In this thesis, I study the electronic and structural phase diagrams of the superconducting 122 iron pnictides systems Ba1-xKx(Fe1-yCoy)2As2 and EuFe2(As1-xPx)2 by means of the local probe techniques 57Fe Mössbauer spectroscopy (MS) and muon spin relaxation (muSR). For both isovalent substitution strategies - Co/K for Fe/Ba and P for As, respectively - the antiferromagnetic Fe ordering and orthorhombic distortion of the parent compounds BaFe2As2 and EuFe2As2 are subsequently suppressed with increasing chemical substitution and superconductivity arises, once long-range and coherent Fe magnetic order is sufficiently but not entirely suppressed. For Ba1-xKx(Fe1-yCoy)2As2 in the charge compensated state (x/2=y), a remarkably similar suppression of both, the orthorhombic distortion and Fe magnetic ordering, as a function of increasing substitution is observed and a linear relationship between the structural and the magnetic order parameter is found. Superconductivity is evidenced at intermediate substitution with a maximum Tsc of 15 K coexisting with static magnetic order on a microscopic length scale. The appearance of superconductivity within the antiferromagnetic state can by explained by the introduction of disorder due to nonmagnetic impurities to a system with a constant charge carrier density. Within this model, the experimental findings are compatible with the predicted s± pairing symmetry. For EuFe2(As1-xPx)2, the results from 57Fe MS and ZF-muSR reveal an intriguing interplay of the local Eu 2+ magnetic moments and the itinerant magnetic Fe moments due to the competing structures of the iron and europium magnetic subsystems. For the investigated single crystals with x=0.19 and 0.28, 57Fe MS evidences the interplay of Fe and Eu magnetism by the observation of a transferred hyperfine field below Tafm at which the Eu subsystem orders into a canted A-type AFM magnetic structure. Furthermore, an additional temperature dependent out-of-plane tilting of the static Fe hyperfine field is observed below the onset of static Eu ordering. ZF-muSR shows a strong increase of the local field at the muon site below Tafm=20 K and a crossover from isotropic to anisotropic Eu spin-dynamics between 30 and 10 K. The temperature dependence of the spin dynamics, as derived from the muSR dynamic relaxation rates, are related to a critical slowing down of Eu-spin fluctuations which extends to even much higher temperatures (~100 K). They also effect the experimental linewidth observed in the 57Fe MS experiments. The strong influence of the Eu magnetic order onto the primary observables in both methods prevents conclusive interpretation of the experimental data with respect to a putative interplay of Fe magnetism and superconductivity.

Made available in DSpace on 2016-08-03T16:15:56Z (GMT). No. of bitstreams: 1 Heloisa de Oliveira Prado Giorgi.pdf: 389262 bytes, checksum: e5da95bb2bd12bd19bb33028bc5a212d (MD5) Previous issue date: 2007-09-18 / This document analyzes the possibilities and limits of the specialized educational support service in order to build an inclusive school . Currently, when it is mentioned school Inclusion, it is possible to evaluate in the theorist studies and also in the national and international laws, two differ tendencies: whole inclusion and on-going services. The specialized educational support service is included in both proposals but there are different nuances. The research has looked to establish a parallel between the concepts that basis those proposals and the specialized educational support service in the city of São Bernardo. It is about a Case Study of ethnographic kind. The research procedures adopted were the participant observation, document analyzes, forms filled and interviews with itinerant teachers invited. That Study was developed at São Bernardo do Campo municipal schools that have resources room and those teachers are habilitated in the mental deficiency special education. Those teachers work for the first four years (fundamental education) of the São Bernardo municipal schools. It was concluded that the specialized support service in São Bernardo do Campo is offered from the perspective of on-going services. In this case, the students from common classrooms, in general, are able to adapt for what have been offered, and do not require structural curricular changes. Itinerant teachers should contribute in order to help the student adaptation for what have been established. Even in this case, it is possible to consider as possibilities for those teachers, their contribution for the access and permanency of students that were historically excluded from the regular education.(AU) / Este trabalho investiga as possibilidades e os limites do serviço de apoio educacional especializado na construção de uma escola inclusiva. Atualmente, ao se falar em inclusão escolar é possível verificar, tanto nas produções teóricas quanto na legislação nacional e internacional, duas tendências divergentes: inclusão total e continuum de serviços. O serviço de apoio educacional especializado está presente nas duas propostas, porém com nuances diferenciadas. A pesquisa empírica buscou estabelecer um paralelo entre as concepções que embasam essas propostas e o serviço de apoio educacional especializado no município estudado. Trata-se de um estudo de caso do tipo etnográfico, em que foram utilizados como instrumentos de pesquisa: observação participante, análise documental, aplicação de questionários e entrevistas semi-estruturadas com professoras itinerantes. Foram convidadas para contribuir com esse estudo, através da resposta aos questionários e participação nas entrevistas, professoras habilitadas em educação especial/deficiência mental, que atuam em sala de recursos nos quatro primeiros anos do ensino fundamental de uma rede municipal. Verificou-se que o serviço de apoio especializado no município estudado é oferecido a partir da perspectiva de um continuum de serviços. Nesse contexto, os alunos matriculados nas classes comuns, geralmente, são aqueles que conseguem, de alguma forma, adaptar-se ao que está posto, não exigindo mudanças na estrutura curricular. Cabe ao professor itinerante contribuir no ajuste do aluno ao que é estabelecido. Apesar dessa constatação é possível ver como possibilidade para a atuação desse profissional, sua contribuição para a o acesso e permanência de alunos que historicamente foram excluídos do ensino regular. (AU)

