Associada ao Paradigma Indiciário, propõe-se a noção de excedente de visão (EV) (BAKHTIN, 2011, 2014) como um modo de olhar para os dados, para a análise e para práticas de ensino, objetivando investigar como professores em formação inicial (PFI) concebem a própria escrita, o ensino de escrita e a tecnologia no ensino (de escrita), num Curso de Extensão, que gerou o corpus: fóruns, chat, wikis, esboços de Planos de Aula e redações do Enem socializados pelos PFI. Operacionalizado como um modo de olhar do pesquisador no processo de análise, o EV permite chegar ao indício, exigindo, contudo, para tanto, variados gestos de pesquisa para a confirmação de hipóteses pelo confronto entre fontes internas e externas. Do mesmo modo, o EV possibilita compreender gestos de linguagem do PFI em torno da escrita, do ensino da escrita e da tecnologia no ensino (de escrita), contribuindo para, na alteridade, dar ao sujeito um lugar na escrita. Resultados desta pesquisa mostram que o PFI busca se alçar à especialidade de Letras e à posição enunciativa do professor que ele projeta ser, o que a análise, considerando o papel das histórias de letramentos, descreve em termos de gestos de linguagem e de docência. Resumidamente, esses gestos indiciam que: a) além de conceitos teóricos para o ensino de escrita, a noção de EV e a de cronotopo do endereçamento são constitutivas dos gêneros do discurso (GD): redação do Enem/dissertação de vestibular e artigo científico; b) as noções de relações intergenéricas e de instabilidade do GD são conceitos teóricos a serem trabalhados a partir do EV pelo professor e pelo aluno em práticas de escrita em ambientes digitais ou não; c) a tecnologia, como parte da linguagem, configura-se como mais um ponto de observação para o trabalho com o cronotopo do endereçamento e de outros cronotopos (da introdução, do tema, da conclusão e de textos motivadores) na produção escrita; d) o trânsito do PFI pelas posições enunciativas professor em formação inicial, professor que projeta ser e egresso da Educação Básica faz emergir o conflito do licenciando com o discurso oficial sobre o ensino de GD e sobre letramentos; e) gestos de retomada e de antecipação e a ação de forças centrípetas e centrífugas, assim como da palavra autoritária e da palavra interiormente persuasiva na produção escrita dos PFI dão contornos específicos para diferentes configurações para a escrita e de lugar para o sujeito segundo se produzam redação do Enem, dissertação de vestibular e artigo científico. Como sujeito de linguagem, o PFI situa-se no embate entre um ensino que atua na ordem do instituído e um fazer docente que pretende atuar criticamente sobre ela. / Associated to the Circumstantial Paradigm, one proposes the notion of surplus of vision (SV) as a way of looking at data for analysis and teaching in order to identify the ways teachers in initial education and training (TIET) conceive their own writing, teaching writing and technology in teaching (writing), in an Extension Coursem which generated the corpus: forums, chat, wikis, outlines of Lesson Plans and essays of the Enem socialized by the TIET. Used as a way of looking at data for analysis, the SV allows to reach traces, demanding, nevertheless, for so doing, variegated research gestures for the confirmation of hypotheses by means of the confrontation among internal and external sources. In addition, SV makes possible to understand language gestures of TIET around writing, teaching writing and the technology in teaching (writing), contributing, by means of alterity, to give subjects a place in writing. Results from this research show that TIET make efforts to insert in Letters as a field and to take the enunciative position of the kind of teacher they desire to be, something the analysis describes, considering the role of literacy histories, in terms of gestures of language and teaching. These gestures show, in sum, that: a) in addition to theoretical concepts for teaching writing, the notion of SV and that of chronotope of addressing are constitutive of speech genres (SG); b) the notions of intergeneric relations and instability of SG are theoretical concepts to be worked by teachers and pupils from the point of view of O in writing practices produced in digital or non-digital environments; c) technology, as part of language, is one more observation point for working with the chronotope of addressing and other chronotopes (of the introduction, of theme, of conclusion and motivational texts) in written productions; d) TIET passage through their enunciative position as such, that of the kind of teachers they desire to be and that of someone who were in Basic Education, and this produces the emergence of conflict of TIET and the official discourse about teaching SG and lireracy(ies); and e) gestures of recuperating and anticipating and the action of centripetal and centrifugal forces, as well as that of the authoritarian word and of the internally persuasive word in written production of TIET, give distinct special statuses for different configurations related to writing and also attribute places for subjects, according to the genre: Enems writing exam, college admission exam or academic paper. As language subjects, TIET are situated in the conflict between teaching such as it happens in the instituted order and a teachers way of teaching that act critically regarding this order.

