Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-05-18T16:59:19Z No. of bitstreams: 1 DIS_DANIELA_CAON_GUERRA_COMPLETO.pdf: 1461758 bytes, checksum: 3b1b32313a1525cfce56c31364e203cf (MD5) / Made available in DSpace on 2017-05-18T16:59:20Z (GMT). No. of bitstreams: 1 DIS_DANIELA_CAON_GUERRA_COMPLETO.pdf: 1461758 bytes, checksum: 3b1b32313a1525cfce56c31364e203cf (MD5) Previous issue date: 2017-01-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research aims to understand how the Digital Technologies are used as supportive elements in the teaching and learning processes of the students of 6th year of Elementary Education in a school that is characterized by encouraging the use of technological resources in the classroom. This research was intended to investigate which technological resources are being selected and how they are used pedagogically by the teachers investigated. For the development of this study the qualitative approach was adopted, through a Case Study from the perspective of L?dke and Andr? (2014) and Yin (2001). Semi-structured interviews and documentary research were used as instruments for data collection. For the analysis and data interpretation was used the technique of Content Analysis, proposed by Bardin (2009). The research subjects were 6th grade teachers of Elementary Education of a school belonging to the federal public network, located in Porto Alegre, Rio Grande do Sul. The study showed that among the technological resources most used in class are the computer, the Internet, video, digital image, datashow, smartphone and wiki, followed by audio, blog, games, notebook and digital platforms. Among the least used features are educational software, discussion forum and tablet. The research evidenced, among other aspects, that these resources are used in several situations in class, among them are: in the development of research projects; conducting research on the Internet or on search platforms; in the development of activities that involve the use of applications for editing text, image, audio, video or creation of presentations; for recording activities, recording and displaying videos; to share information, to display information from the computer or similar artifact, in lectures to work on content of images, films, among others. It is believed that with the mapping carried out through this investigation it will be possible to assist teachers who work in school with similar contexts to integrating Digital Technologies in their pedagogical practices, besides contributing to the studies of the area. / A presente pesquisa tem por objetivo compreender de que forma as Tecnologias Digitais s?o utilizadas como elementos apoiadores nos processos de ensino e de aprendizagem dos estudantes do 6? ano do Ensino Fundamental de uma escola que se caracteriza por incentivar o uso de recursos tecnol?gicos em sala de aula. Buscou-se investigar quais os recursos tecnol?gicos est?o sendo selecionados e como eles s?o utilizados pedagogicamente pelos professores investigados. Para o desenvolvimento deste estudo foi adotada a abordagem qualitativa, por meio de um Estudo de Caso, na perspectiva de L?dke e Andr? (2014) e Yin (2001). Foram utilizados como instrumentos para a coleta de dados entrevistas semiestruturadas e pesquisa documental. Para a an?lise e interpreta??o dos dados foi utilizada a t?cnica de An?lise de Conte?do, proposta por Bardin (2009). Os sujeitos da pesquisa foram os professores do 6? ano do Ensino Fundamental de uma escola pertencente ? rede p?blica federal, localizada em Porto Alegre, Rio Grande do Sul. O estudo mostrou que dentre os recursos tecnol?gicos mais utilizados em aula figuram o computador, a Internet, o v?deo, a imagem digital, o Datashow, o smartphone e a wiki, seguidos por ?udio, blog, jogos, notebook e plataformas digitais. Dentre os recursos menos utilizados est?o o software educativo, f?rum de discuss?o e tablet. A pesquisa evidenciou, dentre outros aspectos, que estes recursos s?o usados em diversas situa??es em aula, dentre elas se destacam: no desenvolvimento dos projetos de investiga??o; na realiza??o de pesquisas na Internet ou em plataformas de busca; no desenvolvimento de atividades que envolvam o uso de aplicativos para edi??o de texto, imagem, ?udio, v?deo ou cria??o de apresenta??es; para o registro de atividades; na grava??o e exibi??o de v?deos; para o compartilhamento de informa??es, para projetar informa??es a partir do computador ou artefato similar, em aulas expositivas para trabalhar conte?do de imagens e filmes. Acredita-se que com o mapeamento realizado por meio desta investiga??o ser? poss?vel auxiliar docentes que atuam em contextos escolares semelhantes a integrar as Tecnologias Digitais em suas pr?ticas pedag?gicas, al?m de contribuir para os estudos da ?rea.

