Esta dissertação apresenta dados e discussões oriundos de uma experiência coletiva de pesquisa cujo objetivo maior consistiu em articular as bases curriculares da alfabetização no ensino fundamental de nove anos. A partir da transição histórica e política ocorrida pela Lei 11.274/1996, na qual o ensino fundamental passou a ter um ano a mais de duração e a receber as crianças que anteriormente eram atendidas na educação infantil, uma nova configuração se fez necessária. Demonstramos ao longo do trabalho a necessidade de: 1. Um plano que considere as transições (seja entre anos ou entre ciclos) e que sustente as continuidades; 2. Assumir, a partir do ano de ingresso no ensino fundamental, a perspectiva do regime de ciclo, definindo responsabilidades, objetivos e estratégias articuladas a partir de um trabalho em equipe; 3. Aprofundar conhecimentos que permitam considerar os aspectos mais subjetivos da relação educativa, considerando sempre a infância em seu encantamento lúdico; 4. Estabelecer uma relação dinâmica e produtiva entre oralidade e escrita, entre língua e literatura; 5. Dar maior precisão ao manejo da heterogeneidade desde a série de ingresso enfatizando o acompanhamento de singularidades e diferenças como forma de resolver o problema dos desníveis em alfabetização. A perspectiva teórica parte da articulação de várias áreas e temas do conhecimento: a história da escrita; pesquisa sobre oralidade ou cultura oral em tensão com a escrita; a psicanálise e a educação. Pretendemos, a partir das experiências e reflexões apresentadas nesse trabalho, contribuir para as políticas públicas enfatizando a grande relevância do ensino da escrita e da leitura nas séries iniciais do ensino fundamental. Ao longo dessas experiências, constatamos que, para formar leitores e escritores de bom nível na escola pública brasileira, precisamos de um modelo de trabalho coletivo mais complexo, capaz de exercer um manejo pedagógico detalhado, e ampliamos nossa consciência de que nossas buscas metodológicas, nossas experiências e nossos esforços coletivos em torno da heterogeneidade, apesar de consistentes e relevantes, só poderão ser sustentados a partir de uma reorganização do trabalho escolar que insista em fazer da alfabetização e da leitura uma verdadeira prioridade. / This dissertation presents data and discussions originated from a collective research experience whose main objective was to articulate the basis of the alphabetization curriculum in the nine grades elementary education. From the historical and political transition brought by Law 11.274/1996, in which the elementary school came to have one more year in its duration and began receiving children who were previously attended in kindergarten, a new configuration was needed. We have demonstrated throughout the work the need to: 1. Implement a plan that considers the transitions (either between grades or between cycles) and sustain the continuities; 2. Assume, from the year of entry into elementary school, the perspective of the cycle regime, defining responsibilities, goals and strategies articulated within a team effort; 3. Deepen the knowledge that allow us to consider the most subjective aspects of the education, always taking into considerations the childhood in its ludic enchantment; 4. Establish a dynamic and productive relationship between orality and literacy, between language and literature; 5. Give greater accuracy to the management of heterogeneity starting from the entry grade, emphasizing the tracking of singularities and differences as a way to solve the problem of gaps in literacy. The theoretical perspective comes from the articulation of several areas and themes of knowledge: history of writing; research on orality or oral culture in tension with writing; psychoanalysis and education. We intend, from the experiences and reflections presented in this work, contribute to public policies emphasizing the great importance of writing and reading instruction in the early grades of elementary school. Throughout these experiments, we found that, to form readers and writers of good level in Brazilian public schools, we need a more complex collective working model, able to exercise a detailed pedagogical handling, and increase our awareness that our methodological pursuits, our experiences and our collective efforts around the heterogeneity, although consistent and relevant, can only be sustained from a reorganization of the work in school which insists on making literacy and reading a real priority.

