Made available in DSpace on 2016-07-27T13:54:10Z (GMT). No. of bitstreams: 1 JOSE WALBER BORGES PINHEIRO.pdf: 838663 bytes, checksum: c050e29fb717e5371f15122ad6a720e0 (MD5) Previous issue date: 2008-09-20 / The National Police Academy (Academia Nacional de Polícia - ANP) promotes requalification courses for their officers, such as the Superior Police Course (Curso Superior de Polícia - CSP) and the Special Police Course (Curso Especial de Policia - CEP). These courses are offered in a distance education system. This paper aims to understand how the student sees the distance education , throught the theory of Social Representations. The present is a qualitative research, which was carried out via interviews and data analysis. The data was collect among the students who attended the distance education system, from 2005 and 2008. In order to fulfill the research s objectives, the students were asked about their general view of the distance education course as well as the difficulties they faced. They were also asked to discuss and contrast the two different educational parameters, distance and presential. / Academia Nacional de Polícia (ANP) promove para os policiais federais cursos de requalificação, como o Curso Superior de Polícia (CSP) e o Curso Especial de Policia (CEP), oferecidos a distância. Para apreciar a visão que os alunos têm do curso, o presente trabalho a estuda pela ótica da teoria das Representações Sociais. A pesquisa, de cunho qualitativo, foi feita com base em entrevistas e análise de dados, coletados junto aos alunos que freqüentaram ou freqüentam o sistema de Educação a Distância, nos anos de 2005 a 2008. Para atingir tal objetivo, os alunos foram indagados quanto à visão geral que tinham do curso após sua vivência e às dificuldades enfrentadas. Também lhes foi pedido que discorressem quanto à diferença entre a situação de aluno presencial e de participantes de um curso a distância, contrastando vantagens e desvantagens.

This paper is linked to the Line of Practical School Researches and Public Policies of the Post-Graduation Program at the federal University of Santa Maria. The current study belongs to the Moral Affection Research Group and its main project The conflicts and sentiments present in the pedagogical relationship and their networks in the construction of moral personality . The theme arises from my own experiences as a student of basic education and also graduation. Later, as a professor I started reflecting about the relations among teachers and students. Thus, this research aims to investigate how the language used by the teacher in classroom might be understood as a form of violence from the teacher to his/her pupils, to identify how the teachers understand how their languages might be a form of violence towards their students and to verify how the students see this violent language used in classroom. The methodology adopted presents a qualitative approach under the perspective of a study case with a teacher who teaches the third grade fundamental school and with her pupils. The study was carried out in a state school of basic education in the central region of Rio Grande do Sul state. The data collection was made by means of direct observations in classrooms. The data were recorded on a field diary and in a semi-structured interview with the class teacher and her students. The study was divided in three chapters: The first one: Delimitation and fundaments of investigation , which delimits and specifies the theme area of investigation, the questions of a research and their reasons as well as the methodological approach of it. In chapter 2: The construction of thinking, language and morality in children , where it was analyzed the construction and the development of language related to the thinking and notion of morality for children. To do so, it was used, as a theoretical support, the studies carried out by Jean Piaget. In chapter 3: The violence and its imbrications in teacher s and student s relations . It is divided into two sub-chapters. In the first one, it was checked out the relations of teachers and students in classroom. In the second one the violence inside this relation was highlighted. The theoretic fundament of this paper comes from: Alícia Fernandez, Julio Groppa Aquino, Maria Teresa Estrela, Ulisses F. de Araújo, Xus Martín Garcia, Josep Maria Puig e Yves de La Taille. Based on the data analysis, it is concluded that how language is used by the teachers, consciously or not, might be understood as a form of violence and that the students perceive this kind of language as a form of violence as well. However, for the teachers, their languages are not seen as a form of violence once they serve to shape their