Made available in DSpace on 2014-12-17T14:36:15Z (GMT). No. of bitstreams: 1 GeisaMSA.pdf: 2039749 bytes, checksum: bb5f16e57cb228125a984ad1b8903d58 (MD5) Previous issue date: 2009-03-26 / The present study objective to construct to the Education‟s History of Centro de Educa??o Integrada Monsenhor Hon?rio in Macau, in the state of the Rio Grande do Norte. By means of the examination of this Institution of education, we intend to analyze its educative practical in the Fifties years, that this was the first one to offer gymnasial course and, over all, for having formed doctors, engineers, teachers, bachelors and economists in the city and the region during five decades of functioning. For this we use the records as documentary sources available in the institution, in newspapers and in public and private archives in the capital and the interior, beyond interview with former-employees, former-pupils and people who had participated of its creation and, consequently, they had made and they are part of this history. The institution‟s history helped to us to comment the reading of Macau‟s education, propitiating us reflections about pedagogical practical, methods of teaching and school regiment, in the perspective to understand a past still so present and all process for which passed the education, in the context of the proper Macau‟s history. The search results lead us to evidence that the creation of this school, in 1956, represented a landmark in the education of this municipal district, contributing of decisive form in the formation of the macauenses / O presente estudo objetiva construir a Hist?ria da Educa??o do Centro de Educa??o Integrada Monsenhor Hon?rio, em Macau, no estado do Rio Grande do Norte. Por meio do exame dessa Institui??o de ensino, pretendemos analisar sua pr?tica educativa nos anos de 1950, uma vez que esta foi a primeira a oferecer o curso ginasial e, sobretudo, por ter formado m?dicos, engenheiros, professores, bachar?is e economistas na cidade e na regi?o durante cinco d?cadas de funcionamento. Para tanto, utilizamos como fontes documentais os registros dispon?veis na institui??o, em jornais, em arquivos p?blicos e privados na capital e no interior, al?m de entrevista com ex-funcion?rios, ex-alunos e pessoas que participaram da sua cria??o, e, conseq?entemente, fizeram e fazem parte desta hist?ria. A hist?ria dessa institui??o ajudou-nos a tecer a leitura da educa??o de Macau, propiciando-nos reflex?es acerca das pr?ticas pedag?gicas, m?todos de ensino e regimento escolar, na perspectiva de compreendermos um passado ainda t?o presente e todo o processo hist?rico pelo qual passou a educa??o, no contexto da pr?pria hist?ria de Macau. Os resultados da pesquisa nos levam a constatar que a cria??o dessa escola, em 1956, representou um marco na educa??o deste munic?pio, contribuindo de forma decisiva na forma??o dos macauenses

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-01-26T17:50:08Z No. of bitstreams: 1 RuanRodrigoAraujoDaCosta_DISSERT.pdf: 620043 bytes, checksum: fc236cdf82238c2509a76a546473ac8d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-01-28T18:13:58Z (GMT) No. of bitstreams: 1 RuanRodrigoAraujoDaCosta_DISSERT.pdf: 620043 bytes, checksum: fc236cdf82238c2509a76a546473ac8d (MD5) / Made available in DSpace on 2016-01-28T18:13:58Z (GMT). No. of bitstreams: 1 RuanRodrigoAraujoDaCosta_DISSERT.pdf: 620043 bytes, checksum: fc236cdf82238c2509a76a546473ac8d (MD5) Previous issue date: 2015-03-09 / O trabalho investigou a rela??o entre o desempenho e as formas legais adotadas por institui??es de microcr?dito (IMC?s). As IMC?s estudadas adotaram forma legal de banco, organiza??o n?o governamental, cooperativa, institui??o financeira n?o banc?ria ou banco rural. Os dados utilizados compreendem seis anos, de 2007 a 2012, com periodicidade anual. Foi empregado o modelo de regress?o em painel e vari?veis dummy representando as formas legais. Formaram a amostra 243 IMC?s de cinquenta pa?ses, origin?rios de todos os continentes do mundo, exceto a Am?rica do Norte. No trabalho, foi observado que IMC?s maiores conseguem lucros maiores, retornos maiores e ?ndices de autossufici?ncia operacional maiores, indicando que o crescimento pode levar ? consolida??o das IMC?s e que as IMC?s menores poderiam buscar fus?es os assimula??es com outras IMC?s para se consolidarem. Tamb?m foi observado que as cooperativas, as institui??es financeiras n?o banc?rias e os bancos rurais conseguem atender mais clientes, causando maior impacto na sociedade, e obter maiores retornos, indicando que as formas legais mais adequadas ao mercado de microfinan?as aparentemente s?o as cooperativas, institui??es financeiras n?o banc?rias e bancos rurais pois os resultados indicam que as IMC?s que adotam tais formas legais equilibram a orienta??o para o social e a busca por por maiores lucros. / This work test the relationship of performance and legal form of microfinance institutions (MFI), in our work MFI can be banks, non-governmental organizations (NGO), cooperatives, non-banks financial institutions (NBFI) or rural banks. We use linear regression model, panel data and variables dummy for the legal forms. Our samples are 243 MFI from all continents, except North America, in the period from 2007 to 2012. We found that bigger MFI generates higher profit, higher returns and higher self-sufficiency rates, so the growing can be a way for consolidation of MFI. For smaller MFI a way can be assimilation or merging with other MFI. Cooperatives, non-bank financial institutions and rural banks can serve more customers, causing greater impact on society, and get higher returns. This suggests the most appropriate legal form for microfinance market can be cooperatives, non-banks financial institutions or rural banks balancing social orientation and profit orientation.