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-05-18T17:21:44Z No. of bitstreams: 1 DIS_FERNANDO_VIEIRA_LAZARO_COMPLETO.pdf: 801825 bytes, checksum: 9b2d95880c607ae108219f1b8f6bbfee (MD5) / Made available in DSpace on 2017-05-18T17:21:44Z (GMT). No. of bitstreams: 1 DIS_FERNANDO_VIEIRA_LAZARO_COMPLETO.pdf: 801825 bytes, checksum: 9b2d95880c607ae108219f1b8f6bbfee (MD5) Previous issue date: 2017-01-24 / This Master?s dissertation analyzed the role of digital learning objects in the process of acquisition and promotion of reading of students of the 3rd year of Elementary School. In order to proceed with the investigation, documentary research and interviews with teachers were used as a data collection tool. The methodological approach is qualitative, with the application of the Case Study. The interviews and document examination converge to meet the objectives proposed in the research: to investigate the criteria adopted for the selection of learning objects and to analyze how teachers organize pedagogical practices according to the stages of literacy. As results, the pedagogical practices of digital literacy proposed by teachers, which related to learning objects support teaching and learning, were listed. In this way, from the identification of the practices it was possible to understand how these resources were selected by the teachers (criteria) and what practices are associated with them. In response to the research, the training of teachers does not depend on specific courses in the technology area, since the researched school has specialized teams in Information Technology, suitable for the preparation of equipment and for the instruction of teachers. After learning about the procedures for dealing with learning support, this information can be multiplied to other teachers. With the information available to all, the pupils' level of digital literacy is high and allows them to even help teachers, and this factor contributes to the student's involvement and can suggest solutions to simplify the use of Devices. On the different ways of learning and teaching, teachers agree on the gap between the period in which they have learned to teach and the current technological scenario. There have been changes that need to be monitored and for the innovations to work, one needs to get used to the digital resources. / Esta disserta??o de Mestrado analisou o papel dos objetos de aprendizagem digitais no processo de aquisi??o e fomento de leitura de alunos do 3? ano do Ensino fundamental. Para proceder com a investiga??o, foram utilizados como instrumento de coleta de dados a pesquisa documental e entrevistas com professores. A abordagem metodol?gica ? de cunho qualitativo, com a aplica??o do Estudo de Caso. As entrevistas e exame de documentos convergem para o atendimento aos objetivos propostos na pesquisa: investigar quais os crit?rios adotados para a sele??o dos objetos de aprendizagem e analisar como os professores organizam as pr?ticas pedag?gicas em fun??o das etapas de letramento. Como resultados foram elencadas as pr?ticas pedag?gicas de letramento digital propostas pelos docentes, que relacionadas aos objetos de aprendizagem apoiam o ensino e a aprendizagem. Desta forma, a partir da identifica??o das pr?ticas foi poss?vel compreender como estes recursos foram selecionados pelos professores (crit?rios) e que pr?ticas a eles s?o associadas. Em resposta ? pesquisa, a forma??o dos professores n?o depende de cursos espec?ficos na ?rea de tecnologia, visto que a escola pesquisada tem equipes especializadas em Tecnologia da Informa??o, aptas para a prepara??o dos equipamentos e para a instru??o dos professores. Ap?s conhecer os procedimentos para lidar com o apoio ? aprendizagem, estas informa??es podem ser multiplicadas para outros professores. Com a informa??o ao alcance de todos, o n?vel de letramento digital dos alunos ? elevado e permite eles possam inclusive ajudar aos professores, e este fator contribui para que o aluno se sinta engajado, al?m do que, pode sugerir solu??es para simplificar o uso dos dispositivos. Sobre as diferentes formas de aprender e ensinar, as professoras concordam com a lacuna existente entre o per?odo em que aprenderam a lecionar e o atual cen?rio tecnol?gico. Houve mudan?as que precisam ser acompanhadas e para que as inova??es funcionem ? preciso se habituar com os recursos digitais.

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-05T15:02:38Z No. of bitstreams: 1 TES_ANA_BEATRIZ_GARCIA_COSTA_RODRIGUES_COMPLETO.pdf: 1673226 bytes, checksum: bc412b2c825348f309ec0a3b889dfe59 (MD5) / Made available in DSpace on 2017-06-05T15:02:38Z (GMT). No. of bitstreams: 1 TES_ANA_BEATRIZ_GARCIA_COSTA_RODRIGUES_COMPLETO.pdf: 1673226 bytes, checksum: bc412b2c825348f309ec0a3b889dfe59 (MD5) Previous issue date: 2016-08-30 / This research aims to analyze, through life stories of professors who work in two universities, one public and one private, in Aracaju-SE, the personal and professional identity processes and the meanings attributed by them to their educational practices. We do not consider here the identity as static, motionless, but as a mobile, fluid and multifaceted process. In Theoretical we opted for a reasoned way in the psychological and sociological knowledge about the identity and the theoretical assumptions of Paul Ricoeur?s Narrative Identity. We sought, in the narratives of the professors, to understand how professional and institutional demands practices influence their identity processes. For this, we used the narrative interview to unveil training and teaching activities in professors from public and private universities in the state of Sergipe, bringing to light the choices, the meanings and the challenges faced in their formation processes and the construction of the teacher identity. Thus the following guiding questions were used: how is the identity of the public and private school professors constituted in higher education institutions? How do these professors build their practices in public and private spheres of IES? How do the realities and demands of these institutions interfere in the building of this professor identity? What are the main sources of malaise and welfare in public and private institutions? Analysis of the interviews were based on theoretical assumptions of Paul Ricoeur, specifically the concept and theories about narrative identity. It was observed that the teaching of experiences in the public and private spheres are very different, because the demands and institutional profiles are disparate. Thus, it was found in the private sphere that the narratives of professors included aspects that relate directly and/or indirectly to the capitalist logic of the present higher education in private institutions. In the public sphere, there have been reports regarding the great bureaucratic demand and the fierce competition between colleagues. From the analysis using Ricoeur, the following categories were developed: The choice to be teaching; the construction of the teaching practices and