students behavior, to impose limits so that they become civilized and polite people. Acting like this is necessary, acceptable and, therefore, normal. / Este trabalho está vinculado à Linha de Pesquisa Práticas Escolares e Políticas Públicas, do Programa Pós-graduação em Educação, da Universidade Federal de Santa Maria. O presente estudo insere-se ao Grupo de Pesquisa Afetos Morais e o seu projeto principal Os conflitos e os sentimentos presentes na relação pedagógica e seus entrelaçamentos na construção da personalidade moral . A temática em estudo surge a partir das minhas próprias experiências como aluna da educação básica e também da graduação e, posteriormente, como professora, fazendo-me refletir sobre a relação professor-aluno. Nesse sentido, a pesquisa objetiva-se em investigar como a linguagem utilizada pelo professor (a) em sala de aula pode ser compreendida como uma forma de violência praticada por esse (a) em relação a seus aluno, identificar qual a compreensão do professor (a) sobre a utilização da linguagem como uma forma de violência exercida por ele (a) em relação aos seus alunos (as) e verificar quais as significações construídas pelos alunos em relação à linguagem utilizada pelo seu professor (a) em sala de aula. A metodologia adotada apresenta uma abordagem qualitativa, sob a perspectiva de um estudo de caso, com uma professora do 3º ano do ensino fundamental e seus respectivos alunos. A pesquisa realizou-se em uma escola estadual de educação básica situada na região centro do Estado do Rio Grande do Sul. A coleta de dados foi realizada por meio de observações diretas na sala de aula, sendo os dados registrados no diário de campo, e em entrevista semiestruturada com a professora da turma e seus alunos. O estudo foi dividido em três capítulos: O primeiro - Delimitação e fundamentação da investigação - delimita e especifica a área temática da investigação, as questões da pesquisa e seus objetivos, bem como a abordagem metodológica da mesma. No capitulo 2 - A construção do pensamento, da linguagem e da moralidade na criança - foi analisada a construção e desenvolvimento da linguagem com relação ao pensamento e a noção de moralidade para as crianças. Para tal, foram utilizados, como aporte teórico, os estudos realizados por Jean Piaget. O capítulo 3 - As violências e suas imbricações na relação professor-aluno - está dividido em dois subcapítulos. No primeiro, foi analisada a relação professor-aluno em sala de aula. No segundo, foi enfocada a violência dentro dessa relação. Teve como fundamentação teórica, entre outros, Alícia Fernandez, Julio Groppa Aquino, Maria Teresa Estrela, Ulisses F. de Araújo, Xus Martín Garcia, Josep Maria Puig e Yves de La Taille. Os dados foram analisados sob aporte teórico dos autores citados. Com base nas análises dos dados, conclui-se que o modo como a linguagem é utilizada pelo professor, conscientemente ou não, pode ser entendida como uma forma de violência; os alunos percebem a utilização da linguagem também como uma forma de violência praticada pelos seus professores; porém, para os professores, a linguagem utilizada não é percebida como uma forma de violência quando praticada pelos mesmos, pois, ela serve para moldar o comportamento dos alunos, impor limites, ou seja, para que se transformem em pessoas educadas . Agir assim é preciso, necessário, aceitável e, portanto, normal.

The purpose of this thesis is to analyze the various reasons that have contributed to the decisionof international students not to return to their home countries after completing their studies, with a focus on students from Rwanda, Nigeria, and Cameroon. The study will include information about student’s home countries to provide a greater understanding of where they come from and how this has contributed to the decisions they have made. The push and pull factor theory will help to understand the different reasons why people choose to immigrate instead of staying in their home countries and what becomes a pull factor in the whole process. To gain even more insight into the students' choice not to return home, semistructured interviews with the 10 individuals will become important. By interviewing the 10 individuals from Rwanda, Nigeria, and Cameroon, one could tell that the countries have had amajor impact on the students' choice not to return home. Results showed that many chose not to return home because of the political instability that council in their home countries, some also felt living a life where they did not have to worry about tomorrow was an important factor in not going back home. The conclusion drawn was that countries were losing talented people because of their inability to put the needs of their citizens first.

