Esta tese visa analisar a constituição, o funcionamento e os limites da Avaliação por Pares (AP) no âmbito do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq). A pesquisa operou por dois caminhos distintos: um diacrônico e outro sincrônico. No primeiro, elaborou-se uma reconstrução histórica da AP praticada no CNPq entre 1951 e 2015 contextualizada pelas mudanças institucionais a que passou o órgão durante o citado período. O segundo caminho centrou-se na análise de dois estudos de caso que redundaram na elaboração de perfis dos Bolsistas de Produtividade em Pesquisa de Filosofia e Educação com bolsas vigentes no ano de 2016. Do um ponto de vista teórico, os resultados alcançados foram interpretados segundo as noções de Campo Científico de Pierre Bourdieu e Reconhecimento de Axel Honneth. Quanto à história da AP no CNPq constatou-se uma ligação entre o crescimento na quantidade de bolsas implementadas pelo órgão e uma maior formalização legal e institucional da AP, especialmente a partir da década de 1970. O próprio crescimento da comunidade científica brasileira possibilitou uma transição de procedimentos pessoais e informais de AP para um rígido, formal e impessoal circuito de imposições legais quanto a AP praticada no órgão. Quanto aos dois estudos de caso constatou-se que apesar de todas as restrições formais que atualmente regulam a AP no Conselho, especificidades históricas, geográficas, econômicas e relativas a gênero acabam por influir nos resultados dos processos de AP. Com base na pesquisa realizada, verificou-se a necessidade em se instituir uma maior transparência nos processos de AP no órgão de modo a se coadunar um aperfeiçoamento da própria prática da AP assim como um controle social da destinação dos recursos públicos mais democrático e acessível a sociedade civil. / This theses analyzes the institution, the mechanisms and the limits of peer review (PR) in Brazil’s National Council for Technological and Scientific Development (CNPq). Research was conducted at both diachronic and synchronic levels. At the diachronic level, I accomplished a historical reconstruction of PR practices in CNPq from 1975 to 2015, linking this reconstruction to the institutional changes undergone by the Council during this period. At the synchronic level, I focused on two case studies, which allowed me to outline the profile of researchers in Philosophy and Education with productivity grants (in 2016). Research findings were interpreted with the help of Pierre Bourdieu’s notion of Scientific Field and Axel Honneth’s idea of Recognition. As for the history of PR in CNPq, research results established a correlation between the increase in grants funded and the legal and institutional formalization of PR, particularly since the 1970s. The growth of the Brazilian scientific community entailed a shift from informal and personal PR procedures to the rigid, formal and impersonal mediating rules now in place. As for the two case studies, I found that despite all formal restrictions now governing the Council’s PR practices, historical, geographical, economical and gender based specificities still have an influence on the outcome of PR processes. Research results indicate the need for a greater transparency regarding the Council’s PR processes in order to improve practices and expand social control over allocation of public resources.