the relationship between the teaching practices and the construction of the identity of these professors. In elaborate discussions, it is clear that the identity processes of these professors, that the fluidity and mobility of the identity of each, is manifested in the constant needs of adjustments and readjustments that the environment imposes on them. Thus, interfaces between teaching practices, institutional contexts and teacher identity are present in all the narrative passages analyzed in this work. The strategies used to deal with the institutional and social demands, the meanings attributed to their professional and their personal experiences practices, reflections and reinterpretation are the result of identity transformations undergone by these professors. / Esta pesquisa tem como objetivo analisar, atrav?s de hist?rias de vida de docentes que atuam em duas Universidades, uma p?blica e uma privada, em Aracaju-SE, os processos identit?rios pessoal e profissional e os sentidos atribu?dos por eles ?s suas pr?ticas educativas. N?o consideramos aqui a identidade como algo est?tico, im?vel, mas sim como um processo m?vel, fluido e multifacetado. No Referencial Te?rico, optou-se por um caminho fundamentado no conhecimento psicol?gico e sociol?gico sobre a identidade, com base nos pressupostos te?ricos de Identidade Narrativa de Paul Ricoeur. Buscou-se, nas narrativas dos docentes, compreender como as pr?ticas profissionais e demandas institucionais influenciam os seus processos identit?rios. Para tanto, utilizou-se a Entrevista Narrativa para desvelar a forma??o e a atua??o docente em docentes de universidades p?blicas e privadas do estado de Sergipe, trazendo a luz as escolhas, os significados e os desafios enfrentados em seus processos de forma??o e de constru??o da identidade docente. Assim foram utilizadas as seguintes quest?es norteadoras: Como se constitui a identidade dos docentes do ensino p?blico e privado das institui??es de ensino superior? Como esses professores constroem suas pr?ticas nas esferas p?blica e privada das IES? Como as realidades e as demandas dessas institui??es interferem na constru??o da identidade desse professor? Quais as principais fontes de Mal-estar e Bem-estar nas institui??es p?blicas e privadas? A an?lise das entrevistas foram baseadas nos pressupostos te?ricos de Paul Ricouer, especificamente no conceito e teoriza??es acerca daIdentidade narrativa. Foi poss?vel observar que as viv?ncias da doc?ncia na esfera p?blica e privada s?o muito diferentes, pois as demandas e perfis institucionais s?o d?spares. Assim, verificou-se, na esfera privada, que as narrativas dos docentes inclu?ram aspectos que se relacionam de maneira direita e/ou indireta ? l?gica capitalista do ensino superior, presente nas institui??es particulares. Na esfera p?blica, foram encontrados relatos referentes ? grande demanda burocr?tica, ?s competi??es acirradas entre colegas. A partir da an?lise, foram elaboradas as seguintes categorias: A escolha em ser docente; a constru??o das pr?ticas docentes e a Rela??o entre as pr?ticas docentes e a constru??o da identidade desses professores. Nas discuss?es elaboradas, ao analisar o processo identit?rio dos docentes, percebe-se que a fluidez e mobilidade da identidade de cada um se manifesta nas necessidades constantes de adapta??es e readapta??es que o meio lhes imp?e. Dessa maneira, as interfaces entre a as pr?ticas docentes, os contextos institucionais e a identidade docente est?o presentes em todos os trechos narrativos analisados neste trabalho. As estrat?gias utilizadas para lidar com as demandas institucionais e sociais, os significados atribu?dos a suas pr?ticas profissionais e a suas viv?ncias pessoais, as reflex?es e ressignifica??es s?o resultantes das transforma??es identit?rias por ele sofridas.

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-30T13:54:58Z No. of bitstreams: 1 DIS_THAMIRES_MIELLE_BORBA_COMPLETO.pdf: 1850225 bytes, checksum: 75193d55bf480110817033e01ee69fcb (MD5) / Made available in DSpace on 2017-06-30T13:54:58Z (GMT). No. of bitstreams: 1 DIS_THAMIRES_MIELLE_BORBA_COMPLETO.pdf: 1850225 bytes, checksum: 75193d55bf480110817033e01ee69fcb (MD5) Previous issue date: 2017-03-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The chances of insertion in a position of greater prestige and remuneration in the labor market are closely related to the accumulated years of study, causing individuals to seek the highest degree of education possible. Higher education in Brazil has developed markedly excluding and unequal. However, one of the most striking transformations of the last decades was the entry of a significant number of youngsters from the popular classes into the graduation. One of the main avenues of entry were public inclusion policies, in this case the University for All Program (ProUni), aimed at granting scholarships in private institutions. Although it also discusses access to higher education, this dissertation presents as a central theme the permanence of ProUni scholarship students in the university, given the importance of identifying the possible difficulties that these students face during their trajectory at this educational level. To develop the research, a qualitative methodology is used, with semistructured interviews and subsequent application of a complementary questionnaire. The sample is made up of scholarship students from prestigious middle-high courses who entered the Pontifical Catholic University of Rio Grande do Sul between 2010 and 2014. From this research, the progress of the ProUni, as well as the challenges that remain, are verified. / As chances de inser??o numa posi??o de maior prest?gio e remunera??o no mercado de trabalho est?o estreitamente relacionadas aos anos de estudo acumulados, fazendo com que os indiv?duos busquem o maior grau de escolaridade poss?vel. A educa??o superior no Brasil se desenvolveu marcadamente excludente e desigual; contudo, uma das transforma??es mais marcantes das ?ltimas d?cadas foi a entrada de um n?mero significativo de jovens oriundos das classes populares na gradua??o. Uma das principais vias de entrada foram as pol?ticas p?blicas de inclus?o, neste caso o Programa Universidade Para Todos (ProUni), voltado para a concess?o de bolsas em institui??es privadas. Embora discorra tamb?m acerca do acesso ao ensino superior, esta disserta??o apresenta como tema central a perman?ncia de alunos bolsistas ProUni na universidade, haja vista a import?ncia de identificar as poss?veis dificuldades que estes estudantes enfrentam durante sua trajet?ria neste n?vel educacional. Para desenvolver a pesquisa utiliza-se metodologia qualitativa, com realiza??o de entrevistas semiestruturadas e aplica??o posterior de question?rio complementar. A amostra ? composta por alunos bolsistas de cursos de prest?gio m?dio-alto que ingressaram entre 2010 a 2014 na Pontif?cia Universidade Cat?lica do Rio Grande do Sul. A partir desta pesquisa se verificam os avan?os decorrentes do ProUni, bem como os desafios que ainda permanecem.

