L’objectif de ce travail était d’apporter des données encore inconnu sur la relation entre les corrélats neurophysiologiques de l’action et la représentation mentale. Un ensemble de six expérimentations ont été menées. Celles-ci nous ont permis de mieux comprendre les modalités d’utilisation de l’imagerie motrice qu’elle soit concomitante ou réaliser après la pratique réelle. Les effets de la pratique physique sur la capacité d’utilisation de l’imagerie motrice ont aussi été explorés. Nos résultats montrent que l’imagerie motrice est très efficace, qu’elle soit pratiquée de manière concomitante à la pratique réelle ou après celle-ci lorsque la fatigue physique est importante. Nous démontrons que des capacités d’imagerie élevées ne sont pas systématiquement reliées à une amélioration de la performance. De manière inédite nous démontrons que la pratique réelle peut–être bénéfique pour la capacité d’imagerie motrice d’une habilité fortement automatisée. De plus, des sessions de pratique physique prolongées et intermittentes semblent plus perturber la capacité d’imagerie motrice qu’une pratique continue. L’ensemble de ces résultats est une contribution importante aux connaissances relatives à l’utilisation de l’imagerie motrice dans la réhabilitation ou encore dans la pratique physique / The main purpose of the present work was to add substantial data regarding the psychophysiological correlates of action with respective mental representation. A total of six experimental protocols were developed to understand the mechanisms of using motor imagery concomitant and after actual practice, and the effects of exercise on motor imagery ability. According to our findings, motor imagery can very be usefull when performed concomitant with actual practice and even after an exercise session, when fatigue is most present. We demonstrate that higher levels of motor imagery ability are not always linked with greater performance enhancement. Unprecedentedly, we reported that an exercise session might even be beneficial for motor imagery ability of high-automated task. In addition, prolonged intermittent exercise session are more likely to impair motor imagery ability in comparison with continuous exercise. These findings are of special interest of sports coaches and rehabilitation professionals, which usually incorporate motor imagery into their physical training sessions

abstract: The purpose of this study was to investigate the impacts of three types of instructional presentation methods on learning, efficiency, cognitive load, and learner attitude. A total of 67 employees of a large southwestern university working in the field of research administration were randomly assigned to one of three conditions. Each condition presented instructional materials using a different method, namely dynamic integrated, dynamic non-integrated, or non-dynamic non-integrated. Participants completed a short survey, pre-test, cognitive load questions, learner attitude questions, and a post-test during their experience. The results reveal that users of the dynamic integrated condition treatment showed significant improvement in both learning and efficiency. The dynamic non-integrated participants had a faster mean time to complete an assigned task, however, they also had significantly lower average test scores. There were no other significant findings in terms of cognitive load or learner attitude. Limitations, implications and future studies are discussed. / Dissertation/Thesis / Doctoral Dissertation Educational Technology 2016

Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2018-04-27T18:17:53Z No. of bitstreams: 2 Dissertação - Rudinei Itamar Tamiosso Wesz - 2018.pdf: 1403301 bytes, checksum: 235b4d04d3ace58a6d6c717acbf147c7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-04-30T11:02:42Z (GMT) No. of bitstreams: 2 Dissertação - Rudinei Itamar Tamiosso Wesz - 2018.pdf: 1403301 bytes, checksum: 235b4d04d3ace58a6d6c717acbf147c7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-04-30T11:02:42Z (GMT). No. of bitstreams: 2 Dissertação - Rudinei Itamar Tamiosso Wesz - 2018.pdf: 1403301 bytes, checksum: 235b4d04d3ace58a6d6c717acbf147c7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-28 / This study had as main objective to identify and analyze the perspectives of integrated training in the technical courses of the Federal Institute of Education, Science and Technology of Mato Grosso (IFMT) / Rondonópolis Campus. We chose three courses as objects of analysis of this research, being: Integrated Food Technician at the Middle Level, Integrated Chemistry Technician at the Medium Level and the Technical Course at Integrated Middle Level Secretariat. The research comprises a qualitative bibliographical and documentary approach. The method adopted is historical-dialectical materialism, based on Marx's thought, which theoretically makes it possible to understand the educational reality, since the Marxist dialectic is opposed to the formal logic that has become insufficient to understand this process. The study points to the