Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-06T13:49:08Z No. of bitstreams: 1 LilianMendoncaOliveiraDissertacao2016.pdf: 1288159 bytes, checksum: f5504e27d03e3e365d929ec11337b9fb (MD5) / Approved for entry into archive by Kelson Anthony de Menezes (kelson@ucb.br) on 2017-04-06T18:16:39Z (GMT) No. of bitstreams: 1 LilianMendoncaOliveiraDissertacao2016.pdf: 1288159 bytes, checksum: f5504e27d03e3e365d929ec11337b9fb (MD5) / Made available in DSpace on 2017-04-06T18:16:39Z (GMT). No. of bitstreams: 1 LilianMendoncaOliveiraDissertacao2016.pdf: 1288159 bytes, checksum: f5504e27d03e3e365d929ec11337b9fb (MD5) Previous issue date: 2016-02-19 / This research investigates how the proposed internationalization of the National Graduate Plan (2011-2020) is translated in the context of praxis of two graduate programs of a private higher education institution in Brazil's Midwest Region. This is a qualitative case study which is based on the method of analysis of the policy cycle (BOWE, BALL, GOLD, 1992; Ball, 1994) to understand the network of policies and knowledge surrounding the internationalization of higher education and its weight in the evaluation of graduate programs conducted by CAPES. Through documentary analysis, questionnaires, and semi-structured interviews it was possible to understand how the administrators and professors of a program evaluated by CAPES at four, and another at five, deal with internationalization in the context of praxis at the same institution. The Bardin Content Analysis (2010) and the Statistical Package for Social Sciences (SPSS) were used to interpret the qualitative and quantitative data. The results show weaknesses in the dynamics of internationalization experienced in everyday programs by their administrators and professors, compromising their performance. Despite the existence of international activities, the process is incipient and isolated in each program. There is a lack of institutional policies with financial support and internationalization strategies built with the demands of the current National Plan for Graduate Studies in mind. Since internationalization is an important criterion in CAPES evaluations, it needs to be prioritized in the internal policies of graduate programs, contributing to the expansion of international academic production and strengthening partnerships. / Esta pesquisa investiga como a proposta de internacionaliza????o do Plano Nacional de P??s-Gradua????o (2011-2020) ?? traduzida no contexto da pr??tica de dois programas Stricto Sensu de uma institui????o de educa????o superior privada da Regi??o Centro-Oeste. Trata-se de um estudo de caso qualitativo que se inspira no m??todo de an??lise do ciclo de pol??ticas (BOWE; BALL; GOLD,1992; BALL,1994) para compreender as redes de pol??ticas e conhecimentos que cercam a internacionaliza????o da educa????o superior e o seu peso na avalia????o de programas de p??s-gradua????o realizada pela CAPES. Por meio da an??lise documental, question??rios e entrevistas semiestruturadas foi poss??vel compreender como gestores e docentes de um programa com nota quatro e outro com nota cinco lidam com a internacionaliza????o no contexto da pr??tica da mesma institui????o. A An??lise de Conte??do de Bardin (2010) e o Statistical Package for the Social Sciences(SPSS) foram utilizados para tratar os dados qualitativos e quantitativos. Os resultados revelam fragilidades na din??mica de internacionaliza????o vivenciada no cotidiano dos programas por seus gestores e docentes, o que compromete um melhor desempenho. Apesar da exist??ncia de a????es de internacionaliza????o, o processo ocorre de modo incipiente e isolado em cada programa. Falta uma pol??tica institucional com apoio financeiro e estrat??gias de internacionaliza????o articuladas com as demandas do atual Plano Nacional de P??s-Gradua????o. Por ser um crit??rio importante na avalia????o da CAPES, a internacionaliza????o dos programas precisa ser priorizada na pol??tica interna de p??s-gradua????o da universidade, contribuindo para a amplia????o da produ????o acad??mica internacional e fortalecendo as parcerias.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-01-15T21:58:58Z No. of bitstreams: 1 JosielleSoaresDaSilva_DISSERT.pdf: 1920540 bytes, checksum: ef0c4f564479ff1bb5e56b1eaf67d22c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-01-18T12:06:06Z (GMT) No. of bitstreams: 1 JosielleSoaresDaSilva_DISSERT.pdf: 1920540 bytes, checksum: ef0c4f564479ff1bb5e56b1eaf67d22c (MD5) / Made available in DSpace on 2018-01-18T12:06:06Z (GMT). No. of bitstreams: 1 JosielleSoaresDaSilva_DISSERT.pdf: 1920540 bytes, checksum: ef0c4f564479ff1bb5e56b1eaf67d22c (MD5) Previous issue date: 2016-02-26 / A presente pesquisa objetiva analisar a implementa??o do Programa Ci?ncia sem Fronteiras na Universidade Federal do Rio Grande do Norte, procurando evidenciar, na vis?o de gestores e coordenadores de cursos, as contribui??es do processo de mobilidade acad?mica proporcionadas pelo Programa Ci?ncia sem Fronteiras em cursos de gradua??o da mesma institui??o. Para sua realiza??o, os procedimentos