Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-10-04T10:39:52Z No. of bitstreams: 1 TES_EDUARDO_ROBERTO_JORDAO_KNACK_COMPLETO.pdf: 10562824 bytes, checksum: 8b183d8483f0797cd9e69c11bf390f49 (MD5) / Made available in DSpace on 2016-10-04T10:39:52Z (GMT). No. of bitstreams: 1 TES_EDUARDO_ROBERTO_JORDAO_KNACK_COMPLETO.pdf: 10562824 bytes, checksum: 8b183d8483f0797cd9e69c11bf390f49 (MD5) Previous issue date: 2016-08-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This work aims to study Passo Fundo's centenary celebration and the construction of plateau capital imaginary in 1957. A group of authors such as Fran?ois Hartog, Jo?l Candau, Fernando Catroga, Michel de Certeau, Bronislaw Baczko among others, constitute the framework adopted to achieve the proposed goals. When the celebration of the 100th anniversary took place, the people responsible for its organization supported a political and economic project for the city: to claim the city as a regional center of the middle plateau region of Rio Grande do Sul based on agribusiness developmment and urban growth. To achieve this goal those responsible for the celebration used different devices, such as commemorative publications (of history, literature, tourist guides and a special edition of a local newspaper), post cards, celebrations, expositions, parades, urban interventions, among others. Thus it is important to explain who the individuals engaged in the organization of celebrations were and how they were engaged in that context. It were identified groups of local intellectuals (who supported the centenary celebrations through a foundation of a study centre which would become later the Historical Institute of Passo Fundo; many of its members joined also the Letters Association of Passo Fundo) and groups of political and economic leadership (the mayor, who was also envolved in the cultural institutions with the councilors, deputies, traders and industrialists). Therefore, the main goal of this researche is to clarify the relations among the celebrations, the literary and historical productions (that affected the frontiers between history and memory), the formation of urban visuality and the imaginary of Passo Fundo as a plateau capital, which influenced the urban planning of the city and left consequences that are visible in the city in the 21st century. / O presente trabalho tem como objeto de estudo problematizar as rela??es entre hist?ria, mem?ria e pol?ticas p?blicas nas comemora??es do centen?rio de Passo Fundo e a elabora??o do imagin?rio de capital do planalto em 1957. Um conjunto de autores, como Fran?ois Hartog, Jo?l Candau, Fernando Catroga, Michel de Certeau, Bronislaw Baczko entre outros, constituem o referencial adotado para alcan?ar os objetivos propostos. Durante a celebra??o do anivers?rio dos cem anos do munic?pio, os organizadores dos festejos defenderam um projeto pol?tico e econ?mico para a cidade: afirm?-la como um centro regional do planalto m?dio rio-grandense com base no desenvolvimento da agroind?stria e no crescimento urbano. Para legitimar esse objetivo, lan?aram m?o de diferentes instrumentos, como publica??es comemorativas (de hist?ria, literatura, guias tur?sticos e uma edi??o especial de um dos jornais locais), cart?es-postais, festividades, exposi??es, desfiles, interven??o urbana, entre outros. Nesse sentido, ? importante elucidar quem eram os sujeitos envolvidos na organiza??o das comemora??es e como estavam articulados naquele contexto. Foram identificados grupos compostos por intelectuais locais (que iniciaram uma campanha em prol das comemora??es do centen?rio, fundando um centro de estudos que posteriormente se tornaria o Instituto Hist?rico de Passo Fundo; muitos de seus membros tamb?m integravam o Gr?mio de Letras passo-fundense) e por lideran?as pol?ticas/econ?micas (o prefeito na ?poca, que tamb?m circulava entre as institui??es culturais, liderava a comiss?o organizadora, juntamente com vereadores, deputados, comerciantes e industrialistas). Dessa forma, a principal quest?o que essa pesquisa objetiva esclarecer s?o as rela??es entre as comemora??es, as produ??es liter?rias e hist?ricas (que afetaram as fronteiras entre hist?ria e mem?ria), a forma??o de uma visualidade urbana e o imagin?rio de Passo Fundo como capital do planalto, que influenciou o planejamento urbano do munic?pio, deixando consequ?ncias que podem ser identificadas na cidade em pleno s?culo XXI.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-10-20T16:31:09Z No. of bitstreams: 1 DIS_ANA_CLAUDIA_DA_SILVA_ALVES_COMPLETO.pdf: 4204602 bytes, checksum: 6ed86d90e2b72e8451c299f3db4f06fc (MD5) / Made available in DSpace on 2016-10-20T16:31:09Z (GMT). No. of bitstreams: 1 DIS_ANA_CLAUDIA_DA_SILVA_ALVES_COMPLETO.pdf: 4204602 bytes, checksum: 6ed86d90e2b72e8451c299f3db4f06fc (MD5) Previous issue date: 2016-06-30 / This work deals with the right to housing as a fundamental social right to effective citizenship. This perspective ensures central role to public policies as a state order to meet the demands of society. Seeking to understand how the state seeks to meet these demands, the present study investigates the removal and resettlement actions carried out by the Environmental Integrated Program (PISA) in Porto Alegre in the 2007-2015 period. PISA was released in 2009, but their actions started in 2007, aiming to meet the families living in the southern part of the city. Based on the pluralistic perspective - which assumes that different actors beyond the state participate in the elaboration of public policy - sought to analyze the PISA documents, among which: Plan Involuntary Resettlement of Population and Economic Activities (PRI) semi-annual development reports to the BID for the periods 2014/2 and 2015/2 and presentations on the program were also analyzed Decree No. 18,576 / 2014 - Social Rent, Law No. 10,443 / 2008 - House Bonus and Decree 15650/2007 - Expropriation of properties used for the resettlement of families and also of published information by local residents through the People's Committee of the World Cup 2014. it was found that PISA provided sanitation works and supply that affected the city, especially region on the banks of Cavalhada stream at the Cristal neighborhood, where is concentrated eight villages: Foz, Icarai II, Old