Esta pesquisa discute a alteração do Ensino Fundamental, gratuito e obrigatório, de 8 para 9 anos. Verificando, quanto se houve modificações ou não do direito democrático frente ao par quantidade e qualidade no Ensino Fundamental de 9 Anos (EF9). Referencialmente, definimos qualidade e quantidade como componentes indissociáveis de uma Educação democrática. Vogamos nos marcos legais e políticos do primeiro estágio da educação escolar brasileira, verificando como estes conduziram a Educação nacional da instrução primária ao novo Ensino Fundamental de 9 (nove) Anos. Verificamos as possíveis modificações do direito democrático de um ensino de qualidade que vem (ou não) se expressando nos 5 Anos Iniciais do Ensino Fundamental (EF) na nova organização escolar dada pelas Leis Federais n°. 11.114/2005 e n° 11.274/2006, pois elas estabeleceram: a obrigatoriedade para o país da matrícula no EF a partir dos seis anos de idade redefinindo a Educação Infantil (EI) à faixa etária de 0 a 5 anos de idade; e a reorganização do EF, com a ampliação em 1 ano de sua duração, passando de 8 para 9 anos. Verificamos as alterações nas matrículas, suas quantidades e qualidades educacionais (do Brasil e do Município de São Paulo) e verificamos o cotidiano escolar de uma escola da rede municipal paulistana sempre analisando as quantidades e qualidades educacionais, isto é, modificações no direito democrático à Educação. E, finalmente, elaboramos algumas considerações políticas e pedagógicas, em uma reflexão cotidiana vivida por professor-pesquisador, do EF9 que num processo em que a política pública do Ensino Fundamental de 9 (nove) Anos não foi introduzida no sistema educacional sozinha e produziu ou acarretou ou elencou outras políticas públicas, concomitantemente conferiu à Educação brasileira um grande dinamismo e trouxe, aos sistemas educacionais, novas situações dado que a cada nova política introduzida se gerou novas demandas (quantidades) que não estavam diretamente direcionadas à melhoria da Educação e estas novas políticas foram geradoras de novas burocracias, novos obstáculos ao direito democrático de um ensino com novas quantidades e qualidades para EI e o EF, este que por muitas vezes para não ter rumo ou apenas perseguir padrões distantes ou artificiais em relações aos estudantes e aos cotidianos escolares. Portanto, podemos afirmar que o Ensino Fundamental de 9 (nove) Anos não tem sido uma política de ampliação das oportunidades educativas, uma ampliação que tenha significado além da entrada das crianças de 6 (seis) anos no Ensino Fundamental; e, também, não tem sido uma política educacional de orientações para novos arranjos qualitativos nas relações pedagógicas. / This thesis is about the change of Brazilian elementary education, free and compulsory, that went from 8 to 9 years. Verifying, as to whether or not there was a change in democratic law in relation to the quantity and quality of the dialectical pair in the new Brazilian Elementary Education called \" Ensino Fundamental de 9 (nove) Anos \" (EF9). We define quality and quantity as inseparable components of a democratic Education.. We have taken on the legal and political milestones of the first stage of Brazilian school education, verifying how they have led the National Education of primary education to the new Basic Education of 9 (nine) Years. We also investigate the possible changes in the democratic right to a quality education that comes (or is not) expressed in the initial 5 years of Elementary School (EF) in the new school organization given by Federal Laws no. 11.114/2005 and 11.274/2006, since they established: the obligation for the country of enrollment in EF from the six years of age to redefine Early Childhood Education (EI) to the age group from 0 to 5 years of age; And the reorganization of EF, with a 1-year extension of its duration, from 8 to 9 years. We verified the changes in the enrollments, their quantities and educational qualities (from Brazil and the Municipality of São Paulo), and during the research we followed the school daily life of a school in the city of São Paulo always analyzing the educational quantities and qualities, ie, changes in the law Education. And, finally, we elaborate some political and pedagogical considerations, in a daily reflection lived by professor-researcher of the EF9 that - in a process in which the public policy Ensino Fundamental de 9 (nove) Anos was not introduced in the educational system alone and produced Or entailed or imposed other public policies, concomitantly - gave Brazilian Education a great dynamism and brought new situations to educational systems, given that each new policy introduced generated new demands (quantities) that were not directly directed to the improvement of Education and These new policies have generated new bureaucracies, new obstacles to the democratic right to a teaching with new quantities and qualities for EI and EF, which for many times not to have or only to pursue distant or artificial patterns in student relations and Of the Brazilian school system. Thus, we can affirm that the 9-Year Primary School has not been a policy of expanding educational opportunities, an extension that has meant beyond the entry of children of 6 (six) years in Elementary School; And it has not been an educational policy of guidelines for qualitative changes in pedagogical relationships.

