My diploma work is divided into theoretical and practical part. In theoretical part I engage with particular defect of studying, their types and demonstration. I also deal with their diagnostic and amendment. In the connection to particular defects of studying I also describe the trouble of defect of behaviour, mostly ADHD, including the defect of studying of adults. I also focus on education of individual with the particular defect of studying at university. I describe the system of studying at university with the possibility of advantage for students with particular defect of stuyding. The end of my theoretical part I aim on University of South Bohemia itself, its history and operating of each faculty. In my practical part I deal with analyze of students´branch/programmes of daily studying in two faculties of University of South Bohemia - Faculty of Economy and the Faculty of Fishing. Each subjects which are taught in particular studying branch I analyze and I show the requirements which are needed to pass that subject. After this I try to deduce the charge on students which has been defined on the base of analyze of each students branch in different faculties. It will be confronted with the theoretical piece of knowledge, which relates to needs and rarity of the students with the particular defect of studying while being a student at university.

The singular solutions for linear elastostatics at corners are essential in both theory and computation. In this thesis, we seek new singular solutions for corners with the fixed (displacement), the free stress (traction) boundary conditions, and their mixed types, and to explore their corner singularity and provide the algorithms and error estimates in detail. The singular solutions of linear elastostatics are derived, and a number of new models of corner and crack singularity are proposed. Effective numerical methods, such as the collocation Trefftz methods (CTM), the method of fundamental solutions (MFS), the method of particular solutions (MPS) and their combinations: the so called combined method, are developed. Such solutions are useful to examine other numerical methods for singularity problems in linear elastostatics. This thesis consists of three parts, Part I: Basic approaches, Part II: Advanced topics, and Part III: Mixed types of displacement and traction conditions. Contents of Parts I and II have been published in [47,82]. In Part I, the collocation Trefftz methods are used to obtain highly accurate solutions, where the leading coefficient has 14 (or 13) significant digits by the computation with double precision. In part II, two more new models (symmetric and anti-symmetric) of interior crack singularities are proposed, for the corner and crack singularity problems, the combined methods by using many fundamental solutions, but by adding a few singular solutions are proposed. Such a kind of combined methods is significant for linear elastostatics with corners (i.e., the L-shaped domain), because the singular solutions can only be obtained by seeking the power £hk of r£hk numerically. Hence, only a few singular solutions used may greatly simplify the numerical algorithms; Part III is a continued study of Parts I and II, to explore mixed type of displacement and free traction boundary conditions. To our best knowledge, this is the first time to provide the particular solutions near the corner with mixed types of boundary conditions and to report their numerical computation with different boundary conditions on the same corner edge in linear elastostatics. This thesis explores corner singularity and its numerical methods, to form a systematic study of basic theory and advanced computation for linear elastostatics.

Darbe atlikta teorinė specialiojo ugdymo sampratos probleminių klausimų, individualizuoto ir diferencijuoto ugdymo aspektų bendrojo lavinimo mokykloje analizė. Profesinių žinių, rengiant istorijos ir geografijos modifikuotas ir adaptuotas programas, modifikuotų ir adaptuotų programų privalumų ir trūkumų analizė. Iškelta hipotezė: istorijos ir geografijos modifikuotų ir adaptuotų programų rengimą, jų privalumus ir trūkumus lemia pedagogų didaktinis ir psichologinis pasirengimas. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas – išsiaiškinti adaptuotų ir modifikuotų programų privalumus ir trūkumus, kokių žinių, gebėjimų ir praktinių įgūdžių pasigenda pedagogai, ugdydami specialiųjų poreikių vaikus, ar pasiruošęs mokytojas rengti adaptuotas ir modifikuotas programas. Tyrimo duomenys analizuojami statistiniais metodais (aprašomoji statistika, chi- kvadratas, aritmetinis vidurkis). Tyrime dalyvavo 225 istorijos ir geografijos mokytojai iš Klaipėdos, Šilutės, Šilalės, Pagėgių rajonų ir savivaldybių. Empirinėje dalyje nagrinėjamos istorijos ir geografijos modifikuotų ir adaptuotų programų sudarymas, jų trūkumai ir privalumai, aptariami mokytojų profesinio bei psichologinio pasirengimo ugdant specialiųjų ugdymo(si) poreikių vaikus, klausimai. Svarbiausios empirinio tyrimo išvados: 1. Tyrimo duomenys, susiję su antro uždavinio sprendimu atskleidė, kad mokytojai dar ne visiškai pasiruošę rengti istorijos ir geografijos modifikuotas ir adaptuotas programas: daugiau... [toliau žr. visą tekstą] / Theoretically special educational didactical conception of problematically questioning, individual and