on?rico. / With the Split between the scientific and humanistic cultures in the formation of modern Western thought, the reason was placed in a higher position opposite the imagination (SANTOS, 2008; WUNENBURGER, 2003, 2005; MORIN,1998b). Adopting a critical approach to this paradigma of rationality, since the anthropos is inextricably rational and imaginary ( WUNENBURGER; ARA?JO, 2006), I chose as empirical field the novelistic narratives of Menino de Engenho(1974) and O Ateneu (2010), in order to reflect an anthropo logical understanding not dichotomized between the rational and imaginary colleges. Thus, through poetic reveries focused on childhood (BACHELARD, 2009), I adopt the notion of literary images (BACHELARD, 2008) in an attempt to interpret the experiences of Carlinhos and S?rgio in the Santa Rosa Mill and Ateneu School, respectively, understood by me as poetic spaces (BACHELARD, 1993). It was of my observation that the experiences of boys were catalyzed by the rational and the imaginary, given that both Carlinhos and S?rgio enjoyed happy times, sad, frustrating, desiring, even when dealing with different environments and realities.

Made available in DSpace on 2014-12-17T15:25:13Z (GMT). No. of bitstreams: 1 YumaF.pdf: 3104176 bytes, checksum: 62ac4ae0e04437dcb68b0baa42c44181 (MD5) Previous issue date: 2009-07-08 / The first years of the twentieth century in Natal is characterized by several urban interventions that aim was to change the feature of the city basically rural to another that was in line with cities as models of modernity and civilization. In this case all individuals would have to play important social roles, which included men, women and especially children. It was in this atmosphere of bright future that the children were taken as key parts of an idealized society. Some processes were essential in triggering changes in natal s childhood, among them, operated within the families, that this historic moment in public life sought other possibilities of existence, the school education and the construction of which would be the model for urban education the School Groups, propagators of science as mediators of all knowledge, and finally, the medical interventions that disseminating health and hygiene practices has enabled not only the conservation of child life, but also the possibility of building their individuality in a body healthy. If these processes on the one hand tried to crystallize an ideal image of a child making a child identity directly linked to education and the "body hygiene" on the other, giving specific reflexive autonomy to children, providing them see the world through eyes of subject. / Os primeiros anos do s?culo XX em Natal se caracterizaram pelas v?rias interven??es urbanas que tinham como prop?sito modificar a fei??o da cidade quase rural numa outra que estivesse em conson?ncia com as cidades consideradas modelos de modernidade e civiliza??o. Nesse processo, todos os indiv?duos passariam a ter pap?is sociais importantes a desempenhar, o que inclu?am homens, mulheres e, sobretudo, crian?as. Foi nessa atmosfera de futuro promissor que as crian?as foram tomadas como pe?as-chaves de uma sociedade profundamente idealizada. Alguns processos foram indispens?veis no desencadeamento das transforma??es da inf?ncia natalense, entre elas, as operadas no interior das fam?lias que, nesse momento hist?rico, buscaram na vida p?blica outras possibilidades de exist?ncia: a educa??o escolar e a constru??o dos que viriam a ser o modelo de educa??o urbana os Grupos Escolares, propagadores das ci?ncias como mediadoras de todo conhecimento e, por fim, as interven??es m?dicas que, divulgando pr?ticas de higiene e sa?de, possibilitaram n?o apenas a conserva??o da vida infantil, como tamb?m a possibilidade de constru??o da sua individualidade em um corpo saud?vel. Se por um lado esses processos tentaram cristalizar uma imagem ideal de crian?a estabelecendo uma identidade infantil diretamente ligada ? educa??o escolar e ao corpo higi?nico , por outro, deu ?s crian?as determinada autonomia reflexiva proporcionando a elas verem o mundo atrav?s de olhos de sujeito.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-03-02T23:06:52Z No. of bitstreams: 1 LaisFernandesJacobina_DISSERT.pdf: 1440338 bytes, checksum: f34e2308cff126d84520c28c89d94378 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-03-13T15:41:43Z (GMT) No. of bitstreams: 1 LaisFernandesJacobina_DISSERT.pdf: 1440338 bytes, checksum: f34e2308cff126d84520c28c89d94378 (MD5) / Made available in DSpace on 2018-03-13T15:41:43Z (GMT). No. of bitstreams: 1 LaisFernandesJacobina_DISSERT.pdf: 1440338 bytes, checksum: f34e2308cff126d84520c28c89d94378 (MD5) Previous issue date: 2018-02-06 / Como alternativa formal de defesa dos direitos do p?blico infantojuvenil, o Servi?o de Acolhimento Familiar (SAF) surge pela necessidade de prevenir-se o encaminhamento de crian?as e adolescentes a institui??es, logo, encontra-se inserido em um processo de reformula??o da pol?tica de prote??o e garantia dos direitos das crian?as e adolescentes. Nesse contexto, o munic?pio alvo desta pesquisa ? pioneiro na implanta??o do servi?o no Rio Grande do Norte (RN). Assim, discute-se a inser??o do SAF na rede socioassistencial do munic?pio, sob a perspectiva dos atores envolvidos em seu funcionamento: equipe t?cnica, coordenador, fam?lias (acolhedora e de origem), crian?a acolhida, Conselho Tutelar, Promotor de Justi?a e Juiz. A partir de entrevistas semiestruturadas, foi realizada uma an?lise acerca das concep??es destes atores