Made available in DSpace on 2016-06-02T19:35:59Z (GMT). No. of bitstreams: 1 6516.pdf: 2973933 bytes, checksum: 9ac19eee121a239e2e06a05abb2018ac (MD5) Previous issue date: 2014-12-12 / The thesis contains a study on the School in MST Camp: Institutionalization and Management of State Itinerant School Carlos Marighella. The problem of this study lies in the way of managing the traveling school in the MST camp, the contradiction is present with regard to the class struggle and interests defending, as Brazil is, par excellence, the land of large estates and, he, a deep social inequality in rural and urban areas, that can be characterized as social apartheid. In this regard, it is noteworthy that the construction of the Itinerant School has history and school history in the MST has the story of the struggle for agrarian reform. In these struggles, the Paraná bears the mark of the explosion of class struggle in the countryside, whose centrality is in the mechanization of agriculture, land concentration and construction of dams in Santiago Jump and Itaipu, which displaced more than 3,000 families from their land. In the struggle for land, northwest region of Paraná brings the land occupation and school occupation as dispute space. There is, in this struggle, the occupation of Fazenda Santa Filomena, in Planaltina of Paraná, and with it the construction of Camp Elias Gonçalves de Meura. This camp was built Itinerant School Marighella Carlos, who was born as a public school in 2004, which started teaching activities in a stable. Therefore, our purpose was to this school, meet its internal structure and forms of management. So our object is the school management. So we ask ourselves: How is the management of a school of MST in the capitalist state structure? There is an autonomous management from the State? Management mechanisms that are present in the Itinerant School? Collegiate bodies that are present in the school structure? How is the social control of the Itinerant School? In this sense, the school management is the MST or no state control over school management? Given these issues, our intention was to investigate the School Itinerant Carlos Marighella both the organizational aspects, the management, the administrative, educational and financial dimensions, from 2004 to 2013. Therefore, we undertook a bibliographic nature of research and interviews. In literature, the empirical sources consulted were the texts and MST works on education, and the documents produced by the MEC, SEED and State Councils of Education relevant to Education Field and Itinerant Schools. Besides these, we also drew the texts produced by several researchers who analyzed the Itinerant Schools in the different aspects of studies. Interviews were conducted with members of the MST Education Sector, educators and students of EI, public officials and school community camping. The reflections on the school management, despite being a singularity as pedógica experience, to be tensioned by the conflict of land, EI is not the government school, nor he directed. She is the dual management, but brings in your organization elements of the socialist school of work as selforganization in the training process. This is the meaning of this research thesis answered. / A tese contém um estudo realizado sobre a Escola no Acampamento do MST: Institucionalização e Gestão Estatal da Escola Itinerante Carlos Marighella. O problema deste estudo situa-se na forma de administrar a escola itinerante no acampamento do MST, cuja contradição está presente no tocante à luta de classes e aos interesses que defende, pois o Brasil é, por excelência, a terra do latifúndio e, com ele, de uma profunda desigualdade social no campo e nas cidades, que podemos caracterizar como apartheid social. Neste particular, cabe ressaltar que a construção da Escola Itinerante tem história e a história da escola no MST tem a história das lutas por Reforma Agrária. Nestas lutas, o Paraná traz a marca da explosão das lutas de classes no campo, cuja centralidade está na mecanização da agricultura, concentração fundiária e construção das barragens de Salto Santiago e Itaipu, que desalojou mais de 3.000 famílias de suas terras. Na luta pela terra, a região noroeste do Paraná traz a ocupação da terra e a ocupação da escola como espaço de disputa. Tem-se, nesta luta, a ocupação da Fazenda Santa Filomena, em Planaltina do Paraná, e com ela a construção do Acampamento Elias Gonçalves de Meura. Neste acampamento foi construída a Escola Itinerante Carlos Marighella, que nasceu como escola pública no ano de 2004, e iniciou as atividades letivas em um estábulo. Diante disso, nosso propósito foi conhecer esta escola, conhecer sua estrutura interna e as formas de gestão. Assim, nosso objeto é a gestão da escola. Portanto, nos interrogamos: Como se dá a gestão de uma escola do MST na estrutura do Estado capitalista? Há uma gestão autônoma frente ao Estado? Que mecanismos