importance of professional education based on the conception of human emancipatory omnilateral training and work as an educational principle. The results show that there are ambiguities and contradictions in the three courses analyzed, regarding the concept of integrated vocational training a conception of training demanded by the labor market and another polytechnic, aiming at integral human formation. Professional education, according to the principles of the unitary and polytechnical school, enables the emancipatory formation, through which the subjects are able to understand the social, economic, political and cultural reality, being able to contribute and act in accordance with the collective interests, aiming at a society. / Este estudo teve como objetivo principal identificar e analisar as perspectivas de formação integrada nos cursos técnicos do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)/Campus Rondonópolis. Elegemos três cursos como objetos de análise desta pesquisa, sendo eles: Técnico em Alimentos Integrado ao Nível Médio, Técnico em Química Integrado ao Nível Médio e o curso Técnico em Secretariado Integrado ao Nível Médio. A pesquisa compreende uma abordagem qualitativa do tipo bibliográfica e documental. O método adotado é o materialismo histórico-dialético, fundamentado no pensamento de Marx que possibilita, teoricamente, entender a realidade educacional, visto que a dialética marxista se contrapõe a lógica formal que se tornou insuficiente para compreender esse processo. O estudo aponta para a importância da educação profissional baseada na concepção de formação humana omnilateral emancipadora e do trabalho como princípio educativo. Os resultados revelam que há ambiguidades e contradições nos três cursos analisados, a respeito da concepção de formação profissional integrada uma concepção de formação demandada pelo mercado de trabalho e outra politécnica, objetivando a formação humana integral. A educação profissional, segundo os princípios da escola unitária e politécnica, possibilita a formação emancipatória, pela qual os sujeitos sejam capazes de compreender a realidade social, econômica, política, cultural, podendo contribuir e agir de acordo com os interesses coletivos, visando a uma sociedade mais justa.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2017-01-27T16:55:13Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertacao de Mestrado.iremar Jose Muniz..2016.pdf: 1094301 bytes, checksum: e215f30031373aab6f1cef6c7020cae0 (MD5) / Made available in DSpace on 2017-01-27T16:55:13Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertacao de Mestrado.iremar Jose Muniz..2016.pdf: 1094301 bytes, checksum: e215f30031373aab6f1cef6c7020cae0 (MD5) Previous issue date: 2016-07-28 / FACEPE / Esta Dissertação teve como objetivo analisar a percepção dos jovens egressos sobre a experiência de Formação Integrada vivenciada no Projovem Urbano e suas repercussões na vida dos mesmos após a conclusão do Programa. Utilizamos como marco temporal o período de 2008 a 2013, período em que o Programa funcionou nas escolas pesquisadas. Na fundamentação teórica utilizada, destacam-se os autores: Dale (2004), Pais (1990), Mannheim (1928), Dayrell (2003), Carrano (2009), Ciavatta (2008), Santomé (1998), Blanco (2009), Caú (2009), Araújo (2011), entre outros, que subsidiaram a discussão sobre as seguintes categorias teóricas: políticas públicas, educação, formação integrada, juventude, trabalho, participação e cidadania. Os dados empíricos foram coletados no município de Recife. Nos procedimentos metodológicos, numa abordagem quanti-qualitativa, aplicamos 65 questionários, perfazendo uma média de uma Turma de 22 egressos por núcleo consultado, e 9 entrevistas semiestruturadas (dentre os 65 sujeitos da pesquisa), num total de 3 egressos por núcleo pesquisado. Com base na Análise de Conteúdo, respaldada no aporte teórico-metodológico desenvolvido por Bardin (2009), foi possível constatar que a Formação Escolar e Integrada repercutiu positivamente na vida dos egressos, transformando-se num incentivo na continuidade de suas trajetórias escolares. Observamos que alguns egressos não seguiram estudando no Ensino Médio, por enfrentarem dificuldades de frequentar a escola: dificuldades em conciliar o tempo entre a escola e o trabalho e não ter com quem deixar os filhos durante o ensino noturno. Na dimensão da Qualificação Profissional, observamos que a maioria dos egressos não se encontrava trabalhando na área dos Arcos Profissionais cursados. Apesar desta realidade, os egressos consideram que a qualificação recebida contribui para a realização das atividades profissionais desenvolvidas atualmente. Na dimensão da Participação Cidadã, constatamos mudanças no entendimento da realidade social e nas atitudes dos egressos. Contudo, cabe registrar que os sujeitos não têm fortalecido o desenvolvimento de ações coletivas, se organizam pouco coletivamente, sendo sua maior participação em grupos esportivos e religiosos. Constatamos que a experiência da Formação Integrada no Projovem Urbano significou a