Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-12T13:08:03Z No. of bitstreams: 1 BrunoCastilhoBarbosaPereiraDissertacao2016.pdf: 1663918 bytes, checksum: bb47105745890daa850a4c6a394de392 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-12T13:08:29Z (GMT) No. of bitstreams: 1 BrunoCastilhoBarbosaPereiraDissertacao2016.pdf: 1663918 bytes, checksum: bb47105745890daa850a4c6a394de392 (MD5) / Made available in DSpace on 2017-04-12T13:08:29Z (GMT). No. of bitstreams: 1 BrunoCastilhoBarbosaPereiraDissertacao2016.pdf: 1663918 bytes, checksum: bb47105745890daa850a4c6a394de392 (MD5) Previous issue date: 2016-02-17 / Profit, growth, stability and social recognition are things that organizations desire. They also want competent and committed employees who can work in groups. In this sense, the challenges are numerous because, in general, companies are affected by problems caused by project delays, processes or systems failures, technical knowledge not distributed, communication problems, changing priority, employee severance, goals not reached, among others. In addition, so that the relationship between the company and the employee is not limited to the employment deal, there must be a well-defined strategy to awaken this desire contributor of growth, providing a favorable environment for such. Given this complex scenario, organizations and their employees can be supported with the existing knowledge about entrepreneurship in an approach that allows for their application in the business environment. The opportunity perceived in this research is directed to the study of entrepreneurial practices and how they could be used strategically as a response to organizational challenges related to project management, offering proposed actions to companies and their employees achieve better results. / Organiza????es desejam lucro, crescimento, solidez ou reconhecimento social. Elas querem tamb??m funcion??rios competentes, empenhados e que saibam trabalhar em grupo. Nessa dire????o, os desafios s??o in??meros visto que, em geral, as companhias s??o afetadas por problemas causados por atrasos de projetos, falhas de processos ou sistemas, conhecimento t??cnico n??o distribu??do, problemas de comunica????o, mudan??as constantes de prioridade, desligamento de funcion??rios, metas n??o atingidas dentre outros. Al??m disso, para que a rela????o entre a empresa e funcion??rio n??o se limite ao contrato de trabalho, ?? preciso que exista uma estrat??gia bem definida que desperte neste colaborador o desejo de crescimento, oferecendo um ambiente favor??vel para tal. Diante desse cen??rio complexo, as organiza????es e seus colaboradores podem ser apoiados com a utiliza????o do conhecimento existente sobre o empreendedorismo em uma abordagem que permita a sua aplica????o no ambiente das empresas. A oportunidade percebida nesta pesquisa est?? direcionada ao estudo das pr??ticas empreendedoras e como poderiam ser utilizadas como estrat??gia de resposta aos desafios organizacionais relacionados ?? gest??o de projetos, ofertando ??s empresas e seus colaboradores propostas de a????es para o alcance de melhores resultados.

Submitted by Verena Bastos (verena@uefs.br) on 2015-08-04T00:26:41Z No. of bitstreams: 1 DISSERTACAO_A PARTICIPA??O DE PROFESSORES DE MATEM?TICA_WEDESON(1).pdf: 981158 bytes, checksum: 46925da71f4e589bb5d90f6af24a99a1 (MD5) / Made available in DSpace on 2015-08-04T00:26:41Z (GMT). No. of bitstreams: 1 DISSERTACAO_A PARTICIPA??O DE PROFESSORES DE MATEM?TICA_WEDESON(1).pdf: 981158 bytes, checksum: 46925da71f4e589bb5d90f6af24a99a1 (MD5) Previous issue date: 2015-03-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The aim of this work is to analyze how math teachers participate in the development of mathematical tasks that constitute an educational curriculum material in a collaborative work and to analyze mathematical tasks produced by these teachers in this context. Thus, the focus of this research is the participation of teachers and the production of mathematical tasks. Thereby, theoretical constructs presented by Jean Lave and Etienne Wenger were used to understand the participation of teachers and tasks markers presented by Jonei Barbosa used as reference for the analysis of mathematical tasks. The context of this research were the meetings of the Mathematics Educational Watch (OEM-Bahia) based at the Federal University of Bahia (UFBA) and formed by teachers (basic and college education) and students with Degree in Mathematics and Post-Graduate at the State University of Feira Santana and Federal University of Bahia. The methodological approach was qualitative, in which we used as procedures of data collection observation and interviews stimulated for analyzes relating to the participation of teachers, and document analysis of mathematical tasks that constitute an educational curriculum materials developed by teachers during the collaborative work. The results showed that the participation of teachers in the development of mathematical tasks occurs in three distinct ways: contemplating common goals of the group, sharing ways to develop investigative or exploratory