Made available in DSpace on 2016-04-26T20:48:37Z (GMT). No. of bitstreams: 1 Leandro Gomes Amaral.pdf: 451874 bytes, checksum: b7ad8b294eef3134f937d99bcef1b69d (MD5) Previous issue date: 2012-10-29 / This study aims to analyze the Brazilian fiscal policy in the period 1995 to 2010, especially government spending, so that one can opine about the character procyclical or countercyclical that. We can say that the measures adopted by the Brazilian government were pro-cyclical during almost every year belonging to the period 1995-2010, except 2001 and 2009. In these years, fiscal policy was countercyclical, given the tax cuts in 2009 and the increase of fixed capital formation of government in both. However, it wasn t identified evidence that the expansion of investment occurred in 2001 was deliberate, unlike 2009, when the Federal Government aimed to mitigate the recessionary phase of the cycle, as proposed by Keynes. Therefore, the fiscal stimuli to aggregate demand were possible because the economy was in a position to absorb during crisis possible adverse effects of tax cuts, the increase in public investment and reducing the primary surplus / Este trabalho tem por objetivo analisar a política fiscal brasileira, no período de 1995 a 2010, em especial a despesa governamental, a fim de que se possa opinar quanto ao caráter pró-cíclico ou anticíclico daquela. Pode-se dizer que as medidas adotadas pelo governo brasileiro foram pró-cíclicas durante quase todos os anos pertencentes ao período 1995-2010, exceto em 2001 e 2009. Nestes anos, a política fiscal foi anticíclica, haja vista as desonerações tributárias, em 2009, e o aumento da formação bruta de capital fixo das administrações públicas, em ambos. Contudo, não se identificou evidência de que a expansão do investimento ocorrida em 2001 tenha sido deliberada, ao contrário de 2009, quando o Governo Federal visou à atenuação da fase recessiva do ciclo econômico, conforme proposto por Keynes. Considera-se, com isso, que os estímulos fiscais à demanda agregada foram possíveis porque a economia estava em condição de absorver, num contexto de crise, eventuais efeitos colaterais das desonerações tributárias, da elevação do investimento público e da redução do superávit primário

Esta dissertação analisa a sustentabilidade da dívida pública brasileira utilizando a metodologia proposta por Bohn (1998, 2008), levando em consideração as operações de contabilidade criativa e os empréstimos do governo federal para bancos públicos, principalmente BNDES. Para isso, utilizam-se diversos conceitos de superávit primário (oficial; oficial excluindo as receitas de contabilidade criativa; e permanente) e de endividamento (dívidas líquida, bruta e bruta excluídas reservas internacionais), para o período de 2003 a 2014. Em todos os casos analisados, a hipótese de sustentabilidade não foi satisfeita, logo há a necessidade de se alterar a política fiscal do país. Foram realizados testes de quebra estrutural seguindo a metodologia de Bai e Perron (1998), nos quais se verificou que a alteração no padrão da política fiscal pós-crise de 2008 foi um dos principais responsáveis pelo resultado de não sustentabilidade. Verificou-se também que, para esse período pós-crise, o cumprimento da meta do superávit primário se deveu, em grande parte, às receitas de concessões, refinanciamentos (Refis) e dividendos, com destaque para BNDES e Caixa Econômica Federal. / This dissertation analyses the sustainability of Brazil\'s public debt using the methodology proposed by Bohn (1998, 2008), taking into consideration creative accounting and loans from the federal government to public banks, especially BNDES. To this end, various concepts of primary surplus (official; official excluding revenues from creative accounting; and structural) and debt (net debt; gross debt; and gross debt excluding international reserves) are used, from 2003 to 2014. For all the scenarios the hypothesis of fiscal sustainability was not satisfied, and therefore the government would have to change the fiscal policy in Brazil. Structural break tests were performed following the methodology of Bai and Perron (1998), in which was found that the change in fiscal policy post-crisis of 2008 was one of the major factors on the results of non-sustainability. It was found that, for this post-crisis period, the fulfillment of the primary surplus target was mostly due to concession revenues, refinancing (Refis) and dividends, highlighting BNDES and Caixa Econômica Federal.