國內大多數之公司皆為中小企業，其相較於大公司資源有限，並無一套有系統的策略形成與管理工具。此工具一直是管理階層重視之議題，然而從過去之文獻發現，策略形成的方法紛呈，最為著名的是Porter(1980)競爭策略，但此類文獻大部分皆為國外學者所著，因而本研究針對國內吳思華(2000)的策略九說，以個案實作之方式，闡明其亦能有效協助公司形成策略。 依據過往文獻發現，策略形成工具協助公司形成策略後，往往就不了了之，並無明確說明如何執行已形成之策略。本研究依據Kaplan and Norton(1992)提出之平衡計分卡概念，以吳安妮(2002)(2003)提出策略執行系統4.7.4為架構與策略診斷性系統分析，協助公司執行已形成之策略及分析公司有無水平或垂直缺口，以免導致公司擁有策略後，卻因執行的後繼無力，而無法展現成效。 最後，以免公司內部單位各自為政，造成資源浪費，因而依據Niven(2002)與吳安妮(2002)提供之觀念，使總公司、SBU與SSU三者之策略能有效連結，形成綜效。 關鍵字：中小企業、策略九說、策略形成與執行系統、策略診斷性分析、綜效。 / Most domestic companies are all small and medium enterprises. The limitations in resources for small and medium enterprises are much greater, causing them to not have a systematic strategy formation and management tools. These management tools have been important management issues, however, the literature only found ways to form strategies, the most famous being the Porter (1980) competitive strategy, but most of these documents were all written by foreign scholars. One famous document written by domestic scholars by Wu Se-hwa (2000) strategy nine, wrote a case by case implementation of management tools can also effectively help companies clarify their strategy. Based on previous literature found about the formation of strategic tools to assist companies to form policy, there is often no clear description of how the strategy has been formed. The study, based on Kaplan and Norton (1992) proposed the concept of the Balanced Scorecard, to Miss Anne (2002) (2003) proposed strategies for the implementation of the system 4.7.4 system architecture and analysis of diagnostic strategies to help companies execute strategy and has formed the analysis of the company to see whether they have horizontal or vertical gaps, so as not to cause the company to have a strategy, with the inability to perform follow-ups, and can not show results. Finally, in order to avoid fragmented units within the company, resulting in waste of resources, which according to Niven (2002) and Anne Wu (2002) provided, thus allowing the head office, SBU and SSU's strategy to effectively link the three to form a synergy. Keywords: SMEs, strategy nine, strategic formulation and implementation, analysis of diagnostic strategies, synergy.

Tyrimo tikslas – įvertinti neformaliojo ugdymo pedagogų profesinių kompetencijų raišką procese. Darbe iškeltas tikslas konkretizuojamas su šiais uždaviniais: atskleistos ir apibūdintos neformaliojo ugdymo institucijų pedagogų kompetencijų raiškos teorinės prielaidos, įvardintos ir išanalizuotos devynios neformaliojo ugdymo pedagogų kompetencijos:pedagoginis išprusimas, veiklos prognozavimas ir planavimas, ugdymo proceso organizavimas, pedagoginis bendravimas ir bendradarbiavimas, kūrybinė, asmeninė, edukacinė, socialinė ir profesinė. Remiantis Vyriausybės nutarimais, aptartos visos svarbiausios su nagrinėjama tema susijusios sąvokos, vadovaujantis švietimo sistemos lygių galimybių, kontekstualumo, veiksmingumo, tęstinumo principais, švietimo tikslais ir uždaviniais. Pagal iš anksto susidarytą tyrimų programą buvo atliktas diagnostinis tyrimas, įgyvendinti iškelti tyrimo programoje tikslas ir uždaviniai, sudaryti klausimynas, aprašai. Apklausti šimtas dvylika Vilniaus vaikų ir jaunimo klubų ir moksleivių namų pedagogų ir dvylika vadovų. Diagnostinio tyrimo duomenys atskleidė, kad daugelis neformaliojo ugdymo įstaigų pedagogų didelį dėmesį skiria kompetencijų plėtotei ir tobulinimui. Tyrimo rezultatai rodo, kad siekiant švietimo kokybės geresnių rezultatų, tobulinant veiklos planavimo, ugdymo proceso organizavimo, pedagoginio bendravimo ir bendradarbiavimo kompetencijas, pedagogams derėtų dažniau derinti savo veiklą su tėvais, kolegomis, ugdymo institucija, mokėti ir gebėti... [toliau žr. visą tekstą] / In the Thesis, the set object is concretized through the following tasks: the theoretical preconditions for the expression of competences of pedagogues of informal education institutions are disclosed and defined, nine competences of informal education pedagogues, such as pedagogical sophistication, prognostication and planning of the activities, organizing of the educational process, pedagogical communication and cooperation, creative, educational, social and professional competence, were identified and analyzed. On the base of decisions of the Government, all key concepts related to the subject under discussion