sobre o SAF, do papel que exercem, buscando compreender como se deu o processo de implanta??o do SAF e se ele ? considerado uma alternativa de cuidados ? popula??o infantojuvenil. A partir da leitura do material coletado, depreenderam-se tr?s eixos de an?lise preponderantes: I - Concep??es sobre o SAF; II - Papel desempenhado no SAF e III ? O SAF no contexto local. O estudo mostra que o acolhimento familiar ? considerado uma interessante alternativa de atendimento ?s crian?as e adolescentes do munic?pio, embora ainda existam dificuldades quanto ao p?blico adolescente. Foi ressaltada a aten??o individualizada e a afetividade no conv?vio entre a crian?a/adolescente e a fam?lia acolhedora, em um ambiente familiar, o qual foi considerado mais salutar que o institucional. Todavia, a inser??o do SAF na rede socioassistencial, tem sido vivenciada com reservas por alguns atores, havendo ainda um caminho a ser percorrido para alcan?ar a solidifica??o desse servi?o na rede, pois ainda existem desafios a serem vencidos, como, dentre outros, maior dissemina??o de informa??es sobre o SAF na regi?o, e consequente crescimento do cadastro de fam?lias acolhedoras. / As a formal alternative to defend the rights of children and adolescents, the Foster Care Service (FCS) comes from the need to prevent the referral of children and adolescents to institutions, so it is inserted in a process of reformulation of the protection policy and the guarantee of the rights of children and adolescents. In this context, the target municipality of this research is a pioneer in the implementation of the service in Rio Grande do Norte (RN).Therefore, the insertion of the FCS in the socio assistance network of the municipality is discussed, from the perspective of the actors involved in its operation: technical team, coordinator, families (host and original), foster child, Child Care Council, Promoter of Justice and Judge. Based on semi-structured interviews, an analysis of the conceptions of these actors on the FCS was accomplished, of the role they play, trying to understand how it was the implementation process of the FCS and whether it is considered as an alternative care for the child and adolescent population. From the reading of the collected material, three preponderant axes of analysis were inferred: I - Conceptions about the FCS; II - Role played in the FCS and III - FCS in the local context. The study shows that family shelter is considered to be an interesting alternative for the care of children and adolescents of the municipality, although there are still difficulties regarding the adolescent public. It was emphasized the individualized attention and affectivity in the relationship between the child/adolescent and the foster family environment, which was considered more salutary than the institutional one. However, the insertion of the FCS in the social assistance network has been experienced with reservations by some actors, and there is still a long way to achieve the solidification of this service in the network, as there are still challenges to be overcome, such as, among others, greater dissemination of information on the FCS in the region, and consequent growth in the register of foster families.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-04-02T12:10:45Z No. of bitstreams: 1 MarianaMeiraPiresSimonetti_DISSERT.pdf: 1306155 bytes, checksum: 4e182d7489cd6e88e13f84a701812f69 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-04-03T16:01:57Z (GMT) No. of bitstreams: 1 MarianaMeiraPiresSimonetti_DISSERT.pdf: 1306155 bytes, checksum: 4e182d7489cd6e88e13f84a701812f69 (MD5) / Made available in DSpace on 2018-04-03T16:01:58Z (GMT). No. of bitstreams: 1 MarianaMeiraPiresSimonetti_DISSERT.pdf: 1306155 bytes, checksum: 4e182d7489cd6e88e13f84a701812f69 (MD5) Previous issue date: 2013-04-19 / O s?culo XX, marcado pela consolida??o do progresso t?cnico e cient?fico, lan?a o homem em um novo cen?rio, com consequentes repercuss?es em seus modos de ser. As crian?as, seres hist?ricos e ativos, desenvolvem-se nesta conjuntura. Uma parcela desta popula??o insere-se em um contexto que pode ser denominado de inf?ncia hiper-realizada, marcado pela realidade virtual, ritmo de vida acelerado, apelo ao consumo, excesso de informa??es e altas expectativas de desempenho e sucesso. A despeito do lapso temporal, o fil?sofo Martin Heidegger traz contribui??es para uma reflex?o sobre a experi?ncia destas crian?as a partir da discuss?o sobre a ?Quest?o da T?cnica?. O objetivo deste trabalho ?, portanto, compreender, em uma perspectiva heideggeriana, a experi?ncia de algumas crian?as que vivem no contexto p?s-moderno da inf?ncia hiper-realizada. O estudo apresenta um delineamento fenomenol?gico com enfoque explorat?rio e compreensivo. A pesquisa contou com oito participantes, com idades entre sete e nove anos, estudantes de escola privada do munic?pio do Natal-RN. Para a constru??o dos dados foram utilizadas estrat?gias l?dicas, visando uma aproxima??o do vivido. A partir de uma compreens?o fenomenol?gica, apreende-se que o sentido de ser crian?a ? associado primordialmente ao brincar e estudar. As rela??es com os pais refletem as mudan?as advindas da p?s-modernidade, evidenciando-se, em especial, a confus?o ante a falta de par?metros seguros que sirvam de norte no processo educativo e a solid?o frente, principalmente, ? aus?ncia paterna no cotidiano dos filhos. O salto para o ciberespa?o e o advento da cultura do consumo perpassam as viv?ncias da inf?ncia, subvertendo as experi?ncias de tempo e espa?o. Nas respostas