Associada ao Paradigma Indiciário, propõe-se a noção de excedente de visão (EV) (BAKHTIN, 2011, 2014) como um modo de olhar para os dados, para a análise e para práticas de ensino, objetivando investigar como professores em formação inicial (PFI) concebem a própria escrita, o ensino de escrita e a tecnologia no ensino (de escrita), num Curso de Extensão, que gerou o corpus: fóruns, chat, wikis, esboços de Planos de Aula e redações do Enem socializados pelos PFI. Operacionalizado como um modo de olhar do pesquisador no processo de análise, o EV permite chegar ao indício, exigindo, contudo, para tanto, variados gestos de pesquisa para a confirmação de hipóteses pelo confronto entre fontes internas e externas. Do mesmo modo, o EV possibilita compreender gestos de linguagem do PFI em torno da escrita, do ensino da escrita e da tecnologia no ensino (de escrita), contribuindo para, na alteridade, dar ao sujeito um lugar na escrita. Resultados desta pesquisa mostram que o PFI busca se alçar à especialidade de Letras e à posição enunciativa do professor que ele projeta ser, o que a análise, considerando o papel das histórias de letramentos, descreve em termos de gestos de linguagem e de docência. Resumidamente, esses gestos indiciam que: a) além de conceitos teóricos para o ensino de escrita, a noção de EV e a de cronotopo do endereçamento são constitutivas dos gêneros do discurso (GD): redação do Enem/dissertação de vestibular e artigo científico; b) as noções de relações intergenéricas e de instabilidade do GD são conceitos teóricos a serem trabalhados a partir do EV pelo professor e pelo aluno em práticas de escrita em ambientes digitais ou não; c) a tecnologia, como parte da linguagem, configura-se como mais um ponto de observação para o trabalho com o cronotopo do endereçamento e de outros cronotopos (da introdução, do tema, da conclusão e de textos motivadores) na produção escrita; d) o trânsito do PFI pelas posições enunciativas professor em formação inicial, professor que projeta ser e egresso da Educação Básica faz emergir o conflito do licenciando com o discurso oficial sobre o ensino de GD e sobre letramentos; e) gestos de retomada e de antecipação e a ação de forças centrípetas e centrífugas, assim como da palavra autoritária e da palavra interiormente persuasiva na produção escrita dos PFI dão contornos específicos para diferentes configurações para a escrita e de lugar para o sujeito segundo se produzam redação do Enem, dissertação de vestibular e artigo científico. Como sujeito de linguagem, o PFI situa-se no embate entre um ensino que atua na ordem do instituído e um fazer docente que pretende atuar criticamente sobre ela. / Associated to the Circumstantial Paradigm, one proposes the notion of surplus of vision (SV) as a way of looking at data for analysis and teaching in order to identify the ways teachers in initial education and training (TIET) conceive their own writing, teaching writing and technology in teaching (writing), in an Extension Coursem which generated the corpus: forums, chat, wikis, outlines of Lesson Plans and essays of the Enem socialized by the TIET. Used as a way of looking at data for analysis, the SV allows to reach traces, demanding, nevertheless, for so doing, variegated research gestures for the confirmation of hypotheses by means of the confrontation among internal and external sources. In addition, SV makes possible to understand language gestures of TIET around writing, teaching writing and the technology in teaching (writing), contributing, by means of alterity, to give subjects a place in writing. Results from this research show that TIET make efforts to insert in Letters as a field and to take the enunciative position of the kind of teacher they desire to be, something the analysis describes, considering the role of literacy histories, in terms of gestures of language and teaching. These gestures show, in sum, that: a) in addition to theoretical concepts for teaching writing, the notion of SV and that of chronotope of addressing are constitutive of speech genres (SG); b) the notions of intergeneric relations and instability of SG are theoretical concepts to be worked by teachers and pupils from the point of view of O in writing practices produced in digital or non-digital environments; c) technology, as part of language, is one more observation point for working with the chronotope of addressing and other chronotopes (of the introduction, of theme, of conclusion and motivational texts) in written productions; d) TIET passage through their enunciative position as such, that of the kind of teachers they desire to be and that of someone who were in Basic Education, and this produces the emergence of conflict of TIET and the official discourse about teaching SG and lireracy(ies); and e) gestures of recuperating and anticipating and the action of centripetal and centrifugal forces, as well as that of the authoritarian word and of the internally persuasive word in written production of TIET, give distinct special statuses for different configurations related to writing and also attribute places for subjects, according to the genre: Enems writing exam, college admission exam or academic paper. As language subjects, TIET are situated in the conflict between teaching such as it happens in the instituted order and a teachers way of teaching that act critically regarding this order.