t?cnicos utilizados foram a revis?o bibliogr?fica, a an?lise de documentos, a tabula??o de dados quantitativos e as entrevistas semiestruturadas. A revis?o bibliogr?fica permitiu aprofundar os conhecimentos acerca dos fen?menos e processos que permeiam o objeto em estudo, com destaque para a globaliza??o e a internacionaliza??o; a an?lise de documentos proporcionou maiores conhecimentos sobre as diretrizes internacionais para a internacionaliza??o e a Pol?tica de Ci?ncia, Tecnologia e Inova??o implementada no pa?s com diretrizes indutoras para a internacionaliza??o da educa??o em n?vel superior, como forma de fomentar o desenvolvimento cient?fico e tecnol?gico para o pa?s. As entrevistas semiestruturadas possibilitaram a verifica??o com base nos relatos dos gestores e dos coordenadores as contribui??es da internacionaliza??o via mobilidade acad?mica pelo Programa Ci?ncia sem Fronteiras para os cursos de gradua??o. O estudo evidenciou que os coordenadores entendem como importante a internacionaliza??o no ?mbito das institui??es de ensino superior, principalmente no que diz respeito ao desenvolvimento do ensino, ? troca de conhecimentos e o contato com uma cultura diferente. No tocante ? contribui??o do Programa Ci?ncia sem Fronteiras para os cursos, os coordenadores n?o possuem a mesma vis?o. A an?lise revela que a contribui??o do Programa CsF para a efetiva internacionaliza??o acad?mica e inser??o da dimens?o internacional no ensino superior, na vis?o da maioria dos coordenadores, ? pouco prof?cua diante da forma como o Programa est? implementado, pois segundo o ponto de vista dos gestores e coordenadores n?o h? uma efetiva??o de la?os acad?micos entre as institui??es. / It is clear that the process of socio-economic, cultural and technological change pose new training needs for higher education institutions. Discuss about higher education in the actual capitalist society inevitably leads to debate about the changes brought about by globalization and the new demands for higher education institutions that are part of the complex and contradictory fabric of society. In this logic, the internationalization of higher education is a set of proactive efforts of higher education institutions to respond to competitive and economic demands of the globalized world. This brings the higher education institutions to seek internationalization, since through it we can raise the advancement of quality education programs, research and extension and promote institutional inclusion in the global context of higher education. Taking these aspects into consideration, this study aims to analyze the implementation of the program Science without Borders at the Federal University of Rio Grande do Norte, looking for evidence, in the view of managers and coordinators of course, the contributions of academic mobility process provided by Science without Borders program in undergraduate courses at the same institution. For its realization were used as technical procedures to literature review, document analysis, tabulation of quantitative data and semi-structured interviews. The literature review allowed to deepen the knowledge about the phenomena and processes that permeate the object under study, with an emphasis on globalization and internationalization; document analysis provided greater knowledge of international guidelines for internationalization and Policy Science, Technology and Innovation implemented in the country with inducing guidelines for the internationalization of education at the college level, in order to foster scientific and technological development for the country . The semi-structured interviews made it possible to check on the basis of reports of managers and engineers the contributions of international academic mobility via the Science Without Borders program for undergraduate courses. The study showed that the coordinators understand how important internationalization within higher education institutions, especially with regard to the development of education, the exchange of knowledge and contact with a different culture. Regarding the contribution of the Science Without Borders Program for the courses, the coordinators do not have the same vision. The analysis reveals that the CsF Programme contribution to the effective academic internationalization and integration of the international dimension in higher education, in the view of most engineers, it is very fruitful given the way the program is implemented, because from the point of view of managers coordinators and there is no effective academic links between institutions.