Bakgrund: Att få ett barn med cerebral pares kan innebära en stor livsförändring för föräldern. Vårdandet av barnet kan vara en stor belastning som bland annat kan resultera i emotionella påfrestningar. Som sjuksköterska är det viktigt att involvera hela familjen och underlätta för föräldrarna vid vårdandet av ett barn med cerebral pares. Syfte: Syftet med studien var att undersöka upplevelser av att vara förälder till ett barn med cerebral pares. Metod: En litteraturstudie med tio artiklar som analyserades med en induktivt metod. Huvudsakliga teman identifierades i varje artikel och en jämförande analys genomfördes mellan artiklarna för att se skillnader och likheter. Resultat: I resultatet framkom åtta huvudkategorier och tre underkategorier. Huvudkategorierna var: en omställning i livet, föräldrars oro kring sitt barn, en känsla av skuld, föräldrars behov av stöd, delaktighet i vården, att bibehålla den sociala delaktigheten, en upplevelse av utmattning och dess konsekvenser samt hopp och framtidsutsikter. Underkategorierna var: stöd från familjen, stöd från vården och vikten av information. Slutsats: Föräldrar upplever att det kan vara svårt att hantera situationen de befinner sig i, och att samarbetet med vårdpersonalen ofta brister. En god relation är därför viktigt samt att föräldrarnas involvering i barnets vård främjas. / Background: Having a child with cerebral palsy can be a major life change for the parents. It can be a big burden that can result in emotional stress, among other things. As a nurse it’s important to involve parents and family members when caring for a child with cerebral palsy. Aim: The aim of the study was to investigate experiences of being the parent of a child with cerebral palsy. Method: A literature study where ten articles was analyzed with an inductive method. Main themes were identified in each article and a comparative analysis was conducted between the articles to find differences and similarities. Result: Eight main categories and three subcategories emerged. The main categories were: change in life, parents’ worry for their child, feeling of guilt, parents need for support, participation in caring, maintaining social participation, experience of exhaustion and its consequences, as well as hope and prospects. The subcategories were: family support, healthcare support and importance of information. Conclusion: Parents’ experience that it can be difficult to handle their situation, and that the teamwork with the healthcare staff is often lacking. A good relationship is therefore important as well as promoting parental involvement in the child´s care.

Sammanfattning: Introduktion: Nedsatt förmåga att stabilisera kroppen leder ofta till asymmetrisk kroppshållning som ökar risken för vävnadspåverkan som kan leda till deformiteter och kontrakturer hos barn med cerebral pares (CP). Smärta är vanligt förekommande vid CP och kan komma sekundärt till kontrakturer och felställningar. Syfte: Undersöka samband mellan posturala asymmetrier i ryggliggande och smärta hos barn med cerebral pares i åldrarna 7-15 år samt kontrollera om detta påverkas av ålder, kön eller grovmotorisk funktionsnivå. Metod: Tvärsnittstudie med populationsbaserad inklusion, 3123 barn i åldrarna 7-15 år med cerebral pares (60 % pojkar) ifrån det nationella kvalitetsregistret för cerebral pares (CPUP). Postural Albility Scale (PAS) användes för att bedöma asymmetrier. Förhållandet mellan asymmetrier och smärta analyserades med univariat och multivariat logistisk regression och redovisades med oddskvot (OR). Resultat: Barn med svåra asymmetrier i ryggliggande hade signifikant ökad risk för smärta, sagitalt (p=0.001) (OR=1.85, 95 % av CI 1.29-2.65), frontalt (p=0.002) (OR=1.72, 95 % av CI 1.21-2.44) och sammanslaget frontalt och sagitalt (p≤0.001)(OR=1.99, 95 % av CI 1.52-2.62). Sambandet var oberoende av ålder, kön och grovmotorisk funktionsnivå. Barn med mycket begränsad grovmotorisk funktionsnivå var överrepreseterade bland de med svåra asymmetrier och smärta. Slutsats: Tydliga samband framkom mellan svåra asymmetrier i ryggliggande och smärta hos barn 7-15 år med CP. Barn med kraftigt nedsatt grovmotorisk förmåga var överrepresenterade i gruppen med svår asymmetri och smärta. Ett sätt att förebygga smärta kan vara att uppmärksamma asymmetrier och vidta åtgärder för att minska dess fortskridning. Svåra asymmetrier i ryggliggande bör ses som en indikation att utreda smärta hos barn med CP.

The purpose of this thesis project is to discuss and describe the transformation of the image of Roman Emperor through artistic representation and cultural demonstration. The ultimate goal is to determine why the presentation of the office changed so greatly. I have selected certain works of art depicting the first Roman Emperor, Gaius Octavian Caesar, best known as Augustus, and Justinianus, the greatest Roman Emperor. More than 500 years separates these two men, whose only connection, at first sight, is that both served as Roman Emperor. I will analyze each piece of art, discuss its history, determine what each piece represents and discuss the cosmetics of the Emperor in the work. Once both Emperors have been dissected artistically, I intend to answer the question of why the office of Roman Emperor changed so thoroughly over 500 years by observing cultural and world developments between the first and sixth centuries of the Common Era.

