Submitted by William Justo Figueiro (williamjf) on 2015-07-21T23:07:11Z No. of bitstreams: 1 67c.pdf: 471071 bytes, checksum: 1cba4ae099b0292c8ec80e747cf23d8a (MD5) / Made available in DSpace on 2015-07-21T23:07:11Z (GMT). No. of bitstreams: 1 67c.pdf: 471071 bytes, checksum: 1cba4ae099b0292c8ec80e747cf23d8a (MD5) Previous issue date: 2010 / Nenhuma / Frente ao amplo tema da avaliação educacional, esta pesquisa faz um recorte e focaliza a avaliação em larga escala e a gestão da educação, mais especificamente gestão da educação na instância municipal, considerando-a como importante mediadora entre as escolas e as políticas educacionais. Considera que municípios próximos, situados em uma determinada região, articulam-se em associações, sendo assim delimita a Associação dos Municípios da Encosta Superior do Nordeste da Serra Gaúcha – AMESNE. A origem do estudo se alicerça na vivência pessoal e no grupo de pesquisa ligado ao Observatório de Educação frequentado durante o Mestrado. A questão central da pesquisa é: Como as secretarias municipais de educação da AMESNE se apropriam e traduzem os dados da Avaliação Externa da Educação Básica para as escolas da rede? O estudo usa como lócus, coleta de dados, os sete municípios (Caxias do Sul, Bento Gonçalves, Farroupilha, Nova Prata, Guaporé, Nova Araçá e Paraí) da Associação que possuem Sistema Municipal de Ensino, uma vez que assume-se, com base na literatura, que a criação de sistema municipal de ensino é um indicador de autonomia política dos governos locais. O trabalho constituiu-se num estudo exploratório em que foram utilizados questionários, entrevistas semi-estruturadas, observação de reuniões pedagógicas e análise de documentos. Os principais resultados foram que, destes sete municípios, somente quatro trabalham com os resultados das avaliações em larga escala, realizando reuniões pedagógicas com a equipe diretiva de suas instituições. Um dos municípios pesquisados, Guaporé, criou o seu sistema de gestão constituído, para que a Secretaria Municipal de Educação consiga administrar todo este processo das avaliações externas com maior eficiência. Por fim, o trabalho faz referência a outro dado importante que foi constatado durante a metodologia adotada na coleta de dados. Neste momento, foi evidenciado um trabalho mais detalhado com a avaliação promovida pela instância estadual, conforme o alinhamento político do governo municipal. / Faced the ample theme of educational evaluation, this research makes a cut and focuses on evaluation of large-scale and on management of education, specifically education management at the municipal level, considering it as important mediator between schools and educational policies. It considers that near cities, situated in a particular region, articulates into associations, thus it delimits the Municipal Association of Encosta Superior do Nordeste da Serra Gaúcha - AMESNE. The origin of the study is based on personal experience and research group connected to the Centre of Education attended during the Masters Course. The central research question is: How does Municipal Secretary of Education of the AMESNE appropriate and translate the data from the External Evaluation of Primary Schools to the municipal schools? The study uses as the locus of observation, data collection, seven cities of the Association (Caxias do Sul, Bento Gonçalves, Farroupilha, Nova Prata, Guaporé, Nova Araçá and Paraí) which have Municipal System of Education, since it is assumed, based on the literature, that the creation of the municipal school system is an indicator in political autonomy of local governments. The work consisted in an exploratory study when it had been used questionnaires, semi-structured interviews, observation of teaching meetings and document analysis. The main findings were that among these seven cities, only four of them work with the results of large-scale evaluation, when conducting pedagogical meetings with the directive staff of the institutions. One of the cities surveyed, Guaporé, created its constituted system of management in order the Municipal Secretary of Education can manage this whole process of external evaluations more efficiently. Finally the paper makes reference to another important fact that was established during the methodology used in data collection. At this point, it was evidenced a more detailed work with the evaluation promoted by the state instance, according to the political alignment of local government.