differential educational aspects at comprehensive school analysis were done at work. Knowledge of career, preparing modified and adaptive programs of History and Geography , modified and adaptive programs, their advantages and disadvantages analysis. Hypothesis was suggested: all preparations of modified and adaptive programs of History and Geography, their disadvantages and advantages depend on didactic and psychological preparation of pedagogues . Testing was done, which had one main purpose - to find modified and adaptive programs merits and demerits, what kind of knowledge, competence and practical skills are miss pedagogues teaching special need students and if pedagogues are ready to prepare modified and adaptive programs. Statistical methods were used to make testing. About 225 History and geography pedagogues from Klaipėda, Šilute, Šilalė, Pagėgių districts took part in this testing. Modified and adaptive programs of History and Geography, their formation, merits and demerits, professional and psychological preparation of pedagogues, teaching special need students, other questions analyses in empirical section. The most important empirical conclusion: 1. Pedagogues are not ready to prepare modified and adaptive programs of History and Geography, more than half of respondents 67.0 told that they are not ready to prepare these programs , suitable ready are 24.6 and... [to full text]

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2016-08-25T22:35:23Z No. of bitstreams: 1 Patrick Vieira Ferreira.pdf: 867143 bytes, checksum: a04cdbe947342e3c158eab8bacb136fa (MD5) / Made available in DSpace on 2016-08-25T22:35:23Z (GMT). No. of bitstreams: 1 Patrick Vieira Ferreira.pdf: 867143 bytes, checksum: a04cdbe947342e3c158eab8bacb136fa (MD5) Previous issue date: 2016-04-07 / The theme of this thesis is institutional assessment in elementary education. For that purpose, it offers an analysis of the evaluation process with emphasis on the assessment tool used by Adventist elementary schools in São Paulo, considering that Adventist education has become a consistent part within the structure of the Seventh-day Adventist Church. The main goal for this study was to understand how the Adventist Educational Network undertakes its institutional assessment. The research method included a literature review of the main theoreticians of public policies, private education, and institutional evaluation. It also included a documentary examination of the assessment tool used in the institutional evaluation process. The study also focuses the historical context of the development of private schools in Brazil, highlighting relevant aspects of their relationship with the State. It also briefly presents the history of the Seventh-day Adventist Church in the United States (US) and in Brazil, in order to contextualize the emergence of the Adventist educational system, as well as its educational philosophy, seeking to understand the origins of this religious group that operates for more than a century in the Brazilian educational scenario. The study then discusses important aspects of institutional evaluations. Finally, it presents a summary of the evaluation process and an analytical description of the institutional assessment tool for SDA elementary schools. In the end, no indications that the Adventist concept of educational evaluation is different from traditional approaches were found. However, the Adventist concept of institutional assessment shows more strongly a concern for maintaining a continuous and systematic evaluation process. / O tema desta dissertação é a Avaliação Institucional da Educação Básica. Para tal, faz-se a análise do processo de avaliação, com ênfase no instrumento utilizado pelas Escolas Adventistas de nível básico do estado de São Paulo, considerando que a educação adventista se tornou uma parte consistente dentro da estrutura da Igreja Adventista do Sétimo Dia. Procurou-se, neste trabalho, como objetivo geral, compreender como se configura a prática da avaliação institucional das escolas da Rede Adventista de Educação. O método da investigação incluiu análise bibliográfica dos principais teóricos da área de políticas públicas e do sistema privado bem como da avaliação institucional, seguido de exame documental do instrumento utilizado no processo de avaliação institucional. O estudo resgata a contextualização histórica do desenvolvimento da escola privada, destacando aspectos relevantes de sua relação com o Estado. Também apresenta brevemente a história da Igreja Adventista do Sétimo Dia (IASD) nos Estados Unidos (EUA) e no Brasil, de modo a situar o surgimento do sistema educacional adventista, bem como a sua filosofia de ensino, buscando conhecer as origens desse grupo religioso que há mais de um século atua no cenário educacional brasileiro. Em seguida, aborda aspectos da Avaliação Institucional. Finalmente, apresenta-se uma síntese do processo e uma descrição analítica do instrumento de avaliação institucional das escolas de nível básico da Educação Adventista. Na conclusão do trabalho, não se encontraram indícios de que o conceito adventista de avaliação educacional seja diferente do das abordagens tradicionais. Entretanto, na concepção adventista de avaliação, existe mais fortemente a preocupação de se manter um processo de avaliação contínuo e sistemático.