mathematical questions and producing tasks in view of the practices involving other math teachers. Ways to participate relate to the joint undertaking established by the group for the preparation of tasks, with the list shared repertoire group members, which allowed evidence of changes in practices in which teachers participate and with what the group reifies from participation in social practice. In terms of the tasks that were developed through the participation of teachers in the OEM-Bahia we can see that the mathematical tasks performed in convergent, divergent and alternate forms, depending on the task markers, allowing an analysis of the freedom of choice of group during the design of tasks, depending on the practice that teachers involved and the context of the classroom. In terms of mathematical tasks markers, the analysis allowed us to expand the theoretical construct, indicating the possibility of tasks with alternative insulation because the relationships established during the implementation of tasks can be in charge of teachers and negotiations with the students. In addition, we propose the marker in relation to the procedures that are required from students during the implementation of mathematical tasks, called teaching focus. This analysis allowed us to realize that both tasks markers as the framework for analyzing mathematical tasks theoretically allow further analysis of mathematical tasks designed in different contexts and social practices. / O objetivo desta disserta??o ? analisar como professores de matem?tica participam da elabora??o de tarefas matem?ticas que constituem um material curricular educativo em um trabalho colaborativo e analisar as tarefas matem?ticas produzidas por esses professores nesse contexto. Assim, o foco desta investiga??o ? a participa??o dos professores e a produ??o das tarefas matem?ticas. Desta forma, os constructos te?ricos apresentados por Jean Lave e Etienne Wenger foram utilizados para compreender a participa??o dos professores e os marcadores de tarefas apresentados por Jonei Barbosa utilizados como refer?ncia para a an?lise das tarefas matem?ticas. O contexto desta pesquisa foram as reuni?es do Observat?rio da Educa??o Matem?tica (OEM-Bahia) sediado na Universidade Federal da Bahia (UFBA) formados por professores (educa??o b?sica e superior) e estudantes da Licenciatura em Matem?tica e P?s-Gradua??o da Universidade Estadual de Feira de Santana e da UFBA. A abordagem metodol?gica utilizada foi a qualitativa, na qual utilizamos como procedimentos de coleta de dados a observa??o e as entrevistas estimuladas para as an?lises referentes ? participa??o dos professores, e an?lise documental das tarefas matem?ticas que constituem um material curricular educativo elaboradas pelos professores durante o trabalho colaborativo. Os resultados apontaram que a participa??o dos professores na elabora??o de tarefas matem?ticas ocorre de tr?s formas distintas: contemplando objetivos comuns do grupo, compartilhando sobre modos de elaborar quest?es matem?ticas investigativas ou explorat?rias e produzindo tarefas na perspectiva das pr?ticas que participam outros professores de matem?tica. Essas formas de participar t?m rela??o com o empreendimento conjunto estabelecido pelo grupo para a elabora??o das tarefas, com o repert?rio compartilhado entre os membros do grupo que possibilitou ind?cios de mudan?as nas pr?ticas que os professores participam e com o que o grupo reifica a partir da participa??o na pr?tica social. Em termos das tarefas que foram elaboradas por meio da participa??o dos professores no OEM-Bahia podemos observar que as tarefas matem?ticas se apresentaram nas formas convergentes, divergentes e alternadas, a depender dos marcadores de tarefas, permitindo uma an?lise sobre a liberdade de escolha do grupo durante o delineamento das tarefas, a depender da pr?tica que os professores participam e do contexto das salas de aula. Em termos dos marcadores de tarefas matem?ticas, a an?lise nos permitiu expandir o constructo te?rico, apontando a possibilidade de tarefas com isolamento alternativo, pois as rela??es estabelecidas durante a implementa??o de tarefas podem ficar por conta dos professores e das negocia??es com os estudantes. Al?m disso, propomos o marcador com rela??o aos procedimentos que s?o requeridos aos estudantes durante a implementa??o de tarefas matem?ticas, a este denominamos foco de ensino. Essa an?lise possibilitou compreendermos que tanto os marcadores de tarefas quanto o quadro de an?lise de tarefas matem?ticas permitem aprofundar teoricamente a an?lise de tarefas matem?ticas elaboradas em diferentes contextos e pr?ticas sociais.