retomada da trajetória escolar, um incentivo para continuar estudando e o fortalecimento da autoconfiança dos egressos na luta por seus objetivos. Consideramos que o estudo das Políticas Públicas de Juventude, pode contribuir para a implementação de Políticas que atendam melhor as necessidades e anseios da juventude. Acreditamos que a escola, para além de Programas emergenciais, enquanto espaço de múltiplas possibilidades, pode se tornar mais atrativa e dinâmica, reestruturando suas atividades a partir de um planejamento que contemple a Formação Integral do ser humano. / This thesis aimed to analyze the perception of young graduates on Integrated Training experience lived in Projovem Urban and their impact on the lives of the same after completion of the program. We use as timeframe the period 2008-2013, during which the program worked in schools surveyed. In the theoretical framework used, the authors include: Dale (2004), Parents (1990), Mannheim (1928), Dayrell (2003) Carrano (2009), Ciavatta (2008), Santomé (1998), Blanco (2009) Caú (2009), Araújo (2011), among others, supported the discussion on the following theoretical categories: public policy, education, integrated training, youth, employment, participation and citizenship. Empirical data were collected in the city of Recife. In methodological procedures, a quantitative and qualitative approach, applied 65 questionnaires, making an average of 22 graduates per core consulted Class, 9 and semi-structured interviews (among 65 research subjects), a total of 3 graduates surveyed by core. Based on content analysis, supported in the theoretical and methodological approach developed by Bardin (2009), it was found that the School Training and Integrated positively impacted the lives of graduates, becoming an incentive in the continuity of their school careers. We note that some graduates followed not studying in high school, as they face difficulties to attend school: difficulties in reconciling the time between school and work and not have to leave her children during the evening classes. In the dimension of Vocational Qualification, we observed that most of the graduates were not working in the area of Professional routed Arcos. Despite this reality, the graduates consider that the received qualification contributes to the professional activities currently developed. In the dimension of Citizen Participation, we found changes in the understanding of social reality and attitudes of graduates. However, it should be noted that the subjects have not strengthened the development of collective actions, organize little collectively, with their greater participation in sports and religious groups. We found that the experience of Integrated Training in Urban Projovem meant the resumption of school life, an incentive to continue studying and strengthening the confidence of graduates to fight for their goals. We believe that the study of the Youth Public Policy can contribute to the implementation of policies that better serve the needs of youth and longings. We believe that the school, in addition to emergency programs, as an area of multiple possibilities, can become more attractive and dynamic, restructuring its activities from a planning that contemplates the integral formation of the human being.

This research investigates the current state and ability of homestation training infrastructure (TADSS, networks, and facilities) and framework for training (scenarios, databases, and training support packages) to support a Live Virtual Constructive – Integrating Architecture (LVC-IA) delivered Integrated Training Environment (ITE). As combat operations in Central and Southwest Asia come to a close the Army is faced with extreme post-conflict budget cuts and force reductions. Continued evolution of Army training methodology is required to overcome limited resources and maintain force readiness in the anticipated “era of persistent conflict”. A LVC-IA delivered ITE promises to be the next step in the evolution of training. Interoperation of live, virtual, and constructive simulations in a persistent and consistent manner can collectively train brigade and below units on combined arms tasks in a resource constrained homestation environment. However, LVC-IA cannot act alone in establishing the ITE. Prior to the fielding of LVC-IA, local installations must already possess a training infrastructure that optimizes training resources as well as a framework for training that meets Operational Adaptability training requirements. To measure the perceived state and ability of homestation training infrastructure and framework for training to support a LVC-IA delivered ITE, a survey was conducted of homestation training community members at the 18 Army installations scheduled for LVC-IA fielding. Additionally, perceptions regarding the role of LVC-IA in establishing the ITE and emerging resources, useful in the development of local framework for training were sought. Findings, conclusions, limitations, lessons learned, and recommendations for future research are presented.