Submitted by PPG Ci?ncias Sociais (csociais-pg@pucrs.br) on 2018-05-18T19:33:41Z No. of bitstreams: 1 Lucas_Alberto_Rosa_da_Silva_Dis.pdf: 1900079 bytes, checksum: bee9fdb12e33aefd1ae7c828773535d6 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-05-30T18:32:43Z (GMT) No. of bitstreams: 1 Lucas_Alberto_Rosa_da_Silva_Dis.pdf: 1900079 bytes, checksum: bee9fdb12e33aefd1ae7c828773535d6 (MD5) / Made available in DSpace on 2018-05-30T18:35:39Z (GMT). No. of bitstreams: 1 Lucas_Alberto_Rosa_da_Silva_Dis.pdf: 1900079 bytes, checksum: bee9fdb12e33aefd1ae7c828773535d6 (MD5) Previous issue date: 2018-03-28 / The present dissertation paper aims at analyzing some ways of internationalization of Brazilian Political Science based on data referring to articles published in international journals as well as professor training abroad and the accomplishment of internships outside Brazil. Teaching careers linked to postgraduate programs in Political Science existing in 2014 are also analyzed. / A obra busca analisar alguns modos de internacionaliza??o da Ci?ncia Pol?tica brasileira baseada em dados referentes a artigos publicados em revistas internacionais bem como a forma??o docente no exterior e a realiza??o de est?gios fora do Brasil. S?o analisadas carreiras docentes vinculados aos programas de p?s-gradua??o em Ci?ncia Pol?tica existentes em 2014.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-05-10T12:19:47Z No. of bitstreams: 1 TALITA GUIMAR?ES DA SILVA.pdf: 2529379 bytes, checksum: ad20a8b36ccc727df199aaac1f86d986 (MD5) / Made available in DSpace on 2018-05-10T12:19:47Z (GMT). No. of bitstreams: 1 TALITA GUIMAR?ES DA SILVA.pdf: 2529379 bytes, checksum: ad20a8b36ccc727df199aaac1f86d986 (MD5) Previous issue date: 2018-02-07 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Due to the worldwide trend of internationalization of higher education, in 2011 the Brazilian government launched Science Without Borders (SwB), a federal program that aimed to qualify national science through student mobility. As a result of the large number of students being sent abroad, foreign language training became essential to the success of the program. In order to ensure the training of English-speaking students and ensure that they could study in English-speaking universities, English without Borders (EwB) was created with three main actions: application of proficiency tests, online and face-to-face courses. It is known that the English language is understood as a lingua franca by participating in different discursive spheres, economy, politics, and business, therefore, the current English language courses should prepare students for the complexity of language and its usage. In this way, our objective is to investigate how the courses work and how the SwB candidates are trained to use the English language in a foreign study context. Since the advent of globalization and the emergence of a vast English teaching industry, language has gained a utilitarian connotation and has come to be understood as a consumer good submissive to the laws of the labor market. In light of these findings, we analyzed the official and proposed documents of the EwB to understand the governmental proposal, we applied a questionnaire to the coordinators of the on-site courses and we, discursively, analyzed the media publications about the programs. With the linking of the different methods used in the research, we sought to explain EwB's submission to the SwB agenda and interests and, as a result, the political-social place in which the program was inserted in the face of the challenges brought by the internationalization of higher education. / Diante da tend?ncia mundial de internacionaliza??o da educa??o superior, o governo brasileiro lan?ou, em 2011, o Ci?ncia sem Fronteiras (CsF), programa federal que tinha por objetivo qualificar a ci?ncia nacional por meio da mobilidade estudantil. Com a grande quantidade de alunos sendo enviados ao exterior, a forma??o em l?ngua estrangeira passou a ser essencial para o ?xito do programa. No intuito de garantir a forma??o dos alunos em l?ngua inglesa para que pudessem estudar em universidades angl?fonas, o Ingl?s sem Fronteiras (IsF) foi criado com tr?s a??es principais: aplica??o de testes de profici?ncia, oferecimento de cursos presenciais e online. Sabendo que a l?ngua inglesa ? entendida como uma l?ngua franca por participar de diferentes esferas discursivas, da economia, da pol?tica, dos neg?cios, compreendemos que os cursos de l?ngua inglesa da atualidade devem preparar os alunos para a complexidade que constitui a l?ngua e o uso dela. Dessa forma, nosso objetivo ? investigar como os cursos funcionam e de que maneira os candidatos do CsF s?o formados para o uso da l?ngua inglesa em contexto de estudo estrangeiro, uma vez que, diante do advento da globaliza??o e da emerg?ncia de uma vasta ind?stria de ensino de ingl?s, a l?ngua ganhou uma conota??o utilitarista e passou a ser entendida como um bem de consumo submisso ?s leis do mercado de trabalho. Diante dessas constata??es, analisamos os documentos oficiais e propositivos do IsF, para entender a proposta governamental; aplicamos um question?rio aos coordenadores dos cursos presenciais e analisamos, discursivamente, as publica??es midi?ticas acerca dos programas. Buscamos, com o encadeamento dos diferentes m?todos empregados na pesquisa, explicitar a submiss?o do IsF ? agenda e interesses do CsF e, portanto, o lugar pol?tico-social em que o programa se inseriu em face dos desafios propostos pela internacionaliza??o da educa??o superior.