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-30T14:44:01Z No. of bitstreams: 1 DIS_LANUZIA_ALMEIDA_BRUM_AVILA_COMPLETO.pdf: 8869954 bytes, checksum: 2666ac77fda75936a954ebc25a1a7b8d (MD5) / Made available in DSpace on 2017-06-30T14:44:01Z (GMT). No. of bitstreams: 1 DIS_LANUZIA_ALMEIDA_BRUM_AVILA_COMPLETO.pdf: 8869954 bytes, checksum: 2666ac77fda75936a954ebc25a1a7b8d (MD5) Previous issue date: 2017-03-28 / This study is linked to the Project Evaluation of Children at Risk of Learning Disorders - ACERTA, which begun in 2013, supported by Coordination of Improvement of Higher Level Personnal - CAPES, at Brain Institute of Rio Grande do Sul - INSCER / PUCRS. It aims to ?Analyze the evolution of the development of mathematical skills involved in Dyscalculia of childrens presenting indications of this disorder, after performing pedagogical interventions?. The research was performed in three stages. The first consisted of the psychopedagogal evaluation of 29 participant children between 9 and 12 years old, by means of the Transcodification Test (MOURA; MADEIRA; CHAGAS; LONNEMANN; KRINZINGER; WILLMES; HAASE, 2013) and the Arithmetic?s Subtest (STEIN, 1994), of which 15 were selected to participate in the interventions, six children composing the control group and nine children the experimental group. As a threshold for the selection, children were submitted to the Wechler Abreviated Scale of Inteligence - WASI (2014), being necessary, according to the bibliography regarding the subject, IQ equal to or greater than 85 and its responsibles responded to anamnese, allowing the exclusion of children which already presented other kinds of neurological problems. In the second stage, the psychopedacogical interventions were elaborated, distributed in five 2 hours classrooms for the control group and 10 1 hour sessions to the experimental group. For the control group, group activities were carried out following a planning that was closer to that done in class. For the experimental group, the interventions were planned including differentiated games for each children, taking into account their lagging mathematical skills and the skills that needed to be recovered, considering each one of the subcategories of Dyscalculia defined by Kosc (1974). In the third stage, the tests that were done in the first stage were repeated, with the intention to do the reevaluation of the children, from both groups, after the intervention period. To the control group, the same interventions done with the experimental group were provided aiming a second reevaluation. To analyze the results, procedures indicated by the literature for each test were followed, based on the score for the corrections. The study presents a quantitativequalitative meticulous analysis of each children, priorizing individual performance, emphasizing the mathematical skills that were potencialized, verifying advances and modifications that occurred in their performance. To statistically validate the results, Test t of Student was performed to the same variancies and to paired samples, aiming to verify if there were significant differencies at the children?s performance in both groups. From the numerical results, graphs and tables were constructed with the intention to illustrate the performance?s variations regarding each children?s skills. After the analysis, it is seen that, overall, children presented significative improvement in their cognitive skills, after theindividual psychopedagogal intervention. It is evident that the games played during the treatments were effective to the treatment of children presenting indications of Dyscalculia, contributing to come to conclusion that lagged mathematical skills can be recovered, enhancing the existing. / O presente estudo est? vinculado ao Projeto Avalia??o de Crian?as em Risco de Transtornos de Aprendizagem - ACERTA, o qual iniciou em 2013, apoiado pela Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES, no Instituto do C?rebro do Rio Grande do Sul - INSCER / PUCRS. Tem como objetivo ?Analisar a evolu??o do desenvolvimento das habilidades matem?ticas envolvidas na Discalculia de crian?as com ind?cios desse transtorno, ap?s a realiza??o de interven??es psicopedag?gicas?. A pesquisa ocorreu em tr?s etapas. A primeira consistiu na avalia??o psicopedag?gica de 29 crian?as participantes com idades entre 9 e 12 anos, por meio do Teste de Transcodifica??o (MOURA; MADEIRA; CHAGAS; LONNEMANN; KRINZINGER; WILLMES; HAASE, 2013) e o Subteste de Aritm?tica (STEIN, 1994), das quais, a partir dos resultados dos testes, foram selecionadas 15 para participarem das interven??es, sendo seis crian?as compondo o grupo controle e nove crian?as o grupo experimental. Como linha de corte para sele??o, as crian?as foram submetidas ? Escala Wechsler Abreviada de Intelig?ncia - WASI (2014), sendo necess?rio, conforme bibliografia sobre o tema, QI igual ou superior a 85 e seus respons?veis responderam ? anamnese, possibilitando a exclus?o das crian?as que j? apresentavam outros tipos de problemas neurol?gicos. Na segunda etapa, foram elaboradas as interven??es psicopedag?gicas, distribu?das em cinco aulas de 2 horas para os atendimentos com o grupo controle e 10 sess?es de 1 hora para os atendimentos com o grupo experimental. Para o grupo controle, foram realizadas atividades em grupo seguindo um planejamento mais pr?ximo do realizado em aula. J?, para o grupo experimental, as interven??es foram planejadas com jogos diferenciados para cada