Submitted by Jamile Barbosa da Cruz (jamile.cruz@ucsal.br) on 2016-10-21T14:14:41Z No. of bitstreams: 1 DISSERTAÇÃO UCSAL-THALINE TEIXEIRA NOVAES CARNEIRO.pdf: 9442930 bytes, checksum: a1b553c6ee560c82e3d3333c414fe328 (MD5) / Approved for entry into archive by Maria Emília Carvalho Ribeiro (maria.ribeiro@ucsal.br) on 2016-12-28T18:22:17Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO UCSAL-THALINE TEIXEIRA NOVAES CARNEIRO.pdf: 9442930 bytes, checksum: a1b553c6ee560c82e3d3333c414fe328 (MD5) / Made available in DSpace on 2016-12-28T18:22:17Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO UCSAL-THALINE TEIXEIRA NOVAES CARNEIRO.pdf: 9442930 bytes, checksum: a1b553c6ee560c82e3d3333c414fe328 (MD5) Previous issue date: 2015-12-11 / Esta pesquisa tem como objeto a percepção de egressos do ensino médio integrado, do Campus IF Baiano/Senhor do Bonfim-BA, quanto a efetividade desta ação educativa, idealizada pela Política de Educação Profissional e Tecnológica (2004) para colaborar com a formação de classes trabalhadoras para a cidadania e o mundo do trabalho. O objetivo principal foi avaliar na percepção dos egressos, a efetividade do ensino médio integrado, do Campus IF Baiano/Senhor do Bonfim, para produzir efeitos de desenvolvimento profissional e cidadão em suas vidas. O referencial teórico do ensino médio profissional integrado apto a efetivar o desenvolvimento para a cidadania e o trabalho, foi lastreado na literatura nacional e internacional, além de documentos oficiais e legislação da Política de Educação Profissional e Tecnológica (2004-2014) no Brasil. A metodologia utilizada foi a qualitativa, exploratória, mediante estudo de caso único, com análise documental e de conteúdo. Os sujeitos da pesquisa foram 65 (sessenta e cinco) egressos, maiores de dezoito anos que concluíram o curso técnico integrado em agropecuária, no Campus IF Baiano/Senhor do Bonfim-BA, no ano 2014. Enquanto instrumentos para coleta de dados a pesquisa usou documentos oficiais da Política de Educação Profissional e Tecnológica implantada no Brasil a partir de 2004; do Instituto Federal Baiano; além de dois questionários um do tipo aberto e outro misto, este último aplicado via internet. Os resultados das análises dos dados coletados demonstraram que, embora a percepção dos egressos do Curso Técnico Integrado em Agropecuária, do Campus IF Baiano/Senhor do Bonfim-BA seja no sentido deste ser efetivo em formar para o desenvolvimento profissional e cidadão, alguns aspectos do contexto de oferta deste curso no Campus IF Baiano/Senhor do Bonfim revelados no estudo permitem questionar a perspectiva da cidadania e do trabalho para onde esta ação educativa direciona seus egressos. / This research has the purpose of evaluation, by graduates of the effectiveness of the integrated technical course in farming, at Campus IF Baiano / Senhor do Bonfim, Bahia, while action devised by the recent Professional Education and Technology Policy (2004) for citizen and professional development. The main objective was to evaluate the perception of the graduates of that course, as to its effectiveness for their citizen and professional development. The theoretical framework of integrated vocational high school, able to carry out the development for citizenship and work was backed by national and international literature, as well as official documents and the recent (2004-2014) legislation of Vocational and Technological Education Policy in Brazil. The methodology was qualitative, exploratory, upon single case study, with documental and content analysis. The study subjects were 64 (sixty four) graduates, over eighteen years who completed the integrated technical course in farming, at Campus IF Baiano / Senhor do Bonfim, Bahia in 2014. As instruments for data collection, the study used official documents of the Federal Institute of Bahia; Two questionnaires, being one open and another mixed, the latter applied via internet. The results of the analyzes of the collected data showed that while the perception of graduates of integrated technical course Campus IF Baiano / Senhor do Bonfim, Bahia is in the sense of it being effective in leading to citizen and professional development, some aspects of the context of this course supply, at the Campus IF Baiano / Senhor do Bonfim, presented in the study, allow us to question the perspective of citizenship and work where to this educational activity directs its graduates.