das crian?as ao avan?o tecnol?gico evidencia-se, por vezes, o dom?nio da impropriedade. Em alguns momentos, entretanto, elas parecem questionar a t?cnica; na descoberta do mundo em que vivem, experimentam as oportunidades que se apresentam, e conseguem relacionar-se com a t?cnica como possibilidade, e n?o como necessidade. Assim sendo, ressalta-se a necessidade de abertura para compreender os sentidos de ser crian?a para aqueles que j? nasceram na Era da T?cnica, pois, somente assim, ser? poss?vel encontrar caminhos para uma prof?cua interven??o no ?mbito desta rela??o. / The twentieth century, marked by the consolidation of scientific and technical progress, places men in a new scenario with consequent repercussions on their lifestyle. Children, historical and active beings, develop in this new setting. A portion of this population falls in a context that can be called hyper-realized childhood, marked by the virtual reality, accelerated pace of life, consumer appeal, information overload and high expectations of performance and success. Despite the time lapse, the philosopher Martin Heidegger brings contributions to a reflection on the experience of these children from the discussion on "The Question concerning Technology." The objective of this work is therefore to understand, in a Heideggerian perspective, the experience of some children who live in the postmodern context of hyper-realized childhood. The study presents a phenomenological design with exploratory and comprehensive focus. The research involved eight participants, aged between seven and nine years old, private school students in the city of Natal, RN. For data gathering 'play' strategies were used, seeking an approximation with their every day life. From a phenomenological understanding, the study captures that their perception of being a child is primarily associated with playing and studying. Relationships with parents reflect changes resulting from post-modernity. Such as confusion caused by the lack of reliable parameters to guide the educational process and loneliness observed to be caused mainly by father's absence on children's daily routine. The leap into cyberspace and consumer culture permeates the experiences of childhood, subverting the experiences of time and space. In the children's responses to technological advancement, the domain of impropriety can be observed. However, sometimes they seem to question technology; In the world they live in, they experience opportunities as they present themselves, and relate to technology as a possibility, not a necessity. Thus, the need for openness to understand the meaning of being a child for those who were born in the Era of Technology is emphasized. Only then, one can find ways to a fruitful intervention in that relationship.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-14T21:58:37Z No. of bitstreams: 1 BarbaraRaquelCoutinhoToscanoAzevedo_DISSERT.pdf: 2541015 bytes, checksum: 45a16b6276b47e59fbaad941bb64fa71 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-15T23:01:12Z (GMT) No. of bitstreams: 1 BarbaraRaquelCoutinhoToscanoAzevedo_DISSERT.pdf: 2541015 bytes, checksum: 45a16b6276b47e59fbaad941bb64fa71 (MD5) / Made available in DSpace on 2017-03-15T23:01:12Z (GMT). No. of bitstreams: 1 BarbaraRaquelCoutinhoToscanoAzevedo_DISSERT.pdf: 2541015 bytes, checksum: 45a16b6276b47e59fbaad941bb64fa71 (MD5) Previous issue date: 2016-07-26 / O presente texto dissertativo tem como objetivo analisar sentidos atribu?dos ? leitura por crian?as no contexto da Educa??o Infantil e tematiza quest?es relativas ? crian?a, leitura e Educa??o Infantil. Seu desenvolvimento se orientou pelas seguintes premissas: a) A crian?a como sujeito capaz de produzir em condi??es de intera??o e media??o, sentidos pr?prios/singulares em rela??o aos objetos e pr?ticas da cultura; b) A leitura como pr?tica cultural relevante presente na vida das crian?as; c) O lugar da leitura na Educa??o Infantil. A pesquisa busca responder a quest?o: que sentidos a leitura assume para crian?as no contexto da Educa??o Infantil? O estudo assumiu, como aportes te?rico-metodol?gicos, os princ?pios da abordagem qualitativa e as proposi??es de L. S. Vygotsky sobre processos humanos e de M. Bakhtin para a pesquisa nas Ci?ncias Humanas, segundo os quais ? preciso considerar que os estudos tratam n?o de objetos dados, mas de processos em permanente mudan?a, constitu?dos em rela??es de media??o que precisam ser aprendidas; que tanto o objeto, como sua compreens?o, s?o produ??es discursivas, s?o textos; o pesquisador e os pesquisados s?o sujeitos em intera??o; o conhecimento ? co-constru?do. A investiga??o envolveu os seguintes procedimentos metodol?gicos: sess?es de observa??o do tipo semi-participativa e entrevistas coletivas e individuais do tipo semiestruturadas. O estudo foi desenvolvido em uma institui??o de Educa??o Infantil da rede p?blica de Natal, RN ? Centro Municipal de Educa??o Infantil ? e teve, como sujeitos participantes crian?as com idades em torno de cinco anos e a professora de uma turma de n?vel IV. A constru??o e an?lise/interpreta??o dos dados apontam que: as crian?as t?m no contexto pesquisado possibilidades de intera??o com a escrita e de experimenta??o da leitura, ainda que n?o saibam ler convencionalmente, em situa??es diversas e significativas, o que vivenciam de forma l?dica e com relativa autonomia; as crian?as produzem/expressam sentidos m?ltiplos em rela??o ? leitura, sistematizados em centros-eixos de sentidos: 1) Ler como atividade de/para um tempo futuro; 2) Ler como atividade