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-09-30T21:27:36Z No. of bitstreams: 1 Disserta??oRennan.pdf: 4490372 bytes, checksum: 039d0f02973936571e87f3337f4d71b9 (MD5) / Made available in DSpace on 2015-09-30T21:27:36Z (GMT). No. of bitstreams: 1 Disserta??oRennan.pdf: 4490372 bytes, checksum: 039d0f02973936571e87f3337f4d71b9 (MD5) Previous issue date: 2014-08-04 / This thesis had as research object the various cultural manifestations in the Festa de Sant?Ana in the twentieth century, between the years 1920-1987. Noteworthy among these cultural manifestations the Festa de Largo, which occurred in the area outside the religious temple, composing some of the steps of the celebration of Senhora Sant?Ana, who is the patroness of the city of Feira Santana. These manifestations of popular and profane character, as the Bando Anunciador, the Lavagem da Igreja, and the Levagem, which were aggregators spaces of a myriad of religious and political expressions, producing diverse cultural practices. Another objective of the analysis was to understand the representations, appropriations and cultural practices undertaken by the participants in the festivities, as well as understand the shock of representations present in the celebrations, resulting from the opposition of the ways the party was experienced by participants ahead to how the festival were idealized by the Catholic Church. / Esta disserta??o teve como objeto de pesquisa as diversas manifesta??es culturais presente na Festa de Sant?Ana no s?culo XX, entre os anos de 1920 a 1987. Destacam-se entre estas manifesta??es culturais as chamadas Festas de Largo, que ocorriam na ?rea externa do templo religioso, compondo algumas das etapas da celebra??o a Senhora Sant?Ana, padroeira da cidade de Feira Santana. Estas manifesta??es de car?ter popular e profano, como o Bando anunciador, a Lavagem da Igreja e a Levagem, eram espa?os agregadores de uma mir?ade de express?es pol?ticas e religiosas, produtoras de diversas pr?ticas culturais. Tamb?m foi objetivo da an?lise compreender as representa??es, apropria??es e pr?ticas culturais realizadas pelos participantes dentro dos festejos, al?m de entender os choques de representa??es presentes nas celebra??es, advindos da oposi??o das formas como a festa era vivenciada pelos seus participantes frente ao modo como os festejos eram idealizados pela Igreja Cat?lica.

Made available in DSpace on 2015-04-14T13:22:16Z (GMT). No. of bitstreams: 1 453307.pdf: 314819 bytes, checksum: 79d2adad9024d5e8990680911bdd24e4 (MD5) Previous issue date: 2013-01-15 / This dissertation handle the resonances produced by the process of Psychiatric Reform regarding conceptions of politics with the origin by the psychologists militant of this movement in Rio Grande do Sul. To understand the meanings produced by the trajectories of these professionals, we made a theoretical and comparative study of epistemological and ontological bases proposed by deinstitutionalisation, as well as the paradigm of critical social psychology and the study of Hannah Arendt. The main assumptions of this philosopher were crucial in the discussion about the political psychology. We demonstrated the relevance of this theoretical and practical study in this field, since the political positions based psychological practices. In addition, it was found that several essential questions arise to produce transformations that are supported on goals that stipulate the establishment of rights and recognition of human diversity. Lean on in this interdisciplinary dialogue, we built up the second study that had as topic the search for points of contact and divergence in the narratives of the respondents. This review produced thematic dimensions that enabled discuss the conceptions of politics and suggest contributions to the conceptualization of militancy in the psychology field. The historical research when use as a source the produce of memories, it becomes natural to understand the past in the present, revealing silences and erasures produced by officialdom. / A presente disserta??o aborda as resson?ncias produzidas pelo processo da Reforma Psiqui?trica no que tange as concep??es de pol?tica engendradas pelo (as) psic?logos (as) militantes deste movimento no Rio Grande do Sul. Para compreender os sentidos produzidos pelas trajet?rias destes profissionais, realizou-se um estudo te?rico e comparativo das bases epistemol?gicas e ontol?gicas propostas pela desinstitucionaliza??o, bem como pelos paradigmas da psicologia social cr?tica e pelos estudos de Hannah Arendt. Os principais pressupostos desta fil?sofa foram fundamentais na discuss?o acerca da pol?tica na psicologia. Demonstrou-se a relev?ncia deste aprofundamento te?rico e pr?tico neste campo de estudo, visto que os posicionamentos pol?ticos fundamentam as pr?ticas psicol?gicas. Al?m disto, verificou-se que emergem diversos questionamentos essenciais para se produzir transforma??es que estejam apoiadas em objetivos que preconizem o estabelecimento de direitos e o reconhecimento da diversidade humana. Ancorando-se neste di?logo interdisciplinar, construiu-se o segundo estudo que teve como mote a busca de pontos de contato e diverg?ncias nas narrativas dos (as) entrevistados (as). Esta an?lise suscitou dimens?es tem?ticas que possibilitaram discutir as concep??es de pol?tica e sugerir contribui??es para a conceitualiza??o de milit?ncia no campo da psicologia. A pesquisa hist?rica ao utilizar como fonte a produ??o de mem?rias, torna-se singular para a compreens?o do passado no presente, desvelando sil?ncios e apagamentos produzidos pela oficialidade.