Syfte: Syftet med studien var att beskriva arbetsterapeuters erfarenheter av att använda sig av CI-terapi som intervention för barn med hemiplegisk cerebral pares. Metod: En kvalitativ ansats valdes för att beskriva arbetsterapeuternas subjektiva upplevelser. Åtta semistrukturerade intervjuer genomfördes med arbetsterapeuter som arbetade på barn- och ungdomshabiliteringar i landet och analyserades därefter utifrån kvalitativ innehållsanalys. Resultat: Den insamlade datan resulterade i fyra kategorier: Arbetsterapeutens stöd; Nätverkets betydelse; Anpassning av interventionen samt Organisatoriska strukturer. Resultatet visade att interventionen bör utgå från barnets motivation och lek i samverkan med barnets nätverk samt att interventionen mestadels bidrog till att barnet fick en utökad aktivitetsrepertoar. Vidare beskrevs att interventionen utfördes endast av några arbetsterapeuter runt om i landet då den är tidskrävande, kräver resurser och en tydlig struktur. Det framkom även att kollegialt stöd bland arbetsterapeuterna främjar genomförandet av CI-terapi. Slutsats: I studien framkommer att barnets aktivitetsrepertoar mestadels förbättrades med CI-terapi men kunde inte påvisas med nuvarande bedömningsinstrument. / Purpose: The aim of this study was to describe occupational therapists’ experience of using Constraint Induced Movement Therapy for children with hemiplegic cerebral palsy. Methods: A qualitative method was chosen to describe the subjective experiences of the occupational therapists. Eight semi structured interviews were conducted with occupational therapists that were working at different centres for child and adolescent rehabilitation in this country, thereafter the collected data was analysed using qualitative content analysis. Result: The results were divided into four categories: The occupational therapist’s support, The importance of the network, Adaptation of the intervention and The organisational structures. The result indicate that the intervention should be centred on the child’s motivation and play in collaboration with the child’s social network and the intervention usually leads to an extended activity repertoire for the child. Furthermore, the result indicates the intervention to be time consuming, demanding extensive structure and resources, which led to the intervention was performed by only a few occupational therapists. It also appeared that collegial support among occupational therapists promotes the implementation of Constraint Induced Movement Therapy. Conclusion: The study show that the child’s range of activities often were improved when using Constraint Induced Movement Therapy, but this could not be proven with today’s assessment instrument.

Aim: According to Swedish and Danish law interventions must be based on evidence, and evidence related to rest orthoses in contracture management is limited and inconclusive, making justification of using rest orthoses difficult. The aim is to understand the clinicians’ perceptions of the benefit of rest orthoses when managing wrist and hand contractures, to shape a basis for clinical evidence.Method: A qualitative interview study was made and a total of 13 participants with 2 to 40 years of experience was included. Interviews were transcribed and translated into English. A thematic analysis was undertaken by two researchers. Three themes and seven subthemes were identified and discussed. Results: There was congruence among the participants that rest orthoses can maintain RoM when used but they need to be used at least 6 to 8 hours every day. Combination of botox and rest orthoses has a good effect in many patients with spasticity for maintaining RoM and some function. Many patients gain a benefit in maintaining hygiene, a reduction in pain and easier for patients getting dressed. Conclusion: The interviewed clinicians perceived that rest orthoses can impact pain and prevent contracture formation however evidence was inconclusive, but it merits further research. / Syfte: Enligt svensk och dansk lag måste insatser baseras på evidens, och evidensen relaterad till viloortoser i kontrakturhantering är begränsad och motsägelsefull, vilket gör det svårt att motivera användningen av viloortoser. Syftet är att förstå klinikernas uppfattningar om fördelarna med viloortoser vid hantering av hand- och handledskontrakturer, för att skapa en grund för klinisk evidens. Metod: En kvalitativ intervjustudie genomfördes och totalt 13 deltagare med 2 till 40 års erfarenhet inkluderades. Intervjuerna transkriberades och översattes till engelska varpå en tematisk analys utfördes av två forskare. Tre teman och sju underteman identifierades och diskuterades. Resultat: Det fanns samstämmighet bland deltagarna att viloortoser kan bibehålla rörelseomfång när de används, men de måste användas minst 6 till 8 timmar varje dag. Kombinationen av botox och viloortoser har god effekt hos många patienter med spasticitet för att bibehålla rörelseomfång och viss funktion. Många patienter får fördelar i form av bibehållen hygien, minskad smärta och det blir lättare för patienter att klä på sig.Slutsats: De intervjuade klinikerna ansåg att viloortoser kan påverka smärta och förhindra kontrakturbildning, men evidensen är ofullständiga och kräver ytterligare forskning.