Abstract in English, Afrikaans and IsiXhosa. / This study investigates the first national poll tax levied on African men in the Union of South Africa. Known as the “general tax”, it was enacted in terms of the Natives Taxation and Development Act of 1925, and was imposed irrespective of a man’s income or impecuniousness. The historical background to the Act is outlined, and debates and disputes leading up to its promulgation are considered. The difficulties underlying the application, interpretation, and enforcement of the Act, are also examined. Court case judgments involving men who denied their inclusion under the Act’s central, racial definition of “native”, are explored. The case of one individual whose descendants were brought to Natal as “liberated slaves”, is discussed in some detail. The Act’s definition of “native” affected not only individual men, but also a number of black groups whose racial and tax status was in some doubt. Responses to a Native Affairs Department directive, explicitly excluding “Hottentots, Bushmen and Korannas” from the ambit of the Act, are accordingly investigated. Problems surrounding the Griquas, whose tax status was initially ignored in legislation and in official circulars, are investigated. The taxation of farm labourers, among the lowest paid workers in the country, is also examined. Queries and complaints from magistrates, white farmers and from African men are recorded. The interpretation of the Secretary of Native Affairs on the relevant provisions of the Act and his responses to queries and objections relating to the taxation of those workers, are also investigated. / Esi sifundo siphanda irhafu yokuqala yesizwe eyayibizwa kumadoda ama-Afrika kweMdibaniso woMzantsi Afrika. Le rhafu kwakusithiwa yi“rhafu jikelele”, kwaye yayisekwe ngokomthetho owaziwa ngokuba yiNatives Taxation and Development Act wonyaka we-1925, kwaye yayifunwa kuwo onke amadoda nokuba ahlupheke kangakanani na. Imbali yalo Mthetho inikiwe, kwaye kuphononongwe neengxoxo neengxabano ezakhokelela ekuphunyezweni kwawo. Kuqwalaselwe kwakhona ubunzima obavela xa kwakucelelwa ukuphunyezwa kwawo, indlela yokuwutolika nokuwunyanzelisa. Kukwaphononongwe nezigwebo zeenkundla zamatyala ezimalunga namadoda awayesala ukubandakanywa nenkcazelo yalo Mthetho, eyayicalula ngokwebala, neyayisithi “iinzalelwane”. Kuxoxwe banzi ngetyala losapho lwenye indoda olwaziswa eNatala kusithiwa “ngamakhoboka akhululweyo”. Kuphandiwe ngendlela ababeziva ngayo abantu xa kwaphuma isinyanzeliso seSebe Lemicimbi Yeenzalelwane, esithi “Amaqhakancu, AbaThwa namaKoranna” awafakwa wona kulo Mthetho. Inkcazelo yoMthetho ethi “iinzalelwane” yayingachaphazeli nje amadoda kuphela, yayichaphazela namanye amaqela abantu abantsundu ababengaqondakali ncam ukuba baloluphi na uhlanga, kwaye sisithini isimo sabo serhafu. Ziphononongiwe neengxaki ezazingqonge amaGriqua, wona ayenesimo serhafu esingahoywanga, engananzwanga nangokuseMthethweni nakwiimbalelwano zoburhulumente. Okunye okuphandiweyo kukubizwa irhafu kwabasebenzi basezifama, bona babengabona bahlawulwa kancinci. Zishicilelwe nezikhalazo nemibuzo evela kwiimantyi, amafama amhlophe namadoda ama-Afrika. Ziphononongiwe iindlela zokutolikwa kwezilungiselelo zoMthetho, zitolikwa nguNobhala wemicimbi Yeenzalelwane nendlela lo Nobhala awayephendula ngayo imibuzo nezikhalazo ezazibhekiselele kwabo basebenzi. / Hierdie studie ondersoek die eerste nasionale hoofbelasting wat op Afrika-mans in die Unie van Suid-Afrika gehef is. Hierdie sogenaamde “algemene belasting” is ingevolge die Naturelle Belasting en Ontwikkeling Wet van 1925 voorgeskryf, en is gehef ongeag ’n man se inkomste of onvermoëndheid. Die historiese agtergrond tot die Wet word uiteengesit, en debatte en dispute wat tot die uitvaardiging daarvan gelei het, word oorweeg. Die probleme verbonde aan die toepassing, uitleg en afdwinging van die Wet word ook ondersoek. Hofbeslissings rakende mans wat hul insluiting onder die Wet se sentrale, rasse-definisie van ‘“naturel” ontken het, word bestudeer. Die saak van een individu wie se afstammelinge as “bevryde slawe” na Natal gebring is, word in besonderhede bespreek. Die Wet se definisie van “naturel” het nie net individuele mans beïnvloed nie, maar ook ’n aantal swart groepe oor wie se rasse- en belastingstatus onsekerheid bestaan het. Reaksies op ’n aanwysing van