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-04-18T17:59:46Z No. of bitstreams: 2 Dissertação - Wesley Silva Mauerverck - 2016.pdf: 1882603 bytes, checksum: b5a2f8cbc0c5c2bf60aca65740f3b984 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-04-20T12:08:50Z (GMT) No. of bitstreams: 2 Dissertação - Wesley Silva Mauerverck - 2016.pdf: 1882603 bytes, checksum: b5a2f8cbc0c5c2bf60aca65740f3b984 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-04-20T12:08:50Z (GMT). No. of bitstreams: 2 Dissertação - Wesley Silva Mauerverck - 2016.pdf: 1882603 bytes, checksum: b5a2f8cbc0c5c2bf60aca65740f3b984 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-30 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This research, financed by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, and linked to the Postgraduate Program in Education of the Universidade Federal de Goiás, Regional Jataí, in the line of research Culture and Processes of Teaching and Learning had as fundamental question the understanding of the State's political purposes by institutionalizing a new modality of basic schooling of young and adults people integrated with professional education in a society whose mode of production is capitalist. As specific objectives, it was intended to list and describe the legal apparatus of schooling of young and adults people between 1966 and 2016; To analyze the political purposes of the institutionalization of schooling of young and adults integrated with Professional Education For this, we chose the theoretical methodological path of historical-dialectical materialism, which directed us to a documentary and bibliographical research. In the period of 50 years, 117 regulations were found among Constitutions, Constitutional Amendments, Decrees, Laws, Provisional Measures, Legislative Opinions, Resolutions and ordinances dealing with the Young and Aduts Education (YAE) and/or its integration with Professional Education, through which it was observed the constitution of a historical route of the YAE marked by increasing branching and differentiation of purposes, structure and organization The analysis of this historical route of institutionalization of the integrated YAE formative proposal evidenced a movement in which training was directly linked to the theories of human capital and implicitly contained elements of a formation anchored in the conception of integrated education In another, there was the reverse of the previous version, after the institution in the legal plan of integrated education, but with elements that would direct the purposes of training more to the market and less for young people and adults. In the second movement came integrated proposals such as PROEJA and PROJOVEM continuing with this logic, but stand out the rules of the first by explicitly exposing greater relations with the conception of integrated education. It is argued that even following this logic, the policies of the second movement, by pretending to understand reality and its historical mediations, open the possibility of an authentic integral and emancipatory formation, which rescues the historical legacy of the YAE. / Esta pesquisa, financiada pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, e vinculada ao Programa de Pós-graduação em Educação da Universidade Federal de Goiás, Regional Jataí, na linha de pesquisa Cultura e Processos de Ensino e Aprendizagem teve como questão fundamental a compreensão dos propósitos políticos do Estado ao institucionalizar uma nova modalidade de escolarização básica de jovens e adultos integrada com a educação profissional, em uma sociedade, cujo modo de produção é capitalista. Como objetivos específicos pretendeu elencar e descrever o aparato legal da escolarização de jovens e adultos (EJA) nos períodos entre 1966 a 2016; analisar os propósitos políticos da institucionalização da EJA integrada com a Educação Profissional. Para tanto, optou-se pelo caminho teórico metodológico do materialismo histórico-dialético, o qual nos direcionou para uma pesquisa documental e bibliográfica. No período de 50 anos, encontraram-se 117 normativas, entre Constituições, Emendas Constitucionais, Decretos, Leis, Medidas Provisórias, Pareceres, Resoluções e portarias que tratam sobre a EJA e/ou de sua integração com a Educação Profissional. Por meio destas, observou-se a constituição de um percurso histórico da EJA marcado por crescente ramificação e diferenciação de finalidades, de estrutura e de organização. A análise desse percurso de institucionalização da proposta formativa de EJA integrada evidenciou um movimento no qual a formação vinculava-se diretamente às teorias do capital humano e implicitamente continha elementos de uma formação ancorada na concepção de educação integrada. Em outro, inverteu-se a forma anterior, após a instituição no plano legal da educação integrada, mas com elementos que direcionariam os propósitos da formação mais para o mercado e menos para os jovens e adultos. No segundo movimento surgiram propostas integradas como o PROEJA e PROJOVEM continuando com essa lógica, mas destacam-se as normativas do primeiro por explicitamente expor maiores relações com a concepção integrada. Defende-se que, mesmo seguindo esta lógica, as políticas do segundo movimento, por pretenderem a compreensão da realidade e suas mediações históricas, abrem a possibilidade de uma autêntica formação integral e emancipadora.