crian?a, levando-se em conta suas habilidades matem?ticas em defasagem e as habilidades que necessitavam ser reabilitadas, considerando cada uma das subcategorias de Discalculia definidas por Kosc (1974). Na terceira etapa, retomaram-se os testes utilizados na primeira etapa, na inten??o de realizar a reavalia??o das crian?as, de ambos os grupos, ap?s o per?odo de interven??o. Ao grupo controle, ainda foram oportunizadas as mesmas interven??es realizadas com o grupo experimental visando uma segunda reavalia??o. Para analisar os resultados obtidos, seguiu-se o indicado pela literatura de cada teste, baseando-se no escore para as corre??es. Apresenta uma an?lise qualitativa-quantitativa minuciosa de cada crian?a, priorizando o seu desempenho individual, ressaltando as habilidades matem?ticas que foram potencializadas, verificando avan?os e modifica??es ocorridas em sua performance. Para validar estatisticamente os resultados, realizou-se o Teste t de Student para vari?ncias iguais e para amostras pareadas, na inten??o de verificar se houve diferen?as significativas no desempenho das crian?as de ambos os grupos. A partir dos resultados num?ricos, gr?ficos e tabelas foram constru?dos com a pretens?o de ilustrar as varia??es no desempenho em rela??o ?s habilidades de cada uma das crian?as. Ap?s a an?lise, verifica-se que, de modo geral, as crian?as apresentaram melhoras significativas em suas habilidades cognitivas, ap?s a interven??o psicopedag?gica individual. Evidencia que os jogos utilizados nos atendimentos foram eficazes para o tratamento de crian?as com ind?cios de Discalculia, contribuindo para concluir que as habilidades matem?ticas em defasagem podem ser reabilitadas, potencializando as existentes.

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-30T17:20:40Z No. of bitstreams: 1 DIS_ISABEL_CRISTINA_DOS_SANTOS_MARTINS_COMPLETO.pdf: 2515209 bytes, checksum: 2602c55ee8cc3f1d952ecd798d95ab17 (MD5) / Made available in DSpace on 2017-06-30T17:20:40Z (GMT). No. of bitstreams: 1 DIS_ISABEL_CRISTINA_DOS_SANTOS_MARTINS_COMPLETO.pdf: 2515209 bytes, checksum: 2602c55ee8cc3f1d952ecd798d95ab17 (MD5) Previous issue date: 2017-03-02 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This dissertation aim to meet the students of the CTBM ? Col?gios Tiradentes da Brigada Militar (Tiradentes Colleges of the Military Brigade), in the State of Rio Grande do Sul, in the context that they are inserted, identifying socioeconomic and cultural features, tracing their school trajectory and pointing out the factors that influenced the choice of young people for the CTBM of their region, with the main theme: ?The entrance of young students at Col?gios Tiradentes da Brigada Militar: a dream of young people or just a way to get an ending??. This was developed in two phases. In the first phase, quantitative, after completing the stages of evaluation and approval of the Project by the Scientific Commission of the School of Humanities and the Comit? de ?tica em Pesquisa - CEP ? (Research Ethics Committee) of the Pontif?cia Universidade Cat?lica do Rio Grande do Sul - PUCRS, in order to obtain an overview of the schools, an online questionnaire was applied, which was answered, voluntarily, by five hundred and ninety-six (596) students of the seven colleges. In the second qualitative phase, the data were obtained through semi-structure interviews conducted individually with twenty-one (21) students, randomly selected, with three (03) per school, representing each school year (1st., 2nd. and 3rd.). Seven (7) interviews were selected, one per school, for data?s analysis. The qualitative data were analyzed using the An?lise Textual Discursiva - ATD (Discursive Textual Analysis) method, proposed by Moraes and Galiazzi (2013), and complemented with the quantitative data, which were tabulated with Google Docs?help. Based on the data that emerged from the field, in the studies formulated by several authors, among them: Estrela (1992), Maffesoli (1996, 1998), Falc?o (2000), Krawczuyk (2011), Dayrell (2013), Dayrell, Carrano and Maia (2014), Abramovay (2012, 2015), Souza (2016), in the analysis of documents and field records, it was possible to verify that the young students of the CTBM reflect a youthful diversity, it is separated by the diversity that constitutes it (ABRAMOVAY, CASTRO, 2006). They are young people that accompany their parents?concern about the future and their formation in the present, but they desire selfrealization and respect for their decisions. Therefore, they are young, like so many other young people, who experience cultures and contexts, to constitute, as citizens, an integral human formation. Being in the CTBM and living with their rites is a dream of only a few students who expressed their affinity with the military career and wish they could continue their training in the Military Police Higher Course, if it were still possible. However, I also noticed that it became the dream of most of the young people who, when they first came to the schools, looking for means of accessing higher education, for the most varied courses, eventually realized how much learning could lead to their lives, considering the studies and the affective relationships that created and maintained in this space of formation. These young people give life to school, standing their history, rites and representations, while claiming changes in what they consider important for personal and group growthness. And, therefore, they demonstrate