A presente tese de doutorado tem como objetivo investigar as dimensões de uma Arte/Educação Humanista, dentro do universo da Creche/Pré-Escola Oeste da Universidade de São Paulo, trazendo como problemática o que em vista da diversidade e visibilidade na Creche/Pré-Escola Oeste que pode conferir-lhe o status de um patrimônio cultural e imaterial da USP e referência de Educação Infantil. Partindo da hipótese que o processo educativo, e os desdobramentos a partir dos projetos de trabalho, como ambientes de aprendizagem pela Arte, contribuíram para a formação das crianças, famílias e educadores, com um perfil de protagonistas culturais dentro de um processo de reprodução interpretativa e criativa, por meio da Cultura de Pares. A tese relata algumas propostas pedagógicas educativas em comunhão com a Arte, tomando também a investidura política em luta pela reabertura de seu espaço, após o fechamento arbitrário pela reitoria da USP em janeiro de 2017. Optou-se pela metodologia de pesquisa qualitativa a partir de um estudo de caso de caráter exploratório e analítico, mediante o contexto em que a Creche Oeste, como objeto de pesquisa, se encontra imerso. Foi escolhido o sistema Imagem Watching de Robert Ott para a condução da narrativa do pensamento, para externar o conhecimento organizado sobre a Creche Oeste, analogamente ao processo de apreciação de uma obra de arte, apontando pressupostos e sugestões para um arcabouço teórico de referenciais da Criança e da Infância. / The present thesis aims to investigate the dimensions of an Art / Education Humanist, within the Nursery/Pre-School Creche Oeste of the Universidade de São Paulo, bringing as problematic considering the diversity and visibility in the Nursery/Pre-School Creche Oeste, that confers the status of a cultural and immaterial heritage of USP and reference of Early Childhood Education. Given the hypothesis that the educational process, and the unfolding of work projects, as learning environment by the Art, contributed to the children, families and educators formation, with a profile of cultural protagonists within a process of interpretive reproduction and creative, through the culture of peers. The thesis reports some educational pedagogical proposals along with the Art, also taking into account the political investiture in a fight for the reopening of its space, after the arbitrary closure by the rectory of the USP in January of 2017. The methodology of qualitative research was chosen from a study-case of exploratory and analytical characteristics, in which the Creche Oeste, was chosen as the research object. The Robert Ott\'s Image Watching system was chosen to conduct a narrative construction, to extern the organized knowledge about the Creche Oeste, similarly to the appreciation process of artwork, pointing out assumptions and suggestions for a theoretical framework references of Children and Childhood.