Made available in DSpace on 2015-04-14T13:22:37Z (GMT). No. of bitstreams: 1 391470.pdf: 612025 bytes, checksum: 4f205a7be1c9b23b10cae64e80e3fda6 (MD5) Previous issue date: 2007-03-30 / Esta disserta??o trata da tem?tica juventude a partir da preocupa??o da sociedade no desenvolvimento de pol?ticas p?blicas sociais por esta popula??o. Em um primeiro momento, objetiva-se analisar algumas concep??es sobre esta categoria em diferentes momentos da sociedade nas ?ltimas d?cadas do s?culo XX, no contexto brasileiro, e as implica??es das pr?ticas do campo psi a partir de discursos que produzem sentidos sobre o que ? juventude. Em um segundo momento, discutimos a quest?o sobre desenvolvimento da cidadania e organiza??o juvenil, colocada como princ?pio b?sico no Plano Nacional de Juventude, a fim de problematizar a no??o de Protagonismo Juvenil como um modo de governo dessa popula??o.

Made available in DSpace on 2015-04-14T14:33:59Z (GMT). No. of bitstreams: 1 448329.pdf: 88951 bytes, checksum: a8395a688e52c069f28081c01b813078 (MD5) Previous issue date: 2013-03-26 / This dissertation had the objective of studying rare disease drugs. For this, we focus on the fundamental, social and positive health right issue as a subjective right and its immediate applicability. It was analyzed the right to a rare disease medication as a part of the right to health and the obligation of the State in provide it, independently of being or not in the drugs list of the Brazilian Public Health System (SUS). In order to provide it by Government, the financing occurs through tax collection and, for this reason, we demonstrate the various forms of health financing, as well as the impossibility of this effectuation in the reserve of the possible limitation. Thenceforth we move to the specific issue of medication, their economic repercussion and the advantages and disadvantages of drugs industrial property recognition by Brazilian Law. Then, we presented the compulsory licensing, the parallel importation and the national manufacture of generic drugs as a way to solve the problem of interruption of production of rare disease drugs by pharmaceutical laboratories. Besides, we made a brief study of public policies for drugs production encouragement to these diseases imposed by USA and European Union. At last, it was demonstrated the need of adoption, also in Brazil, of a specific public policy to encourage the rare disease drugs production as well as the indispensability of the Government create and finance more public pharmaceutical laboratories. / Esta disserta??o teve como objetivo o estudo dos medicamentos para doen?as raras. Para isso, partiu-se da quest?o do direito fundamental, social e prestacional ? sa?de como direito subjetivo e de aplicabilidade imediata. Analisou-se o direito ao medicamento para doen?as raras como parte integrante do direito ? sa?de e o dever de ser prestado pelo Estado, independentemente de constar ou n?o das listas de f?rmacos do Sistema ?nico de Sa?de. Para que estes medicamentos sejam prestados pelo Poder P?blico, o financiamento se d? atrav?s da arrecada??o de tributos e, por este motivo, demonstrou-se as formas de financiamento da sa?de, assim como a impossibilidade desta efetiva??o ser limitada pela reserva do poss?vel. A partir da?, partiu-se para a quest?o espec?fica dos medicamentos, sua repercuss?o econ?mica e as vantagens e desvantagens do reconhecimento da propriedade industrial dos medicamentos pelo ordenamento jur?dico brasileiro. Apresentou-se, em seguida, o licenciamento compuls?rio, a importa??o paralela e a fabrica??o nacional de gen?ricos como formas de resolver o problema da interrup??o da produ??o dos medicamentos para doen?as raras pelos laborat?rios farmac?uticos. Al?m disso, fez-se um breve estudo das pol?ticas p?blicas para incentivo da produ??o de medicamentos para estas doen?as, institu?das pelos Estados Unidos e pela Uni?o Europeia. Por fim, demonstrou-se a necessidade da ado??o, tamb?m no Brasil, de uma pol?tica p?blica espec?fica para incentivo na produ??o de medicamento para doen?as raras, assim como, a imprescindibilidade de o Estado criar e financiar mais laborat?rios farmac?uticos p?blicos.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-08-23T18:25:38Z No. of bitstreams: 1 2016 - Daniele Francisco de Araujo.pdf: 3805177 bytes, checksum: f71811e3c92b57f9fd8e9e190710b14c (MD5) / Made available in DSpace on 2017-08-23T18:25:38Z (GMT). No. of bitstreams: 1 2016 - Daniele Francisco de Araujo.pdf: 3805177 bytes, checksum: f71811e3c92b57f9fd8e9e190710b14c (MD5) Previous issue date: 2016-12-14 / CAPES / This thesis aims to analyze the formation of Basic Education teachers for school inclusion in the Baixada Fluminense from a Continuing Training Program. Therefore, we used the methodology of collaborative action research to understand that this would be the best option for a joint work. The research field was the extension course ?Processes of teaching and learning of students with intellectual