de gestão estão presentes na Escola Itinerante? Que órgãos colegiados estão presentes na estrutura da Escola? Como se dá o controle social na Escola Itinerante? Neste sentido, a gestão da escola é do MST ou há o controle estatal sobre a gestão escolar? Diante destas questões, nossa intenção foi investigar a Escola Itinerante Carlos Marighella tanto nos aspectos organizativos, quanto de gestão, nas dimensões administrativas, pedagógicas e financeiras, no período de 2004 a 2013. Para tanto, empreendemos uma pesquisa de natureza bibliográfica e de entrevistas. Na pesquisa bibliográfica, as fontes empíricas consultadas foram os textos e obras do MST referentes à educação, bem como os documentos produzidos pelo MEC, SEED e Conselhos Estaduais de Educação pertinentes à Educação do Campo e às Escolas Itinerantes. Além destas, também recorremos a textos produzidos por diversos pesquisadores que analisaram as Escolas Itinerantes nos diferentes aspectos de estudos. As entrevistas foram realizadas com membros do Setor de Educação do MST, educadores e educandos da EI, agentes públicos e comunidade escolar acampada. Nas reflexões sobre a gestão escolar, apesar de ser uma singularidade como experiência pedógica, de ser tensionada pelo conflito da terra, a EI não é a escola do governo, nem por ele dirigida. Ela faz a gestão dual, mas traz na sua organização elementos da escola socialista do trabalho, como auto-organização no processo de formação. Este é o sentido da tese respondido nesta pesquisa.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-22T13:21:35Z No. of bitstreams: 2 Valter_Leite2017.pdf: 4494638 bytes, checksum: ae714e45853000b31a77630774d1564e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-22T13:21:35Z (GMT). No. of bitstreams: 2 Valter_Leite2017.pdf: 4494638 bytes, checksum: ae714e45853000b31a77630774d1564e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-06 / This work has the political struggle as background and guidance inspiration, it aims to reflect the ways in which the school can be a place of humanisation, by putting the concept of work as key to build up a human being and acknowledging the human being as carrier of human richness – science, art, philosophy. The work pursues to understand how the “Itinerant School” of Parana (state of Brazil), rooted into the struggle for land reform, materialises the relation between work, education and school education foreseeing the holistic human formation of the students. To pursue this objective this research draws on the documentary analysis, bibliographical review and field visits, using field journal. The introduction initially presents, in summary, the central issues on the relations of production in the rural areas of Brazil. This is understood within the capitalist mode of production, which determines the social relations of production and modes of life’s organisation. Within this context, there is a brief historical review of the MST (Landless Movement) and the journey that leads this movement to understand the need to place education and school education in its political agenda. This will also influences the birth of the Itinerant School in the State of Paraná. It is evidenced the challenges to link the struggle for access to formal education with the struggle against the political tutelage of the State, when it was decided to have the School at the camping site. It is characterised the historical journey of the twelve active itinerant schools in the state of Parana, their objectives remained to pursue to build a new status regarding the link between content and format rooted in the Socialist Pedagogy and in the deep expertise of the Movement Pedagogy. The second chapter presents data on the conceptual and categorial universe on the relation of work and education, based on the fathers of the materialistic dialectical historical method, Marx and Engels. The historical construction of the Socialist and Marxist pedagogies is the subject of the third chapter, as an overview of the built possibilities in the history of education and of the educational thinking to pursue an effective link between work – as human and humanising action – and education. The socialist pedagogy, the unique school of work, the unitarian school, the historical-critical pedagogy and the MST’s pedagogy are identified in which is central to this work. From a survey “in loco” and accompaniment groups as a subject belonging to the Educational Branch of MST, it is presented an analysis of the construction of theoretical, political and methodological choices of the history of the Itinerant School, analysing the case of the Parana’s schools. It is presented the conceptual and analytical elements, as well as, the experiences founded currently in the state of Parana out of the construction of a school proposal anchored in the generative themes of the Freire’s tradition and incorporated into the challenge based on the Complexes of Pistrak’s Studies. It is identified the connexion of the Itinerant School with the Socialist pedagogy by updating the sense of School of Work, and by pursuing the relation between work and school, having the labour as key category that enables the unitarian apprehension of the logic that supports the contradiction between the capital and the work (current times). As a result of this process, it engages the work as a mean of education by the insertion into collective processes of self-service, work socially necessary, of struggle, cultural and study expression that develops, for the new generations, traces of a socialist and multilateral developed personality. By organising collectively the school community claims the right conditions to build and qualify