fields, Equestrian Village, Icara? I, Our Lady of Grace, Angelo Corso, Barbosa Neto that should be removed. In this context, we identified 1680 families living and 100 economic establishments should be removed until December 31, 2015. However, there were partial removals, and removed 985 families from Foz villages, Icarai II, Old Fields and Vila Hipica. Forms of resettlement were employed: the bonus housing (675), land regularization and revitalization of Equestrian Village (122) and housing units (188) in a condominium built by private enterprise counterpart. However, there are 695 families from villages Icara? I, Our Lady of Grace and Angelo Corso that must be removed to act on the works of PISA. Of these families, 32 are in a transitional situation through social rental waiting to be resettled. Research indicates that PISA guarantees the right to housing, but does not include the effects of gentrification, as it aims to ensure this right concretely not taking into account the social and cultural issues of the families removed in order to cause fragmentation of the population and spraying the local values. It was also found that the private sector may have played an important role in decision-making and the definition of public policies related to ensuring access to housing. / O presente trabalho aborda o direito ? moradia enquanto um direito social fundamental para a efetiva??o da cidadania. Tal perspectiva garante papel central ?s pol?ticas p?blicas enquanto uma forma do Estado atender as demandas da sociedade. Visando compreender de que forma o Estado busca atender estas demandas, o presente estudo buscou analisar as a??es de remo??o e reassentamento realizadas pelo Programa Integrado Socioambiental (PISA) na cidade de Porto Alegre no per?odo de 2007-2015. O PISA foi lan?ando em 2009, mas suas a??es tiveram in?cio em 2007, buscando atender as fam?lias moradoras da zona sul da cidade. Com base na perspectiva pluralista ? que parte da premissa que diferentes atores al?m do Estado participam da elabora??o de pol?ticas p?blicas ? buscou-se analisar os documentos do PISA, dentre os quais destaca-se: Plano de Reassentamento Involunt?rio de Popula??o e Atividades Econ?micas (PRI), Relat?rios semestrais de desenvolvimento enviados ao BID referente aos per?odos de 2014/2? e 2015/2? e apresenta??o, foram tamb?m analisado o Decreto n? 18.576/ 2014 ? Aluguel Social, a Lei n? 10.443/ 2008 ? B?nus Moradia e o Decreto n? 15.650/ 2007 ? Desapropria??o de im?veis utilizados para o reassentamento das fam?lias e, ainda, os informativos publicados pelos moradores da regi?o atrav?s do Comit? Popular da Copa 2014. Verificou-se que PISA previa obras de saneamento e abastecimento que impactaram a cidade, em especial a regi?o ?s margens do arroio Cavalhada, no bairro Cristal, onde est? concentrada em oito vilas: Foz, Icara? II, Campos Velho, Vila H?pica, Icara? I, Nossa Senhora das Gra?as, ?ngelo Corso, Barbosa Neto que deveriam ser removidas. Neste contexto, identifica-se 1680 fam?lias moradoras e 100 estabelecimentos econ?micos que deveriam ser removidos at? 31 de dezembro de 2015. Mas aconteceram remo??es parciais, sendo removidas 985 fam?lias das vilas Foz, Icara? II, Campos Velho e Vila H?pica. As formas de reassentamento empregadas foram: o b?nus moradia (675), a regulariza??o fundi?ria e revitaliza??o da Vila H?pica (122) e unidades habitacionais (188) em condom?nio constru?do por meio de contrapartida de empresa privada. No entanto, h? 695 fam?lias das vilas Icara? I, Nossa Senhora das Gra?as e ?ngelo Corso que devem ser removidas para dar seguimento ?s obras do PISA. Destas fam?lias, 32 encontram-se em situa??o transit?ria por meio do Aluguel Social aguardando serem reassentadas. A pesquisa indica que o PISA garante o direito ? moradia, mas n?o prev? os efeitos da gentrifica??o, j? que visa garantir este direito de forma concreta n?o levando em considera??o as quest?es sociais e culturais das fam?lias removidas de forma a provocar a fragmenta??o da popula??o e a pulveriza??o dos valores locais. Verificou-se ainda que a iniciativa privada pode ter tido importante papel na tomada de decis?es e defini??o de pol?ticas p?blicas relativas ? garantia do acesso ? moradia.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-11-03T13:50:33Z No. of bitstreams: 1 TES_ANDREIA_CABRAL_COLARES_PEREIRA_COMPLETO.pdf: 2215367 bytes, checksum: e7022f0e21f6c45f9fcead24e050f89d (MD5) / Made available in DSpace on 2016-11-03T13:50:33Z (GMT). No. of bitstreams: 1 TES_ANDREIA_CABRAL_COLARES_PEREIRA_COMPLETO.pdf: 2215367 bytes, checksum: e7022f0e21f6c45f9fcead24e050f89d (MD5) Previous issue date: 2016-08-18 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research intends to understand how the faculty from IFSul (Instituto Federal de Educa??o, Ci?ncia e Tecnologia Sul-Rio-Grandense, Brazil) have been attending to the high request of students with some kind of deficiency and how they overcome their lack of knowledge about this matter in their curriculum in order to create pedagogical practices, strategies and resources to give to the students learning opportunities of inclusive form, the organization of their strategies / pedagogical practices, challenges and opportunities in their teaching routine, despite of the multiple identified limits, such as politics, environment or educational ecosystem. The educational ecosystem is composed by managers, teachers, students, parents, collaborators, and they need to know what an inclusive and formative action is so we can have a work resulting in the inclusion of these students with some kind of deficiency. We believe that transversal formative actions may be the way to a teacher formation reflected in pedagogical practices created by teachers. The qualitative research, exploring approach, supported by a case study used as its gathering elements from semi-structured online questionnaires, interview scripts, documents related to law and inclusive politics. The data analysis was made with the usage of Discoursive Textual Analysis proposed by Bardin. The interviews were recorded and later transcribed in order to not only familiarize teachers to the issue as well as to understand what was said and meaning. The results point to a weakness in the formation of teachers to deal with the issue of inclusive education in the