This work examines sustainable functions for another workwear. It argues fora culture shift within many fields: private, politically, global, local as well as infashion. The background is earth and human beings current situation whichneeds to be changed in order to create a sustainable living. This is understoodin the ecological, sociocultural and economical sustainable model and contextualixedfor agricultural workwear.The issue of construction methods in workwear is examined and understoodin relationship to the non-rationale and aesthetical function; the need to workand the need to dwell.New ideas of rationale function workwear is proposed which argues for theneed of a greater look upon sustainability and non-rationale ideas within thefield of current workwear.This includes:1. Construction methods for a. Greater movement, b. Fewer stretch pointswithin garments and c. Advanced vs. simplicity.2. Aesthetic forms exploring a. Aesthetic as sustainable, b.The two natures ofworking and dwelling spoken is terms of construction and empty space, c.Different cultures of old and new.3. Material: a. sustainable raw fibers as organic Hemp and Cotton b. Secondhand material as deadstock, surplus and waste, c. Performing materials fordifferent occasions4.Colour and structure: a. Bio-organic natural Indigo dyeing vats, b. Dyeingwith natural dyes as Madder, Brazil Wood and Acorns on cellulose basedmaterial, c. D.I.Y coating with Beewax, Flax Oil and Parafine, d. The spectrumof new/clean and patina of age/worn.which all are used as expressive research tools to understand different perspectivesof sustainable function for another workwear within a culture shift;the background of the past, the beauty of life and finally proposals for a futureseen as the ecological age. / Program: Modedesignutbildningen

Com base no instrumental teórico da Semiótica Francesa e na Gramática Tensiva de Claude Zilberberg, procuramos empreender um estudo da impossibilidade discursiva veiculada pela ideia de indizível, tal como ela se apresenta no romance A Paixão segundo G.H., de Clarice Lispector. A noção central de acontecimento é caracterizada, no âmbito da teoria tensiva, por sua natureza abrupta, que arrebata o sujeito, deixando-o sem voz (isto é, interrompendo o fluxo discursivo) e destituindo-o de sua competência modal (e, consequentemente, de sua capacidade para a ação). Em termos tensivos, o acontecimento é definido por um paroxismo no que diz respeito à intensidade, assim como por uma drástica redução em termos de extensidade. Uma vez submetido à dinâmica tensiva, o paroxismo gerado pelo acontecimento desencadeará, inevitavelmente, sua própria atenuação, em um processo denominado resolução, que, em linhas muito gerais, consiste na transformação do acontecimento em uma unidade discursiva. Nesta pesquisa, procuramos evidenciar o fato de que o romance de Clarice Lispector é estruturado como um processo de resolução. No entanto, a transição entre o acontecimento e o discurso é problematizada ao longo de todo o romance, na medida em que a experiência que se pretende narrar é considerada indizível. A teoria tensiva do aspecto postula que todo objeto, ao entrar no campo de presença de um sujeito qualquer, passa instantaneamente a integrar um percurso aspectual ascendente ou descendente, cujos limites são, de um lado, a extenuação e, de outro, a saturação. Tais limites podem, no entanto, ser ultrapassados, a depender do grau de impacto causado pelo acontecimento. O indizível ou, mais exatamente, o conjunto de estratégias discursivas de resolução que ele encerra pode ser definido como a expressão de uma ultrapassagem aspectual. / Based on the theoretical framework of the French Semiotics and on Claude Zilberbergs Tensive Grammar, we sought to carry out a study of the discourse impossibility conveyed by the idea of unspeakable, as it appears in the novel A Paixão segundo G.H. [The Passion according to G.H.], by Clarice Lispector. The central notion of event is characterized, within the scope of tensive theory, by its abrupt nature, which takes the subject aback, leaving them speechless (that is to say, interrupting discourse flow) and depriving them of modal competence (and, consequently, of their ability to take action). In tensive terms, an event is defined by a paroxysm with respect to intensity, as well as by a drastic reduction in terms of extent. Once subject to the tensive dynamics, the paroxysm produced by the event will inevitably trigger its own attenuation, in a process designated resolution, which, in very general terms, consists in the transformation of the event into a unit of discourse. In this research, we attempt to highlight the fact that Clarice Lispectors novel is structured as a resolution process. However, the transition between event and discourse is problematized throughout the novel, since the experience to be reported is considered to be unspeakable. The tensive theory of aspect postulates that every object, in entering the presence field of a given subject, instantly engages in an either ascending or descending aspectual course, whose limits are extenuation at one end of the scale, and saturation at the other. These limits can, however, be overtaken, depending on the degree of impact caused by the event. The unspeakable or, more exactly, the set of discourse strategies of resolution it encompasses can be defined as the expression of an aspectual surplus.