were discussed upon, following the principles of equal opportunities, contextualises, efficiency and succession of the system of education as well as the objects and tasks of education. According to the previously developed programme of the investigation, the diagnostic investigation was carried out, the object and the tasks set in the programme were implemented, a questionnaire and descriptions were developed. One hundred and twelve pedagogues and twelve heads of Vilnius children and youth clubs and schoolchildren centers were interviewed. The data of the diagnostic investigation disclosed that a majority of pedagogues of informal education institutions pays a great attention to extension and improvement of their competences. The results of the investigation show that pedagogues should more frequently coordinate their activities with parents of the children as well... [to full text]

This project asserts that much of the cultural anxiety found in Gothic-infused late-Victorian fiction derives from literary revelations of the nested spaces, shifting identities, and spontaneous connections inherent to the late-Victorian metropolis. The three literary texts studied here – The Hound of the Baskervilles by Arthur Conan Doyle, Raffles: The Amateur Cracksman by E.W. Hornung, and The Thirty-Nine Steps by John Buchan – all depict London as fundamentally suitable for those who seek to evade the disciplinary gaze and to pursue menacing schemes of criminality and invasion. Doyle’s text illustrates the interconnectedness of the spaces within London as well as the passable threshold between London and the English countryside; both the villain Stapleton and the hero Sherlock Holmes use these connections to attack and defend, respectively, the city and its inhabitants. Hornung’s stories depict the machinations employed by the gentleman-thief Raffles as he alters his identity and his codes of behaviour in order to free himself to pursue criminal ends and thus as he challenges cultural barriers. Buchan’s text, building on the others, explores the dissolution of cultural boundaries and identities incumbent upon the spontaneous connections made between those who attack English culture and those, like Richard Hannay, who defend it. There emerges in these texts a vision of London (and by extension Great Britain) as a swirling vortex of motion, an unknowable labyrinth perpetually threatened by menacing agents from without and within. I have employed Victor Turner’s theories of liminality and communitas to describe how criminal agents, and their equally menacing “good-guy” pursuers, separate themselves from structured society in order to move freely and to gain access to the contested thresholds they seek to infiltrate. I also invoke theories of the Gothic, surveillance, and travel, as well as Jeffrey Cohen’s monster theory, to characterize the anxiety embedded in such invasions. / The transformation of contested space : Baker Street, Grimpen Mire and the battle for thresholds in The hound of the Baskervilles -- Hornung's code-switching monster : threatening ambiguity and liminoid mobility in Raffles, the amateur cracksman -- Towards a more inclusive Britishness : Richard Hannay's transformative connections and evolving identity in The thrity-nine steps. / Department of English

Sexual abuse of children and adolescents has reached pandemic proportions in Namibia. It is widely recognised that this traumagenic experience could have a profound and long-lasting effect on survivors. Nevertheless, few survivors in Namibia access therapy; often because of non-disclosure or non-reporting, being socioeconomically disadvantaged and the overburdened public sector therapists. This study set out to explore how adolescent survivors use the Nine Figure Picture Story (9FPS) embedded within the context of Gestalt Healing tasks. A variety of play therapy experiments was used to raise the clients’ awareness and to evoke their therapy stories (as these relate to Gestalt therapy) and their trauma stories (by means of the 9FPS). The researcher-therapist hoped that the study would enhance the understanding of the meaning-making of sexually abused adolescent clients, and in doing so, contribute to therapeutic practice in Namibia and elsewhere. Research which aims to uncover personal meaning-making and hear the voice of the