de adulto; 3) Ler como apropria??o de conhecimento e poder; 4) Ler como atividade que atravessa espa?os; 5) Ler como atividade de prazer; 6) Ler como atividade escolar. A an?lise dos discursos das crian?as e a sistematiza??o dos ?centros-eixos? de sentidos expressados por elas em rela??o ? leitura apontam para o lugar relevante dessa pr?tica cultural em seus contextos de vida e, de modo especial, a escola; as possibilidades das crian?as como sujeitos produtores de cultura e participantes dos contextos onde vivem; da necessidade de que seus modos de pensar e significar a leitura sejam considerados na ressignifica??o das pr?ticas pertinentes ? leitura no contexto da Educa??o Infantil. / This argumentative text aims to analyze meanings attributed to reading for children in the context of early childhood education and thematizes issues concerning children, reading and Early Childhood Education. Its development was guided by the following assumptions: a) the child as a subject capable of producing in conditions of interaction and mediation, own / unique way in relation to objects and cultural practices; b) Reading as a cultural practice material present in the lives of children; c) the place of reading in kindergarten. The research seeks to answer the question that way reading takes for children in the context of early childhood education? The study took as theoretical and methodological contributions, the principles of qualitative approach and LS Vygotsky propositions about human processes and M. Bakhtin for Research in the Humanities, in which you need to consider: that the studies deal, not objects data, but processes in permanent change, made in mediation relationships that need to be learned; both the object, such as your understanding, are discursive productions are texts; the researcher and the researched subjects are interacting; knowledge is co-constructed. The research involved the following methodological procedures: observation sessions semi-participative type and group and individual interviews semistructured type. The study was developed in an Early Childhood Education institution from public Natal, RN - Municipal Center for Child Education - and had as subjects participants, children aged around five years and the teacher of a class IV level. The construction and analysis / interpretation of the data indicate that: children have in the researched context, possibilities of interaction with the writing and testing of reading, even though they know not read conventionally, in diverse and significant situations, which experience through play and with relative autonomy; children produce / express multiple meanings in relation to reading, systematized in center-axis directions: 1) Read as / activity for a future time; 2) Read as an adult activity; 3) Read and appropriation of knowledge and power; 4) Read as an activity that crosses spaces; 5) Read and pleasure activity; 6) Read as a school activity. The analysis of the speeches of children and the systematization of the "center-axis" of meanings points to the important place that cultural practice in their contexts of life and, especially, the school; the possibilities of children as subjects of culture producers and participants of the contexts in which they live; the need for their ways of thinking and mean reading are considered in the reinterpretation of the relevant practices of reading in the context of early childhood education.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-14T21:58:38Z No. of bitstreams: 1 NathaliaFerreiraDuarte_DISSERT.pdf: 23584897 bytes, checksum: 501960cb81962896effca473c0376189 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-15T23:43:03Z (GMT) No. of bitstreams: 1 NathaliaFerreiraDuarte_DISSERT.pdf: 23584897 bytes, checksum: 501960cb81962896effca473c0376189 (MD5) / Made available in DSpace on 2017-03-15T23:43:03Z (GMT). No. of bitstreams: 1 NathaliaFerreiraDuarte_DISSERT.pdf: 23584897 bytes, checksum: 501960cb81962896effca473c0376189 (MD5) Previous issue date: 2016-07-29 / Este estudo pretende investigar a leitura de poesia como atividade provocativa de atos imaginativos, a fim de favorecer uma melhor reflex?o e compreens?o do texto po?tico pelo leitor. Sua relev?ncia est? na possibilidade de explorar a express?o da imagina??o em crian?as dos anos iniciais da educa??o b?sica, como processo que ocorre na leitura de poesias e como parte constitutiva da compreens?o textual. Esta pesquisa originou-se no trabalho monogr?fico ?Leitura e imagina??o: a constitui??o de imagens na leitura de poesia por aprendizes do ensino fundamental? (DUARTE, 2012), que fez parte da pesquisa ?A multimodalidade na leitura do poema e do livro de poesia em aprendizes da escola fundamental ? estudo longitudinal? (2014), realizada pelo grupo de pesquisa Ensino e Linguagem. O estudo visa oferecer contribui??es ao ensino da leitura, ? forma??o do leitor, em espec?fico sobre a constru??o de sentidos por via das imagens desencadeadas durante a leitura de poesia. A investiga??o se fundamenta nos estudos de Amarilha (1997), Bosi (1936), Cunha (1998), Durand (1979), Francastel (1983), Held (1980), Iser (1993), Jung (1964),Kirinus (1998; 2011), Piaget (1971), Pound (1983), Sartre (2008), Silva (2011), Turchi (2003),Vigotski (1998; 2009; 2014), dentre outros. A partir da abordagem dos conceitos objetos de nossa reflex?o ? leitura, poesia e imagina??o- refletimos sobre a complexa e provocativa leitura de poesia/poema. ? relevante considerarmos que por meio das palavras impulsionamos nossas fun??es psicol?gicas