Com base no instrumental teórico da Semiótica Francesa e na Gramática Tensiva de Claude Zilberberg, procuramos empreender um estudo da impossibilidade discursiva veiculada pela ideia de indizível, tal como ela se apresenta no romance A Paixão segundo G.H., de Clarice Lispector. A noção central de acontecimento é caracterizada, no âmbito da teoria tensiva, por sua natureza abrupta, que arrebata o sujeito, deixando-o sem voz (isto é, interrompendo o fluxo discursivo) e destituindo-o de sua competência modal (e, consequentemente, de sua capacidade para a ação). Em termos tensivos, o acontecimento é definido por um paroxismo no que diz respeito à intensidade, assim como por uma drástica redução em termos de extensidade. Uma vez submetido à dinâmica tensiva, o paroxismo gerado pelo acontecimento desencadeará, inevitavelmente, sua própria atenuação, em um processo denominado resolução, que, em linhas muito gerais, consiste na transformação do acontecimento em uma unidade discursiva. Nesta pesquisa, procuramos evidenciar o fato de que o romance de Clarice Lispector é estruturado como um processo de resolução. No entanto, a transição entre o acontecimento e o discurso é problematizada ao longo de todo o romance, na medida em que a experiência que se pretende narrar é considerada indizível. A teoria tensiva do aspecto postula que todo objeto, ao entrar no campo de presença de um sujeito qualquer, passa instantaneamente a integrar um percurso aspectual ascendente ou descendente, cujos limites são, de um lado, a extenuação e, de outro, a saturação. Tais limites podem, no entanto, ser ultrapassados, a depender do grau de impacto causado pelo acontecimento. O indizível ou, mais exatamente, o conjunto de estratégias discursivas de resolução que ele encerra pode ser definido como a expressão de uma ultrapassagem aspectual. / Based on the theoretical framework of the French Semiotics and on Claude Zilberbergs Tensive Grammar, we sought to carry out a study of the discourse impossibility conveyed by the idea of unspeakable, as it appears in the novel A Paixão segundo G.H. [The Passion according to G.H.], by Clarice Lispector. The central notion of event is characterized, within the scope of tensive theory, by its abrupt nature, which takes the subject aback, leaving them speechless (that is to say, interrupting discourse flow) and depriving them of modal competence (and, consequently, of their ability to take action). In tensive terms, an event is defined by a paroxysm with respect to intensity, as well as by a drastic reduction in terms of extent. Once subject to the tensive dynamics, the paroxysm produced by the event will inevitably trigger its own attenuation, in a process designated resolution, which, in very general terms, consists in the transformation of the event into a unit of discourse. In this research, we attempt to highlight the fact that Clarice Lispectors novel is structured as a resolution process. However, the transition between event and discourse is problematized throughout the novel, since the experience to be reported is considered to be unspeakable. The tensive theory of aspect postulates that every object, in entering the presence field of a given subject, instantly engages in an either ascending or descending aspectual course, whose limits are extenuation at one end of the scale, and saturation at the other. These limits can, however, be overtaken, depending on the degree of impact caused by the event. The unspeakable or, more exactly, the set of discourse strategies of resolution it encompasses can be defined as the expression of an aspectual surplus.