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-30T23:34:36Z No. of bitstreams: 1 FranciscoCarlosOliveiraDeSousa_TESE.pdf: 30845156 bytes, checksum: a2b2a0fa6fa198bf7e3c1252a8b1f5fa (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-02T21:46:01Z (GMT) No. of bitstreams: 1 FranciscoCarlosOliveiraDeSousa_TESE.pdf: 30845156 bytes, checksum: a2b2a0fa6fa198bf7e3c1252a8b1f5fa (MD5) / Made available in DSpace on 2016-06-02T21:46:02Z (GMT). No. of bitstreams: 1 FranciscoCarlosOliveiraDeSousa_TESE.pdf: 30845156 bytes, checksum: a2b2a0fa6fa198bf7e3c1252a8b1f5fa (MD5) Previous issue date: 2015-02-27 / Esta tese prop?e-se investigar a forma??o escolar profissional de jovens para o mundo dotrabalho, realizada na institui??o, cujas denomina??es, no recorte temporal delimitado (1909-1971), foram: Escola de Aprendizes Art?fices, Liceu Industrial, Escola Industrial, EscolaIndustrial Federal e Escola T?cnica Federal do Rio Grande do Norte. O corpus documental dainvestiga??o inclui legisla??o, livro de matr?culas, atas de reuni?es, relat?rios, registro deempregados, correspond?ncias e impressos. Nos procedimentos metodol?gicos, recorreu-se ?investiga??o documental, bibliogr?fica, iconogr?fica, aplica??o de question?rios e realiza??ode entrevistas. A orienta??o te?rico-metodol?gica para an?lise das fontes ancora-se,principalmente, nas reflex?es de Justino Magalh?es (2004), Paolo Nosella e Ester Buffa(2009), por entender-se que historiar uma institui??o escolar ? compreender e esclarecer osprocessos e compromissos sociais como condi??o instituinte de regula??o e de manuten??onormativa, levando-se em conta os comportamentos, representa??es e projetos dos sujeitos narela??o com a realidade material e sociocultural de contexto. A institui??o escolar investigadafoi criada pelas determina??es do Decreto n? 7566, de 23 de setembro de 1909, com o intentode formar oper?rios e contramestres para a ind?stria local/estadual. Considerando-se esseintento, a investiga??o empreendida evidenciou tr?s fases no percurso hist?rico institucional:a primeira (1909-1942), engloba desde a cria??o da Escola de Aprendizes Art?fices at? oper?odo do Liceu Industrial, momento em que se desenvolve a educa??o de natureza social,com o ensino elementar de of?cios e a forma??o para a manuten??o da ordem; a segunda(1942-1963), referida como uma fase de transi??o, abrange, essencialmente, o per?odo daEscola Industrial de Natal, quando s?o oferecidos cursos b?sicos do gin?sio industrial e seconjuga a forma??o para a prote??o social com altera??es em dire??o ? finalidade oficial dainstitui??o; a terceira (1963-1971) abrange a fase final da Escola Industrial, o per?odo daEscola Industrial Federal e a fase inicial da Escola T?cnica Federal do Rio Grande do Norte,quando, sob o contexto do nacional-desenvolvimentismo, foram institu?dos cursos t?cnicos,modifica??es no corpo docente e discente, bem como na estrutura f?sica institucional. Com asmudan?as verificadas, conclui-se que se eliminaram, gradualmente, as contradi??es entre aforma??o ministrada na Escola e as necessidades do mercado de trabalho e se ampliaram aspossibilidades de inser??o profissional de seus egressos. / This dissertation proposes to investigate the vocational training of young adults for the world of work carried out in the Institution whose names in the delimited temporal cut-off (1909- 1971) were: Escola de Aprendizes Art?fices, Liceu Industrial, Escola Industrial, Escola Industrial Federal e Escola T?cnica Federal do Rio Grande do Norte (School of Artificer Apprentices, Industrial Lyceum, Industrial School, Federal Industrial School, and Federal Technical School of Rio Grande do Norte). The documental corpus of investigation includes legislation, student enrollment registrations, minutes of meetings, reports, employees? files, correspondence, and printed matter. In the methodological procedures, it was used documental, bibliographic, and iconographic investigation, questionnaire administration as well as interviews. The theoretical-methodological orientation for the source analysis is specially based in Justino Magalh?es?s, Paolo Nosella?s and Ester Buffa?s (2009) reflections. Relating the history of an educational institution means to understand and clarify the processes and social commitments as an instituting condition of regulation and normative maintenance, taking into account the behaviors, representations, and projects of subjects in relation to material and sociocultural reality of context. The Decree No. 7.566 of July, 23, 1909, created the investigated educational institution whose goal was to train workers and foremen for local/state industry. Considering this purpose, the investigation made evident three stages in the institutional historical trajectory: the first phase (1909-1942) encompasses the creation of the School of Artificer Apprentices and the Industrial Lyceum, a period for the development of social nature education along with craftworks elementary instruction, and training for the sustainment of order; the second one (1942-1963) is referred to as a transitional phase; it essentially includes the period of the Industrial School of Natal, when basic courses of the industrial senior high school are offered and there is a combination of training for the social protection with changes towards the official purpose of the Institution; the third one (1963-1971) comprises the final phase of the Industrial School of Natal, the time period of the Federal Industrial School, and the initial phase of the Federal Technical School of Rio Grande do Norte when, under the national-developmentalism context, technical courses were established, modifications in teaching staff and student body were introduced as well as in the physical institutional structure. With the verified changes, the study concludes that contradiction between training given in the School and the needs of labor market were gradually eliminated, and possibilities of professional insertion for alumni were expanded.