Following by the signing of ECFA recently, the industrial environment is changed rapidly forcing many small and medium enterprises to face various kinds of internal and external challenges. They encounter the obstacles to advance their technical and producing system which is their weakness as well. In the earlier year, these enterprises was founded basing on the trusting relationship between the owner and the employees, and the working regulations, salary, and bounces were created according to their cooperating consensus. However, when their original mode of production could not catch up in time along with the growth of capacity, advance of the industry and expansion of market, the relationship has started to change. Hence, they tried to change the original structure by looking for transforming or through the organizational improvement in response to the upcoming crisis and challenges. Among these changes, the establishment and import of systematization has become the major pattern in present. This research is focused on a traditional machinery factory which produces non-standard products internationally hoping to create new experience inspired by the success in the past including introducing the new management mode and new strategy from the stage of contract signing, design to post service making the company on the invincible position. During the process of transforming, many relationship-oriented enterprises including the one discussed in this research are facing several different factors among clients vs. company, agency vs. company, company vs. suppliers, and company vs. employees and what influence will be caused due to the establishment of the new system is the main discussion in this research. Furthermore, whether the customized production is suitable for the new system? What kind of obsolete will the company encounter? Will there be any problem caused? Also, the research will discuss how to locate the most suitable method within all kinds of possible limiting factors through hard facts, dangerous half-truths & total nonsense and convert these knowhow into power to decrease all the impacts brought by the changes.

From Reflection to Deception examines the circumstances surrounding the mulata and mulatto in nineteenth-century Cuba. In Chapter One, this analysis argues that Martín Morúa Delgado inverts the paradigm of the literary tradition of narratives about the theme of slavery; he reveals that the tradition is not about realism, but rather artifice. By highlighting a subjective rather than objective narrator, Morúa simultaneously draws attention to the process of writing and the construction of "truths" in a context in which white elite men have controlled access to power and even the imagination. In Chapters Two and Three, this analysis shows how Morúa inverts the social paradigms that apply to mulatas and mulattos and instead applies them to whites. In doing so, he reveals the hypocrisy underlying the prevailing beliefs surrounding the situation of mulatas and mulattos in nineteenth-century Cuba. With Morúa's inversions, he demonstrates that mulata and mulatto representations are social constructions and in short reveals that race and gender are constructed to support the economic and social needs of the nineteenth- century Cuban landowners. By presenting deception as a reflection of reality, Morúa creates a consciousness of perspective whereby he challenges the social structure upon which much of nineteenth-century Cuban society is based. / text

The intent of this professional doctorate study was to clarify theory and develop knowledge that could benefit the researcher's workplace. It achieved two aims. The first was the useful knowledge gained by the insider-researcher about how to effect teacher learning in a reform context. The second was the improved understanding of the uniqueness of contextual conditions that affected teacher learning in one school. A case study of a single school site was the means of examining the problem of what issues confronted teachers in learning new knowledge mandated by curriculum reform, along with why those issues existed and how teachers dealt with them. A genealogical approach to the literature investigation determined where, why and how teacher learning should be effected in a learning community, in what reflected an "outside in" approach to the problem. However, the intent of the study was that this should be balanced by the "inside out" approach evident in the consideration of what teachers in a school had to say about the realities of teacher learning. Interviews with teachers considered good informants resulted in quality data that facilitated the construction of explanatory theory. A comparison of this theory constructed from data grounded in the realities of teachers' experiences with the theory derived from the literature constituted the final stage of clarifying the problem. Results from the study, therefore, represented both useful knowledge and understanding of the problem. These were of benefit to the specific school, while contributing to the professional efficacy of the researcher-insider, responsible for delivering curriculum reform that was dependent on teacher learning.