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Esta investigação trata de um estudo de caso, de abordagem qualitativa, realizada com os servidores técnico-administrativos em educação da Universidade Federal do Rio Grande do Sul (UFRGS), localizada no sul do Brasil, no período de 2006 a 2013. Apresenta como tema “Espaço de Memória da Aprendizagem do Acompanhamento do Estágio Probatório - um estudo com servidores técnico-administrativos em educação da UFRGS”, o qual se insere na linha de pesquisa Memória e Gestão Cultural, do Mestrado Profissional Memória Social e Bens Culturais. Mediante a renovação do quadro funcional da UFRGS e situações de conflitos geradas pelos diferentes tipos de conhecimentos, teve-se como objetivo analisar a Prática de Acompanhamento de Estágio Probatório da UFRGS, a fim de identificar como os servidores técnico-administrativos em Educação percebem suas aprendizagens no âmbito individual e coletivo. A metodologia empregada consistiu em uma coleta de dados por meio de pesquisa documental, entrevistas individuais semiestruturadas e diário de campo. A análise foi realizada com base nas experiências de aprendizagens dos servidores TAEs em situações formais e informais, no ciclo de aprendizagem de Argyris; Schön (1996), no processo de criação do conhecimento e no espaço de memória organizacional, esta análise permitiu identificar que estes servidores TAEs, no período de 2006 a 2013 utilizaram seus diferentes conhecimentos oportunizando novas aprendizagens. Porém, verificou-se que esta realidade pode ser diferente em outras práticas organizacionais na mesma instituição, uma vez que, esta conta com uma grande extensão de área e com uma diversidade de equipes e setores. / This research is a case-study of qualitative approach, it took place with a group of technical-administrative civil servants of the Federal University of Rio Grande do Sul, between 2006 and 2013, having as it’s theme “The Accompaniment of the Probationary Period as Learning and Memory Space”, which is inserted in the research line Memory and Cultural Management, of the Social Memory and Cultural Assets master’s degree. Upon the institution’s staff renewal and verification of cases of conflict arousal from different types of knowledge, the research aimed to analyze the Accompaniment of the Probationary Period Practice in order to identify how staff of a Federal Institution of higher education, located in the southern region of Brazil perceive their learning collective and individually. The methodology use consisted in data collection from a document-based research, semi-structured individual interviews and field journal. The analysis was based on the experiences of learning from technical-administrative civil servants through: formal and informal situations, the Argyris & Schön (1996) learning cycle, the knowledge creation process and the organizational memory space. This analysis have enabled identifying that between 2006 and 2013 these servants used their different types of knowledge, providing opportunities new learning for the accompaniment practice of the probationary period. However, it was found that this situation might be different in other organizational practices of the Federal University of Rio Grande do Sul considering that the research took place in an institution that has a great area extension and big diversity of teams and departments.