die Departement Naturellesake, wat uitdruklik “Hottentotte, Boesmans en Korannas” van die toepassingsbestek van die Wet uitsluit, word dienooreenkomstig ondersoek. Probleme met betrekking tot die Griekwas, wie se belastingstatus aanvanklik in wetgewing en amptelike omsendbriewe geïgnoreer is, word verken. Die belastingbetaling deur plaasarbeiders, wat onder die laags besoldigde werkers in die land was, word ook bekyk. Navrae en klagtes van landdroste, wit boere en Afrika-mans word vermeld. Die uitleg van die tersaaklike bepalings van die Wet deur die Sekretaris van Naturellesake en sy reaksies op navrae oor en besware teen die belastingpligtigheid van daardie werkers word ook ondersoek. / College of Accounting Sciences / M. Compt (Accounting Science)

Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-03-20T13:03:55Z No. of bitstreams: 2 Dissertação - Glaucia Maria Morais França Avelar - 2017.pdf: 3172258 bytes, checksum: f83860be897e1d90a8863ac58c57269a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-03-21T11:37:31Z (GMT) No. of bitstreams: 2 Dissertação - Glaucia Maria Morais França Avelar - 2017.pdf: 3172258 bytes, checksum: f83860be897e1d90a8863ac58c57269a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-03-21T11:37:31Z (GMT). No. of bitstreams: 2 Dissertação - Glaucia Maria Morais França Avelar - 2017.pdf: 3172258 bytes, checksum: f83860be897e1d90a8863ac58c57269a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-11-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The research investigated the process of construction of the Pedagogical Political Proposals (PPPs) of the Adolescents, Youth and Adults Education (AYAE) of the Municipal Secretary of Education (MSE) of Goiânia, from 1993 to 2016, to discuss how they were constituted the PPPs and what advances and setbacks are present in their process of systematization, still seeking to inquire about the existence of internal contradictions between them. In order to recover this process of constitution of the PPPs it was opted for research with qualitative approach of eminently bibliographical and documentary character. The documentary sources were obtained from the Municipal Secretary of Education of Goiânia, the Municipal Council of Education (MCE) of Goiânia and the collections of the Research Center Living Memory: Documentation and Reference in Youth and Adults Education (YAE), Popular Education and Social Movements of the Region Midwest. Starting from the premise that the PPPs are destined to a public made up of workers, it was tried to lift the origin of the demand for the Youth and Adults Education in Goiânia and to identify how the attendance to this public took place in the period previous to the PPPs. For this purpose, the present study went back to the construction of Goiânia and to the origins of MSE. In order to follow this path, the theoretical contribution adopted was composed by regional authors who studied the history of Goiânia and the history of MSE, such as Borges (2000), Chaul (1999), Estevam (1997), Estevam and Campos Júnior (2012), Palacín (2001), Bittar (1993), Clímaco (1991) and Dourado (1990). In order to better understand the trajectory of the AYAE in MSE, besides the PPPs and documents elaborated by MSE and documents produced by MCE, the research appealed to Café (1996), Calixto (2004), Costa (2008), Gomes (2006), Machado (1997, 2004), Nunes (2016) and Rodrigues (2000, 2004, 2011), among others. The investigation revealed the preparation of three versions and the re-elaboration of two others, totaling five PPPs systematized over the 23 years that make up the observed period. The recovery of the process of elaboration of these PPPs showed that, in spite of some observed differences, they reflect a process of continuity of the service policy carried out by MSE, constituting a movement of resistance in relation to the discontinuity, at national level, of the policies of YAE. From the observation of the records brought by the PPPs, the study also revealed that the movement made by the Municipal Education Network from 1993 based on principles and conceptions that are in line with a liberating popular education, evidencing an effort by this network to build an education in favor of the working class. / A pesquisa investigou o processo de construção das Propostas Político Pedagógicas (PPPs) da Educação