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-01-23T14:47:08Z No. of bitstreams: 1 DayaneGomesDaSilva_TESE.pdf: 2878361 bytes, checksum: 5c13193a30059ebe337d48db85254492 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-01-25T14:00:16Z (GMT) No. of bitstreams: 1 DayaneGomesDaSilva_TESE.pdf: 2878361 bytes, checksum: 5c13193a30059ebe337d48db85254492 (MD5) / Made available in DSpace on 2018-01-25T14:00:16Z (GMT). No. of bitstreams: 1 DayaneGomesDaSilva_TESE.pdf: 2878361 bytes, checksum: 5c13193a30059ebe337d48db85254492 (MD5) Previous issue date: 2017-08-30 / Nas Ci?ncias Sociais o campo da avalia??o institucional ocupa uma posi??o desprivilegiada, pois as pesquisas avaliativas desenvolvidas t?m frequentemente se debru?ado sobre a avalia??o de pol?ticas/programas. A avalia??o das institui??es p?blicas, em termos mais amplos, apenas tem alcan?ado certo espa?o na literatura educacional e, em alguma medida, nos estudos organizacionais. O problema ? que a primeira perspectiva, pela sua pr?pria natureza, pensa sobre um modelo espec?fico de institui??es- as universidades, enquanto que a segunda ainda que abarque um gama maior de tipos institucionais, t?m assumido uma postura essencialmente ?gerencialista?. A pergunta norteadora dessa pesquisa ?: a ENAP ? uma institui??o eficaz? O desafio ?, a partir das ferramentas te?ricas e metodol?gicas utilizadas pela avalia??o de pol?ticas e pela avalia??o das institui??es, sobretudo as educacionais, avaliar a Escola Nacional de Administra??o P?blica- ENAP, uma Escola de governo voltada oficialmente ? forma??o e qualifica??o da alta burocracia p?blica nacional. Para tanto, foram criadas dimens?es institucionais (carater?sticas organizacionais, gest?o administrativa, condi??es materiais, recursos humanos e dimens?o educacional) e elencadas quest?es a serem respondidas para cada uma delas. Esse trabalho contou com densa an?lise documental e entrevista estruturada com gestores da institui??o avaliada. / The field of institutional assessment occupies an unprivileged position in the Social Sciences, since evaluative researches have often focused on the assessment of policies/programs. The assessment of public institutions in a wider sense has achieved some recognition only in the educational literature, and to some degree in organizational studies. An issue with the former would be that it, due to its own nature, reflects upon a specific model of institution (the university), whereas the latter, despite including a wider range of institution types, have adopted an essentially managerialist approach. The guiding question for this research is: is ENAP an effective institution? This thesis deals with the challenge of assessing, with the use of the theoretical and methodological tools involved in the evaluation of policies and institutions (especially educational ones), the Escola Nacional de Administra??o P?blica (ENAP), a Escola de Governo (literally ?government school?) whose official goal is to train the upper echelons of the country?s public bureaucracy. To accomplish this, institutional dimensions?organizational characteristics, administrative management, material conditions, human resources, and educational dimension?were created, and questions relating to each of them were posed and answered. This research counted on dense documentary analysis and structured interview with managers of the evaluated instruction.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-02-15T11:15:48Z No. of bitstreams: 1 JoseRodolfoTorresDeAraujo_DISSERT.pdf: 1293606 bytes, checksum: a2feedc8acd97b54b659fcbd113103cf (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-02-16T10:55:33Z (GMT) No. of bitstreams: 1 JoseRodolfoTorresDeAraujo_DISSERT.pdf: 1293606 bytes, checksum: a2feedc8acd97b54b659fcbd113103cf (MD5) / Made available in DSpace on 2018-02-16T10:55:33Z (GMT). No. of bitstreams: 1 JoseRodolfoTorresDeAraujo_DISSERT.pdf: 1293606 bytes, checksum: a2feedc8acd97b54b659fcbd113103cf (MD5) Previous issue date: 2017-11-29 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / A mobilidade ? a capacidade dos indiv?duos se movimentarem no espa?o. Idosos institucionalizados mostram-se vulner?veis ao desenvolvimento de limita??es na mobilidade. Essas limita??es podem aumentar o risco de preju?zo da capacidade funcional e interferir na participa??o social dos idosos, comprometendo a qualidade de vida. Esta pesquisa, atrav?s de um estudo transversal, buscou determinar a preval?ncia e os fatores associados ?s limita??es da mobilidade em idosos que vivem em institui??es de longa perman?ncia. Foram produzidos tr?s artigos, o primeiro sendo uma revis?o sistem?tica a respeito das limita??es da mobilidade em idosos, apontando evid?ncias de associa??o dessas limita??es com fatores funcionais, nutricionais e sociais. O segundo artigo tratou da preval?ncia das limita??es da mobilidade e seus fatores associados, concluindo que as limita??es da mobilidade t?m alta preval?ncia na popula??o idosa institucionalizada (65.6%; IC 95%: 59.6-70.4) associando-se com a longevidade (p = 0,002; 1.35: 1.12 ? 