Made available in DSpace on 2014-12-17T15:04:50Z (GMT). No. of bitstreams: 1 SuelyOC.pdf: 457474 bytes, checksum: 3c2dfe00f9a22704fb474c0c1cb95e70 (MD5) Previous issue date: 2008-07-30 / The Brazilian legal documents are directing the reformulation of the courses that prepare students to be teachers. Through out the country many institutions look for to fit themselves in such documents. On the other hand, other IES (Superior Education Institutions), when they are setting up such courses they looked for to be adequate to the new public politics. Based on the National Curricular Norms to form teachers for Basic Education, in tertiary level, in 2004 it was created at the CEFET-PB,the Chemistry Course (Licenciatura) to prepare people to be teachers, whose organization. This work presents the results of a research of phenomenological nature that aimed to comprehend the teachers opinions, in the range of discussions about the current politics of formation, particularly related to the CNE/CP 1 and CNE/CP 2/2002 resolutions. This work based on the curricular proposal for the Chemistry Course (Licenciatura), presents the relationship between the probationary period and the teaching practice at the CEFET-PB, in order to contribute for a reflection about these categories to clarify the teachers of the course. It started from the consideration of all changes operated in contemporary society implies changes on teacher's pedagogical practices. It was used tow instruments for the data collection: a questionnaire with open and closed questions and recordable interviews. Nine teachers form the CEFET-PB took apart and four licensed teachers. It was based in a theoretic frame as a support for discussions about the different models of teachers formation. We concluded that the representations of teachers about probationary period the practice on the activity for the teachers formation was strongly anchored in characteristic elements of the formative tendency of a institution that historically acted on a technician formation, and the results pointed to strong signs of attitudes based on a model of the technical rationality / Os documentos legais brasileiros est?o orientando a reformula??o dos cursos de forma??o de professores. Em todo o pa?s muitas institui??es procuram se adequar a tais documentos. Outras Institui??es de Ensino Superior IES j? na implanta??o dos cursos procuravam se adequar ?s novas pol?ticas p?blicas. Com base nas Diretrizes Curriculares Nacionais, para a forma??o de professores da Educa??o B?sica, em n?vel superior, cria-se em 2004 o Curso de Licenciatura em Qu?mica no CEFET-PB, cuja organiza??o curricular atende as solicita??es dos documentos legais. Este trabalho apresenta os resultados de uma pesquisa de natureza fenomenol?gica que visou compreender as opini?es de professores, no ?mbito das discuss?es sobre as atuais pol?ticas de forma??o, particularmente as relativas ?s resolu??es CNE/CP 1 e CNE/CP 2/2002. Ap?ia-se na proposta curricular para o curso de Licenciatura em Qu?mica, apresenta a quest?o da rela??o entre o est?gio e a pr?tica de ensino no CEFET-PB, a fim de contribuir acerca de uma reflex?o sobre estas categorias para esclarecer os professores formadores. Partiu da considera??o de que as mudan?as operadas na sociedade contempor?nea implicam mudan?as nas pr?ticas dos professores. A coleta de dados contou com dois instrumentos: um question?rio com quest?es fechadas e abertas e entrevistas gravadas. Participaram 9 professores do CEFET-PB e 4 licenciandos. Fundamentou-se em um quadro te?rico como suporte para as discuss?es sobre os diferentes modelos de forma??o docente. Conclu?mos que as representa??es de professores sobre est?gio e pr?tica de ensino como eixo articulador entre teoria e pr?tica na atividade de forma??o docente est? fortemente ancorada em elementos caracter?sticos da tend?ncia formativa de uma institui??o que historicamente atuava na forma??o de t?cnicos, e os resultados apontam para fortes ind?cios de atitudes baseadas no modelo da racionalidade t?cnica

Esta investigação trata de um estudo de caso, de abordagem qualitativa, realizada com os servidores técnico-administrativos em educação da Universidade Federal do Rio Grande do Sul (UFRGS), localizada no sul do Brasil, no período de 2006 a 2013. Apresenta como tema “Espaço de Memória da Aprendizagem do Acompanhamento do Estágio Probatório - um estudo com servidores técnico-administrativos em educação da UFRGS”, o qual se insere na linha de pesquisa Memória e Gestão Cultural, do Mestrado Profissional Memória Social e Bens Culturais. Mediante a renovação do quadro funcional da UFRGS e situações de conflitos geradas pelos diferentes tipos de conhecimentos, teve-se como objetivo analisar a Prática de Acompanhamento de Estágio Probatório da UFRGS, a fim de identificar como os servidores técnico-administrativos em Educação percebem suas aprendizagens no âmbito individual e coletivo. A metodologia empregada consistiu em uma coleta de dados por meio de pesquisa documental, entrevistas individuais semiestruturadas e diário de campo. A análise foi realizada com base nas experiências de aprendizagens dos servidores TAEs em situações formais e informais, no ciclo de aprendizagem de Argyris; Schön (1996), no processo de criação do conhecimento e no espaço de memória organizacional, esta análise permitiu identificar