Title: Analysis of the training process in fire sport - fire attack. Objectives: Verify the effectiveness of the training process for the fire attack discipline, which was designed in the bachelor thesis. Methods: The method used for the elaboration of the diploma thesis was observation, analysis, testing, meansurement. Results: There was an improvement on the test file following the proposed training plan. Improvements to the test file were more than 10% over the control file in the key tests. Keywords: Fire sport, fire attack, training process, analysis.

This dissertation focuses on the use of subcarrier multiplexing (SCM) in multimode fibers, utilizing carrier frequencies above what is generally utilized for multimode fiber transmission, to achieve high bit rates. In the high frequency region (i.e., frequencies larger than the intermodal bandwidth), the magnitude response of multimode fiber does not decrease monotonically as a function of the frequency but is shown to become relatively flat (but with several deep nulls) with an amplitude below that at DC. The statistical properties of this frequency response at high frequencies are analyzed. The probability density function of the magnitude response at high frequencies is found to be a Rayleigh density function. The average amplitude in this high frequency region does not depend on the frequency but depends on the number of modes supported by the fiber. To transmit a high bit rate signal over the multimode fiber, subcarrier multiplexing is adopted. The performance of the SCM multimode fiber system is presented. The performance of the SCM system is significantly degraded if there are some subcarriers located at the deep nulls of the fiber. Equalization and spread spectrum techniques are investigated but are shown to be not effective in combating the effects of these nulls. To cancel the effects of these deep nulls, training process and diversity coding are considered. The basic theory of diversity coding is given. It is found that the performances of the system with training process and the system with diversity coding are almost identical. However, diversity coding is more appropriate since it requires less system complexity. Finally, the practical limits and capacity of the SCM multimode fiber system are investigated. It is shown that a signal with a bit rate of 1.45 Gbps can be transmitted over a distance up to 5 km. / Ph. D.

O foco desta pesquisa tem como objetivo estudar o sistema pedagógico da SP Escola de Teatro - Centro de Formação das Artes do Palco, instituição criada em São Paulo/SP por importantes coletivos da cena brasileira, que tem como mote: \"artistas que formam artistas\". Inspirada e alicerçada em três pensamentos: do conceito de ensino-aprendizagem de Paulo Freire, de espaço do acontecer solidário de Milton Santos e da visão sistêmica de Fritjof Capra, a instituição trabalha com a ideia de educação integrada, abarcando a noção de conhecimento sistêmico, um modelo que, mais do que destinado ao treinamento de um aprendiz - educando-o no desempenho de suas destrezas -, cria oportunidades para que ele investigue, experimente e compreenda a importância de seu engajamento ético no processo coletivo de sua formação profissional. Por eu ser um dos idealizadores do projeto, procurei descrever pormenores de sua fundação até a estruturação do sistema pedagógico ao qual chamamos de Pedagogia Covalente, valendo-se da conexão química caracterizada pelo compartilhamento de pares de elétrons entre os átomos, com a intenção de reforçar pressupostos fundamentais como o poder do encontro, a interação entre seres iguais e/ou diferentes, a comunhão de valores éticos e estéticos, a convivência e o mútuo benefício do ato de compartilhar. Esta pesquisa, também, pretende identificar quais os melhores procedimentos pedagógicos para o desenvolvimento do espírito crítico e libertário de um artista cênico, bem como investigar a formação artística e seus critérios para o ensino das artes cênicas / The aim of this research is to study the pedagogical system of SP Escola de Teatro- Stage Arts Educational Center, institution founded in São Paulo/Brazil, by important Brazilian theater collectives. It has got the goal: ¨artists who nurture artists¨. Inspired on three basic ideas: Paulo Freire´s concept of teaching-learning, Milton Santos´ space for solidarity happening and Frijof Capra´s systemic vision, the institution works on the principle that integrated education embraces the concept of systemic knowledge, a model not only dedicated to the apprentice training - educating them to the performance of their abilities - but also to create opportunities so that they can investigate, test and comprehend the importance of their ethics and community engagement in the collective process of the professional education. Being one of the devisers and founders of the project, I searched to describe details since its foundation until the structuring of the pedagogical system, called as the Covalent Pedagogy, availing itself of the chemical bond that involves the sharing of electron pairs between atoms, with the purpose of enhancing the main principles, such as the power of togetherness, the interaction between similar and/or different beings, the communion of ethic and esthetic values, the coexistence and the mutual benefit of sharing. This research also intends to identify which are the best pedagogical procedures to the development of the critical and libertarian attitude of a stage artist, as well as investigate the artistic education and its criteria for the stage arts´ teaching.