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-01-15T21:58:58Z No. of bitstreams: 1 MariaEmanueleMacedoDoNascimento_DISSERT.pdf: 1771542 bytes, checksum: 2d97b678d203ad167057aa0c0c1a44b7 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-01-18T12:12:02Z (GMT) No. of bitstreams: 1 MariaEmanueleMacedoDoNascimento_DISSERT.pdf: 1771542 bytes, checksum: 2d97b678d203ad167057aa0c0c1a44b7 (MD5) / Made available in DSpace on 2018-01-18T12:12:02Z (GMT). No. of bitstreams: 1 MariaEmanueleMacedoDoNascimento_DISSERT.pdf: 1771542 bytes, checksum: 2d97b678d203ad167057aa0c0c1a44b7 (MD5) Previous issue date: 2017-03-21 / A presente disserta??o tem como objetivo analisar o Programa Licenciaturas Internacionais (PLI) e a sua implementa??o na Universidade Federal do Rio Grande do Norte (UFRN), evidenciando suas repercuss?es para a forma??o inicial de professores. Toma como refer?ncia o PLI, criado em 2009 pelo governo brasileiro a partir da proposta do Grupo Coimbra de Universidades Brasileiras (GCUB) e se constituiu em uma estrat?gia para incentivar a perman?ncia e a forma??o inicial de professores da educa??o b?sica em cursos de educa??o superior. O Programa conta com o financiamento da funda??o Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) e tem como objetivo incentivar a mobilidade estudantil em cursos de licenciaturas entre as universidades brasileiras, portuguesas e francesas em sete ?reas de forma??o: Matem?tica, Portugu?s, F?sica, Qu?mica, Biologia, Estudos Art?sticos e Educa??o F?sica. Trata-se de uma pesquisa qualitativa, baseada na revis?o da literatura sobre a tem?tica, na an?lise de documentos internacionais que tratam das diretrizes para a internacionaliza??o do ensino superior, entre eles, documentos do Banco Mundial (BM), da Organiza??o das Na??es Unidas para a Educa??o, a Ci?ncia e a Cultura (UNESCO) e a Comiss?o Econ?mica para a Am?rica Latina e o Caribe (CEPAL). Em n?vel nacional, a pesquisa ancorou-se em documentos oriundos do Minist?rio da Educa??o (MEC) e da CAPES que criam o Programa e estabelecem suas diretrizes, bem como o Plano de Desenvolvimento Institucional da UFRN, e ainda dados disponibilizados pela Secretaria de Rela??es Internacionais da institui??o. Foram constru?das e analisadas s?ries estat?sticas de dados da oferta do PLI na UFRN nos anos de 2010 a 2013; realizadas entrevistas semiestruturadas com um gestor da UFRN que atua diretamente com o PLI, coordenadores de cursos de licenciaturas participantes do Programa e question?rios online com os estudantes que integraram o mesmo. O Programa contemplou, no per?odo do estudo (2010-2013), as licenciaturas de Ci?ncias Biol?gicas, Educa??o F?sica, Qu?mica, Matem?tica e Letras, com seis projetos aprovados pela CAPES. Conclui-se que, no contexto da internacionaliza??o do ensino superior, o PLI tem sido utilizado como uma estrat?gia n?o s? de expans?o, como tamb?m de perman?ncia dos alunos nos cursos de forma??o de professores. Apresenta pontos positivos ao permitir a mobilidade estudantil, o conhecimento de novas culturas, a dupla titula??o e uma forma??o no exterior, o que representa uma maior valoriza??o para os cursos de forma??o de professores da educa??o b?sica. No entanto, o Programa apresentou uma s?rie de fragilidades e contradi??es, entre elas: dificuldades de equival?ncia de disciplinas cursadas pelos alunos no exterior, o que ? evidenciado pela maioria dos coordenadores de projetos e pelos estudantes da UFRN que responderam ao question?rio desta pesquisa; compatibiliza??o de cr?ditos das disciplinas cursadas nos pa?ses de destino, Fran?a ou Portugal, ambos participantes do Processo de Bolonha, que t?m o sistema de acredita??o baseado em ciclos, diferente do sistema adotado no Brasil; organiza??o curricular diferente no que se refere ao bacharelado e ?s licenciaturas com preju?zos para a forma??o pedag?gica do licenciado. / This dissertation aims to analyze the International Program for Teaching Degrees (PLI) and its application at the Federal University of Rio Grande do Norte (UFRN), showing its repercussions for initial teacher training. It is taken as a reference of PLI , created in 2009 by the Brazilian government based on the proposal of the Coimbra Group of Brazilian Universities (GCUB). The PLI was a strategy to encourage the continuation and initial training of teachers of basic education in higher education courses. The program is funded by the foundation Coordination of Improvement of Higher Level Education Personnel (CAPES) and aims to encourage student mobility in Undergraduate courses between Brazilian, Portuguese and French universities in seven areas of training: Mathematics, Portuguese, Physics, Chemistry, Biology, Art Studies and Physical Education. This is a qualitative research, an analysis of the literature on a thematic, an analysis of the documents that deal with the guidelines for an internationalization of higher education, among them the documents of the World Bank (WB), the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Economic Commission for Latin America and the Caribbean (CEPAL). At the national level, research on documents from the Ministry of