que estes servidores TAEs, no período de 2006 a 2013 utilizaram seus diferentes conhecimentos oportunizando novas aprendizagens. Porém, verificou-se que esta realidade pode ser diferente em outras práticas organizacionais na mesma instituição, uma vez que, esta conta com uma grande extensão de área e com uma diversidade de equipes e setores. / This research is a case-study of qualitative approach, it took place with a group of technical-administrative civil servants of the Federal University of Rio Grande do Sul, between 2006 and 2013, having as it’s theme “The Accompaniment of the Probationary Period as Learning and Memory Space”, which is inserted in the research line Memory and Cultural Management, of the Social Memory and Cultural Assets master’s degree. Upon the institution’s staff renewal and verification of cases of conflict arousal from different types of knowledge, the research aimed to analyze the Accompaniment of the Probationary Period Practice in order to identify how staff of a Federal Institution of higher education, located in the southern region of Brazil perceive their learning collective and individually. The methodology use consisted in data collection from a document-based research, semi-structured individual interviews and field journal. The analysis was based on the experiences of learning from technical-administrative civil servants through: formal and informal situations, the Argyris & Schön (1996) learning cycle, the knowledge creation process and the organizational memory space. This analysis have enabled identifying that between 2006 and 2013 these servants used their different types of knowledge, providing opportunities new learning for the accompaniment practice of the probationary period. However, it was found that this situation might be different in other organizational practices of the Federal University of Rio Grande do Sul considering that the research took place in an institution that has a great area extension and big diversity of teams and departments.

Esta investigação trata de um estudo de caso, de abordagem qualitativa, realizada com os servidores técnico-administrativos em educação da Universidade Federal do Rio Grande do Sul (UFRGS), localizada no sul do Brasil, no período de 2006 a 2013. Apresenta como tema “Espaço de Memória da Aprendizagem do Acompanhamento do Estágio Probatório - um estudo com servidores técnico-administrativos em educação da UFRGS”, o qual se insere na linha de pesquisa Memória e Gestão Cultural, do Mestrado Profissional Memória Social e Bens Culturais. Mediante a renovação do quadro funcional da UFRGS e situações de conflitos geradas pelos diferentes tipos de conhecimentos, teve-se como objetivo analisar a Prática de Acompanhamento de Estágio Probatório da UFRGS, a fim de identificar como os servidores técnico-administrativos em Educação percebem suas aprendizagens no âmbito individual e coletivo. A metodologia empregada consistiu em uma coleta de dados por meio de pesquisa documental, entrevistas individuais semiestruturadas e diário de campo. A análise foi realizada com base nas experiências de aprendizagens dos servidores TAEs em situações formais e informais, no ciclo de aprendizagem de Argyris; Schön (1996), no processo de criação do conhecimento e no espaço de memória organizacional, esta análise permitiu identificar que estes servidores TAEs, no período de 2006 a 2013 utilizaram seus diferentes conhecimentos oportunizando novas aprendizagens. Porém, verificou-se que esta realidade pode ser diferente em outras práticas organizacionais na mesma instituição, uma vez que, esta conta com uma grande extensão de área e com uma diversidade de equipes e setores. / This research is a case-study of qualitative approach, it took place with a group of technical-administrative civil servants of the Federal University of Rio Grande do Sul, between 2006 and 2013, having as it’s theme “The Accompaniment of the Probationary Period as Learning and Memory Space”, which is inserted in the research line Memory and Cultural Management, of the Social Memory and Cultural Assets master’s degree. Upon the institution’s staff renewal and verification of cases of conflict arousal from different types of knowledge, the research aimed to analyze the Accompaniment of the Probationary Period Practice in order to identify how staff of a Federal Institution of higher education, located in the southern region of Brazil perceive their learning collective and individually. The methodology use consisted in data collection from a document-based research, semi-structured individual interviews and field journal. The analysis was based on the experiences of learning from technical-administrative civil servants through: formal and informal situations, the Argyris & Schön (1996) learning cycle, the knowledge creation process and the organizational memory space. This analysis have enabled identifying that between 2006 and 2013 these servants used their different types of knowledge, providing opportunities new learning for the accompaniment practice of the probationary period. However, it was found that this situation might be different in other organizational practices of the Federal University of Rio Grande do Sul considering that the research took place in an institution that has a great area extension and big diversity of teams and departments.