the struggle for human richness development, linked to the Landless Movement’s strategies, in the process of building up the Popular Land Reform. It is considered the current experiences with the Itinerant School in Parana, even taking into account its limitations and tensions coming from the relationship with the State and absence of structural conditions to embed this kind of complex school programme, it amplifies the meaning of being a school belonging to the working class, especialy in the middle of the land occupation. As the categories of educative work acquire a new articulation in the Complex of Studies in a more organised mode, it ensures and reallocates strongly, not without limitations, the work with the foundation of sciences, art, culture and technologies developed by human beings during the course of history, in connexion with agro-ecology, social struggles and self-organization. It configures as seeds of the socialist education in present times, in the formation of strugglers and builders of a new society. / Tendo a luta política como orientadora, este trabalho pretendeu problematizar e refletir acerca das formas pelas quais a escola seja um espaço de humanização na medida em que recoloca o trabalho como produtor do ser humano e este como detentor da riqueza humana – a ciência, a arte, a filosofia e toda a sua decorrência. Objetivou compreender como a Escola Itinerante do Paraná, atrelada à luta pela terra, materializa a relação entre trabalho, educação e educação escolar com vistas à formação humana integral dos estudantes. Para perseguir este objetivo a pesquisa foi alicerçada numa análise documental, revisão bibliográfica e a pesquisa de campo, por meio de diário de campo. A apresentação da pesquisa, inicialmente aborda, de forma sumária, as questões centrais da relação do campo brasileiro no modo de produção que determina nossas relações sociais de produção e das formas de organização da vida, o capitalismo. Nesse contexto, aborda-se um breve resgate da história do MST e do caminho que leva este movimento a compreender a necessidade de colocar a educação e a educação escolar na esteira de sua luta até a especificidade da constituição da Escola Itinerante no Paraná. Evidenciamos os desafios de conjugar a luta pelo acesso à educação escolar com a luta contra a tutela política pedagógica do Estado ao fazer escola no acampamento. Caracterizamos o percurso histórico das doze escolas itinerantes em funcionamento no estado, nas quais perseguem a construção de uma nova relação entre conteúdo e forma escolar fundada na Pedagogia Socialista e no acúmulo da Pedagogia do Movimento. No segundo capítulo, realizamos um levantamento do universo conceitual e categorial acerca da relação trabalho e educação nos propositores do método materialista histórico dialético, Marx e Engels. A construção histórica das pedagogias socialistas e marxistas são o objeto do terceiro capítulo como um panorama das possibilidades construídas na história da educação e do pensamento educacional de se perseguir um estabelecimento efetivo entre o trabalho – como ação humana e humanizadora – e a educação e o ensino. A pedagogia socialista, a escola única do trabalho, a escola unitária, a pedagogia histórico-crítica e a pedagogia do Movimento são identificadas naquilo que é central para este trabalho. A partir de um levantamento in loco e acompanhamento como sujeito do setor de educação do MST, apresentamos uma análise da construção das escolhas teóricas, políticas e metodológicas na história da Escola Itinerante e, particularmente, das EI do Paraná. Da construção de uma proposta de escola ancorada nos temas geradores da tradição freireana, incorporada no desafio de elaborar um projeto com base nos Complexos de Estudo de Pistrak, apresentamos os elementos conceituais e analíticos, assim como as experiências que se realizam hoje no estado. Identificamos a conexão da Escola Itinerante com a Pedagogia Socialista ao atualizar o sentido da Escola do Trabalho, e ao perseguir a relação entre trabalho e escola, tendo o trabalho como categoria chave que possibilita a apreensão unitária da lógica que sustenta a contradição entre o capital e o trabalho (atualidade). Em decorrência desse sentido, aciona o trabalho como meio de educação na inserção em processos coletivos de autosserviço, trabalho socialmente necessário, de luta, de expressão cultural e de estudo articuladas à categoria da auto-organização dos estudantes de modo que desenvolva, nas novas gerações, traços de uma personalidade socialista e multilateralmente desenvolvida. Ainda por meio da organização coletiva da comunidade escolar reivindicam pelas condições para construir e qualificar a luta pelo desenvolvimento das riquezas humanas, de modo articulado as estratégias políticas do MST na construção da Reforma Agrária Popular. Consideramos que os Ensaios da Escola do Trabalho em curso nas EI do Paraná, mesmo em meio às suas limitações e às tensões oriundas, principalmente da relação com Estado e da ausência de condições estruturais para acolher uma organização curricular desta complexidade, amplia o sentido da escola da classe trabalhadora, em especial em meio as ocupações de terra. Na medida em que as categorias do trabalho educativo adquirem uma nova articulação nos Complexos de Estudo de modo mais ordenado, assegura e recoloca contundentemente, não sem limites, o trabalho com as bases das ciências, da arte, da cultura e das tecnologias engendradas pelo ser humano ao longo da história, em conexão com a agroecologia, as lutas sociais e a auto-organização. Configura-se como germes da educação socialista na atualidade, na formação de lutadores e construtores de uma nova sociedade.