perspective of transversality. So, referring to educational process, that means inclusive pedagogical practice, we are poor in deep thought and this can be seen in the curricula in which this topic is referred to fragmentalized. This thesis indicates ways to amplify the discussion related to inclusive politics, possible ways to restructure the formation of teachers to approach in a transversal way, and selects with comments the practices created by the interviewed teachers. We believe that these practices can be references for those who wish or need to work with students with some kind of deficiency. Perhaps the best contribution is to give room for teachers in order to not give up facing the challenge. By doing this, we hope to build a more fraternal society, since studies in this area must be a tool in order to create social changes. / Esta pesquisa buscou compreender como o corpo docente do Instituto Federal de Educa??o, Ci?ncia e Tecnologia Sul-Rio-Grandense ? IFSul vem atendendo ? significativa demanda de estudantes com defici?ncia e como os docentes transpuseram suas lacunas de forma??o espec?fica em seus curr?culos ao criarem pr?ticas pedag?gicas, estrat?gias e recursos para proporcionar aos discentes oportunidades de aprendizagem, organiza??o de suas estrat?gias/pr?ticas pedag?gicas, desafios e oportunidades vivenciadas no seu cotidiano docente, apesar das m?ltiplas limita??es identificadas, tanto em n?vel de pol?ticas, infraestrutura ou ecossistema escolar. O ecossistema escolar ? composto pelos gestores, professores, estudantes, pais, colaboradores, os quais necessitam possuir um entendimento do que seja uma a??o inclusiva e formativa para podermos ter efetivamente um trabalho que resulte na inclus?o deste estudante com algum tipo de defici?ncia. Acreditamos que as a??es formativas transversais sejam o caminho para a forma??o docente, refletidas nas pr?ticas pedag?gicas criadas pelos professores. A pesquisa de cunho qualitativa, abordagem explorat?ria, apoiada em um estudo de caso usou como elementos de coleta de dados question?rios online semiestruturados, roteiros de entrevistas, documentos relacionados ? legisla??o e ? pol?tica de inclus?o. A an?lise de dados foi feita com uso da Analise Textual Discursiva proposta por Bardin. As entrevistas foram gravadas e posteriormente transcritas, objetivando n?o s? a familiariza??o do tema pelo olhar do docente, como tamb?m captar a ess?ncia de tudo que foi dito, seus sentidos e significados. Os resultados apontam a fragilidade na forma??o dos professores para tratara quest?o da educa??o inclusiva na perspectiva da transversalidade. Ou seja, no que se refere a processos educacionais, ao conhecimento de pr?ticas pedag?gicas inclusivas; estamos carentes de profundas reflex?es e isso se percebe nos curr?culos de forma??o de professores, que, quando tratam da quest?o da inclus?o, abordam-na de forma fragmentada. Esta tese aponta indicadores que permitem ampliar a discuss?o relacionada ? pol?tica inclusiva, caminhos poss?veis de reestrutura??o dos curr?culos de forma??o docente para abordar o tema de forma transversal e elenca, de maneira comentada, as pr?ticas criadas pelos docentes entrevistados. Acreditamos que tais pr?ticas podem servir de refer?ncia para aqueles que desejam, ou precisam, trabalhar com estudantes com algum tipo de defici?ncia. Talvez a maior contribui??o tenha sido dar voz e espa?o aos docentes que n?o esmoreceram diante do desafio a eles/elas impostos. Espera-se, assim, contribuir para a constru??o de uma sociedade mais fraterna, uma vez que a pesquisa no campo das ci?ncias humanas pode/deve ser um vetor de aux?lio ? mudan?a social.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-12-20T10:58:19Z No. of bitstreams: 1 DIS_ANGELA_RIBAS_DOS_SANTOS_COMPLETO.pdf: 1711110 bytes, checksum: 536a49b6fff39dd0d8e6cdfcd5faa89d (MD5) / Made available in DSpace on 2016-12-20T10:58:19Z (GMT). No. of bitstreams: 1 DIS_ANGELA_RIBAS_DOS_SANTOS_COMPLETO.pdf: 1711110 bytes, checksum: 536a49b6fff39dd0d8e6cdfcd5faa89d (MD5) Previous issue date: 2016-08-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research focuses on highlight the difficulties faced by Prouni scholarship students, to remain in higher education. The object of this study were students of Faculty Education at a private higher education institution in Porto Alegre. The research has the focus on quantitative and qualitative analysis, and the data is considered by content analysis. The analysis of the information obtained, showed that the main difficulty for these students is related to the lack of time to devote to studies, followed by material difficulties to stay in college. Also, the survey identified similarities between scholarship and non-scholarship students. We conclude that there is no significant difference between these two groups, we believe that the profile of these students belongs to a new audience that is entering the private higher education. This openness is linked to investment in public policies that began to create opportunities to democratize access to higher education, facilitating, thus, access to university for a public, coming from popular families. / A presente pesquisa buscou evidenciar as dificuldades enfrentadas por estudantes bolsistas do Prouni para permanecer no ensino superior. O objeto desse estudo foram estudantes do curso de Pedagogia, em uma Institui??o de ensino superior privada de Porto Alegre. A pesquisa teve cunho quantiqualitativo e os dados foram considerados atrav?s da an?lise de conte?do. A an?lise das informa??es obtidas evidenciou que a principal dificuldade encontrada por esses estudantes est? relacionada ? falta de tempo para se dedicar aos estudos, seguido de dificuldades materiais para permanecer na universidade. Al?m disso, a pesquisa identificou semelhan?as entre os dados dos estudantes bolsistas e n?o bolsistas. Conclu?mos que n?o existe uma diferen?a significativa entre esses dois p?blicos, por acreditarmos que o perfil desses estudantes pertence a um novo p?blico que est? ingressando no ensino superior privado. Essa abertura est? atrelada ao investimento em pol?ticas p?blicas que passou a oportunizar a democratiza??o do acesso ao ensino superior, facilitando, dessa forma, o acesso ? universidade por um p?blico oriundo de fam?lias populares.