Denna uppsats tar sin utgångspunkt i frågeställningar som berör handledarens yrkeskunnande. Benämningen handledare syftar i detta fall på lärare som är VFU-handledare för lärarstudenter eller mentorer för nyutexaminerade lärare. VFU och introduktionsår för nya lärare befinner sig i gränsområdet mellan utbildning och yrkespraktik. Vilka är de kritiska punkterna i handledarrollen? Är det möjligt att följa en modell och vad fungerar i verkligheten? Vilka områden och frågeställningar är relevanta för blivande handledare? Hur kan man utbilda för att kunna hantera dessa områden? Det empiriska material som ingår i denna uppsats har bland annat arbetats fram med hjälp av dialogseminariemetoden. I linje med grundsynen inom forskningsämnet Yrkeskunnande och teknologi har exempel från praktisk yrkesverksamhet, både utifrån författarens egna och blivande handledares upplevelser, fått utgöra stommen i arbetet. Utöver konkreta exempel på dilemman i koppling till handledning beskrivs forskning inom handledningsområdet. Olika perspektiv på kunskap och yrkeskunnande är ytterligare en beståndsdel i arbetet. Avslutningsvis förs ett resonemang kring de kritiska punkterna i handledarrollen och hur man kan betrakta dem i koppling till olika perspektiv på kunskap samt hur denna relation påverkar möjligheten att utbilda yrkeskunniga handledare enligt ”en modell för verkligheten”. / This essay has its basis in issues concerning supervisors’ skills. The term supervisor, in this case, refers to teachers functioning as supervisors during teacher students’ placements or as mentors during the probationary year. What is the crucial point in the role of the supervisor? Is it possible to follow a model and what works in reality? What fields of interest and which questions are relevant for future supervisors? How can you educate these individuals so the will be able to handle such issues? The empirical material that is a part of this essay is a result of the dialogue seminar. According to the basic outlook of the research subject Skill and technology examples from practice is the foundation of this work. Beyond these practical examples of dilemmas in connection to supervision research in the field of supervision is described. Different perspectives of knowledge and skill are other components in this essay. Finally, a discussion about the crucial points in the role of the supervisor is conducted. It is illustrated how different perspectives of knowledge affects the possibility to educate skilled supervisors by using “a model for reality”.

After a conceptual overview of the scope of the right to job stability, its relationship with other rights (right to work, right to access to employment, right to maintain employment) and its constitutional, international and legal regulation and the position of jurisprudence, the author goes on to discuss the complex picture presented to the employer before a decision to dismiss both from a legal perspective (compensation, replacement) and case law (damages, replacement) adding a paragraph called “others” the recount administrative consequences arising from said measure both labor (SUNAFIL) and tax (SUNAT) viewpoint. / Luego de un breve repaso conceptual de los alcances del derecho a la estabilidad laboral, su relación con otros derechos (derecho al trabajo, derecho de acceso al empleo, derecho a conservar el empleo) y su regulación constitucional, internacional y legal, así como la posición de la jurisprudencia, el autor pasa a comentar el complejo panorama que se presenta al empleador ante una decisión de despido tanto desde la óptica legal (indemnización, reposición) como jurisprudencial (indemnización por daños, reposición) añadiéndose un acápite denominado “otros” para las relatar las consecuencias administrativas que surgen de la indicada medida tanto desde la óptica laboral (SUNAFIL) como tributaria (SUNAT).