Une observation attentive des pratiques langagières des Mostaganémois permet de constater que le français – tant à l’oral qu’à l’ecrit – qu’ils emploient spontanément constitue une variété à part entière. Si les travaux d’inspiration ethnographique ou sociolinguistique sur le phénomène de contact de langues en Algérie sont très nombreux, on ne dispose pas, à l’heure actuelle, de description précise et détaillée permettant d’élaborer un dictionnaire des faits qui résultent de ce contact de langues dans la région de Mostaganem.Ayant pu consttituer un corpus d’étude, composé pour l’essentiel d’enregistrements d’échanges spontanés ainsi que de photographies numériques commerciales, je me propose d’en entreprendre une analyse linguistique dont voici les grandes lignes.Les particularités du « français mostaganémois » sont, tout d’abord, d’ordre phonétique. L’examen du corpus visera à dégager les constantes dans la modification de la prononciation, en raisonnant en termes de variantes libres (opposées aux variantes combinatoires). On s’intéressera également aux particularités graphiques observées dans le corpus, pour tenter de mettre au jour, là encore, les régularités dans la relation entre graphies et sons.Les faits discursifs réunis dans le corpus seront étudiés sous un autre angle : il s’agira de faire apparaître les particularités du « français mostaganémois » sur le plan du lexique et de la morphosyntaxe. Ce volet comportera notamment le phénomène d’emprunt, de calque et de mélange codique, avec une attention particulière accordée aux modalités d’intégration des entités dans le système de la langue d’accueil.Il a été constaté de tout temps que les communautés d’origine étrangère vivant ou ayant cotoyé, par le passé, un pays d’accueil comme l’Algérie, sont susceptibles d’apporter des contributions linguistiques avec une influence certaine sur la pratique langagière des natifs. Il est vraisemblable que le poids numérique d’une communauté joue un rôle prépondérant dans l’influence linguistique. Il est également vraisemblable qu’un phénomène de « néologie lexicale et d’emprunt » soit lié à la forte présence française. Beaucoup de mots d’origine française sont constamment annexés dans la nomenclature algérienne à travers, notamment les pratiques linguistiques quotidiennes (usage) et les documents officiels, tels que les dictionnaires bilingues, les manuels scolaires, la littérature maghrébine d’expression française (statut). Aussi peut-on s’interroger à propos des facteurs déterminants cette annexion, est-ce : l’attitude des ainés, davantage scolarisé en langue française, qui fait qu’on reste attaché à cette langue et qu’on perpétue la pratiquer au quotidein ? Les revendications d’ordre social qui génèrent une récurrence dans l’expression de la langue pratiquée par les locuteurs ? Le rôle des mas médias destinés à cette communauté ? La fréquence des problèmes rencontrés par les jeunes de ladite communauté étant entendue que la dynamisation linguistique est boostée par la tranche jeune de la population ? L’impact du langage en circulation dans les mariages mixtes ? Le côtoiement communautaire dans les établissements d’enseignement public ? Le brassage de population dû à un constant ballet de visites françaises ?Notre problématique traitera du lexique d’origine française, intégré dans le dialecte arabe de la ville de Mostaganem avec la mise en relief du hiatus qui existe entre la pratique langagière quotidienne (usage courant) et l’intégration officieuse dans la nomenclature de l’arabe parlé (usage règlementé par les faits sociaux). Cette problématique définira également la répartition du lexique d’origine française dans les différents domaines d’usage de la vie des locuteurs mostaganémois. / Careful observation of the language practices of Mostaganémois shows that the French - both oral as in writing - they spontaneously use is a variety in itself. If the sociolinguistic or ethnographic work on the inspiration in Algeria language contact phenomenon are numerous, there is not, at present, a precise and detailed description for developing a dictionary of facts that result from this language contact in the Mostaganem region.Having been consttituer a corpus of study, consisting essentially of spontaneous exchanges recordings and commercial digital photographs, I intend to undertake a linguistic analysis of which here are the highlights.The peculiarities of the "French mostaganémois" are, first, phonetic order. The corpus of the review will aim to identify the constants in changing the pronunciation, reasoning in terms of free variants (as opposed to combinatorial variants). It will also focus on graphics features observed in the corpus, to try to bring to light again, patterns in the relationship between sounds and spellings.Discursive facts gathered in the corpus will be considered from another angle: it will show the characteristics of the "French