that they have a great potential for social contribution and political idealization for society and for the country they are in, aiming to help other young people to change their reality, so that they have access to the same opportunities that they had before. / Esta Disserta??o pretende conhecer os estudantes dos Col?gios Tiradentes da Brigada Militar (CTBM), do Estado do Rio Grande do Sul, no contexto em que est?o inseridos, identificando caracter?sticas socioecon?mico-culturais, tra?ando sua trajet?ria escolar e apontando os fatores que influenciaram a escolha dos jovens pelo CTBM de sua regi?o, tendo como tema principal: ?O ingresso de jovens estudantes nos Col?gios Tiradentes da Brigada Militar/RS: um sonho dos jovens ou s? um meio para se atingir a um fim?? Trata-se de uma investiga??o quali-quantitativa que foi desenvolvida em duas fases. Na primeira fase, quantitativa, depois de cumprida as etapas de avalia??o e aprova??o do Projeto pela Comiss?o Cient?fica da Escola de Humanidades e pelo Comit? de ?tica em Pesquisa (CEP), da Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS), a fim de obter um panorama geral das escolas, ocorreu a aplica??o de um question?rio online, que foi respondido, voluntariamente, por 596 (quinhentos e noventa e seis) estudantes dos sete col?gios. Na segunda fase, qualitativa, os dados foram obtidos mediante entrevistas semiestruturadas realizadas individualmente com 21 (vinte e um) estudantes, sorteados aleatoriamente, sendo 03 (tr?s) por escola, representando cada ano escolar (1?, 2? e 3?). Foram escolhidas 07 (sete) entrevistas, uma por escola, para realiza??o da an?lise dos dados. Os dados qualitativos foram analisados pelo m?todo de An?lise Textual Discursiva (ATD), proposta por Moraes e Galiazzi (2013), e complementados com os dados quantitativos, que foram tabulados com aux?lio do Google Docs. Embasada nos dados que emergiram do campo, nos estudos formulados por v?rios autores, dentre eles: Estrela (1992), Maffesoli (1996, 1998), Falc?o (2000), Krawczuyk (2011), Dayrell (2013), Dayrell, Carrano e Maia (2014), Abramovay (2012, 2015), Souza (2016), na an?lise de documentos e registros de campo, foi poss?vel constatar que os jovens estudantes dos CTBMs refletem uma diversidade juvenil, que ora se aproxima pelas caracter?sticas que apresenta, ora se separa pela diversidade que lhe constitui (ABRAMOVAY;CASTRO, 2006). Que s?o jovens que acompanham a preocupa??o de seus pais com o futuro e sua forma??o no presente, mas desejam a autorrealiza??o e o respeito de suas decis?es. Por isso, s?o jovens, como tantos outros jovens, que experimentam culturas e contextos, para constitu?rem, enquanto cidad?os, uma forma??o humana integral. Estar nos CTBMs e conviver com seus ritos, est? sendo um sonho apenas de poucos alunos, que manifestaram afinidade com a carreira militar e desejariam poder dar continuidade ? sua forma??o no Curso Superior de Pol?cia Militar, se ainda fosse poss?vel. Por?m, tamb?m constatei que se tornou o sonho da maioria dos jovens que, ao ingressar nas escolas vislumbrando, inicialmente, um meio de acesso ao ensino superior, para os mais variados cursos, acabaram por perceber quanto aprendizado poder?o levar para suas vidas, considerando os estudos e as rela??es afetivas que criaram e deram manuten??o nesse espa?o de forma??o. Esses jovens d?o vida ?s escolas, na manuten??o de sua hist?ria, ritos e representa??es, ao mesmo tempo em que reivindicam mudan?as naquilo que consideram importante para o crescimento pessoal e do grupo. E, portanto, demonstraram possuir um grande potencial de contribui??o social e de idealiza??o pol?tica para a sociedade e para o pa?s, do qual fazem parte, almejando a seu turno ajudar outros jovens a mudar a realidade que possuem, para que tenham acesso ?s mesmas oportunidades que eles tiveram.

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-30T17:37:42Z No. of bitstreams: 1 DIS_SUELEN_AIRES_GONCALVES_COMPLETO.pdf: 2996586 bytes, checksum: 507bf1af0b1bc5417c11a45d6a0aa3dd (MD5) / Made available in DSpace on 2017-06-30T17:37:42Z (GMT). No. of bitstreams: 1 DIS_SUELEN_AIRES_GONCALVES_COMPLETO.pdf: 2996586 bytes, checksum: 507bf1af0b1bc5417c11a45d6a0aa3dd (MD5) Previous issue date: 2017-03-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The present work proposes a descriptive approach to different faces of the problem and the confrontation of violence against women. It becomes the focus of the feminicide category and its developments in the production of laws and public policies at both local and national level. Based on data from the Map of Violence (2012 and 2015) and secondary data from the State Department of Public Security (SSP-RS) regarding crimes of feminicide in the period 2011- 2015, as well as from observations in the DEAM Santa Maria / RS seeks to identify advances and setbacks in facing this serious social problem. / O presente trabalho prop?e-se a uma abordagem descritiva de diferentes faces do problema e do enfrentamento da viol?ncia contra as mulheres. Torna-se como foco a categoria feminic?dio e seus desdobramentos na produ??o de leis e pol?ticas p?blicas tanto a n?vel local como nacional. A partir dos dados do Mapa da Viol?ncia (2012 e 2015) e os dados secund?rios da Secretaria Estadual de Seguran?a P?blica (SSP-RS) relativos aos crimes de feminic?dio no per?odo de 2011-2015, bem como de observa??es na DEAM de Santa Maria/RS busca-se identificar avan?os e retrocessos no enfrentamento deste grave problema social.