Education (MEC) and CAPES that create the Program and its guidelines, as well as the Institutional Development Plan of UFRN, and data provided by the International Relations Secretariat of the institution. Statistical series of PLI supply data were constructed and analyzed at the UFRN in the years 2010 to 2013; semistructured interviews with UFRN managers who work directly with the PLI, coordinators of the courses participating in the Program and online questionnaires with students who were part of the program. The Program has not included in the study period (2010-2013) as degree of Biological Sciences, Physical Education, Chemistry, Mathematics and Letters with six projects approved by CAPES. It is concluded that there is no context of internationalization of higher education, or PLI has been used as a non-expansion strategy, as well as the permanence of students in teacher training courses. It presents positive points to allow student mobility, knowledge of new cultures, a double degree and non-external training, which represents a greater appreciation for the training courses for primary education teachers. However, the Program presented a series of weaknesses and contradictions, among them, difficulties of equivalence of courses taken by students abroad, as evidenced by most of the project coordinators and students interviewed at UFRN; Compatibility of credits of the disciplines studied in the countries of destination, France or Portugal, both participants in the Bologna Process, which have the system of accreditation based on cycles, different from the system adopted in Brazil; different curricular organization with regard to the Bachelor and Degrees with courses for pedagogical training of the licensee.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-20T22:23:42Z No. of bitstreams: 1 PeriloniaOliveiraCamposDeSouza_DISSERT.pdf: 1414249 bytes, checksum: 4de7e807f0fb369ac92dfa8c1db03fd8 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-23T23:08:19Z (GMT) No. of bitstreams: 1 PeriloniaOliveiraCamposDeSouza_DISSERT.pdf: 1414249 bytes, checksum: 4de7e807f0fb369ac92dfa8c1db03fd8 (MD5) / Made available in DSpace on 2017-03-23T23:08:19Z (GMT). No. of bitstreams: 1 PeriloniaOliveiraCamposDeSouza_DISSERT.pdf: 1414249 bytes, checksum: 4de7e807f0fb369ac92dfa8c1db03fd8 (MD5) Previous issue date: 2016-07-29 / O estudo trata da trajet?ria da inser??o comercial da Regi?o Nordeste no mercado internacional, a partir da pauta exportadora dos estados nordestinos, considerando tr?s per?odos distintos, qual seja, o primeiro mandato de cada um dos governos de Fernando Henrique Cardoso (1995-1998), de Luiz In?cio Lula da Silva (2003-2006) e de Dilma Rousseff (2011-2014). Especificamente, busca-se identificar poss?vel mudan?a nesta trajet?ria tendo como base os principais produtos exportados, inclusive segundo o fator agregado, bem como os principais destinos dos mesmos. Para tanto, os procedimentos adotados perpassam: (a) uma revis?o bibliogr?fica, utilizando estudos que contribuem tanto para a compreens?o sobre o processo de internacionaliza??o da produ??o, bem como da economia brasileira, com vista a apreender as mudan?as pelas quais passou o pa?s neste per?odo e como vem sendo constru?do o processo de inser??o comercial da Regi?o Nordeste; e, (b) pelo levantamento, sistematiza??o e an?lise de dados referentes ?s balan?as comerciais do Brasil, Regi?o Nordeste e estados nordestinos, em particular, disponibilizados pelo Minist?rio de Desenvolvimento, Ind?stria e Com?rcio Exterior, por meio da Secretaria de Com?rcio Exterior ? MDIC/SECEX, com o intuito de verificar a participa??o da Regi?o Nordeste nas exporta??es brasileiras bem como observar se houve alguma mudan?a na estrutura da balan?a comercial dos estados nordestinos nos per?odos selecionados, bem como do Instituto Brasileiro de Geografia e Estat?stica (IBGE) para a caracteriza??o dos estados nordestinos. A an?lise dos dados aponta que devido a grande heterogeneidade dos estados nordestinos verifica-se que cada estado apresenta especificidades distintas em rela??o aos bens exportados, e que de uma forma geral a composi??o da pauta de exporta??o dos estados nordestinos demonstra uma relativa perman?ncia de bens com baixo valor agregado, a exemplo das commodities agr?colas e industriais. Ademais, os principais destinos dos produtos s?o os pa?ses desenvolvidos. Em suma, a compreens?o da internacionaliza??o comercial da produ??o da regi?o nordeste ? fundamental para a orienta??o para o desenho de instrumentos e/ou pol?ticas que visem o desenvolvimento da regi?o. / The study deals with the trajectory of commercial insertion of the Northeast Region on the international market, from the export schedule of the Northeast states, considering three distinct periods, namely, the first mandate of each governments of Fernando Henrique Cardoso (1995-1998), Luiz In?cio Lula da Silva (2003-2006) and Dilma Rousseff (2011-2014). Specifically aims to identify possible changes on this trajectory based on the main products exported, including regarding the aggregated factor, as well the main destiny