Made available in DSpace on 2016-03-15T19:35:16Z (GMT). No. of bitstreams: 1 Adeilda Coelho de Resende.pdf: 20367872 bytes, checksum: 3e60a7a29e446255e688ecbf3428fd9c (MD5) Previous issue date: 2013-08-05 / The democratization of Justice in Brazil can be defined as a series of reform measures that involve changes in substantive law and procedural law. The reform of the judiciary has been established gradually and EC 45/2004 is a symbol of this process. Reform that builds a new profile of access to justice in the country by the discourse of administer Justice (National Council of Justice) and the measures agreed in Compacts Republicans. Reforms are needed to better jurisdictional provision and access to justice. The conduction process is under construction and are an effective public policies Judicial Access to Justice. In this process there is a meeting of the National Judicial Administration programs with access to justice that were already established in the Courts of Justice, before the EC 45/2004. Dynamic programs such as Justice Itinerant seeking access to a legal right, and, as an experiential reality constitute legal instrument of public policy. Thinking judicial policy in the country necessarily to reveal structural and regulatory aspects of the experiential meaning of public policy and judicial policy. And this means, observing the phenomena of court Legalization and Control of Public Policies for interdisciplinary Law and Political Science. The country has undeniably socio-economic contradictions that influence the way people grasp the meaning of citizenship for the proper exercise of their rights, by the mechanism of access to justice. For this aspect of access to justice axiological dimensions will be differentiated, so silent that access reform by judicial public policy implementation is a topic that should be studied and scientifically observed to improving access to justice. / A democratização da Justiça no Brasil pode ser definida como uma série de medidas reformistas que envolvem mudanças no direito material e no direito processual. A reforma do Judiciário vem sendo estabelecida aos poucos e a EC n.º 45/2004 é símbolo deste processo. Reforma que constrói um novo perfil de acesso à justiça no país, pelo discurso da Administração da Justiça (Conselho Nacional de Justiça) e medidas acordadas nos Pactos Republicanos. Reformas são necessárias para um melhor provimento jurisdicional e para o acesso à justiça. A condução do processo está em construção e um instrumento eficaz são as Políticas Públicas Judiciárias de Acesso à Justiça. Neste processo há o encontro da Administração Judiciária Nacional com programas de acesso à justiça que já estavam estabelecidos nos Tribunais de Justiça, antes da EC n.º 45/2004. Programas dinâmicos como a Justiça Itinerante que busca o acesso à um ordenamento jurídico justo, e, conforme a realidade experiencial, se constituem em instrumento de política pública judicial. Pensar política pública judiciária no país implica, necessariamente, em revelar aspectos estruturais normativos e experienciais do significado de política pública e de politica judiciária. Isto significa observar os fenômenos da Judicialização e Controle jurisdicional de Políticas Públicas pela interdisciplinaridade entre Direito e Ciência Política. O país apresenta, inegavelmente, contradições sócio-econômicas que influem na forma da população apreender o significado de cidadania para o exercício adequado de seus direitos, pelo mecanismo do acesso à justiça. Por este aspecto o acesso à justiça vai ter dimensões axiológicas diferenciadas, de forma que a reforma silenciosa deste acesso pela implementação de políticas públicas judiciárias é um tema que deve ser estudado e observado, cientificamente, para aprimoramento do acesso à justiça.

Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-10T17:06:59Z No. of bitstreams: 2 Janaine Zdebski Da Silva.pdf: 1042470 bytes, checksum: 3248d9b1e6b076630bba43515de5f1e3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-10T17:06:59Z (GMT). No. of bitstreams: 2 Janaine Zdebski Da Silva.pdf: 1042470 bytes, checksum: 3248d9b1e6b076630bba43515de5f1e3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2013-07-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper addresses the relationship between work and education with focus on education. Therefore, we take as the object of study work as an educational principle in Schools Itinerant MST in Paraná. Our goal is to understand how they have established the relationship between work and education in Intinerant Schools, considering the role of the school transmission / acquisition of content historically built by humanity, understanding that access to this knowledge is expressed as humanization. Therefore, we performed literature research monographs, dissertations and theses that deal with thematic and documentary analysis of MST’s Bulletins, Notebooks from Itinerant School and yearly reports of the same. Initially, we concentrate on the debate about the working class as an educational principle, indicated as polysemic category interpreted in different ways by authors of educational, who are studied by Brazilian critic. Below are some criticisms that have been built to defend the work as an educational principle, in order to show the debate that this issue has incited. We follow the presentation thinking about the proposed school and the educational experience of Itinerant Schools MST in Paraná. The analysis of documents and academic research on the subject has allowed us to identify the relationship between work and education, that, in different ways, materializes in Schools Itinerant, through work or study time work in the camp, which has enabled enhance the teaching-learning content only sporadically and restricted to a few disciplines, seeking to respond to the immediate needs of the school or camp. It does not indicate that the school has not worked hard enough the content dimension, only that it is not based, mostly, on linking school to work, as the proposal indicates. We identified that the presence of the work in Intinerant Schools binds much more able to contribute to the self-organization of students and the formation of attitudes and values, than intentionalizing teaching-learning contents. The formation of values and attitudes are present in the proposed MST school's and Itinerant School, articulating with the search for the construction of the settlement and the construction of socialism, and are based on relationships and collective practices combined with class perspective that assumes MST . / Este trabalho aborda a relação trabalho-educação tendo como foco a educação escolar. Para tanto, tomamos como objeto de estudo o trabalho como princípio educativo nas Escolas Itinerantes do MST no Paraná. Nosso objetivo consiste em compreender como tem se estabelecido a relação trabalho-educação nas Escolas Itinerantes considerando o papel primordial da escola de transmissão/apropriação dos conteúdos historicamente construídos pela humanidade, entendendo que o acesso a estes conhecimentos se expressa como humanização. Para tanto, realizamos pesquisa bibliográfica de monografias, dissertações e teses que tratam da temática e análise documental de Boletins do MST, Cadernos da Escola Itinerante e relatórios anuais e semestrais da mesma. Inicialmente, nos debruçamos sobre o debate acerca da categoria trabalho como princípio educativo, apontando-a como categoria polissêmica interpretada de diferentes formas pelos autores do pensamento educacional crítico brasileiro que a estudam. Indicamos algumas críticas que vêm sendo construída a defesa do trabalho como princípio educativo com o intuito de mostrar o debate que esta temática tem incitado. Partimos, então, à apresentação da proposta escolar e à experiência educativa das Escolas Itinerantes do MST no Paraná. A análise de documentos e da produção acadêmica sobre o tema permitiu-nos identificar que a relação trabalho-educação, nas diferentes formas como se materializa nas Escolas Itinerantes, seja por meio do Tempo Trabalho ou do estudo do trabalho no acampamento, tem possibilitado potencializar o ensino-aprendizagem de conteúdos apenas de forma pontual e restrita a poucas disciplinas, buscando responder as necessidades imediatas da escola ou do acampamento. O que não indica que a escola não tenha trabalhado suficientemente a dimensão dos conteúdos, apenas que ela não se baseia, em sua grande maioria, na vinculação da escola com o trabalho, como a proposta indica. Identificamos ainda que a presença do trabalho nas Escolas Itinerantes se vincula muito mais a possibilidade de contribuir com a auto-organização dos educandos e a formação de atitudes e valores, do que intencionalizando o ensino-aprendizagem dos conteúdos. A formação de valores e atitudes está presente na proposta escolar do MST e na Escola Itinerante, se articulando com a busca pela construção do assentamento e pela construção do Socialismo, pautando-se em relações e práticas coletivas aliadas a perspectiva de classe que o MST assume.

L’objectif de cette thèse est de mettre en lumière la centralité du coeur dans la dynamique de la subjectivité et del’intersubjectivité augustiniennes. Elle se propose de regagner, à partir des oeuvres d’Augustin, le sens profonddu coeur comme source et centre ordonnateur de toutes les fonctions et potentialités du sujet : intellectuelles,volitives, affectives et perceptives. Le coeur est encore étudié comme noyau d’articulation d’une anthropologieapophatique, espace qui cache une profondeur incompréhensible, fondée dans la constitution iconique de l’êtrehumain. Ainsi, l’impénétrable mystère du soi se montre toujours situé dans un rapport primordial avec le mystèrede son Archétype, ce qui ouvre vers l’expérience de l’intersubjectivité. La deuxième partie de cette recherches’emploie à considérer comment, chez Augustin, le cor devient l’espace de résonance des rencontresintersubjectives avec les autres et avec Dieu. Pris entre le mystère du coeur de l’autre et la soif de la présence del’autre, le coeur abrite une tension essentielle qui projette le soi vers l’autre, vers le semblable. Or, l’élucidationdu sens de cette tension réclame un nouveau regard sur la thématique de l’amitié et de la charité. Le momentfinal de notre étude est consacré aux cheminements du coeur vers l’accomplissement du soi dans l’hospitalitéréciproque entre le créé et l’Incréé. Ce pèlerinage spirituel nous introduit dans un culte intérieur accompli dans lecoeur. Ainsi le soi, totalement consommé dans l’offrande de son coeur, est rétabli dans son être liturgique. / The purpose of this thesis is to shed light on the centrality of the heart in the dynamic of Augustinian subjectivityand intersubjectivity. It aims to regain, following the works of Augustine, the profound sense of the heart assource and center governing all functions and potentialities of the subject: intellectual, willing, emotional andperceptive. The heart is also investigated as an articulating core of an apophatic anthropology, as a space whichhides an incomprehensible deepness in the iconic constitution of the human being. Thus, the impenetrablemystery of the self is always situated in a primordial relationship with the mystery of its Archetype, and thisopens to the experience of the intersubjectivity. The second part of this research is dedicated to considering how,in Augustine’s conception, the cor becomes a space of resonance of intersubjective encounters with the othersand with God. Caught between the mystery of the other’s heart and the thirst of the other’s presence, the hearthosts an essential tension which projects the self towards the other resembling itself. However clarifying thesignification of this tension requires a new glimpse at the themes of friendship and charity. The last part of mystudy is devoted to the routes of the heart towards the accomplishment of the self in reciprocal hospitalitybetween the created and the Uncreated. This spiritual pilgrimage introduces us in the interior cult assumed withinthe heart. In this way the self, while totally consumed in the sacrifice of its heart, is reestablished in its liturgicalbeing.