de Adolescentes, Jovens e Adultos (EAJA) da Secretaria Municipal de Educação (SME) de Goiânia, no período de 1993 a 2016, com vistas a discutir como foram constituídas as PPPs e quais os avanços e retrocessos presentes em seu processo de sistematização, buscando ainda inquirir sobre a existência de contradições internas entre si. Para recuperar este processo de constituição das PPPs optou-se por pesquisa com abordagem qualitativa de caráter eminentemente bibliográfico e documental. As fontes documentais foram obtidas junto à Secretaria Municipal de Educação de Goiânia, ao Conselho Municipal de Educação (CME) de Goiânia e aos acervos da Pesquisa Centro Memória Viva: Documentação e Referência em Educação de Jovens e Adultos (EJA), Educação Popular e Movimentos Sociais da Região Centro Oeste. Partindo da premissa de que as PPPs destinam-se a um público constituído por trabalhadores, buscou-se levantar a origem da demanda para a Educação de Jovens e Adultos em Goiânia e identificar como ocorreu o atendimento a este público no período anterior às PPPs. Com esse intuito, o presente estudo retrocedeu à construção de Goiânia e às origens da SME. Para percorrer este caminho o aporte teórico adotado foi constituído por autores regionais que estudaram a história de Goiânia e a história da SME, a exemplo de Borges (2000), Chaul (1999), Estevam (1997), Estevam e Campos Júnior (2012), Palacín (2001), Bittar (1993), Clímaco (1991) e Dourado (1990). Para melhor compreensão da trajetória da EAJA na SME, além das PPPs e documentos elaborados pela SME e de documentos produzidos pelo CME, a pesquisa recorreu a Café (1996), Calixto (2004), Costa (2008), Gomes (2006), Machado (1997, 2004), Nunes (2016) e Rodrigues (2000, 2004, 2011), dentre outros. A investigação revelou a elaboração de três versões e a reelaboração de outras duas, totalizando cinco PPPs sistematizadas ao longo dos 23 anos que compõem o período observado. A recuperação do processo de elaboração destas PPPs evidenciou que, a despeito de algumas diferenças observadas, elas refletem um processo de continuidade da política de atendimento realizada pela SME, constituindo-se num movimento de resistência em relação à descontinuidade, em âmbito nacional, das políticas públicas de EJA. A partir da observação dos registros trazidos pelas PPPs, o estudo revelou ainda que o movimento feito pela Rede Municipal de Ensino a partir de 1993 tomou por base princípios e concepções que coadunam com uma educação popular libertadora, evidenciando um esforço desta rede no sentido de construir uma educação a favor da classe trabalhadora.

Chen, Rosenberg和Shepp（1997）的“雙人決策者的秘書問題“（A Secretary Problem with Two Decision Makers），探討在完整訊息（Full Information）與選擇次序不變的情況下，具有優先選擇權的決策者佔有較大優勢。這裡所謂的優勢意指在雙方最終選擇的大小為勝負條件所產生獲勝機率的比較。而本篇文章主要是延伸此一探討，意即在若不變動兩者選擇的次序，但賦予後選擇決策者較多資訊的條件下，能否平衡雙方的優劣勢。我們首先討論後決策者擁有預知下一步（One-step look-ahead）資訊能力的條件下，雙方優勢的改變；隨之若是在後決策者能預知完全資訊的情況下，是否能平衡雙方的優劣勢。而事實上，即便在後決策者擁有所有資訊的條件，仍無法完全改變此一情況；更進一步而言，先選擇決策者甚至在不知道後決策者已掌握了所有資訊的情況下，仍可佔有獲勝機率大於後決策者的優勢。這裡我們將提供理論與理論上的數值結果。 / Chen, Rosenberg, and Shepp (1997) considered a variation of the "secretary problem" in which the salary demands of a group of applicants are from a known and continuous distribution (i.e., full information case) and these applicants are interviewed sequentially by two managers, say, I and II. For every applicant. Manager I has the right to interview and hire him/her first. If Manager I rejects the applicant, Manager II can interview him/her. No recall is allowed when the applicant is rejected by both managers, and neither manager can interview and hire another applicant once he/she has hired an applicant. The manager who chooses the applicants with the lower salary wins the game. Chen et al. shows that manager I has bigger winning chance than manager II in the full information case. This study is to extend the paper by Chen et al., by giving extra information to manager H. In particular, suppose that manager II can look a few applicants ahead, i.e., he/she knows the salary demands of applicants before manager I interview them. However, under the full-information assumption, even if manager II is a clairvoyant, who claims to be able to see what will happen in the future, his/her winning probability is still less than that of manager I. We provide theoretical proof and simulation to confirm this result.