My dissertation´s topic is termination of employment from employer´s side. It includes determination of possibilities and recommendations how to properly terminate employment with employer without any legal consequences in practice. The basic terms in relation to given topic such as employment, importance of employment contract, its requirements and participants of labor-law relations are defined and described in first part of dissertation. Next part deals with termination of employment methods and compares mutual differences. It also takes reasons leading to termination of employment by employer into account. Practical part of dissertation is aimed at the issue of termination of employment by employer in chosen company. The process evaluation of this termination is performed both from general and company´s point of view in dissertation´s next part. Assessment and evaluation of legal reasons for termination of employment is present in the last part, in which the actual problems of dismissing employees are solved with help of real court decisions.

Denna studie undersöker hur individer påverkas av att arbeta under osäkra anställningsförhållanden. Genom att genomföra sju kvalitativa intervjuer med personer anställda på olika osäkra eller tidsbegränsade anställningar, samt med en tillsvidareanställd och en chef på ett företag med visstidsanställda, syftar studien till att skapa en djupare förståelse för hur osäkra arbetsförhållanden påverkar människors välbefinnande och vardag. Resultaten visar att respondenterna upplevde både positiva och negativa effekter av de osäkra anställningsformerna. Å ena sidan uttrycker många hur de känner en oro för sin arbetssituation, men upplever samtidigt en viss trygghet på respektive arbetsplats. Dock är drömmen om en fast anställning gemensam för alla respondenter. Osäkerheten och oron bidrar bland annat till stress, ekonomisk otrygghet och svårigheter att upprätthålla en balans mellan arbete och fritid för respondenterna. Å andra sidan uppskattar vissa av respondenterna flexibiliteten, trivs med sina kollegor och den gemenskap som finns på arbetsplatsen. Sammanfattningsvis visar studien att osäkra anställningsförhållanden påverkar individen på olika sätt, både positivt och negativt, vilket skapar en djupare förståelse för konsekvenserna av dessa arbetsförhållanden. / This study examines how individuals are affected by working under precarious employment conditions. By conducting seven qualitative interviews with individuals employed in various insecure or temporary positions, as well as with a permanent employee and a manager at a company employing fixed-term workers, the study aims to gain a deeper understanding of how insecure working conditions impact people's well-being and everyday lives. The results reveal that respondents experienced both positive and negative effects of insecure employment arrangements. On one hand, many express concerns about their work situation but also find a certain sense of security within their respective workplaces. However, the desire for permanent employment is a common thread among all respondents. The uncertainty and anxiety contribute to stress, financial insecurity, and difficulties in maintaining a work-life balance for the participants. On the other hand, some respondents appreciate the flexibility, enjoy their colleagues' company, and value the sense of community in their workplace. In summary, the study demonstrates that insecure employment conditions affect individuals in different ways, both positively and negatively, providing a deeper understanding of the consequences of such employment arrangements.

Le droit procédural de l’action en contrefaçon de brevet d’invention n’est pas un droit autonome. En effet, si l’action en contrefaçon de brevet dépend majoritairement de règles procédurales qui lui sont propres, elle repose également sur une multitude de règles appartenant à des systèmes normatifs plus généraux, tels que, notamment, le droit judiciaire privé, le droit des biens, le droit des contrats, ou encore les droits fondamentaux. L’instance en contrefaçon de brevet, qui relève pour sa part essentiellement du droit judiciaire privé général, intègre un certain nombre de règles spécifiques qui lui confèrent ainsi une physionomie originale. Seule l’étude des rapports existant entre ces différents systèmes normatifs, à chaque étape de l’action et de l’instance, permet de clarifier les aspects procéduraux de l’action en contrefaçon de brevet d’invention et de sécuriser les justiciables dans l’exercice de leurs droits. / The procedural law of patent infringement action is not an autonomous law. Indeed, if patent infringement action largely depends on its own procedural rules, it also relies on a multitude of rules belonging to more general normative systems, such as, in particular, the private judicial law, property law, contract law, or human rights. The patent infringement proceedings, which fundamentaly depends on private judicial law, integrates some specific rules, which thus give it a unique legal physionomy. Only the study of the relationship between these different normative systems at each stage of both the action and the proceedings, clarifies the procedural aspects of the action of patent infringement and secure as well as protecting litigants while exercizing their rights.