participants already suggests that the qualitative paradigm would be apposite. An exploratory case study was conducted in Namibia between August 2010 and November 2010. Two adolescent survivors of sexual abuse who met the eligibility criteria were drawn from the population by means of nonprobability sampling. The sample was heterogeneous: one participant was a survivor of chronic intrafamilial rape; the other of a single incident, extrafamilial child sexual abuse (CSA). The data corpus included six and ten recorded therapeutic sessions with the two clients respectively; transcribed intake and termination semi-structured interviews with the parents; the researcher’s process and observation notes; and the clients’ objets d'art and Therapy diaries. To capture the tapestry of CSA accurately and holistically, the stories of the two participants were first analysed individually and thereafter synthesised into a theoretical comparative analysis. Trustworthiness was enhanced by means of investigator, theory, data and methodological triangulation. A number of safety, beneficence and non-maleficence measures contributed to the ethicality of this sensitive research. The research uncovered that, despite their differences, the two participants presented with posttraumatic signs and patterns often reported in the literature. Most insightful was how the survivors disavowed the CSA to become “not me” (Joyce & Sills, 2006: 92). As it relates to neurobiological hypotheses, it was revealed that the tactile and visuospatial Gestalt play therapy, specifically the 9FPS, seemed to access and address the fragmented, non-sequenced and non-verbal trauma memory. It was found that the 9FPSs gave the unfinished business from the past a miniaturised dimension in the present and that the “differentiated unity” (Reynolds, 2005: 162) enhanced its assimilation into the self. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012

Made available in DSpace on 2016-08-03T16:15:49Z (GMT). No. of bitstreams: 1 ReginaCelia2.pdf: 1687141 bytes, checksum: 50e7ce162b3229936883a80bf80b87cd (MD5) Previous issue date: 2012-09-27 / The present study consists of a survey on the entry of children of six years in elementary education with a duration of nine years at four public schools in the state of São Paulo. As a foundation for the analysis of this educational policy, the theoretical approach is guided studies on the legislation, the concept of childhood, knowledge about the learning processes of reading and writing, training and practice of teachers. This is a qualitative research, structured analysis of propositions in official documents, in a questionnaire (for 25 teachers) and interviews with five of deepening teachers among those who answered the questionnaire. The purpose of the questionnaire and the interviews presented as objective: profiling and studying aspects of the professional life of teachers (research subjects); examine the ideas that guide their literacy practices; were prepared to analyze how this new reality, to discuss the progress and / or difficulties encountered in developing the pedagogical work with children from 1 year and analyze what they believe to be guaranteed for the successful education of these children. The research shows that include children six years in elementary school was, for the respondents, a positive measure, however, the deployment occurred without the preparation of schools and teachers. Teachers who took classes fell 1st year of the challenge, even without the structural conditions and proper training, organize time and school spaces. It was evident in the analysis, reporting about the practices of the teachers interviewed, the emphasis on literacy and literacy, although all recognize the importance of playful dimension in educational activities in the classroom. This emphasis stems from interpretations that make the determinations of the State Secretariat for Education and the indirect pressures perceived by them as the commitment to literacy in the 1st year of compulsory schooling, between them, the expectation of the school community parents and teachers the years following Elementary School. Finally, the data also show the need to ensure the training of educators, as well as discussions about the curriculum of classes for six years. / O presente estudo consiste em uma