Le métier de dirigeant est riche et complexe et un changement de « numéro un » mal appréhendé peut avoir un impact sur la performance socio-économique, la stratégie, la politique ou encore l’organisation de l’entreprise. Faciliter l’arrivée du nouveau dirigeant est donc un enjeu important pour la survie-développement de l’organisation, d’autant que sa socialisation organisationnelle reste peu étudiée. La première partie explicite les fondements conceptuels et méthodologiques de la recherche, et présente les terrains d’expérimentations de nos hypothèses et de nos outils. L’exploitation d’entretiens réalisés avec des dirigeants permet de définir le métier de dirigeant et de mettre en exergue les rôles et les compétences spécifiques du dirigeant salarié. La relation entre le dirigeant et sa Gouvernance est également étudiée. Son besoin particulier de socialisation organisationnelle est alors démontré, notamment par rapport à un repreneur d’entreprise et à un salarié « classique ». Dans la seconde partie, la théorie de la socialisation organisationnelle est adaptée au métier exigeant et unique de dirigeant, via le concept de Socialisation Organisationnelle du Dirigeant (SOD). Ce modèle répond aux besoins spécifiques de socialisation du dirigeant, notamment lors de l’intégration, étape charnière de la socialisation organisationnelle. Elle est constituée de quatre types de reprises : une reprise politico-stratégique, une reprise organisationnelle, une reprise managériale et une reprise du rôle de dirigeant. La qualité de ces reprises aboutit à la qualité de l’intégration du dirigeant, requalifiée d’intégration stratégique à cause de ses enjeux. Une grille d’analyse est proposée afin de permettre au nouveau dirigeant de mieux appréhender l’organisation qu’il va diriger, mais également ses propres besoins de socialisation organisationnelle au travers des variables et facteurs qui la composent. / The job of CEO is rich and complex and the "number one" change, poorly understood, may have an impact on the socio-economic performance, strategy, policy and the organization of the company. Facilitate the arrival of new manager is an important issue for the survival and development of the organization, as well as its organizational socialization remains little studied.The first part explains the conceptual and methodological research, and presents lots of experiments of our assumptions and our tools. We use interviews with executives to define the business leadership and highlight the specifics CEO’s roles and skills. The specific relationship between the leader and its Governance is also studied. Its specific needs of organizational socialization are then demonstrated, particularly in relation to a buyer company and a "classic" employee.In the second part, the concept of organizational socialization is suitable for demanding and unique leader, through the concept of CEO’s Organizational Socialization. This model meets the needs of leader’s socialization, especially during integration, organizational socialization’s milestone. It consists of three types of recoveries: politico-strategic, organizational and managerial. The quality of these recoveries led to the quality of leader’s integration, reclassified strategic integration because of its strategic challenges. An analytical framework is proposed to allow both the new leader to better understand the organization that will lead, but also its own needs through organizational socialization variables and factors that compose it.

Les transferts de compétences et de savoir-faire (TC / TSF) dans les organisations revêtent un enjeu stratégique pour leur survie-développement et nécessitent donc une préparation minutieuse ainsi qu’un pilotage rigoureux afin d’apporter toute leur valeur ajoutée.La première partie explicite les fondements conceptuels et méthodologiques de la recherche et présente les terrains d’investigation et d’expérimentation de nos hypothèses et outils. Elle présente les enjeux liés aux transferts de compétences et de savoir-faire à partir de l’analyse des entretiens réalisés, des dysfonctionnements et de leurs coûts cachés de régulation. Nous étudions l’importance de la définition d’une politique de TC / TSF par la direction ainsi que les rôles et les pratiques des ressources humaines dans le pilotage des compétences et de leur transfert.Dans la deuxième partie, nous étudions le rôle-clé détenu par le manager de proximité, de par sa position stratégique dans l’organisation et ses pratiques managériales, dans le pilotage et la mise en œuvre de la politique de transfert de savoir-faire, ainsi que dans le suivi et le développement des performances individuelles et collectives. Nous étudions aussi les impacts socio-économiques des actions de TC / TSF et du pilotage de ces actions par les managers de proximité. Enfin, nous proposons le concept de manager de proximité-développeur en nous appuyant sur les évolutions du management au cours du XXème siècle, sur le concept de formation intégrée et l’importance de la pédagogie. Nous proposons des outils de management pour permettre aux managers de proximité de mieux piloter les TC /TSF. / The transfer of skills and know-how (TS/TKH) in organizations are of strategic importance for their survival and development and therefore require careful and rigorous control to provide any added value preparation.The first explicit conceptual and methodological research foundations and has lots of