O foco desta pesquisa tem como objetivo estudar o sistema pedagógico da SP Escola de Teatro - Centro de Formação das Artes do Palco, instituição criada em São Paulo/SP por importantes coletivos da cena brasileira, que tem como mote: \"artistas que formam artistas\". Inspirada e alicerçada em três pensamentos: do conceito de ensino-aprendizagem de Paulo Freire, de espaço do acontecer solidário de Milton Santos e da visão sistêmica de Fritjof Capra, a instituição trabalha com a ideia de educação integrada, abarcando a noção de conhecimento sistêmico, um modelo que, mais do que destinado ao treinamento de um aprendiz - educando-o no desempenho de suas destrezas -, cria oportunidades para que ele investigue, experimente e compreenda a importância de seu engajamento ético no processo coletivo de sua formação profissional. Por eu ser um dos idealizadores do projeto, procurei descrever pormenores de sua fundação até a estruturação do sistema pedagógico ao qual chamamos de Pedagogia Covalente, valendo-se da conexão química caracterizada pelo compartilhamento de pares de elétrons entre os átomos, com a intenção de reforçar pressupostos fundamentais como o poder do encontro, a interação entre seres iguais e/ou diferentes, a comunhão de valores éticos e estéticos, a convivência e o mútuo benefício do ato de compartilhar. Esta pesquisa, também, pretende identificar quais os melhores procedimentos pedagógicos para o desenvolvimento do espírito crítico e libertário de um artista cênico, bem como investigar a formação artística e seus critérios para o ensino das artes cênicas / The aim of this research is to study the pedagogical system of SP Escola de Teatro- Stage Arts Educational Center, institution founded in São Paulo/Brazil, by important Brazilian theater collectives. It has got the goal: ¨artists who nurture artists¨. Inspired on three basic ideas: Paulo Freire´s concept of teaching-learning, Milton Santos´ space for solidarity happening and Frijof Capra´s systemic vision, the institution works on the principle that integrated education embraces the concept of systemic knowledge, a model not only dedicated to the apprentice training - educating them to the performance of their abilities - but also to create opportunities so that they can investigate, test and comprehend the importance of their ethics and community engagement in the collective process of the professional education. Being one of the devisers and founders of the project, I searched to describe details since its foundation until the structuring of the pedagogical system, called as the Covalent Pedagogy, availing itself of the chemical bond that involves the sharing of electron pairs between atoms, with the purpose of enhancing the main principles, such as the power of togetherness, the interaction between similar and/or different beings, the communion of ethic and esthetic values, the coexistence and the mutual benefit of sharing. This research also intends to identify which are the best pedagogical procedures to the development of the critical and libertarian attitude of a stage artist, as well as investigate the artistic education and its criteria for the stage arts´ teaching.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-06-10T13:56:13Z No. of bitstreams: 1 Cíntia Andréa Dornelles Teixeira_.pdf: 8023575 bytes, checksum: 78e1c840911900923e47e62909e38e78 (MD5) / Made available in DSpace on 2016-06-10T13:56:13Z (GMT). No. of bitstreams: 1 Cíntia Andréa Dornelles Teixeira_.pdf: 8023575 bytes, checksum: 78e1c840911900923e47e62909e38e78 (MD5) Previous issue date: 2016-01-22 / Nenhuma / Esta Tese analisa o saber fazer do processo formador de quem trabalha com artesanato em São Borja -RS, em diálogo com o processo formador da mulher-professora no exercício de aprender a caminhar para si. O percurso metodológico foi embasado nas leituras dos estudos de gênero e de Marie Christine Josso, por meio da pesquisa-formação. A metodologia de coleta consiste na observação participante, na (auto)biografia e nas entrevistas com artesãs de três grupos de mulheres-artesãs: uma extensionista da EMATER, um instrutor do SENAR e uma consultora do SEBRAE. Foram realizadas imersões na localidade nos anos 2011 e 2012. Entre os resultados encontrados, observou-se que, por meio das leituras do reconhecimento das experiências das mulheres na história, a atividade artesanal ainda é um trabalho que não é reconhecido e visibilizado como um saber fazer, muito menos como uma atividade que promove o saber pensar. Amparadas nos argumentos de pesquisadoras que reconhecem e visibilizam o fazer artesanal como processo formador, tanto as mulheres- artesãs quanto a mulher-professora podem reler seus saberes e fazeres como novas aprendizagens que propõem um caminhar para si. A partir das experiências das mulheres artesãs, é possível tecer diálogos com o saber fazer da mulher-professora, cuja aproximação levou a uma análise do caminhar para si (auto)biográfico da mulher-professora. O estudo demonstra que, por meio da observação e análise do saber fazer das mulheres artesãs, diferentes saberes de ser mulher-professora foram identificados e reconhecidos. / This thesis analyzes the know-how of the forming process of those who work with crafts in San Borja-RS, in dialogue with the forming process of the woman-teacher in the practice of learning how to move for oneself. The methodological route was based on readings of gender studies and of Marie Christine Josso through the research-training. The collection methodology consists of participant observation in the (auto)biography and interviews with artisans of three groups of women-artisans: a she extensionist of EMATER, a he instructor of SENAR and a she consultant of SEBRAE. Immersions were held in the locality in the years of 2011 and 2012. Among the results found out, it was observed that through the readings of the recognition of women’s experiences in history, artisanal activity is still a work which is not recognized and visualized as a know-how to do, much less as an activity that promotes the know-how to think. Supported by the arguments of she researches who recognize and turn visible the artisanal know-how as a training process, both women-artisans and woman-teacher can reread their knowledge and practices as new learnings that propose a move for oneself. From the experiences of the women-artisans, it is possible to weave dialogues with the know-how to do of woman-teacher, whose approach had led to an analysis of the move to oneself (auto)biographic of the woman-teacher. The study shows that, by means of observation and analysis of the know-how to do by the women-artisans, different knowledges of being a woman-teacher were identified and recognized.

Made available in DSpace on 2016-06-02T19:39:51Z (GMT). No. of bitstreams: 1 6465.pdf: 926973 bytes, checksum: 71a0211826f9478c5d3de9322d60678f (MD5) Previous issue date: 2013-02-25 / Financiadora de Estudos e Projetos / This research aimed to identify and analyze the contributions of the teacher training process, especially in relation to mathematics, revealed in oral narrative and the written productions of undergraduates of the Faculty of Education who attended the Institutional Scholarship Program Initiation teaching (ISPIT) of the Federal University of São Carlos (UFSCar). These contributions, the research sought to delineate and analyze the main feelings, perceptions and thoughts experienced by future participating teachers about the work they do in the school environment, with the ISPIT / UFSCar. Thus, we performed a qualitative research, interpretative analytical type. We use ISPIT / UFSCar like setting, making a cut with four program fellows who worked specifically with a project "Mathematical Games". The data consisted of official documents of ISPIT, portfolios and field diaries produced by the four undergraduate students and semi-structured interviews with the initiation scholarship will teaching, teaching UFSCar coordinator of the subproject's Degree in Pedagogy and the two stock-teachers of elementary school who are supervisors in the program. Data analysis used mainly reference in the initial training area teachers (Marcelo Garcia, 1998, 1999); early teaching (Huberman, 1995); teaching knowledge (Mizukami and Reali, 2005; Tardif, 2008; Gauthier, 1998); and mathematical, didactic and pedagogical contents (Grando, 2004; and Passos, 2009). Data were categorized into two axes, the first analyzing the feelings experienced in the initiation process teaching, and the second, the emergence of a school mathematics during the training process. The results show that in addition to the main feelings identified in literature, as the findings, the survival and the reality check, we identify in this process experienced in the initial training, feelings of belonging, satisfaction, partnership and host. The data also evidenced the program's contributions to the fellows broaden their experiences and reflections within the insertion of complexity in the school context and articulation between theory and pedagogical practice. However, few perceptions were identified for a more reasoned reflection on the teaching of mathematics; there is an emergency in the deepening of mathematics education and its teaching in the process of teacher education in the early years. The fellows sometimes have some misconceptions regarding the intentions of mathematical concepts in the proposed activities, particularly in the use of games as tasks / exercises. / Esta investigação teve por objetivo identificar e analisar as contribuições do processo de formação docente, em especial em relação à Matemática, revelados em narrativa orais e nas produções escritas de licenciandos do curso de Pedagogia que participaram do Programa Institucional de Bolsas de Iniciação a docência (PIBID) da Universidade Federal de São Carlos (UFSCar). Nestas