Magnetism in a solid | dia, para, ferro, or of other forms | originates majorly from its electrons; one could, infact, ignore the nuclear contribution. There are two types of electrons in a solid: bound, and free (also called itinerant). It is interesting to note that although several experimental techniques exist that measure the total magnetization/ susceptibility of a solid, no experiment directly probes the individual magnetic contributions from the bound and the itinerant electrons. In the past couple of decades, owing to the advent of sophisticated fabrication facilities, certain man-made, (ferro)magnetic materials have come into existence whose carrier concentrations can be tuned extrinsically: doped semiconductors like DMS (diluted magnetic semiconductors) and hexaborides are two such examples. However, whether the (ferro) magnetism in these materials originate from their itinerant carriers is still an open question. A conclusive answer to this question is eagerly awaited by the scientific community; the answer is not only supposed to solve debates related to the physics of ferromagnetism, but, also, should lend a helping hand in selecting right materials to build devices for upcoming exotic technologies such as Spintronics. A novel experimental technique is proposed in this work that directly measures the itinerant carrier magnetism of a solid. The technique is practically demonstrated on the bulk semiconductor: n-type GaAs. A Landau-Peierls itinerant (dia)magnetic susceptibility as low as 1 10 8 cm 3/mol | which is 10 3 times smaller than the magnetic background stemming from the bound electrons in the GaAs host lattice, and 10 times lower than the sensitivity limit of the SQUID | was clearly, and reproducibly detected from samples having carrier concentrations as low as 5 10 15 cm 3. The technique relies on measurements with MIS capacitors fabricated out of the given semiconductor. Unfortunately, as an artifact, such MIS fabrication processes unintentionally, but unavoidably, introduce certain energy levels in the semiconductor band-gap that unwantedly communicate with its bands by trapping and releasing carriers. Such traps lie along the interface of the semiconductor and the oxide. Though clear signals, which match with theoretically estimated signals within acceptable accuracy, have been measured from the itinerant electrons in GaAs, this work demonstrates theoretical calculations showing that the signals decrease in magnitude owing to the presence of such interface traps. Quantifying this decrement comes as an added advantage of this work, because such measurements can then directly probe the MIS interface and find the concentration of the interface traps (Dit) more accurately and precisely than what is done at present. Thus, the experimental technique this work proposes can also probe a given MIS interface, using time-varying magnetic fields, and reveal a more accurate and precise measure of Dit. Otherwise, the existing techniques for measuring Dit su er from imprecision caused by several theoretical assumptions. A more general technique which can extract Dit accurately and precisely, without needing to know the particular physical model that the interface traps follow for a given MIS capacitor, is what one requires at present, to give CMOS technology the direction and impetus it needs to cross-over to the non-Silicon territory. Such a technique is theoretically developed in this work. How a magnetic field a effects the MIS Energy Band Diagram is also derived in the process. The technique that is developed and demonstrated in this thesis, capable of directly probing both the itinerant magnetism and the MIS interface of a given semiconductor, depends on successfully measuring a very small voltage drop across a MIS capacitor when the latter is externally subjected to a high, time-varying magnetic field. This voltage signal originates because the semiconductor's electronic density of states depends on the magnetic field, thus rendering the semiconductor's electron chemical potential, i.e. the Fermi level, magnetic field dependent. The idea of detecting such magnetic field dependence of electron chemical potential was theoretically proposed more than five decades back, but an experimental detection of the phenomenon, in any bulk (i.e. three dimensional) solid, had remained elusive despite numerous trials. Virtually, the topic had been `dead' for the past couple of decades with very few reports (of trials) getting published on it. The primary reason behind such a failure is an interesting spurious effect that arises and overshadows the signal otherwise coming from the magnetic shift of the electron chemical potential. This is the spurious Hall voltage caused by the time-varying magnetic field and the eddy current it induces in the semiconductor following Faraday's Law of Electromagnetic Induction. Unless this Hall voltage can be reduced below a threshold, there is no hope of successfully measuring the sample signal. In this work, we have discussed about this spurious effect in details and have given experimental recipes to avoid it from interfering with the data. Infact the data we publish for n-GaAs is free from any such