Une opération économique, en fin de compte, repose sur une seule chose. Une chose des plus élémentaires qui soient, à savoir, tout simplement : l'emploi d'un objet. C'est bien là le socle de toute action économique. C'est-à-dire de toute action qui, à un moment donné, se veut utile ou rentable. Mais un tel acte a pour effet d'annuler toute la valeur que l'objet peut toujours présenter dans l'instant (comme son charme, sa drôlerie ou, encore, son étrangeté). Autrement dit, l'emploi d'un objet remplace toute la valeur sensible dudit objet par une valeur d'un autre ordre qui n'est autre que la valeur d'usage. Mais, le fait est qu'employer utilement quelque-chose n'a rien d'automatique. C'est qu'un tel acte revient très concrètement à s'opposer délibérément au cours habituel des choses qui, lui, consiste en une dépense inutile de chaque chose... Mais ce n'est pas tout car, au bout du compte, d'un point de vue général, l'action délibérée contre ce cours habituel des choses ne fait en réalité jamais que de l'accroître. Tout simplement parce qu'une telle action (n'étant donc pas automatique) se doit d'abord de dissiper pour son propre compte tout un tas de forces disponibles ; cela, avant même d'avoir pu commencer son œuvre. Tout ceci doit nous forcer à reconnaître que le véritable produit d'une opération économique n'est jamais qu'une meilleure dilapidation des richesses disponibles. Et c'est bien sous cet angle que sera envisagée, dans le cadre de ce travail, la notion de Décroissance. Cela grâce à la mise en perspective de la théorie d' « économie générale » de Georges Bataille avec les travaux de l'économiste Nicholas Georgescu-Roegen. / An economic operation relies, after all, upon one single thing. Upon one of the most elementary things, that is, simply: the use of an object. Such is the root of any economic act, i.e. of any act which, at some time, purports to be useful or profitable. But one effect entailed by such an act is to cancel all the value that such an object may instantaneoulsy present (such as its spell, drollery or, yet, its oddness). In other words, the use of an object implies that the sensitive value of that object be substituted by another sort of value, namely its use value. However, as a matter of fact, the useful employment of something is in no way automatic. Indeed, such a useful employment of things is actually equivalent to a deliberate opposition to the usual course of things, which consists, on the contrary, of a useless expenditure of all things... Still, from a general point of view, such a deliberate act against this usual course of things only achieves, after all, to always increase it. Just because such an act (thus, not being automatic), yet before it may have started to operate, first has to dissipate for itself a whole bunch of available forces. All of this leads us to acknowledge that the true product of an economic operation is always only a better squandering of the riches at disposal. It is according to this point of view that my research has focused on the notion of Degrowth, by combining Georges Bataille’s theory of “general economy” with economist Nicholas Georgescu-Roegen’s works.

現今台灣社會由於出生率不斷的下降因素，導致人口銳減，不僅危及國家競爭力，同時也相對嚴重影響國民小學校園內的教師生態，面對此種情勢，衝擊到的是各國民小學必須調整原有教師編制人數，例如減班調動以為因應，超額的問題讓這些資淺教師人心惶惶，讓教師對學校產生不安定感，且使教師無心教學。 本研究採質性研究之深度訪談法。研究對象總數為8人，為某國小6位恐面對減班超額之教師及2位近期已調動至他校之教師。經分析訪談資料後，所得研究發現綜述如下： 一、教師們十分擔憂超額的問題，甚至影響教學及生活品質，因此超額教師在知覺超額問題已對他們產生嚴重衝擊，令教師感到不安。 二、超額教師認為這樣的辦法對年資較淺之教師不公平，因為即使他們再怎麼努力，似乎都無法改變被超額的命運，且令教師擔心如何面對減班超額之未來去向。 三、教師認為即使想要努力改變什麼，僅靠自己努力也無法改變被超額之命運；所以教師仍然希望仰賴政府制定完善的政策，才能讓大環境有所改變。 四、超額的問題使超額教師們的規劃受到環境的衝擊，使得教師必須調整原先的生涯規劃，超額教師認為這樣的改變，與原先的生涯存在很大的落差。 五、本研究發現教師們認為自己的專長就是教學，從師資培育時，就認為自己一生要從事教職，另外也認為政府一定會積極介入處理，即使調離原校也不至於被資遣，寧願等待政府的政策改變，並不積極去採用其他因應方式。 本研究根據研究發現，提出以下建議： 一、對國小教師的建議：教師必須用積極的心態，來面對減班超額的挑戰，應該設法培養第二專長，增加自己的積分競爭力，掌握生涯主控權，做好生涯規畫。 二、對學校的建議：重新檢討「超額教師辦法」配分方式，積極協助可能被超額的教師培養其他專長能力及疏導不安感。 三、對教育當局的建議：教育局應積極採取策略，以面對教師超額的問題，增進教師生涯轉換能力及提供國小教師相關進修管道。 