This thesis follows the development of Howard Charles Green’s (1895-1989) views on war and disarmament as both a private citizen and as a Member of Parliament. It draws its conclusions from a large archival base. Beginning with Green’s experiences in the First World War, this thesis charts Green’s views on war through to the United Nations Irish Resolution on disarmament of December 20, 1960. Contrary to current historiography examining the Diefenbaker period, it proves that Green’s beliefs about war only changed after his appointment as Secretary of State for External Affairs in June 1959, and even then it took time for his new ideals to “harden.” Prior to his “conversion” he believed that war remained a viable aspect of foreign policy and often encouraged its fuller prosecution.

This thesis follows the development of Howard Charles Green’s (1895-1989) views on war and disarmament as both a private citizen and as a Member of Parliament. It draws its conclusions from a large archival base. Beginning with Green’s experiences in the First World War, this thesis charts Green’s views on war through to the United Nations Irish Resolution on disarmament of December 20, 1960. Contrary to current historiography examining the Diefenbaker period, it proves that Green’s beliefs about war only changed after his appointment as Secretary of State for External Affairs in June 1959, and even then it took time for his new ideals to “harden.” Prior to his “conversion” he believed that war remained a viable aspect of foreign policy and often encouraged its fuller prosecution.

Bakgrund: Inom politik och media beskrivs unga arbetslösa som oengagerade, lågutbildade och socialt inkompetenta. Denna uppfattning förstärks när allt fler unga inte lyckats komma in på arbetsmarknaden och blir långvarigt arbetslösa. För att åtgärda problemet att ta sig in på arbetsmarknad, sätts de in på arbetsmarknadsåtgärder. Stämmer medias bild över verkligheten? Hur ser åtgärderna egentligen ut och hur påverkas de unga vuxna över tid som arbetslös? Ligger ansvaret för arbetslösheten på personerna själva eller finns det andra bakomliggande faktorer? Hur kan systemet eventuellt förbättras? Metod: För att ta reda på svaren har vi gjort en systematisk litteraturstudie där vi använt oss av 29 artiklar. Resultat: Ju längre arbetslöshet, desto svårare förutsättningar att komma ut på arbetsmarknaden. I takt med tiden försämras dessutom den fysiska, psykiska och sociala hälsan hos individen, vilket medför dubbla negativa konsekvenser. Om man är utan fullständigt gymnasiebetyg eller körkort, är chanserna för jobb bland de minsta. Dagens satsningar ligger framför allt på aktiveringsinsatser. Trots detta avslutar 25 procent gymnasiet utan fullständigt betyg. Slutsats: Arbetslöshet måste åtgärdas så tidigt som möjligt. Ett av de bästa alternativen för både individ och samhälle, är satsningar på kompletta gymnasiebetyg och billigare körkortskostnader. Detta skulle medföra att fler får grundförutsättningar och kvalifikationer för de flesta arbeten som saknar krav på eftergymnasial utbildning.

Submitted by GUSTAVO ANTONIO VALENTIM (gustavoantonio.valentim@gmail.com) on 2018-11-20T16:05:13Z No. of bitstreams: 1 Valentim_ga_me_prud.pdf: 2471802 bytes, checksum: 797b6f77e6019863657ae7490172bd89 (MD5) / Approved for entry into archive by Claudia Adriana Spindola null (claudia@fct.unesp.br) on 2018-11-21T18:15:08Z (GMT) No. of bitstreams: 1 valentim_ga_me_prud.pdf: 2245078 bytes, checksum: 20a6196b1e252d6fd10b42f2c6f93d55 (MD5) / Made available in DSpace on 2018-11-21T18:15:08Z (GMT). No. of bitstreams: 1 valentim_ga_me_prud.pdf: 2245078 bytes, checksum: 20a6196b1e252d6fd10b42f2c6f93d55 (MD5) Previous issue date: 2018-09-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta dissertação tem como problemática a ser elucidada: quais permanências e mudanças existem entre a Escola de Tempo Integral (ETI) e o Programa Ensino Integral (PEI) da SEE/SP? Para tanto, o objetivo desta pesquisa foi analisar o projeto Escola de Tempo Integral (ETI) e o Programa Ensino Integral (PEI) da SEE/SP a partir de seus documentos oficiais a fim de refletir sobre suas permanências e mudanças. A partir disto buscamos: Compreender o que é educação integral e educação de tempo integral a partir da concepção de alguns autores; resgatar a maneira como esta temática foi materializada na trajetória da escola pública brasileira e paulista; identificar como a temática é abordada em algumas das legislações educacionais brasileiras em vigência e analisar os documentos legais referentes ao projeto Escola de Tempo Integral (ETI) e o Programa Ensino Integral (PEI). Baseados no procedimento metodológico da análise documental desenvolvido por Cellard (2010), analisamos 14 documentos