Submitted by Kelson (kelson@ucb.br) on 2016-07-27T17:52:16Z No. of bitstreams: 1 MurilloAlencarBezerraDissertacao2015.pdf: 1548034 bytes, checksum: d2478839bd812cf3a5624f4b24202003 (MD5) / Made available in DSpace on 2016-07-27T17:52:16Z (GMT). No. of bitstreams: 1 MurilloAlencarBezerraDissertacao2015.pdf: 1548034 bytes, checksum: d2478839bd812cf3a5624f4b24202003 (MD5) Previous issue date: 2015-09-14 / The assessment is an action increasingly present in educational and social policies. The mobilization and community integration to participate in the schooling process, their objectives and their actions make up challenges from such policies. It attempts to assess its actors and processes as well as analyze the results obtained from internal and external evaluations in the search for solutions to the problems identified. This study evaluated the partial results of Integral Education Pilot Project in Full Time (Projeto Piloto de Educa????o Integral em Tempo Integral- PROEITI in Portuguese) for the basic education of public schools in Distrito Federal. This qualitative research, was exploratory and descriptive, based on document analysis, semi-structured interviews and direct observation. Besides principals??? perceptions on implementation conditions and goals??? achievement, indicator analysis focused on possible results, recommending concrete actions for achieving the program???s objectives. Schools revealed efforts, adaptations and limited resources, suggesting a commitment of these educational spaces, which often become hostages of their own reality. The program, in fact, expanded access and school time, however, it had not attained other goals. Its challenge was the more lacking the community was, the more modest the apparent resources and results were, suggesting a regressive allocation of public resources. Education quality, based on significant resource increase and corrrect allocation to enable minimum conditions that favor the dignity of educational performers and the results of academic success and effective management. / A avalia????o ?? uma a????o cada vez mais presente nas pol??ticas p??blicas educacionais e sociais. A mobiliza????o e a integra????o da comunidade para participar do processo escolar, dos seus objetivos e das suas a????es comp??em desafios dessas pol??ticas. Procura avaliar seus atores e processos, assim como analisar os resultados obtidos em avalia????es internas e externas na busca por solu????es aos problemas detectados. Este trabalho avaliou os resultados parciais do Projeto Piloto de Educa????o Integral em Tempo Integral- PROEITI, para a educa????o b??sica da rede escolar p??blica do Distrito Federal. A metodologia de pesquisa utilizada foi qualitativa, do tipo explorat??rio de car??ter descritivo que, por meio de an??lise documental, realiza????o de entrevistas semiestruturadas e observa????o direta, descreve as percep????es dos diretores de escolas quanto ?? exist??ncia das condi????es b??sicas para a sua execu????o e o alcance dos seus objetivos; relaciona os indicadores de desempenho da Educa????o B??sica com as estrat??gias, execu????o e resultados parciais do Programa, e recomenda a????es concretas para o Programa alcan??ar seus objetivos. Os cen??rios compreendem um contexto de esfor??o, adapta????es e limita????o de recursos, sugerindo um comprometimento desses espa??os educativos, que muitas vezes ficam ref??ns da sua pr??pria realidade. Revelou um processo de conquistas quantitativas, em linearidade, oscilando no alcance dos resultados de avalia????es externas e aqu??m dos objetivos e metas do Programa. Constatou que, quanto mais carente era a comunidade, mais modestos eram os recursos aparentes e os resultados, sugerindo uma distribui????o regressiva de recursos p??blicos. O desafio ?? promover, de modo efetivo, equ??nime e em ritmo mais acelerado a qualidade da educa????o a partir do aumento significativo e da correta aplica????o dos recursos para viabilizar condi????es m??nimas que favore??am a dignidade dos atores educacionais e os resultados de sucesso escolar e gest??o efetiva.