contribuições, a pesquisa buscou delinear e analisar os principais sentimentos, percepções e reflexões vivenciados pelos futuros professores participantes acerca do trabalho que desenvolvem no ambiente escolar, junto ao PIBID/UFSCar. Para tanto, realizamos uma pesquisa qualitativa, do tipo analítico interpretativo. Utilizamos o PIBID/UFSCar como cenário, fazendo um recorte com quatro bolsistas do programa que trabalharam, especificamente, com um projeto de Jogos Matemáticos . Os dados foram constituídos de documentos oficiais do PIBID, dos portfólios e diários de campo produzidos pelas quatro licenciandas e das entrevistas semiestruturadas com as bolsistas de iniciação á docência, a docente da UFSCar coordenadora do subprojeto da Licenciatura em Pedagogia e as duas professoras-bolsistas do Ensino Fundamental supervisoras no programa. Para análise dos dados utilizamos principalmente referencial na área de formação inicial de professores (Marcelo Garcia, 1998, 1999); início da docência (Huberman, 1995); saberes docentes (Mizukami e Reali,2005; Tardif, 2008; Gauthier, 1998); e conteúdos matemáticos e didáticos-pedagógicos (Grando, 2004; e Passos,2009). Os dados foram categorizados em 2 eixos, o primeiro analisando os sentimentos vivenciados no processo de iniciação a docência e o segundo, da emergência de uma matemática escolar, durante o processo formativo. Os resultados evidenciam que além dos principais sentimentos apontados na literatura, como as descobertas, a sobrevivências e o choque de realidade, pudemos identificar nesse processo vivido na formação inicial, os sentimentos de pertença, satisfação, parceria e de acolhimento. Nos dados, também, evidenciamos as contribuições do programa para que as bolsistas ampliassem suas vivências e reflexões no âmbito da complexidade de inserção no contexto escolar e na articulação entre teoria e prática pedagógica. Porém, poucas percepções foram identificadas em relação a uma reflexão mais fundamentada sobre o ensino de matemática, havendo uma emergência no aprofundamento da formação matemática e de seu ensino no processo de formação de professores dos anos iniciais. As bolsistas por vezes apresentam alguns equívocos quanto as intencionalidades dos conceitos matemáticos nas atividades propostas, em especial na utilização de jogos enquanto tarefas/exercícios.

Essa pesquisa tem como tema central o processo de ensino e aprendizagem musical na FANMOSA - Fanfarra Moreira de Sousa da cidade de Juazeiro do Norte-Ce. Os resultados foram apresentados no Curso de Mestrado Profissional em Artes â PROFARTES, que està vinculado ao Instituto de Cultura e Arte â ICA, da Universidade Federal do Cearà â UFC. O interesse por essa investigaÃÃo se deu por conta da minha condiÃÃo de regente da mesma e a proximidade da minha experiÃncia com a praxologia à frente desse grupo. O objetivo desse trabalho à desenvolver uma anÃlise sobre o processo de ensino e aprendizagem musical na FANMOSA, tendo por base a minha trajetÃria de vida e o processo formativo-musical. A pesquisa tem a histÃria de vida como metodologia principal para essa investigaÃÃo autobiogrÃfica que serà explorada nas narrativas de histÃria de vida e formaÃÃo musical. Para alcanÃarmos Ãxito na pesquisa se fez necessÃrio uma reflexÃo na histÃria de vida, observando aspectos da trajetÃria social, educacional e profissional, identificando elementos no processo de formaÃÃo musical. Na perspectiva de conhecer os agrupamentos de Fanfarras que utilizam em sua formaÃÃo instrumentos de percussÃo e sopro, foi feito uma catalogaÃÃo de dados sobre as origens, organologia, estilos e outros aspectos das fanfarras, observando aspectos culturais, artÃsticos, sociais, histÃricos, campos musicais e principalmente no ensino e aprendizagem, formal, informal e oculto que norteiam as fanfarras nas suas estruturas pedagÃgicas. TambÃm foi feito uma busca em materiais bibliogrÃficos, entidades e documentos sobre as classificaÃÃes, padronizaÃÃes e categorizaÃÃes das fanfarras, a partir dos regulamentos dos seus campeonatos no cenÃrio da musicalidade brasileira. Os resultados apontaram que prÃticas colaborativas, influenciaram na minha histÃria de vida durante toda a minha formaÃÃo musical, como tambÃm a minha histÃria de vida e percurso profissional influenciaram na formaÃÃo musical dos componentes da Fanfarra Moreira de Sousa e com tudo a pesquisa mostrou que a proximidade com a FANMOSA, influenciou tambÃm na minha histÃria de vida e formaÃÃo musical. Observa-se que a minha trajetÃria humana e formativo-musical està diretamente ligada à minha famÃlia, as bandas, as fanfarras e ao processo de ensino e aprendizagem musical na Fanfarra Moreira de Sousa, assim como essas estÃo evidenciadas diretamente na minha histÃria de vida em formaÃÃo e assim construÃda com muito sacrifÃcio e dedicaÃÃo a mÃsica e as fanfarras. / This research is focused on teaching and music learning process in FANMOSA â Fanfare Moreira de