of the same. To such, the adopted procedures are of as follows: (a) a bibliographic review, using studies that contribute to the understanding of both the process of internalization of production, and of Brazilian economy, seeing to consider the changes that the country suffered over these periods and how the commercial insertion of the Northeast Region has been constructed; and (b) from the gathering, systematization and analysis of the data related to the commercial balances of Brazil, the Northeast Region and the Northeast states, in particular, gathered from the Ministry of Development, Industry and Exterior Trade ? MDIC/SECEX, aiming to verify the participation of the Northeast Region in Brazilian?s exportations and to observe if there has been a change on the structure of the commercial balance on the Northeast states during the selected periods, as well the Brazilian Institute of Geography and Statistic (IBGE) to characterize the Northeast states. The data analysis points that due the heterogeneity of the Northeast states it is verified that each state presents distinct specificities related to the exported goods, and that generally the composition of the exportation schedule of the Northeast states shows a relative permanence of goods of low aggregated value, as example agricultural and industrial commodities. Moreover, the main destiny of the products are the developed countries. To summary, the understanding of the commercial internationalization of production of the Northeast Region is fundamental to the orientation to create instruments and/or politics that aims for the region?s development.

Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2017-10-02T12:54:03Z No. of bitstreams: 1 TESE ANTONIO vers?o final entregue na Secretaria (1).pdf: 3002280 bytes, checksum: e7bba91309b2971bd24c3de08a672780 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-10-02T13:22:18Z (GMT) No. of bitstreams: 1 TESE ANTONIO vers?o final entregue na Secretaria (1).pdf: 3002280 bytes, checksum: e7bba91309b2971bd24c3de08a672780 (MD5) / Made available in DSpace on 2017-10-02T13:26:06Z (GMT). No. of bitstreams: 1 TESE ANTONIO vers?o final entregue na Secretaria (1).pdf: 3002280 bytes, checksum: e7bba91309b2971bd24c3de08a672780 (MD5) Previous issue date: 2017-09-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research fits in the discussions and reflections on the Institutional Evaluation of Higher Education, focus on the implementation of the System of the Evaluating the Higher Education of Cabo Verde, which is a form of the Public Educational Policy, Institutionalized by the State of Cabo Verde, with the purpose of supervising, regulating and measuring the relevance and quality of the educational offerings of its Higher Education System, with technical and scientific advisory of the Brazilian State, by the INEP servers, under the South-South Cooperation between the two aforementioned Nations. It is problematic central: How the process of creating and implementing the System for Evaluating the Higher Education of Cabo Verde is developed, in the perspective of the subjects involved: Authorities of the Ministry of Higher Education Science and Innovation of Cabo Verde; Managers (Rectors) of the IES of Cabo Verde; International Consultants? One of the assumed assumptions is that the debility and the weaknesses of the State of Cape Verde can be overcome, if there is a strong bet in Higher Education, with a quality of excellence, which provides opportunities for schooling, as the main way of ascension and rising social mobility of its citizens. According, of the theoretical-epistemological orientation, is found in the critical research paradigm, specifically, in the South Epistemologies, made from an invocation perspective, of its heuristic potential, into as a gradient of analysis, which allows us to recognize some features attributable the themes developed in the Global South and locate in space and time, the place of the subject's enunciation. It was developed from the approach of Qualitative Research, with the support of the foundations of documentary research and state of knowledge. The empirical data was collected from the part-structured interview to 13 subjects, which are elites of Higher Education, from Cabo Verde, Portugal and Brazil. The analysis of the empirical data was made from the Approach of the Policy Cycle, embodied in its contexts of Influence, Text and Practice, which emerges from the perception of the subjects interviewed. As results, it is understood that the institutionalisation of the aforementioned System arises as a regulatory instrument, supervision, social control and accountability of educational offerings in Cabo Verde, from 2014 in a systematized and formalized manner, arising from approval and publication of legal instruments for this purpose. It is still evident, which is a process strongly influenced by the negotiation of the Higher Education authorities, with the elites of Institutions of the Country's Higher Education and international mediators. Ensure that the project initially planned for the