Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-01-16T17:24:42Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Claudineia Feitosa - 2014.pdf: 883228 bytes, checksum: 379b373281f0e94c56cbc4ca914e1228 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-01-16T17:41:50Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Claudineia Feitosa - 2014.pdf: 883228 bytes, checksum: 379b373281f0e94c56cbc4ca914e1228 (MD5) / Made available in DSpace on 2015-01-16T17:41:50Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Claudineia Feitosa - 2014.pdf: 883228 bytes, checksum: 379b373281f0e94c56cbc4ca914e1228 (MD5) Previous issue date: 2014-08-14 / This current paper, which is connected to the line of research: "Education, work and Social Movements", aims to analyze and understand the policies and the work of basic education teachers’ ongoing training attended by the State Under-secretariat for Education from Jataí in the context of the State Public High School in Goiás, from the current management of the State Education Secretariat (2011-2014). The research is a case study carried out in Jataí, involving three State Public High Schools. The participants of the study are 17 education professionals; among them 05 belong to the State Under-secretariat for Education and 12 work at schools where the survey was executed. The data collection occurred through the use of techniques such as interviews and documentary analysis. Many aspects concerning basic education teachers’ ongoing training were investigated, such as: the perception of ongoing education, the ongoing education in the context of teaching and training practices developed by the Under-secretariat. In general, the process of this investigative research identified that there are continuous training actions implemented by the Ministry of Education, developed by an educational team from its regional in Jataí, named Under-secretariat. It was noticed among the staff a concern in preparing managers of school units, and these ones are concerned about their teachers in order to develop pedagogical and administrative activities in compliance with the standards established by the Secretary of Education, recognizing the importance of training for both the school administration, and for improving the teachers’ performance. In the interviews with the ones involved in the research, it became clear their vision of a targeted ongoing education, mainly for the development of pedagogical practice, which is a very recurrent and this perception policies for the present ongoing education. These professionals realize the advances that this training has caused in the school educational activities, although they believe in the need of changing the current training model, becoming more focused on the teacher. In this context, while considering the relationship between ongoing education and teaching, the results pointed to a lasting process of intensification and casualization, marked by work overload, which sometimes has peaked at successive absences of professionals from social and familiar conviviality as well as in the participation in the educational activities proposed. However, if we understand that it is in the context of teachers' work that the ongoing training takes place, it becomes necessary to make conditions for teachers to rethink their teaching practice, thus allowing the relationship among continuing education, life and teaching, promoting a constant transformation of everyday school life in its entirety / O presente trabalho inserido na linha de pesquisa: “Educação, Trabalho e Movimentos Sociais”, tem como objetivo analisar e compreender as políticas de formação contínua e o trabalho dos professores da Educação Básica, atendidos pela Subsecretaria de Estado de Educação de Jataí, no contexto da Rede Pública Estadual do Ensino Médio em Goiás, na atual gestão da Secretaria Estadual de Educação (2011-2014). A pesquisa é um estudo de caso realizado na cidade de Jataí, com a participação de três escolas pertencentes à Rede Pública Estadual do Ensino Médio Regular. Constituíram-se sujeitos da pesquisa 17 profissionais da educação. Destes, 05 pertencem a Subsecretaria de Estado de Educação e 12 trabalham nas escolas investigadas. A coleta de dados ocorreu mediante a utilização de técnicas como entrevistas e análise documental. Foram investigados diversos aspectos no que tange a formação contínua de professores da Educação Básica, dentre eles destacam-se: a percepção de formação contínua, a formação contínua no contexto do trabalho docente e as práticas formativas desenvolvidas pela Subsecretaria. De modo geral, o processo investigativo da pesquisa permitiu identificar que existe ações de formação contínua, implementadas pela Secretaria de Estado de Educação, desenvolvidas por uma equipe pedagógica de sua regional em Jataí. Percebe-se na equipe de profissionais a preocupação em preparar os gestores