This research was conducted to better understand how first-year college students make sense of the role of trust in the development of the relationship with their academic advisors and how they characterize the conditions that enhance or hinder trust in this relationship. An extensive literature review was conducted, identifying relevant scholarship concerning trust and academic advising--the history, philosophy, and professionalization of the field. Also, a brief section on distrust was presented to offer balance in the trust literature and to support the Lewicki, McAllister, & Bies’ (1998) theoretical framework that guided this research endeavor. Moreover, a profile of the traditional, first-year college student was introduced, as this distinct population was asked to participate in this study and to share their unique lived experiences, detailing the relationships they have developed with their academic advisors. A phenomenological research design was employed, collecting participant data via in-depth interviews, an advisor/trust orientation exercise, and member checking. After these data were collected, the Moustakas (1994) four-step approach to data analysis was utilized as a means of data reduction. Eight traditional, first-year college students participated in this research endeavor, and all indicated that the role of trust was important in the development of the relationship with their academic advisors. Also, they isolated four trust characteristics that may enhance trust in their advising relationships: initiative, knowledge/expertise, kindness, and reliability. Likewise, the inverse of these named trust facets may hinder trust in their advising relationships. These new discoveries offer powerful insights for advancing the field of collegiate level academic advising. Keywords: academic advising, academic advisor(s), advising relationships, first-year college student(s), freshman, relationships, trust

In the financial industry, it has been increasingly popular to measure risk. One of the most common quantitative measures for assessing risk is Value-at-Risk (VaR). VaR helps to measure extreme risks that an investor is exposed to. In addition to acquiring information of the expected loss, VaR was introduced in the regulatory frameworks of Basel I and II as a standardized measure of market risk. Due to necessity of measuring VaR accurately, this thesis aims to be a contribution to the research field of applying GARCH-models to financial time series in order to forecast the conditional variance and find accurate VaR-estimations. The findings in this thesis is that GARCH-models which incorporate the asymmetric effect of positive and negative returns perform better than a standard GARCH. Further on, leptokurtic distributions have been found to outperform normal distribution. In addition to various models and distributions, various rolling windows have been used to examine how the forecasts differ given window lengths.

Made available in DSpace on 2016-04-28T19:34:17Z (GMT). No. of bitstreams: 1 Silvia Augusta de Barros Albert.pdf: 28073682 bytes, checksum: 366c3788991cfd44b9a1c3ecf5c6e6f6 (MD5) Previous issue date: 2007-10-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present Dissertation is part of the research area, Reading, Writing and Portuguese language Teaching and its theme is the interaction through language in evaluations of writing produced in Ensino Fundamental II (students aged 11-15), with the teaching and learning of writing as a perspective. The choice of theme is justified by the fact that the evaluation of writing is a disquieting presence in teaching practice. The aim of this study is to carry out a study of linguistic strategies of interaction and the markers of subjectivity in the teacher s evaluative feedbacks on student s writing. The study is based on the Theory of Enunciation (Kerbrat-Orecchioni 1991; 1997; 1998; 2001 e 2005); on the Theory of Speech Acts (Austin, 1990 e Searle, 1981 e 1995); and on approaches towards Pedagogy and the Pedagogy of Writing, especially on Perrenoud (1999 e 2002) e Plane (1994 e 1996). The hypothesis is that, even though the teacher intends to propose a dialogue, another action, in terms of order and judgment, is superimposed on this intention, and this can be seen in the linguistic strategies of interaction and by the markers of subjectivity. Hopefully, this study will open new perspectives for the teaching and learning of writing for new research in the area / A presente Dissertação situa-se na linha de pesquisa Leitura, Escrita e Ensino de Língua Portuguesa e tem como tema a interação pela linguagem em avaliações de produções escritas no ensino fundamental II, tendo em vista o ensino e a aprendizagem da escrita. Justificamos a escolha