Submitted by Kelson Anthony de Menezes (kelson@ucb.br) on 2016-11-23T17:01:44Z No. of bitstreams: 1 ClaradeSouzaChavesDissertacaoparcial2014.pdf: 389135 bytes, checksum: f435020351a8b8ed008941359956c6cb (MD5) / Made available in DSpace on 2016-11-23T17:01:44Z (GMT). No. of bitstreams: 1 ClaradeSouzaChavesDissertacaoparcial2014.pdf: 389135 bytes, checksum: f435020351a8b8ed008941359956c6cb (MD5) Previous issue date: 2014-03-31 / This work falls within the field of study of the research line of public policies managment and economy of education from Universidade Cat??lica de Bras??lia (UCB) (Catolic Bras??lias???s University). The goal of the study was the academic production from the employees of Education Department of the State of Distrito Federal (SEDF) removed as researchers to make studies in the scope of the career planning of the mastership of Distrito Federal, started in 2005 with the Law # 3621 of July 14th of 2005. The study was focused on Academic production of pos graduated programs strictly speaking (stricto sensu) in Education developed on seach lines that involves policy, managment and economy of education from Catolic University of Bras??lia and public policies and education managment of Brasilia???s University. (UNB). Between 2006 and 2012 turned to basic education. The methodology adopted on the study was: the qualitative search of exploratory character, when deal with data source. It was used three qualitative search methods: Bibliographic search, document analysis, and interview. The dissertation was splited in 5 chapters. The first charpter deal with education as a inalienable right and requirement as a practice to citizenship development. The second charpter presentes a bibliography review about education researching developed on Brasil. The third charpter show us the portrait of the pos graduated in Brasil and Distrito Federal (Capital). The fourfh charpter show the public education on Distrito Federal the structure and career profile of mastership. The charpter five presentes the feedback of documentary search maded by library system of UNB and UCB on the Educationemployess improvment school on Distrito Federal and the interviews maked. The results of the search demonstrate a convergence between the seachers view point, universities and public institutions when you talk about to stablish a conection between academic production and the problems and challengers of public education on Distrito Federal. / O presente trabalho insere-se no campo de estudos da linha de pesquisa Pol??ticas P??blicas, Gest??o e Economia da Educa????o da Universidade Cat??lica de Bras??lia (UCB). O objeto de estudo foi a produ????o acad??mica dos servidores da (Secretaria de Estado de Educa????o do Distrito Federal (SEDF) afastados para estudos, no ??mbito do Plano de Carreira do Magist??rio do Distrito Federal, que entrou em vigor em 2005, com a lei 3.621, de 14 de julho de 2005. O estudo est?? focado na produ????o acad??mica dos programas de p??s-gradua????o stricto sensu em educa????o, desenvolvida nas linhas de pesquisa Pol??tica, Gest??o e Economia da Educa????o da Universidade Cat??lica de Bras??lia (UCB) e Pol??ticas P??blicas e Gest??o da Educa????o da Universidade de Bras??lia (UnB), entre os anos 2006 e 2012, voltada para a educa????o b??sica. A metodologia adotada no estudo foi a pesquisa qualitativa de car??ter explorat??rio, no que se refere ?? natureza dos dados foram utilizados tr??s m??todos da pesquisa qualitativa: pesquisa bibliogr??fica, an??lise documental e entrevistas. A disserta????o est?? dividida em 5 cap??tulos. O cap??tulo primeiro aborda a educa????o como direito inalien??vel e pr??requisito para a pr??tica da cidadania. O segundo cap??tulo apresenta uma revis??o de literatura sobre as pesquisas educacionais desenvolvidas no Brasil. O cap??tulo terceiro apresenta um retrato da p??s-gradua????o stricto sensu no Brasil e no Distrito Federal. O quarto cap??tulo apresenta a educa????o p??blica no Distrito Federal, sua estrutura e perfil da carreira magist??rio P??blico. O cap??tulo quinto apresenta os resultados da pesquisa documental realizada nos sistemas de biblioteca da UCB e UnB, na Escola de Aperfei??oamento dos Profissionais da Educa????o no DF (EAPE) e das entrevistas realizadas. Os resultados da pesquisa demonstram uma converg??ncia entre os pontos de vista de pesquisadores, universidades e institui????es p??blicas no que se refere ?? possibilidade de se estabelecer uma conex??o entre a produ????o acad??mica e o enfrentamento dos problemas e desafios da educa????o p??blica no Distrito Federal.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-06-01T20:37:38Z No. of bitstreams: 1 LeidianeAlmeidaAraujoDissertacaoParcial2015.pdf: 800016 bytes, checksum: 02dcab50ff82696b5d6903b0d2dac9df (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-06-01T20:37:59Z (GMT) No. of bitstreams: 1 LeidianeAlmeidaAraujoDissertacaoParcial2015.pdf: 800016 bytes, checksum: 02dcab50ff82696b5d6903b0d2dac9df (MD5) / Made available in DSpace on 2017-06-01T20:37:59Z (GMT). No. of bitstreams: 1 LeidianeAlmeidaAraujoDissertacaoParcial2015.pdf: 800016 bytes, checksum: 02dcab50ff82696b5d6903b0d2dac9df (MD5) Previous issue date: 2015-12-04 / It was proposed in the present study to investigate the relationship between perceptions of teacher self-efficacy and social emotional support of graduating students of pedagogy and beginner teachers in early childhood education or in the early years of elementary school. The teaching self-efficacy refers to the teacher's confidence in their own abilities to perform teaching activities associated with perceived social support that can help the adaptation of the individual during the transition to teaching. It is understood that this transition is not finished with the completion of graduation, it extends until the first years of teaching practice. The total sample consisted of 281 participants. The scale was composed of three parts: [1] Teacher Beliefs Scale - short version, [2] Inventory of Emotional Support in the Transition to Teaching (IAETD) and [3] Participants Characterization Questionnaire. The results obtained