superiores, sobretudo a imagina??o. Nesse contexto, constru?mos uma pr?tica de interven??o, mediante o desenvolvimento de cinco sess?es de leituras de poesias, discuss?es e registros em atividades realizadas pelos aprendizes durante as sess?es. Para a realiza??o da interven??o pedag?gica, privilegiamos uma turma de 4? ano do Ensino Fundamental I, de uma escola p?blica de Natal-RN. Adotamos como instrumentos de pesquisa, a observa??o in loco, entrevista direcionada ? equipe gestora da escola, question?rio destinado aos sujeitos da pesquisa, referentes ao tema abordado, e grava??o em v?deo das sess?es de leitura liter?ria, realizadas pela pesquisadora. Planejamos as sess?es de leitura baseadas na metodologia da andaimagem (scaffolding), orientada por Graves e Graves (1995). A partir dos textos po?ticos, durante a etapa da interven??o, principalmente na p?s-leitura, identificamos sujeitos construindo um mundo ? parte, nomeando lugares, inventando e transformando situa??es, dotando os elementos de sua interpreta??o de uma animicidade significativa, ensaiando assim, uma pr?xis l?dica, no momento da imagina??o suplementada pelo seu imagin?rio, enfatizando o processo imaginativo como fator relevante na compreens?o de textos po?ticos. / This study aims to investigate the poetry reading as provocative activity of imaginative acts in order to promote a better reflection and understanding of the poetic text by the reader. Its relevance is the possibility to explore the expression of imaginativo in children in the early years of basic education, as a process that occurs in reading poetry and as a constitutive part of the text comprehension. This research originated in a research project "Reading and imagination: the creation of images in poetry reading for learners of elementary school" (DUARTE, 2012), which was part of the research "The multimodality reading of the poem and poetry book learners in primary school - longitudinal study "(2014), conducted by the research group Education and Language. The study aims to provide contributions to the teaching of reading, the reader's formation in particular on the construction of meaning through images triggered during the poetry reading. The investigation is based on studies of Amarilha (1997), Bosi (1936), Wedge (1998) Durand (1979), Francastel (1983) Held (1980), Iser (1993), Jung (1964), Kirinus (1998 ; 2011), Piaget (1971), Pound (1983), Sartre (2008), Silva (2011), Turchi (2003), Vygotsky (1998; 2009; 2014), among others. From the approach of objects concepts of our reflection - reading, poetry and imagina??o- reflect on the complex and provocative reading poetry / poem. It is important to consider that through the words we drive our higher mental functions, especially the imagination. In this context, we have built a practice of intervention, through the development of five sessions of poetry readings, discussions and records activities performed by the students during the sessions. For the realization of pedagogical intervention, we favor a group of 4th year of elementary school, a public school in Natal, Brazil. We adopted as research tools, the on-site observation, interview directed to the management team of the school, the questionnaire for the research subjects, for the topic discussed, and video recording of literary reading sessions, conducted by the researcher. Plan reading sessions based on the methodology of andaimagem (scaffolding), guided by Graves and Graves (1995). From the poetic texts, during the stage of intervention, especially in the post-reading, we identify subjects constructing a world apart, naming places, inventing and changing situations, providing the elements of interpretation of a significant animicidade, so practicing, a praxis playful, at the time of imagination supplemented by your imagination, emphasizing the imaginative process as a relevant factor in understanding poetic texts.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-20T20:25:08Z No. of bitstreams: 1 SimoneLeiteDaSilvaPeixoto_DISSERT.pdf: 12616131 bytes, checksum: 406186152197f21b04cd4d2645593003 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-22T23:42:16Z (GMT) No. of bitstreams: 1 SimoneLeiteDaSilvaPeixoto_DISSERT.pdf: 12616131 bytes, checksum: 406186152197f21b04cd4d2645593003 (MD5) / Made available in DSpace on 2017-03-22T23:42:16Z (GMT). No. of bitstreams: 1 SimoneLeiteDaSilvaPeixoto_DISSERT.pdf: 12616131 bytes, checksum: 406186152197f21b04cd4d2645593003 (MD5) Previous issue date: 2012-09-27 / Esse estudo se prop?e a investigar o papel da literatura no desenvolvimento e na educa??o infantil considerando ?s concep??es de crian?as nesse processo. Sua relev?ncia consiste na possibilidade de perceber os pensamentos e constru??es s?cio-culturais das crian?as enquanto sujeitos que vivenciam a pr?tica liter?ria na escola. Respalda-se metodologicamente na abordagem qualitativa, onde a pesquisa assumiu as caracter?sticas do tipo explorat?rio e se desenvolveu em duas etapas: estudos te?ricos e emp?ricos atrav?s de entrevistas com crian?as de cinco anos em uma institui??o de Educa??o Infantil com pr?ticas sistem?ticas de leitura liter?ria do munic?pio de Natal-RN. A an?lise dos dados ocorreu por meio da an?lise de conte?do, na modalidade tem?tica, proposta por Bardin (2011) e descri??o das etapas da pesquisa-a??o. Como referencial te?rico adotou-se Amarilha (2006; 2010); Bettelheim (1980); Coelho (1987); Oliveira (2001); Zilberman (2003) Dalhberg; Moss, Pence, (2003); Sarmento (2008); Kramer (2008), Cruz (2008). As an?lises das observa??es e