mostaganémois" in terms of vocabulary and morphosyntax. This component will include especially the borrowing phenomenon layer and code-mixing, with special attention given to entities of integration arrangements in the system of the host language.It was found always that the foreign communities living or having rubbed the past, a host country like Algeria, are likely to bring linguistic contributions with some influence on the language practice native. It is likely that the numerical strength of a community plays a major role in the linguistic influence. It is also likely that a phenomenon of "lexical neologisms and borrowing" is linked to the strong French presence. Many words of French origin are constantly accompanying the Algerian nomenclature, particularly through everyday linguistic practices (use) and official documents, such as bilingual dictionaries, textbooks, North African literature in French (status) . So we can wonder about the determinants annexation, is the attitude of the elders, more schooled in French, which we remain committed to this language and that perpetuates the practice quotidein ? The claims of social order which generate a recurrence in the expression of the language used by the speakers? The role of media mas for this community? The frequency of the problems faced by young people of that community being understood that language revitalization is boosted by the younger segment of the population? The impact of outstanding language in mixed marriages? Community côtoiement in public schools? The population mixing due to a constant ballet of French visits?Our problem will address the lexicon of French origin, integrated in the Arabic dialect of the city of Mostaganem with highlighting the discrepancy between the daily language practice (current use) and informal integration in the nomenclature of the Arab spoken (regulated use by social facts). This issue will also define the distribution of the lexicon of French origin in the different areas of use of the life of mostaganémois speakers.

Face aux défis et aux enjeux de liberté et, par la suite, de développement de l’homme et des peuples, il nous a semblé nécessaire de nous interroger sur l’universalité du droit comme gage du devenir de l’homme et des sociétés. Tout comme pour le rapport du « Tout » à la « partie », nous avons traité du rapport des droits du sujet dans la communauté politique. Il a été question pour nous de tenter de lever l’ambiguïté ambivalente qui soustrait les droits du sujet de la communauté politique ou qui envisage les droits de la communauté politique sans les droits du sujet. Cette préoccupation s’apparente comme la majeure dans la question de l’universalité des droits de l’homme. Ce qui signifie que le défi de la démocratie dans notre monde contemporain relativement à la problématique des droits de l’homme oppose les sociétés libérales et les sociétés communautaristes. Si dans les sociétés communautaristes le sujet n’existe pas, et si dans les sociétés libérales la communauté aurait perdu sa signification, nous nous posons alors la question de savoir s’il faut libérer le sujet de sa communauté politique ? C’est la question que nous nous posions avant de commencer cette recherche. A cette étape, nous pensons que la philosophie de la rationalité communicationnelle à travers l’éthique de la discussion que nous avons étudié avec Jürgen Habermas, nous permet de dire qu’il est possible de réconcilier le sujet et sa communauté politique et que la communauté politique a intérêt à reconnaitre les droits du sujet. / Faced with the challenges and issues of freedom, and, subsequently, to development of man and peoples, it seemed necessary to ask ourselves about the universality of right as a guarantee of the future of man and of societies. As for the relation of “Totality” to the “part”, we mentioned the place of the human rights in the political community. It was the question for us to try to move the ambivalent ambiguity which subtracts the rights of the human of the political community or expect the political community rights without the rights of the man. This concern appears as the main one in the question of the universality of human rights. This means that the challenge of democracy in our contemporary world regarding the issue of human rights opposes liberal societies and communitarian ones. If in communitarian societies human does not exist and if in liberal societies the community would have lost its signification, then we ask the question of whether to release him from his political community? That's the question we asked ourselves before starting this inquiry. At this step, we believe that the philosophy of communicative rationality through the ethics of discussion that we studied with Jürgen Habermas, allows us to say that it is possible to reconcile the human and politic community and this community needs to recognize the rights of the man.