disabilities?, held by the Observatory Research Group of Special Education and School Inclusion: curricular practices and teaching and learning processes, of the Rural Federal University of Rio de Janeiro, in partnership with the Special Education Municipal Coordination of seven municipalities in the Baixada Fluminense, namely: Belford Roxo, Duque de Caxias, Mesquita, Nil?polis, Nova Igua?u, Queimados and S?o Jo?o de Meriti. The Continuing Training Program was one action of these two projects: a) The education of students with intellectual disabilities: public politics, cognitive processes and evaluation of learning and b) Schooling and development of students with intellectual and multiple disabilities in the Baixada Fluminense. First results showed the precariousness in the training system, mainly with the regard of continuing training in inclusive education offered for professional education of these seven municipalities. The data pointed out that training, in most cases, are for teachers who work with the target audience of inclusive education students, due to a demand, characterizing, mostly for some training on specific themes. Regarding the Program, the data showed that the cultural-historical perspective ? theoretical referencial of this work ? contributed to the desmystification of prejudice toward students with intellectual diabilities, owing to work with the knowledge of their concepts, such as the psychological processes upper and mediation. Finally, we considered as extremely important theoretical and practical Continuing Training, that consider the reality of everyday school life, which is the starting point for the study, the analysis and the reflexion of pedagogical practices. / A presente disserta??o tem por objetivo analisar a forma??o de professores da Educa??o B?sica para a inclus?o escolar na Baixada Fluminense a partir de um Programa de Forma??o Continuada. Para tanto, utilizamos a metodologia da pesquisa-a??o colaborativa por compreendermos que esta seria a melhor op??o para um trabalho conjunto. O campo de pesquisa foi o curso de extens?o ?Processos de ensino e aprendizagem de alunos com defici?ncia intelectual?, realizado pelo grupo de pesquisa Observat?rio de Educa??o Especial e Inclus?o Escolar: pr?ticas curriculares e processos de ensino e aprendizagem, da Universidade Federal Rural do Rio de Janeiro, em parceria com as Coordenadorias Municipais de Educa??o Especial de sete munic?pios da Baixada Fluminense, a saber: Belford Roxo, Duque de Caxias, Mesquita, Nil?polis, Nova Igua?u, Queimados e S?o Jo?o de Meriti. O Programa de Forma??o Continuada foi uma das a??es de dois projetos: a) A escolariza??o de alunos com defici?ncia intelectual: pol?ticas p?blicas, processos cognitivos e avalia??o da aprendizagem e b) Escolariza??o e desenvolvimento de alunos com defici?ncia intelectual e m?ltipla na Baixada Fluminense. Os primeiros resultados apresentaram a precariedade no sistema formativo, sobretudo no que se refere ? forma??o continuada em educa??o especial ofertada para os profissionais da educa??o desses sete munic?pios. Os dados mostraram que as forma??es, em sua maioria, s?o para docentes que atuam com alunos p?blico-alvo da educa??o especial, em virtude de uma demanda; caracterizando-se, em sua maioria, por forma??es pontuais com temas espec?ficos. Com rela??o ao Programa, os dados mostraram que a perspectiva hist?rico-cultural ? referencial te?rico deste trabalho ? muito contribuiu para a desmistifica??o de preconceitos com os alunos com defici?ncia intelectual, tendo em vista o trabalho com o conhecimento de seus conceitos, como os processos psicol?gicos superiores e a media??o pedag?gica. Por fim, consideramos de suma import?ncia forma??es continuadas te?rico-pr?ticas que levem em considera??o a realidade do cotidiano escolar, sendo este o ponto de partida para o estudo, a an?lise e a reflex?o das pr?ticas pedag?gicas.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-06T18:51:12Z No. of bitstreams: 1 2016 - Viviane Cristina Silva Lima.pdf: 2213647 bytes, checksum: 4985352e884976a1d951d2f05219c603 (MD5) / Made available in DSpace on 2018-09-06T18:51:12Z (GMT). No. of bitstreams: 1 2016 - Viviane Cristina Silva Lima.pdf: 2213647 bytes, checksum: 4985352e884976a1d951d2f05219c603 (MD5) Previous issue date: 2016-11-29 / CAPES / The thesis assumes that culture, know-how, the modus vivendi, and the territorial capital, are crucial in differentiating products and services offered by farmers and ranchers who live and (re) produce in mountainous environments. Thus, in order to foster sustainability in these environments, it is suggested that for the proper management of agro-ecosystems in these areas, agroecological practices should be the technological basis, methodological, sociological and epistemological. Thus, it is considered of paramount importance to the highlander farmers to appropriate the notion of territory and knowledge and agro-ecological processes, so that they have autonomy in the