1.63) e com o estado nutricional dos idosos (p < 0,001; 1.86: 1.54-2.26). J? o terceiro artigo, buscou encontrar os principais fatores associados com as contraturas articulares em idosos, demonstrando uma associa??o das contraturas com limita??es da mobilidade (p < 0,001; 6.82: 4.43 -10.51) e epis?dios de quedas (p = 0,003; 0.38: 0.20 ? 0.72). Nesse contexto, a pesquisa em sua interface multidisciplinar reflete resultados j? esperados para idosos institucionalizados, entretanto, contribui positivamente com a ci?ncia, na medida em que estudos robustos envolvendo esse contingente da popula??o ainda se mostram insuficientes na literatura. / Mobility is the ability of individuals to move in space. Institutionalized elderly are vulnerable to the development of mobility limitations. These limitations may increase the risk of impairment of functional capacity and interfere in the social participation of the elderly, it compromising quality of life. This cross-sectional study aimed to determine the prevalence and factors associated with mobility limitations in the elderly living in nursing homes. Three articles was produced, the first being a systematic review on the limitations of mobility in older adults, pointing to evidence of the association of these limitations with functional, nutritional and social factors. The second article deals with the prevalence of mobility limitations and their associated factors, concluding that mobility limitations has a high prevalence in the older adults institutionalized population (65.6%; 95% CI: 59.6-70.4) associated with longevity (p = 0,002; 1.35: 1.12 - 1.63) and the nutritional status of the older adults (p <0,001; 1.86: 1.54-2.26). In the third article, it sought to find the main factors associated with joint contractures in the elderly, demonstrating an association of contractures with mobility limitations (p <0,001; 6.82: 4.43 -10.51) and falls episodes (p = 0,003; 0.38: 0.20 - 0.72). In this context, research in its multidisciplinary interface reflects results already expected for institutionalized older adults, however, it contributes positively to science, since robust studies involving this contingent of the population are still insufficient in the literature.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-02-15T11:29:27Z No. of bitstreams: 1 MariaClaudiaLemosMoraisDoNascimento_DISSERT.pdf: 6291130 bytes, checksum: 1a1c0ee125a8378183ce26db8d10d835 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-02-16T12:39:47Z (GMT) No. of bitstreams: 1 MariaClaudiaLemosMoraisDoNascimento_DISSERT.pdf: 6291130 bytes, checksum: 1a1c0ee125a8378183ce26db8d10d835 (MD5) / Made available in DSpace on 2018-02-16T12:39:47Z (GMT). No. of bitstreams: 1 MariaClaudiaLemosMoraisDoNascimento_DISSERT.pdf: 6291130 bytes, checksum: 1a1c0ee125a8378183ce26db8d10d835 (MD5) Previous issue date: 2017-02-23 / No Brasil, o magist?rio prim?rio passou no in?cio do s?culo XX por um processo de feminiza??o na frequ?ncia das Escolas Normais pelas mo?as. Recuperar a trajet?ria dessas mulheres no magist?rio se configura em um entrela?amento entre hist?ria das mulheres e hist?ria da educa??o, num momento que a profiss?o ainda permanece predominantemente feminina. Dentro desse contexto, essa pesquisa visa analisar a atua??o das professoras/diretoras que dirigiram e lecionaram no Instituto de Educa??o Presidente Kennedy em Natal, Rio Grande do Norte, entre 1952 e 1975. Insere-se na tem?tica da Hist?ria das Institui??es escolares e da forma??o de professores e fundamenta-se nos pressupostos da Hist?ria Cultural de Burke (2008), Chartier (1990), Morais (2002; 2003; 2006), dentre outros autores. Realizamos a coleta de fontes no acervo do Instituto Superior de Educa??o Presidente Kennedy, Arquivo P?blico do Estado e no acervo do Grupo de Pesquisa Hist?ria da Educa??o, Literatura e G?nero/UFRN. Entre a presen?a das Diretoras, destaco: Francisca Nolasco Fernandes, Crisan Simin?a, Ezilda Elita do Nascimento, Teresinha Pessoa Rocha e Maria Arisneide de Morais. Francisca Nolasco Fernandes, primeira Diretora da Escola Normal de Natal, em exerc?cio entre 30 de setembro de 1952 a 30 de janeiro de 1956 e na segunda gest?o de 24 de mar?o de 1959 a 1966. Francisca Nolasco Fernandes foi a primeira diretora da Escola Normal de Natal, do Instituto de Educa??o e Instituto de Educa??o Presidente Kennedy. Crisan Simin?a, diretora da Institui??o entre os anos de 1967 a 1969. Ezilda Elita do Nascimento, diretora da unidade Escola de Aplica??o entre 1963 a 1968. Teresinha Pessoa Rocha, diretora do Jardim de Inf?ncia Modelo entre os anos de 1960 a 1970. Maria Arisneide de Morais diretora entre os anos de 1970 a 1975. O estudo evidenciou que estas professoras fazem parte das primeiras diretoras do Instituto de Educa??o Presidente Kennedy e que, a partir delas, especificamente na figura de Dona Francisca Nolasco Fernandes, observarmos o estabelecimento de um novo quadro de gest?o predominantemente feminino na referida Institui??o de forma??o de professores. Esse trabalho tem o objetivo de analisar o processo de feminiza??o dos quadros de gest?o do Instituto de Educa??o de Natal/RN, e a atua??o educativa das professoras/diretoras. Justifica-se pelo nosso interesse em investigar o papel e as contribui??es dessas