關鍵字：減班超額、工作壓力、生涯規劃 / Nowadays, due to the decreasing birth rate in Taiwan, the population has been declining, endangering the competitiveness of the country and seriously influencing the ecology for teachers in elementary schools. Under this circumstance, elementary schools being impacted have to adjust their arrangements of teachers. For example, numbers of classes in schools may be reduced. This surplus problem has made junior teachers worried. They don’t believe their jobs are stable in schools, and therefore their minds are not in teaching. This study adopted a qualitative research method – in-depth interviewing. There were a total of 8 research subjects, including 6 teachers from an elementary school who worried about possible class reduction and 2 teachers who had been transferred to other schools recently. The data obtained from the interviews were analyzed, and the findings of this study are listed below: 1. Teachers were worried very much about the problem of a surplus of teachers. Their worries influenced their teaching and quality of life. Thus, redundant teachers’ perception of this problem had had a serious impact on them, making them feel unsecured. 2. Redundant teachers thought this solution was not fair for junior teachers. No matter how hard they had tried, they still couldn’t escape the fate of becoming redundant. And they were worried about their future after class reduction. 3. Teachers believed that even if they had the intention to make difference, their efforts alone couldn’t change the fate of them becoming redundant. Therefore, teachers still hoped that the government could come up with complete policies to change the environment. 4. The problem of a surplus of teachers had caused redundant teachers’ plans being impacted by the environment. Teachers had to change their life plans. And redundant teachers thought this kind of change was not what they expected for their careers. 5. This study found that teachers believed their specialty was simply teaching. Since they were trained, they had believed that they were destined to be teachers all their lives. On the other hand, they believed that the government would intervene actively, so even if they were transferred to other schools, they wouldn’t be laid off. Thus, they’d rather wait for the government to change policies than adopt other measures actively. According to the research findings, this study came up with the following suggestions: 1. Suggestions for elementary school teachers: Teachers shall face the challenge of class reduction with an aggressive attitude, develop another specialty to improve their competitiveness, take control of their careers, and make a good plan for their careers. 2. Suggestions for schools: The arrangement in the “Guidelines for Redundant Teachers” shall be reviewed, in order to actively help possible redundant teachers develop other specialties and ease their worries. 3. Suggestions for the education authority: The Department of Education shall actively take measures to resolve the problem of a surplus of teachers, improve teachers’ abilities to change their careers, and provide elementary school teachers some related channels for further study. Key words: class reduction, surplus of teachers, working pressure, career planning.

La plupart des systèmes experts actuels reposent sur les connaissances de surface (le savoir-faire) d'un expert du domaine d'application. Plus récemment, une autre approche s'est développée. Elle vise a exploiter les connaissances profondes (théoriques) acquises dans le domaine d'application. La thèse étudie cette dernière approche dans le cadre du projet pic (poste de travail intelligent pour le comptable). Les aspects méthodologiques sont développés dans la première partie. Une nouvelle classe d'applications des systèmes experts est proposée: l'interprétation comparative. Elle a pour but de mettre en évidence et expliquer la cause des différences entre deux états d'un système. Une methode générale permettant d'aborder ce probleme est présentée, ainsi que des techniques la mettant en œuvre sur des modèles qualitatifs et numériques. Les contributions au projet pic sont développées dans la seconde partie. Un générateur de systèmes experts d'interprétation comparative est d'abord présenté. Il a servi a la réalisation de deux systèmes: le premier pour l'analyse de la performance d'une entreprise par la methode des surplus, le second pour le diagnostic financier d'entreprise. Un système expert pour la déduction des écritures comptables utilisant également l'approche profonde est ensuite présenté. A la lumière de ces deux dernières applications déjà abordées par les systèmes experts utilisant des connaissances de surface, les deux approches de conception de systèmes experts sont comparées