pesquisa sobre o ingresso das crianças de seis anos no Ensino Fundamental com duração de nove anos, em quatro escolas públicas do Estado de São Paulo. Como fundamento para as análises desta política educacional, o referencial teórico adotado pauta-se em estudos sobre a legislação, a concepção de infância, os conhecimentos sobre os processos de aprendizagem da leitura e da escrita, a formação e a prática dos professores. Trata-se de uma pesquisa de cunho qualitativo, estruturada na análise das proposições dos documentos oficiais, na aplicação de um questionário (para 25 professoras) e realização de entrevistas de aprofundamento com cinco professoras dentre aquelas que responderam o questionário. O propósito da aplicação do questionário e da realização de entrevistas apresentou como objetivos: traçar o perfil e conhecer aspectos da vida profissional das professoras (sujeitos da pesquisa); analisar as ideias que norteiam suas práticas de alfabetização; analisar como foram preparadas para esta nova realidade; discutir sobre os avanços e/ou as dificuldades encontradas para desenvolverem o trabalho pedagógico com as crianças do 1º ano e analisar sobre o que acreditam que deve ser garantido para o sucesso da escolaridade destas crianças. A pesquisa revela que incluir as crianças de seis anos no ensino fundamental foi, para as entrevistadas, uma medida positiva, no entanto, a implantação ocorreu sem o preparo das escolas e dos professores. Aos docentes que assumiram as classes de 1º ano coube o desafio de, mesmo sem as condições estruturais e a devida formação, organizarem o tempo e os espaços escolares. Ficou evidente nas análises, acerca do relato das práticas das professoras entrevistadas, a preocupação dada à alfabetização e o letramento, entretanto, todas reconhecem a importância da dimensão lúdica nas atividades pedagógicas da sala de aula. Esta preocupação decorre das interpretações que fazem das determinações da Secretaria Estadual de Educação e das pressões indiretas percebidas por elas quanto ao compromisso com a alfabetização neste 1º ano da escolaridade obrigatória, entre elas, a expectativa da comunidade escolar pais e professoras dos anos seguintes do Ensino Fundamental. Por fim, os dados revelam, ainda, a necessidade de se garantir a formação dos educadores, bem como de discussões sobre o currículo das turmas de seis anos.

Made available in DSpace on 2016-12-23T13:56:01Z (GMT). No. of bitstreams: 1 Tese Final JM PDF.pdf: 1085003 bytes, checksum: 2192e6e7be6853aaf003ec8f29976338 (MD5) Previous issue date: 2007-11-05 / Introdução: Mycobacterium leprae foi a primeira bactéria a ser indicada como agente etiológico de uma doença infecciosa. A hanseníase permanece até os dias de hoje uma doença enigmática e que não é completamente entendida. A identificação do M. leprae é difícil, particularmente por sua inabilidade de cultivo in vitro. Pacientes multibacilares são as principais fontes do bacilo. A transmissão natural da hanseníase entre tatus foi descrita pela primeira vez em 1975, no sudeste dos EUA. Esta descoberta sugeriu a possibilidade do tatu-galinha desenvolver uma função na transmissão da hanseníase em humanos. A procura dos reservatórios da hanseníase é a principal estratégia para eliminação da doença, tal como os pacientes multibacilares e as fontes ambientais. Então, realizou-se um estudo de prevalência em 69 tatus selvagens da espécie Dasypus novemcinctus, capturados no estado do Espírito Santo, no período de julho de 2004 a julho de 2005. Objetivos: Procurou-se avaliar a presença do M. leprae nos tatus da espécie D. novemcinctus no estado do Espírito Santo, através de achados de sinais clínicos de infecção na necropsia e na técnica de PCR, utilizando dois pares de primers: 18 kDa e ML1/ML2, bem como avaliar e comparar os dois pares de primers utilizados para a detecção da infecção. Métodos: Após anestesiados, os tatus foram pesados, definidos os sexos, submetidos ao exame clínico e coleta de fragmento de tecidos para a técnica de PCR. Sessenta e cinco tatus foram necropsiados e fragmentos de fígado, baço, cérebro e linfonodos foram analizados pela técnica de PCR. Resultados e Conclusões: Em 95% dos animais estudados foi evidenciado pelo menos um sinal clínico da hanseníase. Através da técnica de PCR foi detectada 6% (4 animais) de positividade na pesquisa de DNA