by means of confirmatory factor analysis indicated evidence of instrument validity and good internal consistency in the factors. The better adjusted models presented the teacher's self-efficacy in three factors: efficacy in instructional strategies (EIS) effectiveness in managing classroom (EMC) and efficacy in student engagement (ESA); the social and emotional support to two factors: emotional support and professional support. It was found that training in public or private institutions does not imply distinctions in perceptions of the teacher self-efficacy and the social emotional support for both groups. However, when related to sex, women had greater efficacy in student engagement than men in both groups. Among teachers, those without postgraduate degrees demonstrated higher self-efficacy to motivate students than teachers with postgraduate degrees. Teachers with plans to stay in teaching careers felt themselves more professionally supported than those with plans to switch careers. It was also found that the older the teachers, the lower the self-efficacy for managing the classroom and lower the perception of professional support. In the group of students, the ones who were working were perceived to be more effective in managing the classroom than students that were not working. Finally, the weak relationships between the variables of teacher self-efficacy and social emotional support in both groups reinforced the prospects of the multidimensionality of these phenomena, indicating that other factors are combined in this relationship in the transition to teaching. Along these lines, new studies can address the dynamics and direction of these relationships in the development of teachers. / Prop??s-se, neste estudo, verificar a rela????o entre as percep????es de autoefic??cia docente e apoio social emocional de estudantes concluintes do Curso de Pedagogia e professores iniciantes na Educa????o Infantil ou nos anos iniciais do Ensino Fundamental. A autoefic??cia docente refere-se ?? confian??a do professor em suas pr??prias capacidades para desempenhar atividades docentes que associada ?? percep????o de apoio social pode favorecer a adapta????o do indiv??duo durante a transi????o para a doc??ncia. Entende-se que essa transi????o n??o ?? finalizada com a conclus??o da Gradua????o, porque ela se estende at?? os primeiros anos de atua????o docente. A amostra total foi de 281 participantes. O instrumento foi composto por tr??s partes: [1] Escala de Cren??as Docentes ??? vers??o curta, [2] Invent??rio de Apoio Emocional na Transi????o para a Doc??ncia (IAETD) e [3] Question??rio de Caracteriza????o dos Participantes. Os resultados obtidos por meio das an??lises fatoriais confirmat??rias indicaram evid??ncias de validade do instrumento e boa consist??ncia interna dos fatores. Os modelos mais ajustados apresentaram a autoefic??cia docente com tr??s fatores: efic??cia nas estrat??gias instrucionais (EEI), efic??cia no manejo em sala de aula (EMSA) e efic??cia no engajamento do aluno (EEA); e o apoio social emocional com dois fatores: apoio afetivo e apoio profissional. Verificou-se que a forma????o em institui????es p??blicas ou privadas n??o implica em distin????es nas percep????es de autoefic??cia docente e apoio social emocional para ambos os grupos. No entanto, quando relacionadas ao sexo, as mulheres apresentaram maior efic??cia no engajamento dos alunos que os homens de ambos os grupos. Entre os professores, aqueles sem P??s-Gradua????o demonstraram maior autoefic??cia para motivar os alunos que os professores com P??s-Gradua????o. Os professores com planos de permanecer na doc??ncia perceberam-se mais apoiados profissionalmente que aqueles com planos de mudar de profiss??o. Verificou-se tamb??m que quanto maior a idade dos professores menor a autoefic??cia para o manejo de sala de aula e menor a percep????o de apoio profissional. No grupo de estudantes, os que estavam trabalhando perceberam-se mais eficazes no manejo da sala de aula que os estudantes n??o trabalhadores. Por fim, as fracas rela????es entre as vari??veis de autoefic??cia docente e apoio social emocional em ambos os grupos refor??aram as perspectivas da multidimensionalidade desses fen??menos, sinalizando que outros fatores coadunam nessa rela????o durante a transi????o para a doc??ncia. Nessa linha, novos estudos podem abordar a din??mica e o sentido dessas rela????es no desenvolvimento do docente.

Submitted by Verena Bastos (verena@uefs.br) on 2015-10-01T12:46:19Z No. of bitstreams: 1 Anselmo Disserta??o Final.pdf: 3319712 bytes, checksum: e4baa708e259a6c5850219541a5b10cc (MD5) / Made available in DSpace on 2015-10-01T12:46:19Z (GMT). No. of bitstreams: 1 Anselmo Disserta??o Final.pdf: 3319712 bytes, checksum: e4baa708e259a6c5850219541a5b10cc (MD5) Previous issue date: 2013-03-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This work investigates the empirical content, uses and representations of Bahianity while "Bahian identity" from the political and cultural tourism in the period of the military dictatorship in the country. However, it was after 1967 that important organs were created in Bahia, such as the State Council for Culture and Bahiatursa. These were part of a process of modernization that Bahia experienced and that came accompanied of constructions of representations about Bahia and Bahians that at the time he tried to show a new Bahia, also appropriated elements of the past to assert itself. / O presente trabalho trata de investigar o conte?do emp?rico, os usos e as representa??es da baianidade enquanto ?identidade baiana? a partir das pol?ticas culturais e do turismo no per?odo de vig?ncia da ditadura militar no pa?s. Especialmente depois de 1967 importantes ?rg?os voltados para tais elementos (a cultura e o turismo) foram criados na Bahia, a exemplo do Conselho Estadual de Cultura e da Bahiatursa. Estes fizeram parte de um processo de ?moderniza??o? que a Bahia vivenciou, que veio acompanhado da constru??o de representa??es sobre a Bahia e os baianos que, ao tempo em que procurava mostrar uma Bahia nova, tamb?m se apropriou de elementos do passado para se afirmar.