creation of the aforementioned system was partially implemented, due to conflicts, tensions and interests, mainly of political nature, among the protagonists involved, notably the alternation of political power. Finally, it is noted that the aforementioned system, transitions between theoretical and epistemological influences of the Brazilian and European evaluation system, with the guidelines of the Bologna Convention, as main references, imposed by the necessity and relevance of the comparison of educational offers of Cabo Verde with international similar practices. / Esta investiga??o enquadra-se nas discuss?es e reflex?es acerca da Avalia??o Institucional da Educa??o Superior, focalizando-se, na implementa??o do Sistema de Avalia??o do Ensino Superior de Cabo Verde, que se constitui numa Pol?tica P?blica Educacional, institucionalizado pelo Estado de Cabo Verde, com prop?sito de fiscalizar, regular e aferir a pertin?ncia e a qualidade das ofertas formativas do seu Sistema de Ensino Superior, com assessoria t?cnica e cient?fica do Estado brasileiro, pelos servidores do INEP, no ?mbito da Coopera??o Sul-Sul, entre as duas na??es anteriormente referidas. Tem como problem?tica central, o seguinte questionamento: Como se desenvolveu o processo de cria??o e de implementa??o do Sistema de Avalia??o do Ensino Superior de Cabo Verde, na perspectiva dos sujeitos envolvidos: Autoridades do Minist?rio do Ensino Superior Ci?ncia e Inova??o de Cabo Verde; Gestores (reitores) das IES de Cabo Verde; Consultores Internacionais? Um dos pressupostos assumidos ? de que as debilidades e fragilidades do Estado de Cabo Verde podem ser ultrapassadas, se houver uma forte aposta num Ensino Superior, com qualidade de excel?ncia, que proporcione oportunidades de escolariza??o, como principal meio de ascens?o e mobilidade sociais ascendente dos seus cidad?os. Do ponto de vista, da orienta??o te?ricoepistemol?gica, situa-se no paradigma cr?tico de investiga??o, especificamente, nas Epistemologias do Sul, feita numa perspectiva de invoca??o, do seu potencial heur?stico, isto ?, como gradiente de an?lise, que nos permite reconhecer algumas carater?sticas amput?veis ?s tem?ticas desenvolvidas no Sul Global e localizar no espa?o e no tempo, o lugar da enuncia??o do sujeito. A pesquisa desenvolvida a partir de abordagem qualitativa, contou com aux?lio dos fundamentos da pesquisa documental e Estado de Conhecimento. Os dados emp?ricos foram coletados a partir da entrevista semiestruturada a 13 sujeitos, que s?o elites do Ensino Superior, oriundos de Cabo Verde, Brasil e Portugal. A an?lise dos dados emp?ricos foi feita a partir da Abordagem do Ciclo de Pol?ticas, consubstanciada nos seus contextos de Influ?ncia, do Texto e da Pr?tica, que emerge a partir da percep??o dos sujeitos entrevistados. Como resultados, percebe-se que a Institucionaliza??o do supracitado Sistema, surge como instrumento de regulamenta??o, fiscaliza??o, controle social e presta??o de contas das ofertas educativas em Cabo Verde, a partir de 2014, de forma sistematizada e formalizada, decorrente da aprova??o e publica??o de instrumentos legais. Evidencia-se, ainda, que ? um processo fortemente influenciado pela negocia??o das autoridades do Ensino Superior, com as elites dasInstitui??es do Ensino Superior do pa?s e atores mediadores internacionais. Constata se, tamb?m, que o projeto inicialmente planejado para a cria??o, do referido sistema, foi parcialmente implementado devido a conflitos, tens?es e interesses, sobretudo de natureza pol?tica, entre os protagonistas envolvidos, nomeadamente a altern?ncia da for?a pol?tica no poder. Enfim, verifica-se que o referido sistema, transita entre influ?ncias te?ricoepistemol?gicas do sistema avaliativo brasileiro e europeu, tendo as orienta??es da Conven??o de Bolonha, como principais refer?ncias, impostas pela necessidade e pertin?ncia da compara??o das ofertas educativas de Cabo Verde com pr?ticas similares internacionais.

Made available in DSpace on 2014-12-17T13:53:24Z (GMT). No. of bitstreams: 1 LuciaFLGC.pdf: 1316397 bytes, checksum: 19d3ef04b094ef0c8d5123a8909ac6c6 (MD5) Previous issue date: 2009-08-28 / Universidade Federal do Rio Grande do Norte / The present inquiry has as main objective to understand the process of formation of the international strategies of the exporting companies of fruits of the RN through the theory of the resource dependence. Aiming at to clarify as the companies they can carry through the process of internationalization through this theory had been study the behavior and economic theories of the process of internationalization of companies. Amongst the economic theories they are distinguished the eclectic paradigm of Dunning (1958), Vernon (1669) through the theory of the cycle of the product and Bucley and Casson (1979) with the theory of the international operations. In the mannering boarding they had been investigated the school of Upsala through Johanson and Valnhe (1977) with the concept of the increasing of the markets and in the distance psychic starts and the interaction of the purchaser-salesman of