entrevistas mostram uma ampla compreens?o das crian?as acerca do papel/fun??o da literatura, o que reafirma a perspectiva de que a crian?a ? capaz de criar e produzir uma nova cultura a partir de sua vis?o. / This study has the purpose to investigate the literature development as a role in early childhood education, considering the children?s conception in the progress. Its relevance consists in the ability to perceive the child?s thoughts and social-cultural who experience the literary practice in school. Draws upon qualitative methodological approach, where the research took on the characteristics of exploratory and developed in two steps: theoretical and empirical studies through interviews with children of five years at an institution of kindergarten with systematic practices of literary reading in the city of Natal- RN. Data analysis was performed by a content analysis on thematic, proposed by Bardin (2011) and description of the steps of action-research. As a theoretical framework we adopted Amarilha (2006; 2010), Bettelheim (1980), Coelho (1987), Oliveira (2001); Zilberman (2003) Dalhberg; Moss, Pence, (2003); Sarmento (2008), Kramer (2008), Cruz (2008). The observation?s analyses and interviews show a broad understanding of children regarding the role of literature, which reinforce the child?s perspective of being capable to create and produce a new culture from her point of view.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-03T19:14:19Z No. of bitstreams: 1 AmandaDeLourdesBernardoGuerra_DISSERT.pdf: 2783809 bytes, checksum: b565043a1fe85b3b1136bf29b7674e77 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-04-04T21:08:48Z (GMT) No. of bitstreams: 1 AmandaDeLourdesBernardoGuerra_DISSERT.pdf: 2783809 bytes, checksum: b565043a1fe85b3b1136bf29b7674e77 (MD5) / Made available in DSpace on 2017-04-04T21:08:48Z (GMT). No. of bitstreams: 1 AmandaDeLourdesBernardoGuerra_DISSERT.pdf: 2783809 bytes, checksum: b565043a1fe85b3b1136bf29b7674e77 (MD5) Previous issue date: 2016-08-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A avalia??o neuropsicol?gica das fun??es executivas (FE) tem sido objeto de interesse crescente de pesquisas. No Brasil, os testes utilizados para avaliar FE em crian?as geralmente s?o adapta??es de tarefas para uso em adultos e com alta complexidade, perdendo a capacidade de discriminar fun??es e d?ficits espec?ficos. Al?m disso, identifica-se significativa dispers?o de testes e protocolos padronizados utilizados na avalia??o das FE em crian?as, dificultando a realiza??o de estudos multic?ntricos, bem como compreens?o do impacto de quadros cl?nicos sobre o desenvolvimento e funcionamento das FE. Esse estudo tem como objetivo traduzir e adaptar o protocolo FEE (Roy, Le Gall, Roulin, & Fournet, 2012) para o portugu?s/Brasil. O protocolo ? composto por um conjunto de testes e escalas de avalia??o neuropsicol?gica das FE destinado a crian?as e adolescentes entre seis e 15 anos e constru?do com o objetivo de modificar e/ou melhorar, em termos de materiais, instru??es e/ou corre??es, os principais paradigmas e testes de avalia??o das FE, com o intuito de suprir as insufici?ncias das tarefas existentes e adaptar tarefas consagradas internacionalmente. A adapta??o transcultural do FEE foi realizada pelo modelo proposto por Borsa, Dam?sio, & Bandeira (2012), constitu?do de seis etapas (1- Tradu??o do instrumento para o novo idioma, 2- S?ntese das Vers?es , 3- Avalia??o da S?ntese por Experts, 4- Avalia??o pelo P?blico-Alvo, 5- Tradu??o Reversa-Back-translation, 6- Estudo-Piloto). Inicialmente, o instrumento original passou por duas tradu??es independentes da l?ngua francesa ao portugu?s brasileiro. Na etapa 2 (S?ntese das Vers?es), participaram tr?s ju?zes, psic?logos, doutorandos e experts em avalia??o neuropsicol?gica, assim como os autores pesquisadores da pesquisa. Os ju?zes julgaram boa equival?ncia experiencial, idiom?tica e sem?ntica. Por?m, ainda na etapa 2 foram realizadas altera??es para tornar a vers?o em portugu?s mais adaptada para a popula??o-alvo. Na etapa 3 (Avalia??o da S?ntese por Experts), participaram tr?s ju?zes, professores doutores de diferentes regi?es do pa?s, que avaliaram a estrutura, o formato, as instru??es e a abrang?ncia e adequa??o das express?es contidas nos itens que constituem o instrumento. A concord?ncia entre ju?zes foi avaliada pelo Kappa de Cohen (0.4945), que indicou concord?ncia moderada. Na etapa 4, participaram 30 crian?as e adolescentes, sendo10 crian?as na faixa et?ria entre seis e sete anos, 10 crian?as entre 10 e 11 anos e 10 adolescentes entre 15 e 16 anos. De forma geral, observou-se compreens?o ampla das instru??es do protocolo. Na etapa 5 foi realizada back-translation por duas tradu??es independentes do portugu?s para a l?ngua francesa e ap?s s?ntese das tradu??es o instrumento foi enviado aos autores que julgaram o instrumento adequado. Por fim, a etapa 6 (estudo piloto) consistiu na aplica??o do protocolo em 60 crian?as e adolescentes entre seis e 15 anos, de escolas p?blicas e escolas particulares da rede de ensino do Natal. O instrumento mostrou-se adequado para avalia??o das FE no contexto cultural brasileiro. A continuidade deste projeto possibilitar? ampliar a compreens?o do desenvolvimento das FE da inf?ncia ? adolesc?ncia bem como da semi?tica dos dist?rbios das FE. Por fim, destaca-se ainda a possibilidade de realiza??o de estudos transculturais acerca do desenvolvimento das FE. / Currently, the interest on executive functions (EF) neuropsychological assessment researches is increasing. However, in