mulheres frente ? educa??o no Estado do Rio Grande do Norte. / In Brazil, the Elementary school system underwent, early in the 20th century, a process of feminization in the frequency of Normal Schools by ladies. Recovering now the trajectory of these women in the Elementary School System is an interweaving of women's history and history of education, at a time in which the profession is still majorly feminine. Within its context, this research seeks to analyze the performance of the Teachers and Headmistresses that managed and taught at the President Kennedy Education Institute in Natal, Rio Grande do Norte, between 1965 and 1975. It is inserted in the theme of the History of School Institutions and Teacher?s Training and it is based on the tenets of the cultural history of Burke (2008), Chartier (1990), Morais (2002; 2003; 2006), among other authors.We have collected sources from the President Kennedy Higher Education Institute, Public Archives of the State and from the archives of the History of Education, Literature and Gender Research Group / UFRN. Among the Headmistresses, I stress: Francisca Nolasco Fernandes, Crisan Simin?a, Ezilda Elita do Nascimento, Teresinha Pessoa Rocha e Maria Arisneide de Morais. Francisca Nolasco Fernandes, first Headmistress of the Normal School of Natal, in office from September 30, 1952 to January 30, 1956, and to a second administration from March 24, 1959 to 1966. Francisca Nolasco Fernandes was the first Headmistress of the Normal School of Natal, of the Institute of Education and the Institute of Education President Kennedy. Crisan Simin?a, Headmistress of the Institution between 1967 and 1969. Ezilda Elita do Nascimento, Headmistress of the unit School of Application between 1963 and 1968. Teresinha Pessoa Rocha, Headmistress of the Model Kindergarten between 1960 and 1970. Maria Arisneide de Morais, Headmistress between 1970 and 1975. The study showed that these teachers are part of the first Headmistresses of the President Kennedy Education Institute and, after them, specifically in the figure of Dona Francisca Nolasco Fernandes, we observe the establishment of a new management framework, predominantly female, in the aforementioned Teacher's Training Institution. This work seeks to analize the process of feminization of the management framework of the Education Institute of Natal/RN, and the educative actuation of the teachers and Headmistresses. It is justified by our interest in investigating the role and the contributions of these women for the education in the State of Rio Grande do Norte.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-03-12T15:13:48Z No. of bitstreams: 1 JoaoPauloOckeDeFreitas_DISSERT.pdf: 1214376 bytes, checksum: 0ed23f23ec672b0e19cc290f912f1e9a (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-03-15T14:56:39Z (GMT) No. of bitstreams: 1 JoaoPauloOckeDeFreitas_DISSERT.pdf: 1214376 bytes, checksum: 0ed23f23ec672b0e19cc290f912f1e9a (MD5) / Made available in DSpace on 2018-03-15T14:56:39Z (GMT). No. of bitstreams: 1 JoaoPauloOckeDeFreitas_DISSERT.pdf: 1214376 bytes, checksum: 0ed23f23ec672b0e19cc290f912f1e9a (MD5) Previous issue date: 2018-02-08 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / O objetivo da presente Disserta??o de Mestrado ? analisar o presidencialismo tendo em vista a promo??o de estabilidade ou de instabilidade no processo decis?rio ou na implementa??o da agenda pol?tica. A discuss?o em torno das pesquisas desenvolvidas sobre o presidencialismo de coaliz?o e dos principais argumentos concernentes a esse tema ? confrontada com os progressos sociais e econ?micos verificados ap?s a promulga??o da Constitui??o de 1988. Esses relevantes avan?os sociais e econ?micos s?o uma express?o do contrato social da redemocratiza??o, cujo termo inicial foi estabelecido pela Constitui??o de 1988 e incrementado, com maior ou menor ?nfase, desde ent?o, pelos governos, com base nas regras do conjunto das institui??es sociais, pol?ticas e econ?micas. Os avan?os alcan?ados no contexto do presidencialismo de coaliz?o n?o ocorreram sem que barreiras de natureza ideol?gica, legal e pol?tica tivessem que ser superadas. Entre tais obst?culos destacam-se as pr?ticas patrimonialistas, de longa tradi??o no Brasil. O patrimonialismo ? um conceito que mant?m a sua for?a, validade e efic?cia operacional e, por isso, pode ser contemporaneamente confrontado com o potencial de governabilidade sob o presidencialismo de coaliz?o. Disso decorre que as institui??es pol?ticas e econ?micas podem ser analisadas sob a perspectiva do patrimonialismo como ponto de partida para a determina??o do grau de inclus?o social que essas mesmas institui??es s?o capazes de promover. Esta pesquisa adota a perspectiva do desenho institucional do presidencialismo de coaliz?o, notadamente do processo decis?rio e n?o apenas a do seu arcabou?o formal e legal e confronta a mec?nica do presidencialismo de coaliz?o com o processo de impeachment da presidente Dilma Rousseff. N?o ? poss?vel afirmar que o presidencialismo de coaliz?o degrade a democracia e que contribua para a depreda??o da cidadania por parte dos agentes p?blicos e privados. O presidencialismo de coaliz?o promove o compartilhamento de poder entre o Executivo, o Legislativo, os demais ?rg?os pol?ticos e a sociedade civil organizada, admite a atua??o mediadora do Poder Judici?rio, viabiliza mecanismos para evitar o arb?trio do Executivo e ? dotado de mecanismos capazes de gerar condi??es para o incremento do contrato social da redemocratiza??o e para o aprimoramento