das unidades escolares e, estes os professores para o desenvolvimento de atividades pedagógicas e administrativas no cumprimento das normas estabelecidas pela Secretaria de Educação, reconhecendo a importância desta formação, tanto para a gestão escolar, quanto para a melhoria da atuação dos professores. Nas entrevistas com os sujeitos participantes da pesquisa, foi possível evidenciar a visão de uma formação contínua direcionada, predominantemente para o desenvolvimento da prática pedagógica, o que constitui uma percepção muito recorrente nas políticas de formação contínua da atualidade. Esses profissionais percebem os avanços que esta formação tem provocado nas ações pedagógicas da escola, embora acreditem na necessidade de mudanças do atual modelo de formação, passando a ser mais centrado no professor. Nesse contexto, ao considerar a relação entre formação contínua e trabalho docente, os resultados apontaram para um processo permanente de intensificação e precarização do trabalho docente, marcado pela sobrecarga de trabalho, que por vezes, tem culminado em sucessivas ausências dos profissionais do convívio social, familiar e participação nas atividades formativas propostas. Todavia, se compreendermos que é no contexto do trabalho dos professores que a formação contínua acontece, torna-se necessário viabilizar condições para que os docentes possam repensar sua prática pedagógica, permitindo assim a articulação entre formação contínua, vida e trabalho docente, promovendo uma constante transformação do cotidiano escolar em sua totalidade.

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The training literature suggests that ongoing support (e.g., consultation) following initial training enhances training outcomes, yet little is known about the critical components of ongoing support and the lasting effects of ongoing support. The present study examined components of consultation calls that were provided to 99 community clinicians following training in the delivery of cognitive-behavioral therapy (CBT) for youth anxiety. The 104 recorded consultation calls were coded for content and consultative methods present. A subset of the training sample (N = 50) completed a 2-year follow-up interview during which they reported on their implementation rates of CBT since ending consultation. They also completed measures assessing CBT knowledge and attitudes toward evidence-based practices (EBPs). It was hypothesized that active learning (i.e., role-plays) would predict therapist adherence, skill, self-efficacy, and satisfaction at postconsultation, but regression analyses found no significant relation. However, level of clinician involvement during consultation calls significantly positively moderated the relation between active learning and clinician skill. Analyses of the follow-up data indicated (a) high implementation rates of CBT and (b) maintenance of overall attitudes toward EBPs, willingness to implement EBPs if mandated, views regarding the appeal of EBPs, and beliefs regarding the clinical utility of EBPs. A significant decline in CBT knowledge and openness toward EBPs was observed. Consultation call attendance positively predicted therapist CBT knowledge, overall attitudes toward EBPs, and attitudes regarding the appeal and clinical utility of EBPs at the 2-year follow-up. Implications, strengths and limitations, and future directions are discussed. / Psychology

Made available in DSpace on 2016-04-27T14:31:28Z (GMT). No. of bitstreams: 1 Wellington Dantas da Silva.pdf: 895002 bytes, checksum: 601b5eecc69e0f382363dd4c03357452 (MD5) Previous issue date: 2014-12-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Given the number of counties that recently started to enter the Physical Education curriculum in the early years of elementary school and the importance of ongoing training for the professional development of teachers of this subject, we sought through this study highlight the contributions and limitations arising from the ongoing formation process developed in the city of Suzano-SP, during the 2011-2012 biennium, according to the physical education teachers who worked in municipal schools. During this period, the City Department of Education, considering the structural principles of his educational policy, developed a specific process of ongoing training for physical education teachers, emphasizing the involvement and participation of teachers in the organization of training activities. Thus, based on a qualitative research approach, performed a descriptive study of the survey type in order to achieve the proposed through an analysis of the interpretations of the study subjects in relation to the training model offered by the city of Suzano goal. The data collection instruments used for this task were a questionnaire with open and closed questions and a semistructured interview. Results point out limitations in the development