referentes a ETI e 20 ao PEI. Elaboramos algumas categorias para análise: desenho da política, jornada, organização curricular, atribuição de aulas, regime de trabalho, avaliação e gestão. Identificamos permanências nas categorias em relação à jornada, com um período de aproximadamente 8h30mim no ensino fundamental. Na avaliação, na qual, os conteúdos relacionados com a base comum curricular são priorizados em detrimento da parte diversificada. E na organização curricular, uma vez que, o currículo da ETI é organizado a partir da ampliação do modelo já existente, já no PEI, a organização foi elaborada de maneira mais articulada, entretanto, em ambas as propostas curriculares, é possível enxergar um direcionamento para uma formação tecnicista, com foco nos conteúdos das avaliações externas. As categorias apresentaram mudanças no tocante ao desenho da política, que na ETI é destinada prioritariamente para áreas com baixo IDH, já no PEI não há este pré-requisito, sua implementação está condicionada a escolha da escola. Na atribuição de aulas, que na ETI é diferente para os docentes das disciplinas da base comum curricular e da parte diversificada, no PEI, os profissionais são contratados a partir de um processo seletivo único e específico para o programa. Na gestão, que no PEI segue um modelo desenvolvido para a gestão empresarial que foi transplantado para estas escolas. E no regime de trabalho, uma vez que, no PEI, os professores atuam com dedicação exclusiva e recebem uma gratificação salarial de 75%, entretanto, sua permanência no programa depende do processo de avaliação anual. Apesar de terem sido implementadas pelo mesmo governo, constatamos que ETI e PEI são políticas educacionais bem diferentes, uma vez que, o período, o contexto e os sujeitos envolvidos em sua elaboração e execução são distintos. / This dissertation has the following research problem to be elucidated: what are the permanencies and changes existed between the Full-time School (ETI) and the Integral Education Program (PEI) of the SEE/SP? To answer this question, the research aimed to analyze the project of the Full-time School (ETI) and the Integral Education Program (PEI) of the SEE/SP from its official documents in order to reflect on their permanencies and changes. From this, we seek to understand what integral education and full-time education is according to the conception of some authors; to rescue how this theme was materialized in the trajectory of the Brazilian and São Paulo public school; to identify how the subject is addressed in some of the current Brazilian educational legislation and to analyze the legal documents related to the project of the Full-time School (ETI) and the Integral Education Program (PEI). Based on the methodological procedure of document analysis developed by Cellard (2010), we analyzed 14 documents referring to the ETI and 20 to the PEI. We elaborated some categories for analysis: policy design, school day, curricular organization, assignment of classes, employment regime, evaluation and management. We identified permanencies in the categories regarding the school day, with the duration of approximately 8 hours and 30 minutes in elementary school. In the evaluation, in which the contents related to the common curricular base are prioritized to the detriment of more diversified activities. And in the curricular organization, since the ETI curriculum is organized from the expansion of the already existing model, while the PEI organization was elaborated in a more articulated way, however, in both curricular proposals, it is possible to observe a technical training as target, focusing on the contents of external evaluations. The categories revealed changes regarding the design of the policy, the ETI is intended primarily to assist areas with a low HDI, while the PEI does not have such prerequisite, its implementation is conditional on the choice of the school. In the assignment of classes, in the ETI it is different for the teachers who work with the common curricular base subjects and with the diversified area, whereas in the PEI, the professionals are hired after a single and specific selection process for the program. In management, which the PEI follows a model developed for business management that was transferred to these schools. And in the employment regime, since teachers work under an exclusive dedication service and receive a 75% salary bonus in the PEI, however, their permanence in the program depends on an annual evaluation process. Although the ETI and PEI have been implemented by the same government, we found that they consist of very different educational policies, since the period, the context and the subjects involved in their elaboration and execution vary.