das institui??es pol?ticas e econ?micas inclusivas. / The purpose of this Dissertation is to analyze coalitional presidentialism in view of to promoting stability or instability in the decision-making process or in the implementation of the political agenda. The discussion around the research on coalitional presidentialism and the main arguments concerning this issue is confronted with the social and economic progress made after the promulgation of the Constitution of 1988. These important social and economic advances are an expression of the social contract of redemocratization, whose initial term was established by the 1988 Constitution and increased, with greater or less emphasis, by governments, based on the rules of the set of social, political and economic institutions. The advances achieved in the context of coalitional presidentialism did not occur without ideological, legal and political barriers having to be overcome. Among these obstacles stand out patrimonialist practices, with a long tradition in Brazil. Patrimonialism is a concept that maintains its strength, validity and operational effectiveness and, therefore, can be contemporaneously confronted with the potential for governance under the coalitional presidentialism. From this it follows that political and economic institutions can be analyzed from the perspective of patrimonialism as a starting point for determining the degree of social inclusion that these same institutions can promote. This research considers the institutional design perspective of coalitional presidentialism, notably the decision-making process and not only its formal and legal framework, and confronts the mechanics of coalitional presidentialism with the impeachment process of President Dilma Rousseff. The governance category is instrumentalized to analyze how the Executive, the Legislative and the parties are constituted as decisive political actors in the process of forming the coalition and exerting influence in the political arena. It is not possible to say that coalitional presidentialism degrades democracy and contributes to the depredation of citizenship by public and private actors. Coalitional presidentialism promotes the sharing of power between the Executive, the Legislative, other political bodies and organized civil society, admits the mediating role of the Judiciary, makes possible mechanisms to avoid the dominance of the Executive and is endowed with mechanisms capable of generating conditions for the increase of the contract social of redemocratization and for the improvement of inclusive political and economic institutions.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-12-29T17:18:53Z No. of bitstreams: 1 LuisaDeMarilacDeCastroSilva_TESE.pdf: 1841698 bytes, checksum: 1cceb8beffac41fda92544444e0dc2d4 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-02T19:48:31Z (GMT) No. of bitstreams: 1 LuisaDeMarilacDeCastroSilva_TESE.pdf: 1841698 bytes, checksum: 1cceb8beffac41fda92544444e0dc2d4 (MD5) / Made available in DSpace on 2017-01-02T19:48:31Z (GMT). No. of bitstreams: 1 LuisaDeMarilacDeCastroSilva_TESE.pdf: 1841698 bytes, checksum: 1cceb8beffac41fda92544444e0dc2d4 (MD5) Previous issue date: 2016-02-29 / Esta tese prop?e-se investigar a organiza??o da EAA-RN (Escola de Aprendizes Art?fices do Rio Grande do Norte) no per?odo de 1909 a 1937, buscando compreender a sua materialidade, pelas incurs?es aos arquivos, pelas fontes selecionadas, pelo di?logo entre o entendimento de hist?ria das institui??es educativas e seus agentes com a cultura escolar (ou pr?ticas, na acep??o de Roger Chartier). As fontes selecionadas foram: leis, decretos e regulamentos, mensagens dos governadores do Rio Grande do Norte, Relat?rios do Minist?rio da Agricultura, Ind?stria e Com?rcio, correspond?ncias e fotografias. Na an?lise das fontes documentais utilizamos as no??es de agentes e sujeitos, em nossa pesquisa identificados como servidores e aprendizes/estudantes e cultura escolar. Compreendemos que houve um distanciamento entre o desej?vel, explicitado na legisla??o e o poss?vel, revelado na cultura escolar/pr?ticas educativas da institui??o. / In the first decades of the twentieth century, education began to occupy more and more space in the list of the republican government responsibilities. Following the principles of nationalism into force, the effort to educate the people gained more precise contours. In this context, the school plays an extremely important role and Craftsmen Apprentices Schools (EAA), in particular, take on the challenge of educating citizens useful to the nation, among the disadvantaged fortune. This work, entitled Between Desirable and possible: the School for Craftsmen of Rio Grande do Norte: 1909-1937, deals with the organization of these schools, located in Natal, considering the period from 1909, when they were created the EAA through Decree No. 7566 of September 23, until 1937, the year Capanema by Law 378 of 13 January, implemented a reform that, among other things, changed the name of the EAA, which began to call Lyceum Industrial. Our research aimed to investigate the process of organization of the School for Craftsmen of Rio Grande do Norte (EAA-RN), showing the relationship between what was proposed in the legislation and the actions taken in their daily lives. In this perspective, we seek to understand their materiality, the incursions to the files, the sources selected, the dialogue between the understanding of the history of educational institutions and their agents with the school