search paths that enable better conditions of stay and practice of agriculture in the mountains. In this sense, the proposal is that local development is rooted in inbreeding in leadership, participation, conservation of natural resources and the socio-cultural heritage and the vitality of the political-institutional and economic relations. Thus, it is important to point out that the proper maintenance of the territory implies more balanced environments in product differentiation and appreciation of local culture. For all this, the thesis will seek to answer the following research problem: How endogenous territorial aspects related to family agroecological production, may enhance sustainable rural development processes in mountain environments? The purpose of it is to assess how spatial aspects related to family farming, can be valued in the creation of sustainable rural development processes in mountain environments, using this agroecology. Therefore, we conducted case studies in the Fazenda Rio Grande community in the municipality of Nova Friburgo (RJ), and the region of Alto Camaqu? (RS) to assess the perception of farmers about the territorial aspects. The results showed that some cultural aspects of farmers in Fazenda Rio Grande, Nova Friburgo has been lost over time, as the production of bread white corn meal, for example, but on the other hand, the community has organized for access to public policies and adoption of conservation tillage practices such as green manure and tillage. With regard to research carried out in the territory of the Alto Camaqu?, data analysis reveals a family livestock peasant-based, where the actors and subjects involved in Project Alto Camaqu? - aimed at enhancement of the site and its resources as strategies for access the different markets - handle the agricultural ecosystems in order to keep alive local traditions. Another aspect that should be considered in maintaining this modus operandi and conservation of natural resources, is given due to the isolation of farmers in this region, given the great distances that separate the properties and the territory in relation to urban areas, associated with not adopting of "technological packages" used in an industrial base of agriculture. / A tese parte do princ?pio que a cultura, o saber fazer, o modus vivendi, e o capital territorial, s?o aspectos fundamentais na diferencia??o de produtos e servi?os oferecidos por agricultores e pecuaristas que vivem e se (re)produzem em ambientes montanhosos. Assim, no sentido de fomentar a sustentabilidade nesses ambientes, sugere-se que para o manejo adequado dos agroecossistemas nessas ?reas, pr?ticas agroecol?gicas deve ser a base tecnol?gica, metodol?gica, sociol?gica e epistemol?gica. Sendo assim, considera-se de suma import?ncia que os agricultores montanheses se apropriem da no??o de territ?rio e dos conhecimentos e processos agroecol?gicos, de forma a que estes tenham autonomia na busca de caminhos que viabilizem melhores condi??es de perman?ncia e pr?tica da agricultura nas montanhas. Nesse sentido, a proposta ? que o desenvolvimento local esteja alicer?ado na endogenia, no protagonismo, na participa??o, na conserva??o dos recursos naturais e do patrim?nio sociocultural, bem como na vitalidade das rela??es pol?tico-institucionais e econ?micas. Assim, ? importante destacar que a correta manuten??o do territ?rio implica em ambientes mais equilibrados, na diferencia??o de produtos e valoriza??o da cultura local. Por tudo isto, a tese buscar? responder o seguinte problema de pesquisa: De que forma aspectos territoriais end?genos, relacionados ? produ??o agroecol?gica familiar, podem potencializar processos de desenvolvimento rural sustent?veis em ambientes de montanha? O objetivo da mesma ? avaliar de que forma aspectos territoriais, relacionados ? produ??o agr?cola familiar, podem ser valorizados na constitui??o de processos de desenvolvimento rural sustent?veis em ambientes de montanha, utilizando para isto a agroecologia. Para tanto foram realizados estudos de caso na comunidade da Fazenda Rio Grande, em Nova Friburgo (RJ), e na regi?o do Alto Camaqu? (RS), para avaliar a percep??o dos agricultores familiares acerca dos aspectos territoriais. Os resultados demonstraram que alguns aspectos culturais dos agricultores da Fazenda Rio Grande, Nova Friburgo tem se perdido com o tempo, como a produ??o da broa de fub? de milho branco, por exemplo, mas, por outro lado, a comunidade tem se organizado para o acesso a pol?ticas p?blicas e ado??o de pr?ticas conservacionistas do solo, como a aduba??o verde e o plantio direto. No que se refere ?s pesquisas realizadas no territ?rio do Alto Camaqu?, a an?lise dos dados revela uma pecu?ria familiar de base camponesa, onde os atores e sujeitos envolvidos no Projeto Alto Camaqu? ? que visa ? valoriza??o do local e de seus recursos como estrat?gias para acesso a mercados diferenciados - manejam os agroecossistemas de forma a manter viva as tradi??es locais. Outro aspecto que deve ser considerado na manuten??o desse modus operandi e na conserva??o dos recursos naturais, se d? em virtude do isolamento dos pecuaristas dessa regi?o, dado as grandes dist?ncias que separam as propriedades e o territ?rio em rela??o a ?rea urbana, associado a n?o ado??o de ?pacotes tecnol?gicos? utilizados em uma agricultura de base industrial.