of the educational process, such as: a still remarkable dependence on an expert to legitimize the training offered. Moreover, the exchange of ideas and experiences among stakeholders was viewed positively, bringing teachers of the problems faced by network and own fellow professionals / Diante do número de municípios paulistas que nos últimos tempos passaram a inserir a disciplina de Educação Física na matriz curricular dos primeiros anos do Ensino Fundamental e da relevância da formação permanente para o desenvolvimento profissional dos professores desta disciplina, buscou-se por meio deste estudo evidenciar as contribuições e as limitações decorrentes do processo de formação permanente desenvolvido no município de Suzano-SP, no decorrer do biênio 2011-2012, em função dos professores de educação física que atuavam nas escolas da rede municipal. Nesse período, a Secretaria Municipal de Educação, considerando os princípios estruturantes de sua Política Educacional, desenvolveu um processo de formação permanente específico para os professores de educação física, priorizando o envolvimento e a participação dos professores na organização das ações formativas. Dessa maneira, com base numa abordagem qualitativa de pesquisa, realizou-se um estudo descritivo do tipo levantamento no intuito de alcançar o objetivo proposto por meio de uma análise das interpretações dos sujeitos de pesquisa em relação ao modelo de formação oferecido pelo município de Suzano. Os instrumentos de coleta de dados utilizados para esta tarefa foram o questionário, com questões abertas e fechadas, e uma entrevista semiestruturada. Os resultados apontam limitações no desenvolvimento do processo formativo, como por exemplo: a dependência ainda marcante de um especialista para legitimar a formação oferecida. Por outro lado, a troca de ideias e experiências entre os envolvidos foi vista de forma positiva, aproximando os professores dos problemas enfrentados pela rede e pelos próprios companheiros de profissão

O presente trabalho concentra-se em investigar como cursos de formação continuada, para professores de Língua Portuguesa do ensino fundamental II da rede pública municipal de São Paulo, formam ou transformam as concepções sobre o ensino de língua de professores atuantes e de que maneira esses profissionais lidam com os conhecimentos veiculados. Nosso objetivo foi discutir quais significados os cursos de formação trazem para o professor que participa desses eventos formativos. Para tanto, realizamos pesquisa documental e entrevistas com professoras da rede municipal que participaram de cursos de formação continuada cujos objetivos continham o estudo das Sequências Didáticas nos Cadernos de Apoio e Aprendizagem. Fizemos descrição do material, que foi motivo para as formações, bem como a análise de uma Sequência Didática nele contido e verificamos que veiculam novas representações de professor de Português. Para realizar um estudo dos temas abordados nas entrevistas, discutimos os conceitos de representação de Lefebvre (1983) e Moscovici (2012); utilizamos também a contribuição de Geraldi (2013) a respeito do ensino de Língua Portuguesa para refletir sobre o papel do professor, principalmente o de Português, no contexto atual; também valemo-nos das contribuições de Tardif (2005) a respeito dos saberes docentes. Pudemos constatar que os professores constroem significados somente com aquilo que conseguem relacionar em outros momentos e/ou lugares. / The present work focuses on investigating how ongoing education courses for teachers of Portuguese Language from secondary education of the public system from the city of São Paulo form or transform conceptions about the teaching of in service language teachers and how they deal with the knowledge conveyed. Our objective was to discuss which meanings the education training courses bring to the teacher who attended those education events. Therefore, we performed documental research and interviews with teachers from the city of SP who participated on ongoing education courses whose objectives contained the study of didactic sequences from the Support and Learning Books. We made a description of the material that was used for the education trainings, as well as the analysis of a didactic sequence within this material and we noticed that it conveys new representations of Portuguese teacher. To carry out a study of the themes discussed in the interviews, we discussed the concepts of representation of Lefebvre (1983) and Moscovici (2012). We also used the contribution of Geraldi (2013) about the teaching of Portuguese language to reflect on the role of the teacher, mainly in the Portuguese language teaching field in the current context. We also considered the contributions of Tardif (2005) about the teaching knowledges. We have seen that teachers only construct meanings with what they can relate in other moments and/or places.