Submitted by José Edmilson Lobato Júnior (edmilsonjr@hotmail.com) on 2015-01-06T19:21:59Z No. of bitstreams: 1 2014 - Dissertação - DEFESA.docx: 3720569 bytes, checksum: 7e072a8de7b7e262ed9c374fd083c6d3 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2015-01-19T13:25:37Z (GMT) No. of bitstreams: 1 2014 - Dissertação - DEFESA.docx: 3720569 bytes, checksum: 7e072a8de7b7e262ed9c374fd083c6d3 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2015-01-19T16:04:32Z (GMT) No. of bitstreams: 1 2014 - Dissertação - DEFESA.docx: 3720569 bytes, checksum: 7e072a8de7b7e262ed9c374fd083c6d3 (MD5) / Made available in DSpace on 2015-01-19T16:06:16Z (GMT). No. of bitstreams: 1 2014 - Dissertação - DEFESA.docx: 3720569 bytes, checksum: 7e072a8de7b7e262ed9c374fd083c6d3 (MD5) Previous issue date: 2014-06-05 / In the early 90's started a movement across Brazil, powered by a letter of intent UN, which suggested the decoupling of Criminal Expertise Institution of Civil Police. After this move, there was a wide range of administrative structures of expert institutions, both operational and administrative, confirming a status quo complete empiricism in all sectors. This study we attempted to initiate a proposal for standardization of inputs fingerprint nature contained in the briefcase crime scene donated by SENASP to all institutes of Criminology Brazil. In an attempt to reach the largest possible representation among Brazilian Institutes of Criminalistics, we used interviews and an online questionnaire directed to the National Forum of Experts Criminal (FNPC), where the sample was obtained from almost all states of the federation. The result was achieved qualitatively quite representative, where the trademark SIRCHIE proved with considerable preference between the Expert class. However, it is necessary to continue this work, seeking to achieve other variables not examined in this context, but may show the apparent reasons that perpetuate the lack of concrete processes of standardization in the National Skill. / Nos início da década de 90 teve início um movimento em todo Brasil, impulsionado por uma carta de intenções da ONU, que sugeria a desvinculação da Perícia Criminal da Instituição Polícia Civil. Após este movimento, verificou-se uma grande diversidade de estruturas que originaram as Instituições Periciais, tanto operacionalmente como administrativamente, chancelando um status quo de completo empirismo em todos os setores periciais. Buscou-se neste trabalho, iniciar uma análise da possibilidade de padronização dos materiais utilizados na coleta de impressões digitais latentes contidos na maleta de local de crime doada pela SENASP a todos os Institutos de Criminalística do Brasil. Na tentativa de alcançar a maior representatividade possível dentre os Institutos de Criminalística brasileiros, utilizou-se um questionário eletrônico direcionado ao Fórum Nacional de Peritos Criminais (FNPC), onde se obteve amostra de quase todos os estados da federação. No resultado alcançado qualitativamente, a marca comercial SIRCHIE demonstrou ter preferência considerável entre a classe Pericial.

Brandão, Márcia Nogueira. Formação do profissional secretário executivo na UFC: currículo, competência e cidadania. 2010. 226f. Tese (Doutorado em Educação) - Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2010. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-26T15:47:41Z No. of bitstreams: 1 2010_Tese_MNBrandao.pdf: 858705 bytes, checksum: 9c45d2e6a2905595a3c02cbb8a8f7e7e (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-27T11:56:48Z (GMT) No. of bitstreams: 1 2010_Tese_MNBrandao.pdf: 858705 bytes, checksum: 9c45d2e6a2905595a3c02cbb8a8f7e7e (MD5) / Made available in DSpace on 2012-07-27T11:56:48Z (GMT). No. of bitstreams: 1 2010_Tese_MNBrandao.pdf: 858705 bytes, checksum: 9c45d2e6a2905595a3c02cbb8a8f7e7e (MD5) Previous issue date: 2010 / Nowadays, a dynamic motion is in all around. It is required, from people and organizations, efforts that bring alternatives for living together with technological changes: both economic and social ones, in all fields of knowledge, specially in Education. So, people who bring up people need to make an upgrade of their educational practices, over and over thinking about institutions syllabus, in order to promote professionals and society development, in general. The secretary, inserted in this context, deserves special attention, for being somebody of extreme importance at the part, suffered prejudices by doing simple and daily activities, known as being typical of feminine universe. This way, the general aim of this research was to investigate how the secretary’s formation has been developed at the Federal University of Ceará (UFC), in relation to transformations lived by the contemporaneous society and if this very formation conducts to the construction of an autonomous person. The specific aims were related to describe what would be the demands, in terms of competence and