This paper discusses the problem related to conflicts of interestand its various manifestations, particularly in public administration. in this regard, the author makes an ethical analysis of the concept, and he examines the regulation of conflicts of interest in the administrative field and its configuration as a constitutional limitation of fundamental rights. In this way, the paper concludes that the regulation of conflicts of interest in governance should aim to seek efficiency and balance since the position of a public servant implicates acting according to what is of general interest. / El presente artículo aborda la problemática relativa a los conflictos de intereses y sus distintas manifestaciones, particularmente, en la gestión pública. en este sentido, el artículo parte del análisis ético del concepto, para luego arribar al examen de la regulación de los conflictos de intereses en el ámbito administrativo y su configuración como limitación constitucional a una serie de derechos fundamentales. De esta forma, concluye que la regulación de los conflictos de intereses en la gestión pública debe tender a buscar la eficacia y equilibrio, toda vez que la posición de funcionario pública importa el actuar con arreglo a un interés general.

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-04-30T15:23:58Z No. of bitstreams: 1 Nery, Marcia.pdf: 907807 bytes, checksum: dc503bd7caa4134fa6e5e99ae5ea917c (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-12T16:50:06Z (GMT) No. of bitstreams: 1 Nery, Marcia.pdf: 907807 bytes, checksum: dc503bd7caa4134fa6e5e99ae5ea917c (MD5) / Made available in DSpace on 2013-06-12T16:50:06Z (GMT). No. of bitstreams: 1 Nery, Marcia.pdf: 907807 bytes, checksum: dc503bd7caa4134fa6e5e99ae5ea917c (MD5) Previous issue date: 2005 / Esta pesquisa se propôs a analisar a cultura da organização escolar, através de um estudo de caso comparativo realizado em duas escolas, uma pública e outra particular. O estudo buscou identificar a partir dos indicadores de clima organizacional, a percepção dos professores acerca dos fatores relacionados à cultura escolar, agrupados em duas categorias: zona de visibilidade e zona de invisibilidade. A primeira categoria é composta pelos fatores denominados de comprometimento com o trabalho docente, comprometimento com a aprendizagem dos alunos, comprometimento com a própria formação / qualificação profissional docente - elementos conceituais que têm de ser escritos, pois devem expressar as representações e a linguagem utilizada em documentos escolares. A segunda categoria, zona de Invisibilidade, é composta pelos elementos invisíveis (linguagem não-verbal, cerimônias, ritos, modismos, comportamentos sociais manifestos) que são os valores e as crenças representativas das práticas cotidianas da escola. Assim, investigou-se, como a escola estabelece sua configuração social e se consolida como uma organização viva e dinâmica, cuja disposição interna e cujo funcionamento, resultam do jogo de forças entre as influências externas e as inter-relações dos seus diferentes atores, mesmo estando submetida às normas e ao controle externo dos sistemas escolares. A busca da compreensão da cultura escolar levou à análise de seus símbolos, artefatos, crenças e valores. Os resultados obtidos na pesquisa, permitiram constatar que os professores das escolas pública e particular compartilham das mesmas crenças e se diferenciam quanto aos valores e aos fatores relacionados ao comprometimento, principalmente nas questões relativas à aprendizagem dos alunos mais pobres. Outro dado que se deve considerar como relevante, diz respeito à importância do investimento na própria formação continuada por parte dos professores, tendo em vista que mesmo quando as iniciativas de promoção de cursos e eventos de natureza pedagógica são da escola, os professores da escola pública apresentarem índices de participação inferiores aos dos professores da escola particular. Os estudos sobre cultura, satisfação com o trabalho e de outras dimensões do campo do comportamento da organização escolar no Brasil são escassos. Este estudo pretende contribuir para a ampliação dos conhecimentos no campo da administração da educação, para compreender como as características culturais de práticas pedagógicas ora conservadoras ora inovadoras, se fazem igualmente presentes em escolas que atendem a realidades distintas, organizadas e administradas, de forma diferenciada, interpondo-se e sobrepondo-se a diversos elementos culturais que lhes são contrários, ainda assim eles ganham força e 6 identidade próprias, determinando de maneira singular suas práticas pedagógicas cotidianas e sua cultura escolar. / Salvador