Sousa city of Juazeiro do Norte-Ce. The results were presented at the Professional Master in Arts - PROFARTES, which is linked to the Institute of Culture and Art - ICA, the Federal University of Cearà - UFC. Interest in this research took place because of my regente condition thereof and the proximity of my experience with praxologia ahead of this group. The aim of this work is to develop an analysis of the process of teaching and learning music in FANMOSA, based on my life story and the educational-musical process. The research has the story of life as the main method for its autobiographical research that will be explored in the narratives of life story and musical training. To achieve success in research is a reflection on the life history was necessary, noting aspects of social, educational and professional history, identifying elements in the musical training process. From the perspective of knowing Fanfares clusters they use in their training instruments of percussion and wind, a data cataloging was done on the origins, organology, styles and other aspects of fanfares, observing cultural, artistic, social, historical, musical fields and especially in the aspect of teaching and learning, formal, informal and hidden that guide the fanfares in their educational structures. It was also made a search on bibliographical material, entities and documents on ratings, standardizations and categorizations of fanfares from the regulations of the championships in the scenario of Brazilian musicality. The results showed that collaborative practices, influenced my life story throughout my musical training, as well as my life story and career influenced the musical development of the components of Fanfare Moreira de Sousa, and with all research has shown that proximity with FANMOSA also influenced my life story and musical training. Note that my human and formative-musical path is directly linked to my family, the bands, the brass bands and teaching and music learning process in Fanfare Moreira de Sousa, and these are highlighted directly on my life story in training and well built with great sacrifice and dedication to music and fanfares.

AbstractTitle:Football coaches’ awareness and implementation of team dynamicsObjectives: This research aims to explore, based on the in-depth interviews with Czech male football coaches, how the football coaches work with team dynamics and its principles, during recruitment/transfers, training process, and specific situations, and potentially ascertain what are the obstacles for the team dynamics principles implementation.Methods:The primary method used in this research is the qualitative method of semistructured in-depth interviews. Research is focused on the population of male Czech football coaches with at least half a year of experience. The research sample consists of 7 respondents. The data are proceeded according to GDPR and anonymized. For the data interpretation, the interpretative phenomenological analysis (IPA) is used. Results:The respondents are aware of team cohesion, climate, and synergy and understand the importance of team dynamics in general. If it is possible, the coaches look at the players' psychological characteristics and consider them in relation to the rest of the team and even their potential behavior. The coaches’ behavior and interventions differ based on the situation. However, they tend not to intervene much, and they also don't use almost any analytical tools in terms of team dynamics. That can be caused by many factors such as they perceived the team dynamics as part of psychology, which according to this research, might be perceived as a tool for problem treatment, not as a preventive tool. There are also some structural barriers such as unclear club concept, unclear competency among the responsible, not enough emphasis on team dynamics during the licenses education and players’ agents pressure, as well as language barrier, which seems to prevent successful implementation of foreign players. The respondents tend to rationalize some of the problems. Keywords:cohesion, team climate, synergy, competencies, recruitment, training process, leadership styles, systematical obstacles, barriers