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-30T18:15:32Z No. of bitstreams: 1 DIS_GABRIELA_BAPTISTA_SILVA_PARCIAL.pdf: 270177 bytes, checksum: f675dae013b0ff3d7d65dcfe8e63cbc9 (MD5) / Made available in DSpace on 2017-06-30T18:15:32Z (GMT). No. of bitstreams: 1 DIS_GABRIELA_BAPTISTA_SILVA_PARCIAL.pdf: 270177 bytes, checksum: f675dae013b0ff3d7d65dcfe8e63cbc9 (MD5) Previous issue date: 2017-01-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The purpose of this study is to understand the identity and conjugal policies in an exclusive wing for transvestites, transgender, gays and bisexuals in the Central Prison of Porto Alegre. The data collection of this research was done through individual interviews and records of collective interventions in field diaries. The assumptions of the Grounded Theory and, as an analytical proposal, the conceptions derived from the American black feminism from the intersectional perspective are used as methodological dimension. Through this theoretical contribution is proposed an understanding of the strategic forms of agency in the prison territory engendered by persons in detention in this gallery. In addition to addressing the policies of conjugality, it is sought to reflect on the ways of experiencing sexuality and gender in the prison context from a dialogical identity perspective. / O presente estudo tem como objetivo a compreens?o sobre os agenciamentos de pol?ticas identit?rias e de conjugalidades em uma ala exclusiva para pessoas travestis, companheiros de travestis, gays, bissexuais e seus companheiros, no Pres?dio Central de Porto Alegre. A coleta de dados dessa pesquisa se deu por meio de entrevistas individuais e de registros em di?rio de campo das interven??es coletivas. Utilizam-se como dimens?o metodol?gica os pressupostos da Teoria Fundamentada e, como proposta anal?tica, as concep??es dial?gicas e as derivadas das cr?ticas do feminismo negro estadunidense sob uma perspectiva interseccional. Atrav?s destes aportes te?ricos prop?e-se uma compreens?o das formas estrat?gicas de agenciamento de si no territ?rio carcer?rio engendradas por pessoas em deten??o nesta galeria, abordando pol?ticas de conjugalidade, refletindo sobre as formas de experienciar sexualidade e g?nero no contexto prisional em uma perspectiva dial?gica.

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-30T18:29:21Z No. of bitstreams: 1 DIS_NADIA_DE_FATIMA_BORBA_MARTINS_COMPLETO.pdf: 1110662 bytes, checksum: 97354464aef131b1d5f242a68680cadd (MD5) / Made available in DSpace on 2017-06-30T18:29:21Z (GMT). No. of bitstreams: 1 DIS_NADIA_DE_FATIMA_BORBA_MARTINS_COMPLETO.pdf: 1110662 bytes, checksum: 97354464aef131b1d5f242a68680cadd (MD5) Previous issue date: 2017-03-21 / The research analyzes the political-educational context in which graduate courses called Interdisciplinary Bachelors were conceived and created. The bibliographic research was used, with a qualitative approach. As instruments to obtain data that contributed to the analysis of that context, semi-structured interviews were conducted, with two teachers participating in the Working Group, established by the SESu / MEC Ordinance no. 383 of April 12, 2010, which prepared the Guidelines for Interdisciplinary Bachelor's Degree. In order to subsidize the study, the theoretical contribution of theses and dissertations was sought, in which it was decided to use Ball & Bowe's Policy Cycle Approach, specifically regarding the Context of Influence. With the combination of studies on the subject, carried out and disseminated in theses and dissertations, the experiences reported by the interviewees and the authors consulted, it was possible to obtain information that brought some light on the paths that led to the creation of the Graduation Courses called Interdisciplinary Bachelors. These paths are certainly due to the transformations resulting from globalization in all areas and in particular in the field of educational policies. . On the other hand, in seeking to identify the paths that led to the creation in Brazil of undergraduate courses called Interdisciplinary Bachelor's, one can affirm that this new training proposal reflects a situation that presents itself as a worldwide trend: the reorganization of knowledge in the perspective of interdisciplinary integration, which according to the authors studied, could cause the "frontiers of scientific knowledge" to advance. The Bologna Process, flagship of education reform in Europe, was an inspiration matrix for Brazilian Interdisciplinary Bachelor's. Another inspiring source of the national proposal were the major American colleges and the brief experience of the University of Brasilia in 1961, idealized by An?sio Teixeira and Darcy Ribeiro. Thus, the study, brought some light on the paths that led to the creation of the Undergraduate Courses called Interdisciplinary Bachelor. / A pesquisa analisa o contexto pol?tico-educacional em que foram pensados e criados os cursos de gradua??o denominados Bacharelados Interdisciplinares. Foi utilizada a pesquisa bibliogr?fica, de abordagem qualitativa. Como instrumentos para obten??o de dados que contribu?ram para a an?lise daquele contexto, foram feitas entrevistas