The purpose of this thesis is to analyse and compare the transfer pricing approaches held by the OECD, Germany and the United States when transferring an ongoing concern. The term “ongoing concern” in the OECD Transfer Pricing Guidelines is to be interpreted as very wide and to cover every case where a function is bundled with assets and risks. Even though there is no legal definition of the term , the definition of the OECD can still be said to represent the common definition of the term. When transferring an ongoing concern or a function the three approaches are all that it should be given a value that independent enterprises under similar circumstances would agree upon. Besides some particular cases, the OECD and German approach is that the function, assets and risks should be aggregated when determining the arm’s length price. The approach of United States is somewhat different, where an aggregation of the transactions is not always the case and goodwill and going concern value are not subject to the transfer pricing legislation. The comparability approaches and the transfer pricing methodologies of the three are is very similar, where some factors should be taken into account when determinign the comparability between two transactions and with the selection of the most appropriate transfer pricing method applied to the transaction. The comparable uncontrolled price method should be seen as a primary transfer pricing method, and if it is not possible to find comparable transactions or to make reasonable accurate adjustments the profit split method should be applied. The hypothetical arm´s length test is the method that would be applied in such case according to the German legislation. The selection of which valuation method to apply to the transfer depends on the facts and circumstances of the transfer.

Cette thèse répond à deux défis auxquels sont confronté les organisations. Premièrement, les organisations sont de plus en plus segmentées en équipes pour exécuter des tâches, mais ces équipes ne fonctionnent pas toujours harmonieusement. Deuxièmement, la créativité des équipes est un facteur clé expliquant la capacité d’adaptation et de croissance des organisations – et à plus long terme, leur survie. Mais la créativité est un processus chargé d’incertitude et à ce titre il est considéré comme une prise de risque. On imagine souvent qu’il suffit de collaborer régulièrement au sein d’une même équipe pour développer des « routines créatives », faciliter le travail en équipe et améliorer la capacité à innover. Toutefois, à force de trop souvent travailler avec les mêmes personnes, on développe des routines inflexibles qui peuvent nuire au travail créatif. Dans ce contexte, les liens d’appartenance externe jouent un rôle clé pour corriger cet effet pervers des collaborations répétées. En participant temporairement à d’autres groupes de travail, les membres d’une équipe donnée peuvent focaliser leur attention sur d’autres sujets et d’autres manières de travailler, ce qui permet de redynamiser leurs pratiques parfois devenues inflexibles avec le temps. Aussi, les liens d’appartenance externe génèrent de la nouveauté et de la diversité au niveau des connaissances et des compétences. Ces idées sont testées à partir de données sur l’industrie du jazz à New York City. Des analyses qualitatives et quantitatives montrent que la relation entre collaboration répétée et créativité des équipes est curvilinéaire, en forme de U inversé. De surcroît, les données suggèrent qu’il est possible, pour une équipe, de conserver un avantage concurrentiel en combinant collaborations répétées fréquemment avec de nombreux liens d’appartenance externe. Cette thèse contribue à la recherche sur le comportement organisationnel, en particulier aux travaux portant sur l’innovation et la créativité des équipes. / This dissertation addresses two core challenges organizations face: First, organizations are increasingly relying on groups for the execution of tasks, but groups do not always function well. Managing groups is considered one of the most difficult and pressing challenges in modern organizations. Second, creative performance fosters adaptability and organizational growth and is therefore crucial for the long-term survival of organizations. Yet, creative performance is challenging as the process is surrounded with uncertainty, and therefore considered risky. A key argument is that repeat collaboration in groups facilitates the establishment of creative routines, fostering intragroup collaboration, and hence fostering creative performance. However, with high intensities of repeat collaboration, routines decrease in flexibility, challenging intragroup collaboration, thereby stifling creative performance. External memberships play important roles in alleviating the negative consequences of high repeat collaboration in groups. By temporarily exchanging memberships, group members divert attention from their group, temporarily focusing on external groups. With