Made available in DSpace on 2016-04-27T14:32:27Z (GMT). No. of bitstreams: 1 tese.pdf: 1028917 bytes, checksum: a4c94d7e19672dcf9a66b09499d42369 (MD5) Previous issue date: 2005-06-02 / The aim of this essay was to study the conditions of the training process of individuals for lecturing at colleges and universities in Brazil. Our starting point was learning about the lack of legislation and adequate courses which meet the requirements for lecturing in such degree. By and large, the selection of lecturers is grounded on technical competence or specific knowledge in their working areas, based on the belief that knowing the subject contents is all one needs to teach it. Due to the broadness of the topic, we have chosen to carry an exploratory study of a given teacher training institution, looking at the courses offered and their contents, as well as the methodology utilized. We have decided to include an ethnographic qualitative survey to be completed by those attending the afore mentioned courses. For that purpose, they will also be interviewed and asked for reports on the benefits such courses have brought to their professional growth. Our studies focused on reading Brazilian and foreign authors, such as Paulo Freire, Mario Sérgio Cortella, Marcos T. Masetto, Ana Maria Saul, Mere Abramowicz, Pedro Demo, Joseph Lowman, Philippe Perrenoud, Maurice Tardif, César Coll, Edgar Morin, Neil Postman and many others, who wrote about the topic of this essay. As a result, we realized that the chosen institution had only sowed the seed of awareness and commotion for the necessity of inclusion of specific papers about education and its applications in the curricula for training lecturers. That would involve skills in pedagogy, didactics, the philosophy of teaching, teaching techniques and above all, the contents of teaching and learning processes. As we came to the end of this essay, we realized that we truly commenced a new journey towards novel expertise. Following the trek, we found countless knowledge treasures which led us to new and successive discoveries. In fact, we noticed that in order to become better teachers, we need to become better human beings and better learners in the first place. / O objetivo deste trabalho foi o estudo sobre as condições da formação de professores para o nível superior de ensino no Brasil, a partir da constatação da inexistência de legislação e cursos adequados que atendam aos requisitos para o ensino naquele nível. De maneira geral, a seleção de professores é feita com base na competência técnica ou conhecimento específico da área de atuação, pela crença de que, para ensinar, é suficiente conhecer o conteúdo particular da disciplina. Dada a abrangência do tema, optamos por realizar um estudo exploratório de uma instituição de formação de professores, examinando os cursos oferecidos, seus conteúdos e a metodologia utilizada. Decidimos incluir no trabalho uma pesquisa qualitativa etnográfica junto aos professores que freqüentaram os cursos oferecidos pela instituição, entrevistando-os e colhendo suas declarações sobre os benefícios dos cursos para sua formação profissional. Nossos estudos voltaram-se para a leitura de autores brasileiros e estrangeiros que trataram do tema, tais como: Paulo Freire, Mario Sérgio Cortella, Marcos T. Masetto, Ana Maria Saul, Mere Abramowicz, Pedro Demo, Joseph Lowman, Philippe Perrenoud, Maurice Tardif, César Coll, Edgar Morin, Neil Postman e muitos outros. Como resultado, constatamos que a instituição analisada, lançou apenas as sementes para a conscientização e sensibilização da necessidade de incluir disciplinas especificas sobre a educação e suas práticas, em currículos destinados à formação de professores para o nível superior, tais como conhecimentos sobre pedagogia, didática, filosofia de ensino, técnicas de ensino e, principalmente, os conteúdos dos processos de ensino e aprendizagem. Ao finalizarmos este trabalho, descobrimos adicionalmente que iniciamos uma nova caminhada rumo a novos saberes. Na trilha, encontramos inúmeros tesouros de conhecimentos que nos levaram a novas e sucessivas descobertas. De fato, percebemos que para nos tornarmos melhores professores, precisamos, antes de tudo, tornamo-nos melhores seres humanos e melhores aprendizes. .

El presente proyecto de tesis tiene como finalidad proporcionar a las empresas del sector servicios un modelo basado en distintas estrategias de recursos humanos para disminuir el costo de rotación. El modelo contiene: Employer Branding, Talent Management y Entrenamientos alineados a los procesos de recursos humanos. El desarrollo del modelo empieza con el análisis de la problemática de la empresa con la definición del problema y las causas, para luego establecer objetivos y plantear el plan de acción con las mejoras que serán implementadas. El modelo se prueba en una empresa de comida rápida. Luego de asegurar cuál es el problema se procede a ejecutar el plan de acción y con ello las mejoras al modelo. / The purpose of this thesis project is to provide companies in the service sector with a model based on different human resources strategies to reduce the cost of rotation. The model contains: Employer Branding, Talent Management and Training aligned to human resources processes. The development of the model begins with the analysis of the problems of the company with the definition of the problem and the causes, to then establish objectives and propose the action plan with the improvements that will be implemented. The model is tested in a fast food company. After ensuring what the problem is, we proceed to execute the action plan and with it the improvements to the model. / Tesis