Made available in DSpace on 2015-04-14T13:22:12Z (GMT). No. of bitstreams: 1 447827.pdf: 175186 bytes, checksum: d774cb4cafb5b0bcc8c2a430cd4a4c7f (MD5) Previous issue date: 2013-01-18 / The Brazilian family farming has received increasing attention, particularly from 2002 onwards, with the governments of the presidents Luiz In?cio Lula da Silva (PT) and Dilma Vana Rousseff, both the PT. The importance given to this sector resulted in the enactment of Law n? 11.326/2006 laying down guidelines for the formulation of the National Policy Family Farming and Rural Family Ventures, which predict that the planning and execution of public actions for this segment should match several areas, including education. This law was formulated with the participation of social movements, including the Federation of Workers in Family Agriculture Southern Region (Fetraf-Sul/CUT). In this context, take the education public policies as an object of study is a paramount importance for the state and Brazilian society and demonstrates the psychological science commitment to monitor, discuss and contribute to the policies development to citizenship, in this case a historically excluded segment, the/the farmers/the family. Thus, this thesis aims to identify the education concepts of public policies in force in this area and are aimed at farming families, identifying in which aspects the state and Fetraf-Sul/CUT concepts converge or diverge. For this, it seeks to describe and discuss how these actors (State and Fetraf-Sul/CUT) conceive such policies and how dialogue with each other, considering that families are produced by means of the proposals development in rural areas.The method used in this study was to documentary research, constituting its corpus current documents that were produced by these actors on the topic education. The information was processed from the Critical Discourse Analysis proposed by Fairclough with the conceptual contribution of Cultural Studies, the Schizoanalysis and the humanities studies constructs about the reality of the countryside, enabling the questioning of such policies as cultural practices that can be investigated from a cultural point of view and the task that they do subjectively. Accordingly, we found that the State Fetraf-Sul/CUT and State based on the premise that rural schools , which is linked to the urban model, does not meet the individuals needs and interests who live in the countryside, so there is a need a field school . The Fetraf-Sul/CUT, marked by ideological choice of socialism and class-union characteristics, sees education as training for political and trade union activities of/ the farmers/families in the struggles undertaken by the entity, intending to propagate a identity to be a the family farmer and be cutista and reverse the tendency of deletion of peasant culture. For its part, the state promulgates attend the needs not only of the countryside people, but also water and forests, calling them diversity of rural populations . Nevertheless, State and Fetraf-Sul/CUT agree that family farming is important for the construction of an alternative project to agribusiness, the sustainable development and solidarity project, agroecological base and territorial approach, although Fetraf-Sul/CUT explain clearly the issue of dispute over land while the state is limited to criticize capitalism without directly approaching the land question.Both actors preach that education should be liberating at the same time claiming that its goal is to be a priori to keep families in rural areas, stabilizing their identity. Therefore, we propose to think emancipation not as a cultural stability, but as a becoming establishes several possibilities. Thus, public policies could engage in, rather than just maintain these families in rural areas, befriend them transit from farm to city and town to the countryside, in other words, allow natural trajectories for each family and for each/a of their members / A agricultura familiar brasileira tem recebido uma aten??o cada vez maior, especialmente a partir de 2002, com os governos dos/as presidentes/as Luiz In?cio Lula da Silva (PT) e Dilma Vana Rousseff, ambos do PT. A import?ncia dada a este setor redundou na promulga??o da Lei n? 11.326/2006, que estabelece as diretrizes para a formula??o da Pol?tica Nacional da Agricultura Familiar e Empreendimentos Familiares Rurais, as quais preveem que o planejamento e a execu??o das a??es p?blicas para este segmento devem compatibilizar diversas ?reas, entre elas a educa??o. Esta lei foi formulada com a participa??o dos movimentos sociais, entre eles a Federa??o dos Trabalhadores na Agricultura Familiar da Regi?o Sul (Fetraf-Sul/CUT). Nesse ?mbito, tomar as pol?ticas p?blicas de educa??o como objeto de estudo ? de suma relev?ncia para o Estado e a sociedade brasileira e demonstra o compromisso da ci?ncia psicol?gica em acompanhar, problematizar e contribuir para o desenvolvimento de pol?ticas voltadas ? cidadania, neste caso de um segmento historicamente exclu?do, os/as agricultores/as familiares. Assim, a presente tese visa conhecer as concep??es de educa??o presentes nas pol?ticas p?blicas vigentes nesta ?rea e que est?o voltadas ?s fam?lias agricultoras, identificando em que aspectos as concep??es da Fetraf-Sul/CUT e do Estado convergem ou divergem. Para tal, busca descrever e problematizar como estes atores (Fetraf-Sul/CUT e Estado) concebem tais pol?ticas e como dialogam entre si, analisando que fam?lias s?o produzidas por meio das proposi??es de desenvolvimento do meio rural.O m?todo utilizado neste estudo foi a pesquisa documental, constituindo-se como corpus os documentos vigentes que foram produzidos pelos referidos atores acerca do tema educa??o. As informa??es foram tratadas a partir da An?lise Cr?tica do Discurso proposta por Fairclough com o aporte conceitual dos Estudos Culturais, da Esquizoan?lise e de construtos das ci?ncias humanas acerca de estudos sobre a realidade do meio rural, possibilitando a problematiza??o das referidas pol?ticas como pr?ticas culturais que podem ser investigadas de um ponto de vista cultural e pelo trabalho que elas fazem subjetivamente. Nesse sentido, constatamos que a Fetraf-Sul/CUT e o Estado partem de uma premissa de que a escola rural, atrelada que ? ao modelo urbano, n?o atende as necessidades e interesses dos sujeitos que vivem no campo, por isso h? a necessidade de uma escola do campo. A Fetraf-Sul/CUT, marcada pela op??o ideol?gica do socialismo e por caracter?sticas sindicais e classistas, concebe a educa??o como forma??o pol?tica e sindical para a atua??o dos/as agricultores/as familiares nas lutas empreendidas pela entidade, pretendendo reproduzir a identidade do ser agricultor/a familiar e ser cutista e reverter a tend?ncia de apagamento da cultura camponesa. Da sua parte, o Estado promulga atender as necessidades n?o apenas dos povos do campo, mas tamb?m das ?guas e das florestas, denominando-os de diversidade das popula??es rurais. Por?m, Estado e Fetraf-Sul/CUT concordam que a agricultura familiar ? importante para a constru??o de um projeto alternativo ao do agroneg?cio, o projeto do desenvolvimento sustent?vel e solid?rio, de base agroecol?gica e com enfoque territorial, embora a Fetraf- Sul/CUT explicite claramente a quest?o da disputa pela terra enquanto o Estado se restrinja a criticar o capitalismo sem abordar diretamente a quest?o agr?ria.Ambos atores pregam que a educa??o deva ser emancipat?ria ao mesmo tempo que afirmam que seu objetivo a priori deva ser a manuten??o das fam?lias no meio rural, estabilizando sua identidade. Por isso, propomos pensar a emancipa??o n?o como uma estabilidade cultural, mas como devir que instaura v?rias possibilidades. Assim, as pol?ticas p?blicas poderiam se ocupar de, em vez de apenas manter estas fam?lias no meio rural, favorecer o tr?nsito delas do campo para a cidade e da cidade para o campo, ou seja, possibilitar trajet?rias singulares para cada fam?lia e para cada um/a de seus membros.