do tema pelo fato de a avaliação de produções escritas ser uma inquietação presente na prática docente. O trabalho objetiva estudar as estratégias lingüísticas de interação e as marcas de subjetividade nas devolutivas de avaliação do professor sobre a produção escrita do aluno. Fundamentamo-nos na Teoria da Enunciação (Kerbrat-Orecchioni 1991; 1997; 1998; 2001 e 2005); na Teoria dos Atos de Fala (Austin, 1990 e Searle, 1981 e 1995); e nos postulados da Pedagogia e da Pedagogia da Escrita, especialmente em Perrenoud (1999 e 2002) e Plane (1994 e 1996). A pesquisa possibilita explorar a interação pela linguagem na avaliação de produções escritas e evidencia que, embora o professor, tenha a intenção de propor um diálogo, sobrepõe-se a essa intenção uma ação mais em termos e ordem e julgamento revelada pelas estratégias lingüísticas de interação e pelas marcas de subjetividade. Conscientes da amplitude do tema, acreditamos que o trabalho abre novas perspectivas para o ensino e a aprendizagem da escrita e para novas pesquisas na área

Made available in DSpace on 2016-04-27T16:32:59Z (GMT). No. of bitstreams: 1 Isis Sanfins Schweter.pdf: 2758568 bytes, checksum: 68e89f0964323ee8df4aa8ced917bee1 (MD5) Previous issue date: 2015-03-09 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The research consists in investigating the history of the students organization of the Escola Normal Sud Mennucci de Piracicaba, later called the Instituto de Educação Sud Mennucci. This organization created a student s periodical, the paper entitled O Sud Mennucci has published texts written by the students and which associatedschool life to various issues such as curriculum, literary productions, the school routine, the position occupied by the institution in the city, the place of women in society, demands for improvements in school conditions, among others. In about two years duration, the newspaper published ads and began to circulate outside school. The purpose was to understand the dynamics of sociability established between the students around the articulation and production of a school newspaper between the years 1952 to 1954, contributing to the understanding of the students practice in the defined timeline for this research and the school culture of the institution. The sources used were copies of the newspaper Sud Mennucci and some copies of local newspapers. Interviews were also held with the alumni of the institution, participating or not in these organizations with the objective of register the memory that these individuals built from their students career and the school periodical / A pesquisa consiste em investigar a história da organização discente da Escola Normal Sud Mennucci de Piracicaba, posteriormente denominada Instituto de Educação Sud Mennucci. Essa organização criou um impresso estudantil, o jornal intitulado O Sud Mennucci, que publicou textos elaborados pelos próprios alunos e que associavam a vida escolar a temáticas variadas como currículo, produções literárias, cotidiano da escola, posição ocupada pela instituição na cidade, lugar da mulher na sociedade, reivindicações por melhorias nas condições da escola, entre outras. Em cerca de dois anos de duração, o jornal publicou anúncios e passou a circular fora do espaço escolar. O objetivo esteve em compreender a dinâmica de sociabilidade estabelecida entre os estudantes em torno da articulação e produção de um jornal escolar entre os anos de 1952 a 1954, contribuindo para o entendimento das práticas discentes no espaço temporal delimitado para esta pesquisa e da cultura escolar da referida instituição. As fontes utilizadas foram exemplares do jornal O Sud Mennucci e alguns exemplares de jornais locais. Também foram realizadas entrevistas com os ex-alunos da instituição, participantes ou não dessas organizações, visando registrar a memória que esses sujeitos construíram de sua trajetória discente e do impresso escolar

Submitted by Kenia Bernini (kenia.bernini@ufpel.edu.br) on 2017-07-12T20:52:28Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Aurélia_Valesca_Soares_Azevedo_Dissertação.pdf: 1044226 bytes, checksum: a95182e523232e525cff4e2b7c3689a5 (MD5) Aurélia_Valesca_Soares_Azevedo_ Produto.pdf: 479851 bytes, checksum: 4fc617830f30f73d421df8b81bb46e3c (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-07-13T18:44:38Z (GMT) No. of bitstreams: 3 Aurélia_Valesca_Soares_Azevedo_Dissertação.pdf: 1044226 bytes, checksum: a95182e523232e525cff4e2b7c3689a5 (MD5) Aurélia_Valesca_Soares_Azevedo_ Produto.pdf: 479851 bytes, checksum: 4fc617830f30f73d421df8b81bb46e3c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-07-13T18:46:08Z (GMT) No. of bitstreams: 3 Aurélia_Valesca_Soares_Azevedo_Dissertação.pdf: 1044226 bytes, checksum: a95182e523232e525cff4e2b7c3689a5 (MD5) Aurélia_Valesca_Soares_Azevedo_ Produto.pdf: 479851 bytes, checksum: 4fc617830f30f73d421df8b81bb46e3c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-07-13T18:46:19Z (GMT). No. of bitstreams: 3 Aurélia_Valesca_Soares_Azevedo_Dissertação.pdf: 1044226 bytes, checksum: a95182e523232e525cff4e2b7c3689a5 (MD5) Aurélia_Valesca_Soares_Azevedo_ Produto.pdf: 479851 bytes, checksum: 4fc617830f30f73d421df8b81bb46e3c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-04-29 / Sem bolsa / Neste trabalho analiso as representações sobre avaliação, de uma turma de vinte e cinco alunos do Ensino Médio Politécnico da Escola Técnica Estadual Professora Sylvia Mello, localizada na cidade de Pelotas/RS, na qual leciono a disciplina de Química e também oriento o desenvolvimento de projetos vivenciais no componente curricular denominado Seminário Integrado. Os aportes teóricos que orientaram a elaboração deste trabalho contemplam as bases legais da avaliação, presentes na LDB, nos PCN, no Regimento do Ensino Médio Politécnico e nos documentos oficiais da Escola Técnica Estadual Professora Sylvia Mello, bem como, autores que discutem aspectos relacionados ao papel da avaliação no processo de ensino e aprendizagem. Buscando compreender as representações dos alunos sobre avaliação, a fim de promover uma mudança qualitativa em minha prática avaliativa, estabeleci como questões de pesquisa: O que os alunos compreendem sobre o processo avaliativo? Quais as barreiras encontradas pelos alunos no processo avaliativo? Quais as contribuições das ideias dos alunos para a reconstrução da prática avaliativa? No que se refere à investigação das ideias dos alunos sobre avaliação, foram realizados, por meio da escrita de textos, dois levantamentos a partir de questionários contemplando questões norteadoras relacionadas à avaliação. O trabalho desenvolvido configura-se como uma Pesquisa Qualitativa, baseada nos moldes de uma Pesquisa-Ação, pois, envolve uma ação por parte das pessoas implicadas no processo investigativo, exigindo análise, reflexão e ação. O método da Pesquisa-Ação envolveu as seguintes etapas para sua realização: determinação do campo no qual foi feita a investigação; formulação do problema; coleta de dados, análise e interpretação. A partir da análise e interpretação dos dados obtidos, realizadas utilizando o método da Análise Textual Discursiva (ATD), foram delineadas de forma sistemática algumas compreensões sobre as representações dos alunos, que contribuíram com o desenvolvimento de uma proposta de avaliação formativa. Esta proposta ocorreu em um constante processo de negociação, a partir do qual busquei, através do diálogo, a participação coletiva de todos os sujeitos envolvidos. Através deste trabalho, observei que nas representações dos alunos que participaram da pesquisa, prevalece a ideia de que a avaliação é a forma de verificar e diagnosticar a aprendizagem do aluno, embora alguns tenham apontado que a avaliação pode contribuir para orientar o trabalho do professor. Também foi possível observar, que as principais barreiras que os alunos encontram no processo avaliativo estão relacionadas à ênfase atribuída às avaliações pontuais e classificatórias. A explicitação das representações dos alunos contribuiu na reconstrução de minha prática avaliativa, levando-me a compreender que o desenvolvimento de uma avaliação formativa, levando-se em consideração as ideias dos alunos, proporciona que os mesmos sejam protagonistas de sua avaliação, envolvam-se de forma espontânea no processo e trabalhem em parceria com seus pares, construindo espaços de aprendizagem de forma mais significativa. Isto aponta para a ideia de que, as ações durante o processo avaliativo são constantes e contínuas, sendo um movimento dinâmico em que as trocas contribuem para a aprendizagem e o crescimento de todos os envolvidos neste processo / In this paper I analyze the ideas on assessment of a group of twenty-five Polytechnic High School students from Professora Sylvia Mello technical school, located in Pelotas-RS, in which I teach Chemistry and also supervise the development experiential projects in the curricular component named seminário Integrado (integrated seminar). The theorical framework which guided the preparation of this study contemplates the legal basis of assessment, present in the LDB, in the PCN, in the Polytechnic High School regiment and in the official documents of the Professora Sylvia Mello technical school, as well as authors who discuss aspects related to the evaluation role in the process of teaching and learning. Trying to understand the students´ representations about evaluation, in order to promote a qualitative change in my evaluative practice, I established the following questions for the