culture. We defend the thesis that in Rio Grande do Norte, the School for Craftsmen contributed to the consolidation of the political-ideological project of construction of Brazilian nationality, to align the republican ideals that had in speech education and work as ingredients for construction of a modern country. However, their practices are aligned to the political and social project favoring elites as practiced strict discipline of disadvantaged fortune. In the analysis of documentary sources we base the thesis on theories of Justino Magalh?es (2004), the use of agents and subject notions in our research identified as servers and learners / students. Along the way, the selected sources were: laws, decrees and regulations, posts of governors of Rio Grande do Norte, Ministry of Agriculture reports, Industry and Commerce, correspondence and photographs. In an attempt to approach the institutional routine, we still use the idea of school culture (Julia, 2014) or educational practices (Chartier, 1990).

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-09T21:27:48Z No. of bitstreams: 1 GabrielaFigueiredoDias_DISSERT.pdf: 4537096 bytes, checksum: 2a00bcace462102afb5a44bba001adbc (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-09T21:46:18Z (GMT) No. of bitstreams: 1 GabrielaFigueiredoDias_DISSERT.pdf: 4537096 bytes, checksum: 2a00bcace462102afb5a44bba001adbc (MD5) / Made available in DSpace on 2017-03-09T21:46:18Z (GMT). No. of bitstreams: 1 GabrielaFigueiredoDias_DISSERT.pdf: 4537096 bytes, checksum: 2a00bcace462102afb5a44bba001adbc (MD5) Previous issue date: 2015-07-02 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Este estudo tem como objetivo compreender como as cren?as ambientais de gestores de TI associadas ?s press?es institucionais influenciam na ado??o da TI Verde nas organiza??es. Para tanto, foi utilizado como aporte te?rico o modelo Cren?a-A??o-Resultado, que tem como base a Teoria da A??o que visa explicar como um micro fator pode influenciar em um ambiente macro. A abordagem da pesquisa foi qualitativa. Para atingir o objetivo da pesquisa foram realizadas dez entrevistas semiestruturadas junto com aplica??o de um question?rio composto pelas 37 principais pr?ticas de TI Verde mais adotadas no Brasil. A t?cnica utilizada para a an?lise de dados qualitativos foi a an?lise de conte?do tem?tica ou categorial com aux?lio do software NVivo?, j? os dados gerados atrav?s das respostas do question?rio foram analisados por meio dos c?lculos das frequ?ncias das respostas. Dentre os resultados obtidos verificou-se uma maior influ?ncia dos macro fatores: press?o mim?tica e fatores organizacionais. Todavia os outros macro fatores pesquisados, influ?ncia de normas, leis e regulamentos e opini?o da comunidade acad?mica, foram citados com menor frequ?ncia pelos entrevistados. No que tange os micro fatores, apenas tr?s gestores relataram iniciativas pr?prias associadas a ado??o da TI Verde dentro do ambiente de trabalho. No que se refere ? ado??o das pr?ticas de TI Verde, sete dentre as dez IES pesquisadas demonstraram uma maior frequ?ncia de ado??o entre as pr?ticas parcialmente e totalmente adotadas. Por fim, quando questionados sobre os benef?cios percebidos, os dez entrevistados citaram benef?cios organizacionais e oito relataram a exist?ncia de benef?cios sociais. Em s?ntese, no que tange ? compara??o dos casos, os resultados das influ?ncias macro e micro foram heterog?neas, pois cada universidade mostrou uma combina??o diferente de fatores de influ?ncia. Com base nos resultados encontrados pode-se sugerir que os ?rg?os p?blicos invistam em medidas mais consistentes de regulamenta??o para ado??o de pr?ticas sustent?veis associadas ? TI, bem como as IES podem investir em campanhas de conscientiza??o da comunidade acad?mica a fim de gerar uma maior participa??o no que se refere ao tema. Al?m disso, esse estudo promove a divulga??o das pr?ticas de TI Verde mais adotadas nas IES pesquisadas, servindo de exemplo para outras institui??es e outros tipos de organiza??es. / This study aims to understand how environmental beliefs of IT managers associated to institutional pressures influence the adoption of Green IT in organizations. For that, was used Belief-Action-Result model as theoretical support, which is based on the Theory of Action that aims to explain how micro factors influence a macro environment. The research approach was qualitative. To achieve research? objective was conducted 10 semi-structured interviews with application of a checklist of the 37 practices of Green IT more adopted in Brazil. The technique used to analyze qualitative data was the thematic or categorical content analysis supported by the software Nvivo?. The data collected by questionnary were analyzed calculating the frequency of the answers. Among the results, there was a greater influence of the macro factors mimetic pressure and organizational factors. However, the others macro factors investigated, influence of rules, laws and regulations and opinion of the academic community were cited less often by IT managers. Regarding the micro factors, only three managers reported own initiatives related to the adoption of Green IT in workplace. Related to the adoption of green IT practices, seven of the ten institutions investigated demonstrated a higher frequency adoption in partial and full adopted practices. Finally, when asked about the perceived benefits the ten interviewees cited organizational benefits, and eight reported the existence of social benefits. In summary, regarding the comparison of the cases, the results of macro and micro influences was heterogeneous, as each university showed a different combination of factors of influence. Based on these results, it is suggested that public institutions invest more in consistent actions to regulate the adoption of sustainable practices associated with IT. Educational institutions also can invest in campaigns to generate higher participation of the academic community in relation to the subject. This study promotes the divulgation of the Green IT practices most adopted by surveyed universities, setting an example for other institutions and other types of organizations.