investigation and experimentation of our assumptions and tools part . It presents the issues related to the transfer of skills and know-how from the analysis of interviews, dysfunctions and their hidden regulatory costs. We study the importance of the definition of a policy of TS / TKH by management and the roles and practices of human resource skills management and transfer.In the second part, we study the key role held by the manager of proximity, its strategic position in the organization and management practices in the management and implementation of the policy of transfer of know -how, as well as in the monitoring and development of individual and collective performance. We also study the socio -economic impacts of actions TS / TKH and control these actions by local managers. Finally, we propose the concept of proximity manager - developer relying on the evolution of management in the twentieth century, the concept of integrated training and the importance of education. We offer management tools to allow local managers to better manage the TS / TKH.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2018-09-26T20:18:35Z No. of bitstreams: 1 Jair Freitas Feitosa.pdf: 4189345 bytes, checksum: dcf9f6a364f6d076a9afc8dceff3a833 (MD5) / Made available in DSpace on 2018-09-26T20:18:35Z (GMT). No. of bitstreams: 1 Jair Freitas Feitosa.pdf: 4189345 bytes, checksum: dcf9f6a364f6d076a9afc8dceff3a833 (MD5) Previous issue date: 2018-03-27 / The subject addressed in this dissertation involves the aspirations of students of the High School courses offered, in the campus of the city of Floriano, by the Instituto Federal do Piauí (IFPI; "Federal Institute of Piauí"), in relation to the objectives recommended for these courses by the Institute mentioned above. The problem analyzed in the research that originated the dissertation was to find out if the aspirations of the students are in accordance with the objectives recommended for these courses by the Institute, especially for the Integrated Higher Education course of the said campus. In order to ascertain what the Federal Institute recommends, an analysis was made regarding the purposes and objectives present in several official documents. Then, in order to inquire about students' aspirations, semi-structured interviews were conducted, in which students reported on the influences they experienced and which led them to study in a school that potentially prepares them to achieve their goals and their dreams. The data collected in the interviews were analyzed in the light of the theoretical reference and the official documents included in chapter two of this study. From the analysis made, it was clear the existence of some insecurity of the students in relation to the future, in which way to go, what is proper to their age, as well as the fact that, at that moment, they need to make an important decision between: to enter the labor market in the professional area for which the course attended was intended to prepare them or to enter Higher Education. At the same time, these students reveal a fear: that they do not succeed in these ways. In fact, according to the answers of this specific group and according to historical data raised by the school itself over the course of a few years, most of the students of this course seek to enter Higher Education. This points to some mismatch with regard to one of the objectives of the IFPI courses, which is to prepare mid-level technicians for the labor market, although lately the Institute itself has offered Higher Education courses, including for their high school graduates, which also generates this expectation of moving towards Higher Education. Perhaps most students would not be expected to have such an aspiration. In addition, the data show that there are fewer students who want immediate admission into the job market and in the field of occupations for which the course has prepared them, and one of the reasons given for this is the economic situation of their families. There are also natural hesitations, partly related to the age and conditions of the moment and, on the other hand, related to doubts about the actual preparation offered by the course. And there are also those who claim to have career paths different from those pursued by the IFPI course, since experience has shown them that this is not what they really want. Finally, in the final considerations, some initial conclusions and positions are presented regarding the social functions of the Federal Institutes of Professional Education resulting from the analyzes made. / El tema tratado en esta disertación involucra las aspiraciones de los estudiantes de los cursos de Bachillerato ofrecidos, en el campus de la ciudad de Floriano, por el Instituto Federal do Piauí (IFPI), en relación con los objetivos recomendados para estos cursos del Instituto mencionados anteriormente. El problema analizado en la investigación que originó la disertación fue averiguar si las aspiraciones de los estudiantes están de acuerdo con los objetivos recomendados para estos cursos por el Instituto, especialmente para el curso de Educación Superior Integrada de dicho campus. A fin de determinar lo que recomienda el Instituto Federal, se realizó un análisis com respecto a los propósitos y objetivos presentes en varios documentos oficiales. Luego, para indagar sobre las aspiraciones de los estudiantes, se realizaron entrevistas semiestructuradas, en las cuales los