semiestruturadas, com dois docentes participantes do Grupo de Trabalho institu?do pela Portaria SESu/MEC n?. 383, de 12 de abril de 2010, que elaborou os Referenciais Orientadores para os Bacharelados Interdisciplinares. Para subsidiar o estudo, buscou-se o aporte te?rico de teses e disserta??es nas quais optou-se por utilizar a Abordagem do Ciclo de Pol?ticas de Ball & Bowe no que se refere, especificamente, ao Contexto da Influ?ncia. Com a mescla dos estudos sobre a tem?tica realizados e divulgados em teses e disserta??es, as experi?ncias relatadas pelos entrevistados e os autores consultados foi poss?vel obter-se informa??es que apontaram alguns caminhos que conduziram ? cria??o dos Bacharelados Interdisciplinares. Esses caminhos passam, certamente, pelas transforma??es decorrentes da globaliza??o em todas as ?reas e em particular no campo das pol?ticas educacionais. Por outro lado, ao buscar-se identificar os caminhos que levaram ? cria??o, no Brasil, dos Cursos de Gradua??o denominados Bacharelados Interdisciplinares, pode-se afirmar que esta nova proposta formativa reflete uma situa??o que se apresenta como tend?ncia no mundo todo: a reorganiza??o do conhecimento na perspectiva da integra??o interdisciplinar, o que segundo os autores estudados, poder? fazer com que avancem as ?fronteiras do conhecimento cient?fico?. O Processo de Bolonha, carro-chefe da reforma de ensino na Europa, foi uma matriz de inspira??o para os Bacharelados Interdisciplinares brasileiros. Outra fonte inspiradora da proposta nacional foram os major colleges estadunidenses e a experi?ncia breve da Universidade de Bras?lia, em 1961, idealizada por An?sio Teixeira e Darcy Ribeiro. Assim, o estudo realizado, trouxe alguma luz sobre os caminhos que levaram ? cria??o dos Cursos de Gradua??o denominados Bacharelados Interdisciplinares.

Submitted by PPG Direito (ppgdir@pucrs.br) on 2017-12-12T18:17:41Z No. of bitstreams: 1 Martin_da_Silva_Gesto-DIS.pdf: 2030357 bytes, checksum: be79ce37330db45a17636c47fde08d1b (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-12-19T12:12:47Z (GMT) No. of bitstreams: 1 Martin_da_Silva_Gesto-DIS.pdf: 2030357 bytes, checksum: be79ce37330db45a17636c47fde08d1b (MD5) / Made available in DSpace on 2017-12-19T12:16:30Z (GMT). No. of bitstreams: 1 Martin_da_Silva_Gesto-DIS.pdf: 2030357 bytes, checksum: be79ce37330db45a17636c47fde08d1b (MD5) Previous issue date: 2016-02-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / In this work it will be analyzed the taxation as a source of financing of the fundamental rights, besides of promoter of public policies. Beyond the systematic analysis of the taxation, it must prevail the idea that there is a constitutional conception of the taxes, for this reason, it can not be considered a simple exchange for the public services between the State and the citizens. Taxes can not be considered a citizens sacrifice. In name of the globalization and the modernity, many conceptions must be review, including the way that the taxation happens. The complexity that it imposes make emerge a new taxation, focused not only to generate revenue, although that this purpose still exists, because the taxation is necessary for the financing of the fundamental rights. However, it is essential that the taxation promote public policies beyond the extrafiscal taxation, focused on the long term results, as truly policies of State, not just policies of Government. The taxation can not be just a simple way of to create wealth to the State, being necessary that exists a clear harmony between the subjects of tax, financial, administrative and constitutional law, making possible the study supradisciplinary of taxation, because only doing this that the fundamental rights will be able to be implemented. / No presente trabalho ser? analisada a tributa??o como fonte de financiamento dos direitos fundamentais, al?m de promotora de pol?ticas p?blicas. Assim, pelo pensamento sistem?tico da tributa??o, deve prevalecer a ideia de que h? uma concep??o constitucional do tributo, n?o podendo ele ser ainda considerado uma mera troca do Estado com os cidad?os pelos servi?os p?blicos prestados. Tributos n?o podem mais ser considerados como sacrif?cios dos cidad?os. Pela globaliza??o e modernidade, diversas concep??es devem ser revistas, inclusive a forma de tributa??o. A complexidade que se imp?e faz emergir uma nova tributa??o, voltada ela n?o somente para gerar receita tribut?ria, embora que este fim ainda se mantenha, pois necess?ria ? arrecada??o para que seja poss?vel financiar direitos fundamentais. Por?m, essencial que a tributa??o fomente pol?ticas p?blicas por meio de normas indutoras de car?ter extrafiscal, devendo, contudo, as pol?ticas p?blicas serem para prazos longos, alcan?ando-se com estas inclusive gera??es futuras, como verdadeiras pol?ticas de Estado e n?o s? pol?ticas de governo. A tributa??o n?o pode ser mero meio de gera??o de riquezas ao Estado, sendo necess?rio que exista uma harmonia clara entre as disciplinas de direito tribut?rio, financeiro, administrativo e constitucional, sendo realizado um estudo supradisciplinar da tributa??o, pois somente assim ser? poss?vel dar a efic?cia pretendida aos direitos fundamentais.