attention diversion group members who have collaborated together intensively, overcome fixation on rigid routines. Simultaneously, external memberships function as a source for knowledge variation, diversifying the knowledge bases of ongoing groups. I test these theories using original data from the New York City jazz music industry. Qualitative and quantitative analyses provide evidence for the hypothesis that the relationship between repeat collaboration and creative performance of groups follows an inverted ushaped function. Moreover, data suggest that balancing high repeat collaboration with high external memberships provides a sustained creative advantage for groups. This dissertation contributes to organization behavior, particularly to group-level research and literature on creativity and innovation.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-09-06T12:31:15Z No. of bitstreams: 1 arquivototal.pdf: 2270783 bytes, checksum: d93108cfe0f78d468f442617dfc5e377 (MD5) / Made available in DSpace on 2016-09-06T12:31:15Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2270783 bytes, checksum: d93108cfe0f78d468f442617dfc5e377 (MD5) Previous issue date: 2015-08-27 / This is a qualitative study based on Freire's praxis, assuming the process of action-reflection-action, we investigated the theoretical and methodological assumptions of Paulo Freire‟s continuing education educators in the formulation of continuing training policies for teachers of the Municipal Public Education System in the municipality of João Pessoa, Paraíba. The continuing education of educators is based on the condition of inconclusiveness and incompleteness of man, his historicity. Considering the man as a historical being and, in turn, unfinished. Freire called attention to education as a lifelong process. In this sense, the research presents discussion on the continuing education of educators, based on studies of Freire's references as: Education in the city (1991), autonomy Pedagogy (1996), Politics and education (2001), Professor yes, aunt not: letters who dares to teach, among others. The study was guided by the following questions: How does Freire‟s thought guides the continuing training policies for teachers in João Pessoa? Does the municipal Education Secretariat searches by theoretical orientations based on Freire for continuing education policies formulated in the municipality? The principles of ongoing formation in Freire are considered as the basis for formulating continuing training policies for teachers in the municipality? Searching for answers to these questions, the study aimed to analyze the continuing education of teachers in of João Pessoa in the light of theoretical and methodological proposal of Paulo Freire‟s ongoing formation in and as specific objectives intended to understand how is developed the teachers continuing education in public schools in João Pessoa; check for Paulo Freire‟s discussion in the permanent training of educators in the municipal continuing education; and identify if the assumptions of ongoing formation indeed guide the practice of educators and managers of the Education and Culture Secretariat in João Pessoa. As methodological resources we used document analysis, interviews, questionnaires and pedagogical letters that were analyzed from conceptual plot based on Freire‟s. Interviews with managers, questionnaires answered by teachers and pedagogical letters, revealed that there is no aspects of ongoing formation from the perspective of Paulo Freire in continuing education policies in the Municipal Public Education System of João Pessoa. From the analysis of the results, we concluded that continuing education policy from the municipal public education system does not is based on the continuing education of educators Paulo Freire, but a formation that is characterized as a time to receive technical knowledge to do, so, for practice. We hope that this study offers contributions to the development of continuing teacher training policies, based on critical reflection of educative practice. / O presente estudo, de caráter qualitativo fundamentou-se na práxis freireana que pressupõe o processo de ação-reflexão-ação, investigando os pressupostos teórico-metodológicos de formação permanente de educadores e educadoras em Paulo Freire na formulação das políticas de formação continuada de professores/as da rede municipal de ensino de João Pessoa-PB. A formação permanente de educadores e educadoras tem como fundamento a condição de inconclusão e inacabamento do homem, sua historicidade. Considerando o homem enquanto ser histórico e, por sua vez, inconcluso, Freire chamou atenção para a educação como um processo permanente. Neste sentido, a pesquisa apresenta discussão acerca da formação permanente de educadores, fundamentada no estudo de referenciais freireanos como: Educação na cidade (1991), Pedagogia da autonomia (1996), Política e educação (2001), Professora sim, tia não: cartas a quem ousa ensinar, entre outras. A