de M. leprae, utilizando os primers ML1/ML2. Dos 4 animais positivos no PCR convencional, somente dois permaneceram positivos pela técnica de Real Time PCR e confirmados pelo seqüenciamento. O método diagnóstico mais sensível para detecção de M. leprae foi o PCR, utilizando os pares de primers ML1/ML2. Estes resultados sugerem a infecção adquirida naturalmente nos tatus da espécie D. novemcinctus no estado do Espírito Santo, Brasil. / Introduction: Mycobacterium leprae, was the first agent to be linked to an infectious disease, and leprosy still today an enigmatic disease which is not fully understood. Multibacillary patients are thought to be the main source of M. leprae. Identification of M. leprae is difficult, partly due to the inability of the bacillus to grow in vitro. The natural transmission among nine-banded armadillos in the southern parts of the United States has been described since 1975. This discovery suggested the possibility that the nine-banded armadillo plays a role in the transmission of human leprosy. The search of M. leprae sources is the main point of strategy for leprosy elimination, such as multibacillary patients and environmental sources. It was realized a prevalence study in 69 nine-banded armadillos, Dasypus novemcinctus, from state of Espírito Santo, Brazil, during 2004 to 2005. Objectives: Assess the M. leprae infection in armadillos from D. novemcinctus from state of Espírito Santo through the clinical signs of leprosy found in the necropsy and PCR technique using two set of primers, ML1/ML2 and 18 kDa, such as compare the set of primers. Methods: After anesthesia, the armadillos were weighed, sex was determined, clinical exam was made and samples were collected for PCR. Tissue samples (liver, spleen, brain and lymph nodes) from 65 nine-banded armadillos were collected to looking for natural infection of M. leprae by PCR technique. Results and Conclusion: 95% of the armadillos had at least one clinical sign for leprosy in wild armadillos. Four (6%) animals were positive in conventional PCR. Two animals that were positive in conventional PCR remained positive in Real Time PCR, and confirmed by sequencing. The best method to detect M. leprae was the PCR using the ML1/ML2 set of primers. These results suggest the infection acquired naturally in D. novemcinctus from state of Espírito Santo, Brazil.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2015-05-19T14:38:35Z No. of bitstreams: 2 license_rdf: 22190 bytes, checksum: 19e8a2b57ef43c09f4d7071d2153c97d (MD5) arquivototal.pdf: 4151214 bytes, checksum: 332991af15a25d2ea7775c9d71ef3216 (MD5) / Approved for entry into archive by Leonardo Americo (leonardo@sti.ufpb.br) on 2015-05-19T15:13:52Z (GMT) No. of bitstreams: 2 license_rdf: 22190 bytes, checksum: 19e8a2b57ef43c09f4d7071d2153c97d (MD5) arquivototal.pdf: 4151214 bytes, checksum: 332991af15a25d2ea7775c9d71ef3216 (MD5) / Made available in DSpace on 2015-05-19T15:13:52Z (GMT). No. of bitstreams: 2 license_rdf: 22190 bytes, checksum: 19e8a2b57ef43c09f4d7071d2153c97d (MD5) arquivototal.pdf: 4151214 bytes, checksum: 332991af15a25d2ea7775c9d71ef3216 (MD5) Previous issue date: 2013-08-12 / This work is the result of a research on the Euler line and the circumference of the nine points. The software geogebra was used to illustrate geometric constructions and present some practical activities for the study of notable points of the triangle, the Euler line and the circumference of the nine points to high school students. However, the work was based on the proof, with the use of Modern Algebra and Linear Algebra, the existence and properties of the object of this research, especially the universal property of points in the plane, critical in these demonstrations. / Este trabalho é o resultado de uma pesquisa sobre a reta de Euler e a circunferência dos nove pontos. Foi utilizado o software geogebra para ilustrar as construções geométricas e apresentar algumas atividades práticas para o estudo dos pontos notá- veis do triângulo, da reta de Euler e da circunferência dos nove pontos aos estudantes do Ensino Médio. Todavia, o trabalho se baseou nas demonstrações, com o uso da Álgebra Moderna e da Álgebra Linear, da existência e das propriedades do objeto desta pesquisa, sobretudo da propriedade universal dos pontos no plano, fundamental nestas demonstrações.