Brazil, standardized tests and protocols used on the evaluation of children's EF are disperse, turning it difficult to realize multicenter studies and identify regional characterization. Furthermore, tests used on children's EF evaluation are usually adaptations of tasks used on adults, showing little ecological validity, and are designed to be hard, weakening its capability of discriminating specific functions and deficiencies, since different executive components are required in a single task. The aim of this study is the translation and adaptation of the French protocol FEE (Roy et al., 2012) to Portuguese/Brazil. FEE is an EF neuropsychological assessment protocol aiming children and adolescents between six and 15 years old, designed to modify and/or enhance, in terms of materials, instructions, procedures and/or corrections, the main paradigms and EF evaluation tests. It intends to fill the insufficiencies of existing tasks and to adapt internationally acclaimed tasks. Cultural adaptation of the FEE will be conducted according to the model proposed by Borsa, Dam?sio, & Bandeira, (2012), structured around six steps (translation of the instrument, synthesis of the versions, synthesis evaluation by experts, evaluation by the target audience, back-translation, pilot study). Firstly, the original instrument was subjected to two independent translations from the mother language (French) to Brazilian Portuguese. For the second step (Synthesis of the Versions), three judges ? all psychologists, doctorate students and experts in neuropsychological assessment ? participated, as well as the original research authors. Judges rated the experimental, idiomatic and semantical equivalence as good. However, still in step 2, modifications were made in the Portuguese version in order to better adjust it to the target-population. In step 3 (Synthesis evaluation by experts), three different judges ? PhD scholars from different regions of Brazil ? participated, evaluating structure, format, instructions, and comprehensiveness and adequateness of the expressions used on each item of the instrument. Agreement between judges was evaluated by Cohen?s Kappa (0.4945), indicating moderate agreement. In step 4 (Evaluation by the target population), 30 children and adolescents participated, with 10 children aged between six and seven years old, 10 children aged between 10 and 11 years old and 10 adolescents aged between 15 and 16 years old. Generally, it was observed broad comprehensiveness of protocol instructions. In step 5 the instrument was back-translated twice, independently, from Brazilian Portuguese to the mother language (French). After the back-translations synthesis, the instrument was sent back to the original authors, who judged it adequate. Finally, step 6 (pilot study) consisted in administering the battery to 60 children and adolescents aged between six and 15 years old, from public and private schools from Natal?s educational system. The instrument proved adequate for evaluation of EF in Brazilian cultural context. The further development of this project will enable to widen comprehensiveness on children and adolescents EF, as well as on the semiotics of EF disturbs. Lastly, there is also the possibility of performing transcultural studies on EF development.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-01T20:56:49Z No. of bitstreams: 1 LuanaReisMetta_DISSERT.pdf: 881890 bytes, checksum: 2bec5b10c078300e95c9168eee263b78 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-06T21:49:50Z (GMT) No. of bitstreams: 1 LuanaReisMetta_DISSERT.pdf: 881890 bytes, checksum: 2bec5b10c078300e95c9168eee263b78 (MD5) / Made available in DSpace on 2017-11-06T21:49:50Z (GMT). No. of bitstreams: 1 LuanaReisMetta_DISSERT.pdf: 881890 bytes, checksum: 2bec5b10c078300e95c9168eee263b78 (MD5) Previous issue date: 2017-09-21 / A mem?ria, enquanto processo cognitivo, possibilita a aquisi??o, a conserva??o e a evoca??o (ou recorda??o) de informa??es origin?rias de eventos externos ou internos. Identifica-se diferentes classifica??es para a mem?ria, considerando aspectos relativos ao tempo de dura??o da informa??o, o conte?do do material armazenado e a fun??o. Dentre os sistemas de mem?ria destaca-se a mem?ria de curto prazo, respons?vel pelo armazenamento tempor?rio de um n?mero reduzido de informa??es, verbais ou visuais, por curto intervalo de tempo. A mem?ria de curto prazo visual (MCPV) tem sido associada ao desempenho adequado em atividades cotidianas, tais como reconhecimento de objetos, constru??o de imagens mentais, orienta??o espacial, bem como para a aprendizagem e o racioc?nio visoespaciais. Por?m, apesar de sua import?ncia para os dom?nios da escolariza??o e das atividades laborais, ainda s?o escassos os instrumentos de investiga??o, em especial, aqueles que possibilitam a investiga??o em separado da MCPV e da mem?ria de trabalho. Tal situa??o ? agravada se for considerado o contexto da inf?ncia e da adolesc?ncia. Considerando a relev?ncia da MCPV para os processos t?picos e at?picos, de desenvolvimento e aprendizagem, de crian?as e adolescentes, bem como a escassez de instrumentos normatizados para a popula??o brasileira, o presente teve como objetivo a constru??o de dados normativos do Teste Pict?rico de Mem?ria Visual (TEPIC-M), para crian?as e adolescentes de seis a 16 anos da cidade de Natal/RN. Adicionalmente, investigou a interfer?ncia das vari?veis idade, sexo e tipo de escola sobre o desempenho no teste. O TEPIC-M investiga a capacidade de o indiv?duo recuperar uma informa??o num