spurious effects. From that viewpoint, this work becomes the first to report the experimental detection of the magnetic field dependence of a Fermi level in any bulk solid. A common pulse magnet capable of producing high magnetic field pulses, lasting for only some tens of milliseconds, was built and used for the purpose of this work. For certain samples other than GaAs, however, the spurious Hall voltage may be larger and the proposed technique may fail as one may not be able to rule out the spurious effect with the simple recipe demonstrated here for GaAs. In such a case, measurements are encouraged, instead, in a special magnet uniquely developed to rule out the Hall voltage. This magnet was constructed in-house, and can sit on a table-top and generate magnetic fields as high as a few Teslas that can, further, be `temporally shaped' by the user. Such a class of pulse magnets whose pulse waveforms can be programmed over time are called controlled waveform magnets (CWMs) and the work presented in this thesis also demonstrates the construction and calibration of such a CWM.

The purpose of this study is to explain the process of designing the architecture of StrangeSpaces, an itinerant festival for transcultural performing arts groups or artists which starts from the original idea and terminates with the description of a possible structure. The process of designing StrangeSpaces is based on an investigation on the transcultural performing art’s field and on conversations with experts, which together transformed the original general idea of a festival, into the specific architecture of the StrangeSpaces festival. The investigation resulted in a personal definition of ”transcultural performing arts”, that subsequently led to the identifications of three elements of transculturalism which define the festival’s goals as ”encounter with the other” in multiples and different yet equal levels. Another result of this investigation is the contextualization of StrangeSpaces in the contemporary international cultural politics. In fact, the transcultural encounter and exchange can be viewed as a possible response to the increasing need of sustainable international performing art in local, national and European cultural communities. The conversations with experts in the field of international performing arts complemented the investigation, contributing to the ideological principles of StrangeSpaces, such as anti-racism and anti-colonialism, as well as to a model of democratic and sustainable design, in which multilingualism and cosmopolitan aspects of the society are essential cues. The result of the study is a design of the architecture of three versions of StrangeSpaces, an itinerant transcultural performing arts festival that is born to be a space, a free place where people play, exchange roles, art, experience starting from their own culture, but reaching and reflecting into the other, mirroring a society of sustainable diversity.

En los últimos años, el Perú ha repotenciado su cultura gastronómica y se ha encargado de mostrar al mundo la diversidad de su cocina y sus diversos ingredientes, entre ellos frutos, vegetales, granos y tubérculos, que no sólo son oriundos de estas tierras, sino que también tienen orígenes ancestrales. Debido a este impulso gastronómico, están en vitrina también los mercados peruanos, los cuales empiezan a sumar el turismo a su actividad comercial ya establecida. Sin embargo, dentro de este mismo rubro existe mucho comercio ambulante e informal, el cual no llega a formalizarse debido a distintos factores como la falta de oportunidades financieras para empezar un negocio, la falta de organización, de información, de infraestructura, entre otras carencias. El Mercado de Abastos y de Difusión Gastronómica, se plantea pensando en esta problemática, buscando generar un espacio donde se pueda establecer el comercio ambulante, brindándoles la infraestructura adecuada para lograr su formalización y para complementar su conocimiento con cursos, capacitaciones, talleres y demás, a fin de generar oportunidades para que logren su propio desarrollo. / Over the last few years, Peru has re-empowered its gastronomic culture, showing the diversity of its cuisine to the world, as well as the various ingredients that are part of it, including fruits, vegetables, grains, and tubers, which are not only native of these lands but also have ancestral origins. Due to this gastronomic impulse, the peruvian supply markets are also on display and have added tourism to its established commercial activity. However, within this same area, there is a lot of itinerant and informal trade, which is not formalized due to distinct factors, such as the lack of financial opportunities to start a business, the lack of organization, information, infrastructure, among other shortcomings. The Gastronomic Diffusion and Supply Market is proposed when thinking about this problem, to generate a space where these itinerant traders can be established. It provides the appropriate infrastructure to achieve their formalization and to complement their knowledge with courses, training, workshops, and others, to generate opportunities for their own development. / Tesis