Hallen and Wiedersheim-Paul (1979). In this perspective it observes main the occured changes in the organization in function of this process, following the rules observed by the gradual ingression in the international market, having as base ways of entrances in the external market used by these companies, in view of the frist phase that the company presents of businesses. Ahead of you analyze of these theories the study searches to analyze the convergence of the concepts proclaimed for the theory of the dependence of resources (PFEFFER; SALANCIK, 1978). and strategies of internationalization of the companies. The research is characterized as qualitative case study which adopts and exploratory and analytical type, retrospective matrix. The adopted strategy is of case study and the unit of analysis consisting of the Finobrasa, pertaining company to the Vicunha Group. The main method of collection of data was halfstructuralized interview allied the documentary research that together had presented an empirical perspective of the internationalization process. The analysis and quarrel of the results understand the description and the interpretation of the one of the information through the technique of analyzes of content. Initially the historical of the exportation of fruits of the Rio Grande do Norte with the focus in the region A?u/Mossor? is presented and after that the information of the Finobrasa are presented as base of the study. The main events are identified that had constituted the phases of the strategical model of the company. It was observed that the dimensions most excellent amongst those proclaimed by the School of Uppsala had been the learning, staffs and the step-starts is sufficiently gifts in the reality of the company, as well as the aspects of strategical alliances since the consolidated relationship of the Vicunha Group create a more solid trajectory in the international market allied the conditions created windows of marked . One understands, therefore, that the investigated process still has base the theoretical theories of the internationalization strategies corroborating for the theoretical convergence of the rules proclaimed for the theory of the dependence of resources. / A presente investiga??o tem como objetivo principal compreender o processo de forma??o das estrat?gias internacionais das empresas exportadoras de frutas do RN atrav?s da teoria da depend?ncia de recurso. Visando esclarecer como as empresas podem realizar o processo de internacionaliza??o atrav?s das teorias comportamentais e econ?micas do processo de internacionaliza??o de empresas. Dentre as teorias econ?micas destacam-se o paradigma ecl?tico de Dunning (1958), Vernon (1669) atrav?s da teoria do ciclo do produto e Bucley e Casson(1979) com a teoria das opera??es internacionais. Na abordagem comportamental foram investigadas a escola de Upsala atrav?s de Johanson e Valnhe (1977) com o conceito do comprometimento crescente dos mercados e a dist?ncia ps?quica e a intera??o do comprador-vendedor de Hallen e Wiedersheim-Paul (1979). Nessa perspectiva observam-se as principais as mudan?as ocorridas na organiza??o em fun??o desse processo, acompanhando os preceitos observados pelo ingresso gradual no mercado internacional, tendo como base modos de entradas no mercado externo utilizados por essas empresas. Diante da analises dessas teorias o estudo busca analisar a converg?ncia dos conceitos apregoados pela teoria da depend?ncia de recursos (PFEFFER; SALANCIK, 1978) como conte?do base da investiga??o aliado aos conceitos de estrat?gias internacionais. A pesquisa caracteriza-se como qualitativa, do tipo explorat?rio e anal?tico, de cunho retrospectivo. A estrat?gia adotada ? a de estudo de caso e a unidade de an?lise constitu?da pela Finobrasa, empresa pertencente ao Grupo Vicunha. O principal m?todo de coleta de dados foi entrevista semi-estruturada aliada a pesquisa documental que juntos apresentaram uma perspectiva emp?rica do processo de internacionaliza??o. A an?lise e discuss?o dos resultados compreendem a descri??o e a interpreta??o do das informa??es atrav?s da t?cnica de analise de conte?do. Inicialmente ? apresentada a contextualiza??o hist?rica da exporta??o de frutas do Rio Grande do Norte com o foco no p?lo A?u/Mossor? e em seguida s?o apresentadas as informa??es da Finobrasa como base norteadora do estudo. S?o identificados os eventos marcantes que constitu?ram as fases do modelo estrat?gico da empresa. Observou-se que as dimens?es mais relevantes dentre aquelas apregoadas pela Escola de Uppsala foram a aprendizagem, pessoais e o gradualismo s?o bastante presentes na realidade da empresa, bem como os aspectos de alian?as estrat?gicas j? que o relacionamento consolidado do grupo Vicunha oportunizou uma trajet?ria mais s?lida no mercado internacional aliada as condi??es geradas pelas janelas de marcado . Entende-se, portanto, que o processo de internacionaliza??o possui fundamenta??o nas teorias te?ricas das estrat?gias de internacionaliza??o corroborando ainda para a converg?ncia conceitual da teoria da depend?ncia de recursos.