habilities, showed by that secretary that the global work requires, analyzing the concept this professional has about his own role, his autonomy and his performance today. For giving a support to this study, it was turned to the matters about Syllabus, Autonomy, Citizenship, Professional formation, Competences and Habilities, Syllabus Directions, among other ones. As a methodological proceeding, this research was, concerning on its aims, descriptive and also bibliographic, documental and a field one, making use of interview and a questionnaire too, and accomplishing a deep study about the executive secretary’s formation graduated by UFC, permitting a whole and detailed knowledge about him. Admitted and seniors students, as well as professors and former students, besides companies/organizations directors, in short, everywhere existed the post of executive secretary. It was concluded that the professional formation has been directed to the work market and because of this it is quested the autonomous person arising, being this autonomy very restricted, provided that the decision power occurs in the secretary’s area of actuation and he is not a real participant of the strategic decisions. Competences and habilities are related to activities like to advise, administrate the chronology, being a leader, direct, develop support activities for decisions, but also doing traditional tasks as prepare the boss note book and serve coffee. They staff workers, consider themselves important at the organizations, but show they are afraid of loosing the job. It was proved the necessity of students promote the graduation course spreading as well as the professional secretaries to engage in a movement of strengthen of their syndicate, requiring improvements for their professions as autonomy and the citizenship exercising. / Vive-se em um ambiente dinâmico, exigindo-se das pessoas e das organizações esforços no sentido de que percebam alternativas de convivência com as mudanças tecnológicas, econômicas e sociais, inseridas em todas as áreas do conhecimento, mormente na Educação. Assim, educadores necessitam realizar, constantemente, revisões de suas práticas pedagógicas, repensando o currículo das instituições, para promover o desenvolvimento dos profissionais e da sociedade em geral. O secretário, inserido neste contexto, merece atenção especial, por ser um profissional de extrema importância dentro das organizações, mas que, no passado, sofreu preconceitos por desempenhar atividades simples e rotineiras, conhecidas e tidas como sendo típicas do universo feminino. Dessa forma, o objetivo geral desta pesquisa foi investigar como tem sido desenvolvida a formação do secretário executivo na Universidade Federal do Ceará (UFC), frente às transformações da sociedade contemporânea, e se a referida formação conduz à construção de um sujeito autônomo. Os objetivos específicos foram descrever quais as demandas, em termos de competências e habilidades do secretário, que o mundo do trabalho requer, analisando a concepção que o profissional tem do seu papel, da sua autonomia e do seu trabalho no mundo contemporâneo. Para dar suporte ao estudo pretendido, recorreu-se aos assuntos sobre Currículo, Autonomia, Cidadania, Formação Profissional, Competências e Habilidades profissionais, Diretrizes Curriculares, entre outros. Como procedimento metodológico, esta pesquisa, quanto aos seus objetivos, é de natureza descritiva e quanto aos procedimentos técnicos adotados para a coleta de dados, bibliográfica, documental e de campo, utilizando-se do questionário e da entrevista; realizou-se ainda estudo profundo acerca da formação do secretário executivo formado pela UFC, de maneira a que permitisse seu amplo e detalhado conhecimento. Os participantes foram os estudantes ingressantes, os concludentes, os professores, os egressos do Curso e os dirigentes de empresas/organizações nas quais houvesse o cargo de secretário executivo. Concluiu-se que a formação profissional tem sido mais direcionada para o mercado de trabalho e, por isso, questiona-se a construção do sujeito autônomo, porque a autonomia é, na verdade, bastante limitada, tendo em vista que o poder de decisão ocorre dentro da área de atuação do secretário, não participando este das decisões estratégicas. As competências e habilidades estão relacionadas com atividades como assessorar, administrar o tempo, liderar, gerir, desenvolver atividades de apoio às decisões, mas ainda são executadas atividades tradicionais: preparar a agenda do chefe e servir cafezinho. Os profissionais cumprem o papel de assessores, consideram-se importantes dentro das organizações, mas demonstram receio de perder o emprego. Constatou-se, ainda, a necessidade de os estudantes promoverem a divulgação do Curso de graduação, bem como de os profissionais secretários se engajarem no fortalecimento do Sindicato da categoria, reivindicando melhorias para o exercício da profissão com autonomia e exercício da cidadania.