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-13T21:15:39Z No. of bitstreams: 1 2017 - Lucas Gabriel Franco Gomez.pdf: 2229201 bytes, checksum: c7e8fcf98fa1e47bea92cbe2d0345a6d (MD5) / Made available in DSpace on 2018-09-13T21:15:39Z (GMT). No. of bitstreams: 1 2017 - Lucas Gabriel Franco Gomez.pdf: 2229201 bytes, checksum: c7e8fcf98fa1e47bea92cbe2d0345a6d (MD5) Previous issue date: 2017-05-11 / The Baixada Fluminense has been marked by great social inequalities and barriers to the exercise of basic social rights. It is seen as a dangerous place, with a negative image built and consolidated by the media. In the search for actors able to act in the change of a terrain full of social ills, significant importance is given to education and school. It started from the basic assumption that educational work is the result of public policies and good teacher training, it depends on how it is perceived by the rulers and shaped by legislation. The conception of Brazilian educational policy in the field of teacher education and qualification brings throughout history fragile attempts at improvement, elaborated without the effective participation of the school population, far from the concrete reality and daily life of teachers. They aim to become a uniform, normative and guiding proposal for common action. However, they are strongly marked by the bureaucracy of educational organization, by the contrast between theory and practice, by disarticulation and discontinuity. The present dissertation was inserted in this problematic. It was found that most of the studies dealing with teacher training are basically focused on the analysis of national policy guidelines and few focus on small cities. In view of this, the objective was to identify how the national policies of teacher education were (re) formulated in Serop?dica and what their repercussions were. In other words, to identify the repercussions of the national policies in the municipal legislation and the impacts of the municipal legal devices in the process of formation of the teachers of the education network of Serop?dica. For this, a qualitative research was carried out, structured in a survey of the legal devices of municipal formation from 1997 to 2016 and in the accomplishment of semistructured interviews to capture the perceptions and positions of the Municipal Secretary of Education, Culture and Sport and of the State Union of the Professionals of Education - Core Serop?dica / Paracambi on these laws. This study has as theoretical reference the policy cycle approach of Bowe, Ball and Gold (1992) and Ball (1994) and Bourdieu's studies, understanding the political-educational process as a form of power dispute. It was also constructed from Saviani's considerations on teacher training. In chapter 1, a resumption of the main national training schemes was made from 1827 to 1988. Chapter 2 comprised a conceptualization of training policies considering the specificities of the legislative process, the contributions of Bourdieu's theory and the policy cycle approach. In chapter 3 the most recent national teacher training policies were studied from 1988 to 2016. In chapter 4 the results of the field research were analyzed with the analysis of the education policies of Serop?dica. It was concluded that the actions of the Municipal Government sought to formally comply with national legislation, however without giving an effective referral to the question of teachers. The municipal policies of formation reproduced the historical discontinuity of the present country since the first national formative initiatives of the eighteenth century, maintained in the nineteenth century through its legislative maintenance and still present in the twentieth century. / A Baixada Fluminense tem sido marcada por grandes desigualdades sociais e barreiras aos exerc?cios dos direitos sociais b?sicos. Ela ? vista como um lugar perigoso, com uma imagem negativa constru?da e consolidada pela m?dia. Na busca por atores capazes de atuarem na mudan?a de um terreno repleto de mazelas sociais, ? dada import?ncia significativa ? educa??o e ? escola. Partiu-se do pressuposto b?sico de que o trabalho educacional ? o resultado de pol?ticas p?blicas e de boa forma??o docente, ou seja, ele depende de como ela ? percebida pelos governantes e moldada pela legisla??o. A concep??o de pol?tica educacional brasileira no campo da forma??o e qualifica??o docente traz ao longo da hist?ria, tentativas fr?geis de melhorias, elaboradas sem a participa??o efetiva da popula??o escolar, distantes da realidade concreta e do cotidiano dos professores. Almejam tornar-se uma