survey: What do the students understand about the assessment process? What are the barriers found by students in the evaluation process? What are the contributions of the students' ideas for the reconstruction of evaluation practice? Regarding to the investigation of the students´ ideias on assessment, it was perfoemed, by means of written texts, two surveys from questionnaires with some guiding questions related to the evaluation.The work is configured as a qualitative survey, based on the lines of an Action-Research since it involves an action by the people involved in the investigative process, requiring analysis, reflection and action. The action- research method involved the following steps: establishment of the field in which the investigation was conducted; formulation of the problem; data collection, analysis and interpretation. From the analysis and interpretation of the data obtained along the study development, carried out using the method of Discursive textual analysis, some insights on the students´ representation were systematically underlined, which contributed to the development of a formative evaluation proposal . This proposal occurred in a constant negotiation process, from which I tried, through dialog, collective participation of all individuals involved. From this work, I observed that, in the participants´ representations, the prevailing Idea is that the assessment is the way of checking and diagnosing the student´s learning, although some have pointed out this could contribute for guiding the teacher´s work. It was also possible to observe that the main barriers the students found in the evaluation process are related to the emphasis attributed to the grading and rating evaluation. The explicitness of the students´ representations contributed to the reconstruction of my evaluation practice, making me understand that the development of a formative assessment, taking into account the students´ ideas, turns them the protagonists of their own evaluation, allows them to engage spontaneously in the process and work with their partners, building more significant learning spaces . This points to the idea that the actions along the evaluation process are Constant and continuous, being a dynamic movement in which the exchanges contribute for the learning and growth of everybody involved in this process

Thesis entitled ?Analysis of educational communication in the lessons of German language at the second degree of elementary school? contains a theoretical and an empirical part. Its aim is to find out whether the pupils of this type of school have a sufficient space for their communication. In order to investigate this fact, there will be watching of the teaching of German lessons. This method is also enriched by interviewing students and their teachers. The research will be held at two elementary schools. Based on the obtained results, there will be compared both schools. In this thesis is explained the issues of communication. The most common and the best-known definitions of communication appear there. It is composed largely of types of communication and a big attention is paid to teaching communication. We cannot forget the methods and forms of teaching, which are used by the teacher in German lessons. Very important is also the individual work of students, in which they will practice and learn the discussed schoolwork. The aim of this work is to find out the issues of communication and possibilities to use the organizational forms of teaching and methods for improvement of teaching of German lessons.

This study was conducted to examine the experiences of first-year, traditional aged Honors College students who were placed on academic probation at the conclusion of the first semester and how they perceive their current circumstances, reasons for their inability to meet the honors requirements, and future academic pursuits. A comprehensive literature review was performed, specifically in the areas of first-year college students, retention, Honors Colleges and Honors Programs, high achievers, honors students in trouble, help-seeking behaviors, and academic probation at the collegiate level. A phenomenological research design was employed where participants met with the investigator one-on-one for a semi-structured interview. Ten students participated in the study; six were first-year students on honors probation, and four were in academic good standing following the end of the first semester. Participants described several common experiences, including: difficulty with the high school to college transition, planning and organizational challenges, overconfidence in academic abilities, and poor attendance and class participation. Based on these findings, several recommendations are made.