Orientador: Ana Mariza Benedetti / Coorientador: Solange Aranha / Banca: Mônica Ferreira Mayrink O'Kuinghttons / Banca: Suzi Marques Spatti Cavalari / Resumo: Com o desenvolvimento, difusão e utilização de artefatos tecnológicos, conjugados às tecnologias de informação e comunicação (TICs), recriou-se ambientes telecolaborativos de aprendizagem de línguas, no qual a construção de competências comunicativas interculturais (BYRAM,1997) e as relações de sentido se dão na dimensão indissociável entre língua, cultura e sociedade. Diante deste contexto de encontros telecolaborativos, no qual as línguas se relacionam e se significam no entrelaçamento das dimensões linguísticas com as dimensões culturais, esta pesquisa, apoiada pela FAPESP (processo 2010/02365-8), se propôs a investigar de que maneira os componentes linguístico e cultural foram manejados pelos aprendizes inseridos no contexto teletandem, a fim de promoverem a coconstrução da competência intercultural durante as interações no referido contexto. Os participantes, uma uruguaia, aprendiz de português, e um brasileiro, aprendiz de espanhol, fizeram uso do Skype, ferramenta de comunicação instantânea para interagir sincronicamente (em tempo real) por um período de três meses. A presente investigação se fundamenta nos postulados teóricos referentes à aprendizagem (tele)colaborativa de línguas (FIGUEIREDO, 2006; SOUZA, 2006; VYGOTSKY, 1998; JURIC, 2009), com especial destaque à modalidade tandem de aprendizagem (VASSALLO e TELLES, 2009; BENEDETTI, 2010) e aos princípios norteadores da aprendizagem virtual (VASSALLO e TELLES, 2009, LUZ, 2010, BRAMMERTS, 2002, LITTLEWOOD, 1996, PAIVA, 2005 e SOUZA, 2006). Constitui ainda o arcabouço teórico, o conceito de mediação vygostskiana (VYGOTSKY, 1998), concepções de cultura (EAGLETON, 2005; GÓMEZ, 1999; WALESKO, 2006, GÓNZALEZ, 1996), teorias que abordam a interculturalidade (KRAMSCH, 1993, 2003, 2006,... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Due to the development, propagation and the use of technological artifacts associated to information and communication technologies (ICTs), telecollaborative language learning environments were created where intercultural communication competence (BYRAM, 1997) and meaning relationships occur in an inseparable dimension involving language, culture and society. Considering this context of telecollaborative meetings, whereupon languages relate to each other and produce meaning in the web of linguistic and cultural dimensions, this research, supported by FAPESP (process 2010/02365-8), proposed to investigate how the linguistic and cultural components were managed by learners in the Teletandem context, in order to promote the co-construction of intercultural competence during interactions in the context mentioned. The participants, a Uruguayan, learner of Portuguese, and a Brazilian, learner of Spanish, used Skype, a synchronous communication tool to interact simultaneously (in real time) for about three months. The current research is based on theorical postulates concerning the telecollaboritive language learning (FIGUEIREDO, 2006; SOUZA, 2006; VYGOTSKY, 1998; JURIC, 2009), with special attention to the tandem modality of learning (VASSALLO e TELLES, 2009; BENEDETTI, 2010) and to the guidance principles of virtual learning (VASSALLO e TELLES, 2009; LUZ, 2010; BRAMMERTS, 2002; LITTLEWOOD, 1996; PAIVA, 2005 e SOUZA, 2006). It is also part of the theorical foundation, the Vygotskyan concept of mediation (VYGOTSKY, 1998), culture conceptions (EAGLETON, 2005; GÓMEZ, 1999; WALESKO, 2006; GÓNZALES, 1996); interculturality theories (KRAMSCH, 1993, 2003; 2006, 2009 MENDES, 2010) and the intercultural competence development (BYRAM, 1997; MEYER, 1991; JIN, CORTAZZI, 2001; KLEIMAN, 1998). This is a qualitative research... (Complete abstract click electronic access below) / Mestre

O objetivo deste trabalho foi acompanhar a ação de uma educadora de infância num espaço reorganizado, verificando as alterações que realizou nesse espaço e em sua prática educativa no decorrer do processo de pesquisaação, observando ainda os efeitos dessas alterações nas crianças através do envolvimento nas atividades que realizavam. A pesquisa desenvolveu-se numa Escola Municipal de Educação Infantil (EMEI) que desenvolvia a proposta pedagógica de Reorganização dos Espaços e das Atividades. A escolha justifica-se por três fatores interligados: necessidade de investigação sobre a formação profissional dos educadores de infância; importância de buscar possibilidades de apoio a práticas educativas que se desvinculem de propostas