estudiantes informaron sobre las influencias que experimentaron y que los llevaron a estudiar em una escuela que potencialmente los prepara para alcanzar sus metas y sus sueños. Los datos recopilados en las entrevistas se analizaron a la luz de la referencia teórica y los documentos oficiales incluidos en el capítulo dos de este estudio. A partir del análisis realizado, quedó clara la existencia de cierta inseguridad de los estudiantes en relación al futuro, en qué camino ir, qué es propio de su edad, así como el hecho de que, en ese momento, deben realizar una decisión importante entre: ingresar al mercado laboral en el área profesional a la que asistió el curso fue para prepararlos o ingresar a la Educación Superior. Al mismo tiempo, estos estudiantes revelan um temor: que no tienen éxito de esta manera. De hecho, de acuerdo con las respuestas de este grupo específico y según los datos históricos presentados por la escuela en el transcurso de algunos años, la mayoría de los estudiantes de este curso buscan ingresar a la Educación Superior. Esto apunta a un desajuste con respecto a uno de los objetivos de los cursos IFPI, que consiste en preparar técnicos de nivel medio para el mercado laboral, aunque últimamente el propio Instituto ha oferecido cursos de Educación Superior, incluso para sus graduados de secundaria, que también genera esta expectativa de avanzar hacia la Educación Superior. Quizás no se esperaría que la mayoría de los estudiantes tuvieran tal aspiración. Además, los datos muestran que hay menos estudiantes que desean la admisión inmediata en el mercado de trabajo y en el campo de las ocupaciones para las cuales el curso los ha preparado, y una de las razones dadas para esto es la situación económica de sus familias. También hay vacilaciones naturales, en parte relacionadas con la edad y las condiciones del momento y, por otro lado, relacionadas con dudas sobre la preparación real que ofrece el curso. Y también hay quienes afirman tener trayectorias profesionales diferentes de las que persigue el curso IFPI, ya que la experiencia les ha demostrado que esto no es lo que realmente quieren. Finalmente, en las consideraciones finales, se presentan algunas conclusiones y posiciones iniciales con respecto a las funciones sociales de los Institutos Federales de Educación Profesional resultantes de los análisis realizados. / Aspirações de alunos dos cursos de Ensino Médio oferecidos em um dos campi do Instituto Federal do Piauí, campus da cidade de Floriano, e sua relação com os objetivos preconizados, para esses cursos, pelo referido Instituto, é o tema abordado nesta dissertação. O problema do qual se partiu para o desenvolvimento da pesquisa que originou a dissertação foi o de procurar saber se as aspirações dos alunos se coadunam com os objetivos preconizados, para esses cursos, pelo Instituto, em especial para o curso Ensino Médio Integrado do referido campus. Para averiguação do que preconiza o Instituto Federal, foi feita uma análise a respeito das finalidades e objetivos presentes em diversos documentos oficiais do mesmo e para a averiguação a respeito das aspirações dos alunos foram feitas entrevistas semiestruturadas, nas quais os alunos relataram as influências que sofreram e que os levaram a estudar em uma escola que potencialmente os prepara para alcançar as suas aspirações e seus sonhos. Os dados colhidos nas entrevistas foram analisados à luz do referencial teórico e dos documentos oficiais constantes do capítulo dois. A partir da análise feita, ficou clara a presença de certa insegurança tanto em relação ao futuro, quanto, em alguns casos, relativa a que caminho seguir, considerada, esta insegurança, própria da idade dos alunos e do fato de, nesse momento, estarem diante de dois possíveis caminhos: o do ingresso no mercado de trabalho na área profissional para a qual o curso se propôs a prepará-los e o ingresso no Ensino Superior. Ao mesmo tempo revelam um medo: o de não conseguirem andar por nenhum dos dois caminhos. Na realidade, de acordo com as respostas deste grupo específico e de acordo com dados históricos levantados pela própria escola ao longo de alguns anos, a maioria dos alunos desse curso busca o ingresso no Ensino Superior. Isso aponta para certo descompasso entre um dos objetivos dos cursos do IFPI que é o da preparação de técnicos de nível médio para o mercado de trabalho, ainda que ultimamente, conforme mostrado no Capítulo 2, o próprio Instituto tem oferecido cursos de nível superior, inclusive para seus egressos do Ensino Médio, criando neles, a par de outros motivadores, esta expectativa. Talvez, o que não fosse esperado, é que a maioria dos alunos tivesse tal aspiração. Os dados mostram, também, que há número menor de alunos que aspiram ingresso imediato no mercado de trabalho e no ramo de ocupações para o qual o curso lhes ofereceu preparo. Uma das razões apresentada para esta aspiração está na situação econômica das famílias. Constatam-se, ainda, naturais hesitações devidas, em parte à idade e condições do momento e, em parte, a dúvidas a respeito do real preparo oferecido pelo curso. E há, ainda, os que declaram ter em vista outros caminhos profissionais, visto que o curso frequentado lhes mostrou que não é isso o que realmente desejam. Nas considerações finais são apresentadas algumas conclusões iniciais e posicionamentos a respeito das funções sociais dos Institutos Federais de Educação Profissional decorrentes das análises feitas.