Made available in DSpace on 2015-04-14T13:22:16Z (GMT). No. of bitstreams: 1 453493.pdf: 265006 bytes, checksum: b99d0c55f172016158106689e93e4cdd (MD5) Previous issue date: 2014-01-10 / The increase in the prison population and, consequentially, the growing demand for a greater number of prisons is a very controversial subject nowadays in Brazil. At the same time, investments are being made aimed at public health policies within these establishments through the insertion of prison health teams, based on the Plano Nacional de Sa?de no Sistema Penitenci?rio PNSSP (National Penitentiary Health System Plan). The goal of this study was to learn about the experiences of health professionals working in penitentiary health units in Rio Grande do Sul and the context in which public health policies are being implemented in this field. The constructionist point of view is used as a starting point, based on the idea that social processes sustain the knowledge produced and reveal the importance of discussing the naturalization of social practices. Research was undertaken beginning with a qualitative approach and employing data collection method involving narrative interviews. Interviews were conducted with professionals that work in penitentiary health units in Rio Grande do Sul, all with a higher education and contracted by the government. In total, eight interviews were conducted. The analyses followed Sch?tze's proposal. The results show that the majority of professionals have an education geared towards the area of public policies and a few participants presented previous experiences in situations of social vulnerability, providing evidence of approximation with life aspects of their work in prisons. Results further highlighted the difficulties and challenges presented in the relationships between the health and security teams, and seek to approach integrated perspectives of both fields of work. In this sense, including the diverse discourses involving health in prisons was very relevant in being able to comprehend the production of care in the most diverse social spaces of security and in their connection with the network outside of prisons. Finally, the research sought to present reflections regarding possible transformations in the way relationships occur in prisons, in view of the fact that increasing health initiatives results in the establishment of more comprehensive communication between prisons and society / ? conhecido o aumento da popula??o prisional e, evidentemente, a demanda por maior n?mero de pris?es, sendo um dos temas pol?micos em pauta no Brasil, nos dias atuais. Ao mesmo tempo, s?o realizados investimentos voltados para as pol?ticas p?blicas de sa?de nesses estabelecimentos a partir da inser??o de equipes de sa?de prisional, tendo como base o Plano Nacional de Sa?de no Sistema Penitenci?rio (PNSSP). O objetivo da pesquisa foi conhecer experi?ncias de profissionais de sa?de que atuavam nas unidades de sa?de prisional do Rio Grande do Sul e o contexto no qual est?o sendo implantadas as pol?ticas p?blicas de sa?de neste campo. Parte-se da perspectiva construcionista tendo em vista que a ideia de que esta considera que os processos sociais sustentam o conhecimento produzido e revelam a import?ncia de problematizar a naturaliza??o de pr?ticas sociais. A pesquisa foi realizada partindo de uma abordagem qualitativa e teve como m?todo de coleta de dados a entrevista narrativa. Foram entrevistados profissionais que trabalhavam em unidades de sa?de prisional no Rio Grande do Sul, todos com ensino superior e contratados pelo poder p?blico. No total, foram realizadas oito entrevistas. As an?lises seguiram a proposta de Sch?tze. Os resultados demonstraram que a maioria dos profissionais possu?a uma forma??o voltada para o campo das pol?ticas p?blicas e alguns participantes apresentavam experi?ncias anteriores em situa??es de vulnerabilidade social, evidenciando aproxima??es com aspectos da vida do seu trabalho nas pris?es. Os resultados destacaram, tamb?m, as dificuldades e desafios apresentados na rela??o entre as equipes de sa?de e de seguran?a, e busca-se partir para perspectivas integradoras de ambos campos de trabalho. Nesse sentido, compreender os diversos discursos envolvendo a sa?de no espa?o prisional foi relevante por possibilitar a compreens?o sobre a produ??o de cuidado nos mais diversos espa?os sociais de seguran?a e na sua conex?o com a rede fora das pris?es. Finalmente, a pesquisa buscou desencadear reflex?es sobre poss?veis transforma??es da forma como as rela??es ocorrem nos pres?dios, tendo em vista que a amplia??o de a??es de sa?de acarreta no estabelecimento de maior comunica??o entre as pris?es e a sociedade