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-05-04T23:29:47Z No. of bitstreams: 1 RosangelaSilvaOliveira_TESE.pdf: 6947276 bytes, checksum: e6000ae9a622893ac027cc969212181d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-05-04T23:35:25Z (GMT) No. of bitstreams: 1 RosangelaSilvaOliveira_TESE.pdf: 6947276 bytes, checksum: e6000ae9a622893ac027cc969212181d (MD5) / Made available in DSpace on 2017-05-04T23:35:26Z (GMT). No. of bitstreams: 1 RosangelaSilvaOliveira_TESE.pdf: 6947276 bytes, checksum: e6000ae9a622893ac027cc969212181d (MD5) Previous issue date: 2014-07-29 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / Este estudo analisou a forma da escola prim?ria maranhense e seus elementos constitutivos durante o per?odo de 1889 a 1912. Buscou-se compreender a identifica??o da configura??o da organiza??o escolar prim?ria provincial maranhense na ?ltima d?cada imperial para analisar as rupturas e continuidades inferidas com o novo regime pol?tico, tornando evidente a din?mica das estrat?gias, processos e dispositivos escolares que constitu?ram a forma escolar prim?ria republicana no Estado do Maranh?o. Com dados coletados em fontes documentais, iconogr?ficas e bibliogr?ficas, as fontes impressas utilizadas foram documentos de tramita??o legislativa, Regulamentos e Regimentos Escolares, jornais e revistas em circula??o no Maranh?o durante o per?odo em estudo, registro escrito de Confer?ncias P?blicas, livros did?ticos escritos por professores normalistas, os anais do I Congresso Pedag?gico do Maranh?o e resultados de pesquisas acad?micas sobre a hist?ria da educa??o maranhense na Primeira Rep?blica. Identificou-se detalhes da rela??o pedag?gica na escola prim?ria de infantes maranhenses, registradas sob a forma de mem?ria escrita, importantes para identificar os elementos constitutivos da forma escolar prim?ria. Os resultados das an?lises sobre a forma escolar prim?ria republicana no Estado do Maranh?o no per?odo investigado apontaram que esta constituiu-se sob uma din?mica que requeria altera??es nas rela??es sociais de indiv?duos e grupos das massas populares para organiza??o da sociedade maranhense em cadeias de interdepend?ncias, sob a forma de unidade federativa. Neste contexto, a forma da escola p?blica prim?ria maranhense foi configurada com dispositivos de escolaridade que promoviam ? sistematicamente e simultaneamente, mas em graus distintos dependendo das condi??es socioecon?micas da localidade onde a escola prim?ria estava inserida - a desincorpora??o, desvinculamento e o deslocamento dos usos, costumes e saberes nativos para um saber cultural padronizado, mas imanentes aos sujeitos constitu?dos e ?s situa??es que os produziram, (re)formando o cidad?o maranhense com saberes reincorporados para um destino social espec?fico: as pris?es psicossociais do iletrismo. / This study analyzed the shape of Maranh?o primary school and its components during the period from 1889 to 1912. We tried to understand configuration identification of the provincial primary school organization in Maranh?o last imperial decade to analyze the ruptures and continuities inferred with the new regime political, pointing to the dynamics of the strategies, processes and school devices that formed the Republican primary school form in the state of Maranh?o. With data collected from documental, iconographic and bibliographic sources, printed sources used were documents the legislative process, Regulations and Regiments School, newspapers and magazines in circulation in Maranh?o during the period under study, written record of Public Conferences, textbooks written by teachers normalistas, the annals of Pedagogical I do Maranh?o Congress and results of academic research on the history of Maranh?o education in the First Republic. It was identified pedagogical relationship details in elementary school Maranh?o infants, registered in the form of written memory, important to identify the components of the primary school form. The results of the analysis of Republican primary school form in the State of the investigated period indicated that this consisted in a dynamic requiring changes in social relations of individuals and groups of the masses for the organization of society in Maranh?o interdependencies chains under the form of federal unit. In this context, the shape of Maranh?o public elementary school was set up with educational devices that promoted - systematically and simultaneously but in different degrees depending on the socio-economic conditions of the location where the primary school was inserted - the demerger, disassociation and the displacement of uses, native customs and knowledge to a standardized cultural knowledge, but immanent to become subjects and situations that produced them, (re) forming the Maranh?o citizen with knowledge reintroduced for a specific social destination: the psychosocial illiteracy prisons.