escolarizantes; fragilidade dos processos de formação em serviço desenvolvidos pelos sistemas educacionais na cidade de São Paulo. O trabalho caracteriza-se como um estudo de caso único, na perspectiva da pesquisa-ação e da tutoria entre pares. Foi realizado o acompanhamento da prática pedagógica através de dois eixos complementares: um voltado ao processo formativo da educadora e o segundo relacionado aos efeitos desse processo na prática pedagógica e no envolvimento das crianças na atividade, com base no instrumento criado por Ferre Laevers Escala de Envolvimento da Criança (The Leuven Involvement Scale for Young Children - LIS-YC). Os instrumentos utilizados foram a observação participante, entrevistas semi-estruturadas, gravação e transcrição de áudio, registro e análise de imagens, documentos escritos. A avaliação dos resultados apontou que o processo formativo gerou mudanças efetivas na prática desenvolvida pela educadora, que foi capaz de responsabilizar-se pelos efeitos de sua prática nas ações das crianças, criando uma postura diferenciada da inicial como investigadora de sua própria prática, identificando problemas na ação, criando hipóteses sobre possíveis causas e buscando maneiras de transformar o que observava. Concluiu-se, com o processo de pesquisa-ação / tutoria entre pares, que a educadora pôde distanciar-se de uma pedagogia transmissiva, aproximando-se de uma pedagogia da participação, que valoriza a ação e o protagonismo da criança, ao mesmo tempo em que deixa para a educadora o real papel de mediadora do processo de construção de conhecimento da criança pequena. / The purpose of this work was to follow the actions of a childrens educator in a reorganized space, and to determine the changes created by this educator in that space, as well as in her educational practice during this collaborative research-action process. The effects of such changes on the children through their involvement in the activities were also taken into consideration. The research was conducted in a childrens public school (EMEI) where the Reorganization of Spaces and Activities teaching proposal was developed. This choice was made based on three associated factors: the need to investigate the professional training of childrens educators; the importance of finding potential support for educational practices different from conventional ones; and the weakness of the educational processes currently developed by the educational system in the city of São Paulo. This work is a single case study from the perspective of a collaborative research-action and peer tutoring. The teaching practice was investigated based on two complementary axes: one was aimed at the training process of the educator and the other was related to the effects of such process on both the teaching practice and the childrens involvement in the activities, all according to the tools created by Ferre Laevers - The Leuven Involvement Scale for Young Children - LIS-YC. The tools in hand included participant observation, semi--structured interviews, audio recording and transcript, image recording and analysis, in addition to written documents. The assessment of results showed that the training process brought forth certain effective changes into the practice introduced by the educator, who was then able to hold herself responsible for the effects of her practices on the childrens actions. Through this process, the educator created a different stance as an investigator of her own practices, which enabled her to identify certain issues in the actions, develop hypotheses regarding potential causes, and seek ways to transform what was then observed. The conclusion is that the collaborative research-action and peer tutoring process enabled the educator to get rid of a transmissive teaching approach and become closer to a more participant teaching, thus promoting actions and childrens leadership while assigning the educator the true role of a mediator in the process of building up childrens early knowledge.

Esta tese analisa aplicações de transmissão de voz e vídeo sobre redes Wi-Fi (IEEE 802.11). Os principais problemas observados foram a maior incidência de tráfegos em rajada e os problemas associados à execução de handoffs. Foram propostos algoritmos adaptativos para monitorar e contornar esses problemas. / This thesis examines applications for transmitting voice and video over Wi-Fi (IEEE 802.11). The main problems observed were the higher incidence of bursty traffic and disconnection during handoffs. Adaptive algorithms have been proposed to monitor and work around these problems.