Esta pesquisa discute a alteração do Ensino Fundamental, gratuito e obrigatório, de 8 para 9 anos. Verificando, quanto se houve modificações ou não do direito democrático frente ao par quantidade e qualidade no Ensino Fundamental de 9 Anos (EF9). Referencialmente, definimos qualidade e quantidade como componentes indissociáveis de uma Educação democrática. Vogamos nos marcos legais e políticos do primeiro estágio da educação escolar brasileira, verificando como estes conduziram a Educação nacional da instrução primária ao novo Ensino Fundamental de 9 (nove) Anos. Verificamos as possíveis modificações do direito democrático de um ensino de qualidade que vem (ou não) se expressando nos 5 Anos Iniciais do Ensino Fundamental (EF) na nova organização escolar dada pelas Leis Federais n°. 11.114/2005 e n° 11.274/2006, pois elas estabeleceram: a obrigatoriedade para o país da matrícula no EF a partir dos seis anos de idade redefinindo a Educação Infantil (EI) à faixa etária de 0 a 5 anos de idade; e a reorganização do EF, com a ampliação em 1 ano de sua duração, passando de 8 para 9 anos. Verificamos as alterações nas matrículas, suas quantidades e qualidades educacionais (do Brasil e do Município de São Paulo) e verificamos o cotidiano escolar de uma escola da rede municipal paulistana sempre analisando as quantidades e qualidades educacionais, isto é, modificações no direito democrático à Educação. E, finalmente, elaboramos algumas considerações políticas e pedagógicas, em uma reflexão cotidiana vivida por professor-pesquisador, do EF9 que num processo em que a política pública do Ensino Fundamental de 9 (nove) Anos não foi introduzida no sistema educacional sozinha e produziu ou acarretou ou elencou outras políticas públicas, concomitantemente conferiu à Educação brasileira um grande dinamismo e trouxe, aos sistemas educacionais, novas situações dado que a cada nova política introduzida se gerou novas demandas (quantidades) que não estavam diretamente direcionadas à melhoria da Educação e estas novas políticas foram geradoras de novas burocracias, novos obstáculos ao direito democrático de um ensino com novas quantidades e qualidades para EI e o EF, este que por muitas vezes para não ter rumo ou apenas perseguir padrões distantes ou artificiais em relações aos estudantes e aos cotidianos escolares. Portanto, podemos afirmar que o Ensino Fundamental de 9 (nove) Anos não tem sido uma política de ampliação das oportunidades educativas, uma ampliação que tenha significado além da entrada das crianças de 6 (seis) anos no Ensino Fundamental; e, também, não tem sido uma política educacional de orientações para novos arranjos qualitativos nas relações pedagógicas. / This thesis is about the change of Brazilian elementary education, free and compulsory, that went from 8 to 9 years. Verifying, as to whether or not there was a change in democratic law in relation to the quantity and quality of the dialectical pair in the new Brazilian Elementary Education called \" Ensino Fundamental de 9 (nove) Anos \" (EF9). We define quality and quantity as inseparable components of a democratic Education.. We have taken on the legal and political milestones of the first stage of Brazilian school education, verifying how they have led the National Education of primary education to the new Basic Education of 9 (nine) Years. We also investigate the possible changes in the democratic right to a quality education that comes (or is not) expressed in the initial 5 years of Elementary School (EF) in the new school organization given by Federal Laws no. 11.114/2005 and 11.274/2006, since they established: the obligation for the country of enrollment in EF from the six years of age to redefine Early Childhood Education (EI) to the age group from 0 to 5 years of age; And the reorganization of EF, with a 1-year extension of its duration, from 8 to 9 years. We verified the changes in the enrollments, their quantities and educational qualities (from Brazil and the Municipality of São Paulo), and during the research we followed the school daily life of a school in the city of São Paulo always analyzing the educational quantities and qualities, ie, changes in the law Education. And, finally, we elaborate some political and pedagogical considerations, in a daily reflection lived by professor-researcher of the EF9 that - in a process in which the public policy Ensino Fundamental de 9 (nove) Anos was not introduced in the educational system alone and produced Or entailed or imposed other public policies, concomitantly - gave Brazilian Education a great dynamism and brought new situations to educational systems, given that each new policy introduced generated new demands (quantities) that were not directly directed to the improvement of Education and These new policies have generated new bureaucracies, new obstacles to the democratic right to a teaching with new quantities and qualities for EI and EF, which for many times not to have or only to pursue distant or artificial patterns in student relations and Of the Brazilian school system. Thus, we can affirm that the 9-Year Primary School has not been a policy of expanding educational opportunities, an extension that has meant beyond the entry of children of 6 (six) years in Elementary School; And it has not been an educational policy of guidelines for qualitative changes in pedagogical relationships.