Esta tese analisa a trajetória de Pedro de Angelis como um erudito interessado em reunir documentos sobre o passado e o presente da região do Rio da Prata e a história da formação de suas coleções e de seus arquivos durante e por dentro do segundo governo de Juan Manuel de Rosas. De Angelis foi um italiano que chegou a Buenos Aires em 1827 e foi um dos principais escritores públicos do rosismo. Entre 1835 e 1852, ao tempo em que se aproximava do governador, tornando-se, inclusive, archivero do Archivo General de la Província de Buenos Aires, ele se empenhou em colecionar papeis para si e também publicá-los em edições impressas, produzindo uma série de conjuntos documentais. A “Colección de obras y documentos relativos a la historia antigua y moderna de las Províncias del Río de la Plata” editada de 1835 a 1839, sua obra mais conhecida, foi um deles. Tendo sido dedicada a Rosas, a Colección é analisada neste trabalho como um arquivo formatado pelo erudito sobre o passado da Confederação Argentina. Através dos documentos que nela reuniu, De Angelis promoveu o discurso do regime para o qual trabalhava. O mesmo foi feito pelo italiano em outro conjunto documental que conformou entre 1843 e 1851, o “Archivo Americano y Espíritu de la Prensa del Mundo”. Com o Archivo Americano, Pedro de Angelis coletava e levava a público aquelas que considerava fontes sobre o presente. Construía, assim, um acervo sobre o tempo vivido que seria lido pelos seus coetâneos e pelos sujeitos no futuro, contrapondo-se aos escritos dos opositores de Juan Manuel de Rosas, como a Geração de 1837. Por fim, estuda-se como a personagem formou, graças ao “comércio da história” que ocorria no Prata, a sua própria coleção particular de documentos e obras, acumulada desde meados de 1830 até 1852 em sua biblioteca, e como ela se tornou um fundo da Biblioteca Nacional do Império Brasileiro a partir de 1853. Em tempos de Rosas e de dicotomia discursiva entre civilização e barbárie, De Angelis acabou, com suas coleções e seus arquivos, por construir uma dada memória para o governo bonaerense, que não tinha o investimento na guarda e na organização de documentos ou a promoção da escrita da história local como prioridades. Mais do que isso, seus conjuntos documentais acabaram por auxiliar na constituição de si como um erudito preocupado com a preservação de papeis e com a produção de conhecimento. / This work analyzes the trajectory of Pedro de Angelis, a scholar interested in collecting documents about the past and the present of the region of Rio de la Plata, and the history of the formation of his collections and archives during and within Juan Manuel de Rosas' second governorship. De Angelis was an Italian who arrived in Buenos Aires in 1827 and was one of the leading public writers of Rosism. He endeavored to gather documents to his own collection and also to publish them in printed editions, which produced a series of documentary sets between 1835 and 1852, while he increasingly approached the governor and even became the archivist of the Archivo General de la Provincia de Buenos Aires. The “Colección de obras y documentos relativos a la historia antigua y moderna de las Províncias del Río de la Plata” edited from 1835 to 1839, his best-known work, was one of these documentary sets. We analyze the “Colección”, which he dedicated to Rosas, as an archive that the scholar formatted about the past of the Argentine Confederation. De Angelis sustained and promoted the discourse of the regime he worked for through the documents he gathered in the "Colección" and in another documentary set that he collected between 1843 and 1851, the “Archivo Americano y Espíritu de la Prensa del Mundo.” With the “Archivo Americano,” Pedro de Angelis collected and brought to the public those documents he considered sources of the present. He thus constructed an archive of his living time to counteract Juan Manuel de Rosas’ opponents, such