proposta uniforme, normativa e norteadora da a??o comum. Contudo, s?o fortemente marcadas pelo burocratismo da organiza??o educacional, pela contraposi??o entre teoria e pr?tica, pela desarticula??o e descontinuidade. A presente disserta??o se inseriu nesta problem?tica. Foi constatado que a maioria dos estudos versando sobre a forma??o de professores concentra-se basicamente na an?lise das diretrizes pol?ticas nacionais e poucos enfocam esta realidade em cidades pequenas. Diante disto, objetivou-se identificar como as pol?ticas nacionais de forma??o docente foram (re) formuladas em Serop?dica e quais foram suas repercuss?es. Em outras palavras, identificar as repercuss?es das pol?ticas nacionais na legisla??o municipal e os impactos dos dispositivos legais municipais no processo de forma??o dos professores da rede de ensino de Serop?dica. Para isto foi realizada uma pesquisa qualitativa, estruturada em um levantamento dos dispositivos legais de forma??o municipal de 1997 a 2016 e na realiza??o de entrevistas semiestruturadas para captar as percep??es e posi??es da Secretaria Municipal de Educa??o, Cultura e Esporte e do Sindicato Estadual dos Profissionais de Educa??o - N?cleo Serop?dica/Paracambi sobre estas leis. Este estudo teve como referencial te?rico a abordagem do ciclo de pol?ticas de Bowe, Ball e Gold (1992) e Ball (1994) e os estudos de Bourdieu, compreendendo o processo pol?tico-educativo como uma forma de disputa de poder. Foi constru?do tamb?m a partir das considera??es de Saviani sobre forma??o de professores. No cap?tulo 1 foi feita uma retomada dos principais dispositivos nacionais de forma??o de 1827 a 1988. O cap?tulo 2 compreendeu uma conceitua??o das pol?ticas de forma??o considerando as especificidades do processo legislativo, as contribui??es da teoria de Bourdieu e da abordagem do ciclo de pol?ticas. No cap?tulo 3 foram estudadas as pol?ticas nacionais de forma??o docente mais recentes de 1988 a 2016. No cap?tulo 4 foram apresentados os resultados da pesquisa de campo com a an?lise das pol?ticas de forma??o docente de Serop?dica. Concluiu-se que as a??es do Governo Municipal buscaram cumprir formalmente a legisla??o nacional, contudo sem dar um encaminhamento efetivo para a quest?o dos professores. As pol?ticas municipais de forma??o reproduziram a descontinuidade hist?rica do pa?s presente desde as primeiras iniciativas formativas nacionais do s?culo XVIII, mantidas no s?culo XIX atrav?s de sua manuten??o legislativa e ainda presentes no s?culo XX.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-10-31T19:32:46Z No. of bitstreams: 1 2013 - Antonio Carlos da Silva Fernandes.pdf: 2151644 bytes, checksum: 3bba0818f7c6f358b676175bdfbc0df6 (MD5) / Made available in DSpace on 2018-10-31T19:32:46Z (GMT). No. of bitstreams: 1 2013 - Antonio Carlos da Silva Fernandes.pdf: 2151644 bytes, checksum: 3bba0818f7c6f358b676175bdfbc0df6 (MD5) Previous issue date: 2013-04-14 / This research aims to analyze the importance of the implementation of educational projects as a way of enabling the teaching-learning process and also complementing the educational books. To this end, a pedagogical project on a photovoltaic panel executed, with the help of the teacher, by the students of Instituto Federal de Roraima ? IFRR is taken as the object of analysis. In a general sense, this work analyses the various solar panels which are being used most currently in the world, more specifically it analyzes the pedagogical project on the photovoltaic panel produced by the students. Throughout the development of the pedagogical project the students could learn various skills, know laws, theories and concepts, enabling learning with practice executing a range of theories studied in the books. It also approaches the perception that the students had about teaching through educational projects. The research concludes by showing that the students had an excellent impression of the use of pedagogical projects as a mechanism for enabling the teaching-learning process. / Esta pesquisa tem por objetivo analisar a import?ncia da aplica??o de projetos pedag?gicos como forma de viabiliza??o do processo ensino-aprendizagem. Para tal, toma como objeto de an?lise um projeto pedag?gico sobre uma matriz fotovoltaica executado, com aux?lio do professor, pelos alunos do Instituto Federal de Roraima-IFRR. No sentido geral, analisa as diversas matrizes energ?ticas mais recorrentes na atualidade no mundo contempor?neo, no sentido espec?fico analisa o projeto pedag?gico sobre a matriz fotovoltaica produzida pelos alunos. A partir do desenvolvimento do projeto pedag?gico, os alunos puderam aprender v?rias habilidades, conhecer leis, teorias e conceitos, possibilitando o aprender fazendo. Aborda ainda a percep??o que os alunos tiveram sobre o ensino atrav?s de projetos pedag?gicos. A pesquisa conclui mostrando que os alunos tiveram uma excelente impress?o da utiliza??o de projetos pedag?gicos como mecanismos de viabiliza??o do processo ensino-aprendizagem.