curto per?odo de tempo. Participaram da pesquisa 542 estudantes, sendo 301 do sexo feminino e 241 do sexo masculino. Deste total, 256 pertenciam ? rede de p?blica de ensino e 286 ? rede privada. Os dados obtidos foram submetidos a an?lises estat?sticas descritivas e inferenciais previamente inspiradas na proposi??o dos autores do instrumento. Para verificar o n?vel de signific?ncia das diferen?as entre os desempenhos obtidos em fun??o das vari?veis sexo e tipo de escola, foi realizado o teste estat?stico inferencial U de Mann-Whitney, cujo resultado indica que n?o houve diferen?a significativa entre os dois grupos em fun??o da vari?vel sexo (p=0,808), todavia quando analisada a vari?vel tipo de escola encontra-se diferen?a significativa entre os desempenhos, em benef?cio da escola particular (p<0,001). Posteriormente foi realizado o teste de correla??o de Spearman que verificou a interfer?ncia da vari?vel idade sobre o desempenho no teste da amostra total (p<0,001). Posteriormente, foi realizada an?lise de vari?ncia multi-variada (n-Anova) e an?lise post-hoc (Teste LSD), comparando os desempenhos de cada grupo et?rio em fun??o dos demais. Com base nas signific?ncias encontradas na an?lise post-hoc, prop?e-se nesse estudo o agrupamento das crian?as e adolescentes em quatro grupos et?rios: 6 e 7; 8 e 9; 10 e 11; 12 a 16, bem como a divis?o destas por tipo de escola. Os dados apresentados no presente estudo atestam a validade desenvolvimental do Teste Pict?rico de Mem?ria Visual (TEPIC-M), apresentando dados normativos para a faixa et?ria dos 6 aos 16 anos, ampliando assim o potencial de alcance do teste na sua proposi??o original. Desta forma, disponibiliza para os profissionais brasileiros, que trabalham com avalia??o psicol?gica, um instrumento com evid?ncias de validade e que se prop?e a investigar o sistema de mem?ria de curto prazo visual, para o qual se identifica escassez de instrumentos dispon?veis. / Memory, as a cognitive process, allows the acquisition, the maintenance as well as the recall of information already stored of information may originate from an external or internal event. It?s possible to identify the different classifications for memory, considering aspects related to the duration of the information, the content of the stored material and the function. Within the mnemonic system we have the short-term memory, which displays temporary storage of a reduced number of information for a short period of time, playing a crucial role in everyday activities such as object recognition, mental imagery, spatial orientation, including the learning process and visual spatial reasoning. However, despite of their importance in the domains of education process and work activities, research instruments are still scarce, especially those that allow the separate investigation of short-term visual memory and working memory. This situation is aggravated if one considers the context of childhood and adolescence. Considering the relevance of MCPV to the typical and atypical processes of development and learning of children and adolescents, as well as a shortage of normative instruments for the Brazilian population, the present study had as objective the construction of normative data of the Pictorial Test of Visual Memory (TEPIC-M), for children and adolescents from six to 16 years of age in the city of Natal / RN. Farther, Investigated the interference of variables age, sex, and school type on test performance. TEPIC-M investigates the individual's ability to retrieve information in a short period of time. A total of 542 students from the city of Natal participated in the study, 301 of whom were female and 241 were male. Of this total, 256 belong to public school and 286 to private school. The data obtained in the experiment were submitted to descriptive and inferential statistical analyzes inspired by the authors' instrument. In order to verify the magnitude of discrepancy between the performances obtained according to gender and school type variables, a statistic inferential test - the U de Mann-Whitney - was performed indicating that there was no significant difference between the two groups (p = 0.808). However, the analyses of the type of school showed a significant difference towards the benefit of the private school system (p <0.001). Subsequently, a Spearman correlation test was performed to verify the existence of a correlation between age variables (p <00.01). Also regarding age variables, a multi-varied analysis (n-Anova) and a post-hoc analysis (LSD Test) were performed, seeking to verify if there was a significant difference between the performances, according to age groups, to the whole sample. Based on the significance found in the post-hoc analysis, this study suggests the grouping of children and adolescents into age groups, proposing the categorization into four age groups: 6 and 7; 8 and 9; 10 and 11; 12 to 16, as well as the division of these by type of school, since the inferential analysis of this variable has a significant result (p <0.001). The data presented in this study attest to the developmental validity of the Pictorial Memory Test (TEPIC-M), exhibiting normative data for the age group of 6 to 16, hence extending the potential scope of the test since its original proposition. As a result, it makes available to Brazilian professionals currently working with psychological evaluation, an instrument with evidence of efficacy and that proposes to investigate the visual short-term memory system, for which a shortage of instruments are currently available.