as the 1837 generation, for his contemporaries and subjects of the future to read. Finally, we study how he formed his own particular collection of documents and works, which he accumulated from mid-1830's until 1852 in his library, thanks to the "commerce of history" that occurred in the Platine region, and how it has become a National Library of the Brazilian Empire's fond in 1853. In a context of discursive dichotomy between civilization and barbarism, De Angelis used his collections and archives to construct a given memory for the Buenos Aires government, which did not consider the investment in custody and organization of documents or the promotion of local history writing as priorities. Moreover, his documentary assemblages eventually helped to establish himself as a scholar concerned with document preservation and knowledge production.

Made available in DSpace on 2014-06-11T19:31:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-12-14Bitstream added on 2014-06-13T20:42:34Z : No. of bitstreams: 1 mendonca_cn_dr_mar.pdf: 709799 bytes, checksum: ced7c82c73592236ec792271847f68de (MD5) / A presente pesquisa buscou compreender como a inserção de um processo de documentação pedagógica subsidia e orienta a atividade do professor na Educação Infantil na perspectiva da Teoria Histórico-cultural. Para compreender e analisar o corpus informacional utilizou-se da categoria apropriação e objetivação em relação à documentação pedagógica sob o enfoque da Teoria Histórico-cultural. O corpus de análise foi gerado por meio de entrevista semiestruturada e observações em sala de aula. A pesquisa foi realizada junto às professoras que atuam na Educação Infantil, em uma escola particular, situada na cidade de Londrina, no Estado do Paraná. Com base nesses dados procurou-se situar a documentação pedagógica como atividade docente que estreita o diálogo entre teoria e prática, a fim de possibilitar uma atitude mais consciente, intencional e reflexiva em relação à prática docente, com vistas ao desenvolvimento máximo das qualidades humanas nas crianças. Foi possível constatar que a documentação pedagógica se torna uma atividade reflexiva graças à apropriação, pelos/as professores/as, de uma teoria que explicite o papel da educação como sinônimo do processo de humanização. Sem esse redimensionamento de concepções, não há possibilidade de mudança de foco no processo de documentação em direção à essência do processo educativo. A opção teórica que orienta o pensar e agir docente é, em última instância, a moldura que condiciona a dimensão do processo de documentação pedagógica / The present research seeks to understand how the insertion of a process of educational documentation sustains and guides the work of the preschool teacher in the perspective of the Historical-cultural Theory. To understand and analyze the informational corpus the category of appropriation and objectification was used in relation to the pedagogical documentation as seen from the perspective of the Historical-cultural Theory. The body of work to be analyzed was gathered through semi-structured interviews and through observations within the classroom setting. The interviews and research were done with preschool teachers that work in a private school located in the city of Londrina, Paraná state, Brazil. The research was carried out at the preschool of the Londrina, Paraná, Brazil campus. Considering the data, the thesis locates the educational documentation as an activity of the faculty that bridges the dialogical gap between theory and practice. This allows for a more conscious, reflective and intentional attitude in the practice of teaching, with the goal of maximum development of human qualities in the children. It was observed that educational documentation becomes an intentional and reflective activity beginning with its appropriation by the teachers as a theory that explains the role of education as synonymous with the process of “humanization”. Without this refocusing of the concepts, there is no possibility of a change in the process of documentation in relation to the essence of the educational process. The theoretical option, that guides the thinking and acting of teaching is, in the last instance, the frame that conditions the dimension of the process of educational documentation