pesquisa se orientou a partir das seguintes questões norteadoras: De que forma o pensamento freireano orienta as políticas de formação continuada de professores/as no município de João Pessoa? A secretaria de educação busca orientação teórica de Paulo Freire para a formulação de políticas de formação continuada no município? Os princípios de formação permanente em Freire são considerados como fundamento para a formulação de políticas de formação continuada de professores no município? Em busca de resposta a estes questionamentos, o estudo teve como objetivo geral analisar a formação continuada de professores/as no município de João Pessoa à luz da proposição teórico-metodológica de formação permanente em Paulo Freire e como objetivos específicos compreender como se desenvolve a formação continuada de professores/as na rede municipal de João Pessoa, verificar se há dimensão da formação permanente de educadores em Paulo Freire na formação continuada da rede municipal de ensino de João Pessoa e identificar se os pressupostos de formação permanente norteiam de fato a prática dos educadores e gestores da Secretaria de Educação e Cultura de João Pessoa. Como recursos metodológicos utilizamos a análise documental, entrevistas, questionários e cartas pedagógicas que foram analisadas a partir de trama conceitual freireana. As entrevistas realizadas com os gestores, os questionários respondidos pelas professoras, bem como as cartas pedagógicas escritas, revelaram que não há a dimensão de formação permanente na perspectiva freireana nas políticas de formação continuada da rede municipal de ensino de João Pessoa. A partir da análise dos resultados concluímos que a política de formação continuada da rede municipal de ensino não tem como fundamento a formação permanente de educadores em Paulo Freire, mas uma formação que se caracteriza como um momento de receber conhecimentos técnicos para o fazer, para a prática. Esperamos que este estudo ofereça contribuições para a formulação de políticas de formação continuada de professores, tendo como base a reflexão crítica da prática educativa.

O presente trabalho concentra-se em investigar como cursos de formação continuada, para professores de Língua Portuguesa do ensino fundamental II da rede pública municipal de São Paulo, formam ou transformam as concepções sobre o ensino de língua de professores atuantes e de que maneira esses profissionais lidam com os conhecimentos veiculados. Nosso objetivo foi discutir quais significados os cursos de formação trazem para o professor que participa desses eventos formativos. Para tanto, realizamos pesquisa documental e entrevistas com professoras da rede municipal que participaram de cursos de formação continuada cujos objetivos continham o estudo das Sequências Didáticas nos Cadernos de Apoio e Aprendizagem. Fizemos descrição do material, que foi motivo para as formações, bem como a análise de uma Sequência Didática nele contido e verificamos que veiculam novas representações de professor de Português. Para realizar um estudo dos temas abordados nas entrevistas, discutimos os conceitos de representação de Lefebvre (1983) e Moscovici (2012); utilizamos também a contribuição de Geraldi (2013) a respeito do ensino de Língua Portuguesa para refletir sobre o papel do professor, principalmente o de Português, no contexto atual; também valemo-nos das contribuições de Tardif (2005) a respeito dos saberes docentes. Pudemos constatar que os professores constroem significados somente com aquilo que conseguem relacionar em outros momentos e/ou lugares. / The present work focuses on investigating how ongoing education courses for teachers of Portuguese Language from secondary education of the public system from the city of São Paulo form or transform conceptions about the teaching of in service language teachers and how they deal with the knowledge conveyed. Our objective was to discuss which meanings the education training courses bring to the teacher who attended those education events. Therefore, we performed documental research and interviews with teachers from the city of SP who participated on ongoing education courses whose objectives contained the study of didactic sequences from the Support and Learning Books. We made a description of the material that was used for the education trainings, as well as the analysis of a didactic sequence within this material and we noticed that it conveys new representations of Portuguese teacher. To carry out a study of the themes discussed in the interviews, we discussed the concepts of representation of Lefebvre (1983) and Moscovici (2012). We also used the contribution of Geraldi (2013) about the teaching of Portuguese language to reflect on the role of the teacher, mainly in the Portuguese language teaching field in the current context. We also considered the contributions of Tardif (2005) about the teaching knowledges. We have seen that teachers only construct meanings with what they can relate in other moments and/or places.