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / Este trabalho de pesquisa situa-se na interface Psicologia/Educação e tem como principal proposta a investigação da produção de verdades implícitas no processo de aprendizagem e nas práticas cotidianas das escolas. Temos como marco, especificamente, a inserção do construtivismo no Estado do Rio de Janeiro no final da década de 70 e início dos anos 80 do século XX. Procuramos a partir deste marco, compreender o deslocamento que há entre uma prática centrada no ensino para os processos de aprendizagem, sendo este nosso foco de inquietação e busca. Assim, percorremos a história da educação com sua produção de verdades e práticas cotidianas, tentando construir outras possibilidades de concebermos a aprendizagem. Para isso, partiremos das contribuições de Piaget para a educação, buscando a inserção e os desdobramentos do construtivismo nas práticas escolares. Temos como questionamento a incessante padronização da aprendizagem. Procuramos encontrar outro paradigma para refletirmos sobre esse processo, voltados para uma compreensão do cotidiano na sua complexidade e potência de afecção. Ao dialogarmos com autores cujos trabalhos se articulam com a perspectiva pós-estruturalista, esperamos contribuir para a construção de novos sentidos imbricados no cotidiano escolar, rompendo com a lógica do modelo e concebendo uma aprendizagem que afirme a tensão como base das práticas pedagógicas. / This research is situated in the interface of Psychology and Education and has as it principal proposal the investigation of the production of implicit truths inside the apprenticeship process and in the daily quotidian experience of schools. We have as a startpoint the introduction of the constructivism in Rio de Janeiro between the end of 70s and the beginning of 80s of the XX century. We intend to understand the displacement that occurs in a experience centered in the teaching process for the learning process and this is our focus of unrest and search. Then we went through the history of the education focusing its truths productions and daily quotidian experience trying to construct other possibilities to concern the apprenticeship process. We start with Piagets contributions, searching the insertion and the results of the constructivism in schools. We have the question about the unceasing patronization of the apprenticeship process. We try to obtain other paradigm to rethink about this process that are focused in the comprehension of the daily quotidian experience in their complexity and affection potencies. When we dialogue with the authors whose works are articulated with the new post-structuralism view we hope to contribute to the construction of new directions beardless in the daily quotidian experience of schools, and disrupting the logic of the model and conceiving a apprenticeship process that declare the tension as the basis of the pedagogical practices.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / Este trabalho de pesquisa situa-se na interface Psicologia/Educação e tem como principal proposta a investigação da produção de verdades implícitas no processo de aprendizagem e nas práticas cotidianas das escolas. Temos como marco, especificamente, a inserção do construtivismo no Estado do Rio de Janeiro no final da década de 70 e início dos anos 80 do século XX. Procuramos a partir deste marco, compreender o deslocamento que há entre uma prática centrada no ensino para os processos de aprendizagem, sendo este nosso foco de inquietação e busca. Assim, percorremos a história da educação com sua produção de verdades e práticas cotidianas, tentando construir outras possibilidades de concebermos a aprendizagem. Para isso, partiremos das contribuições de Piaget para a educação, buscando a inserção e os desdobramentos do construtivismo nas práticas escolares. Temos como questionamento a incessante padronização da aprendizagem. Procuramos encontrar outro paradigma para refletirmos sobre esse processo, voltados para uma compreensão do cotidiano na sua complexidade e potência de afecção. Ao dialogarmos com autores cujos trabalhos se articulam com a perspectiva pós-estruturalista, esperamos contribuir para a construção de novos sentidos imbricados no cotidiano escolar, rompendo com a lógica do modelo e concebendo uma aprendizagem que afirme a tensão como base das práticas pedagógicas. / This research is situated in the interface of Psychology and Education and has as it principal proposal the investigation of the production of implicit truths inside the apprenticeship process and in the daily quotidian experience of schools. We have as a startpoint the introduction of the constructivism in Rio de Janeiro between the end of 70s and the beginning of 80s of the XX century. We intend to understand the displacement that occurs in a experience centered in the teaching process for the learning process and this is our focus of unrest and search. Then we went through the history of the education focusing its truths productions and daily quotidian experience trying to construct other possibilities to concern the apprenticeship process. We start with Piagets contributions, searching the insertion and the results of the constructivism in schools. We have the question about the unceasing patronization of the apprenticeship process. We try to obtain other paradigm to rethink about this process that are focused in the comprehension of the daily quotidian experience in their complexity and affection potencies. When we dialogue with the authors whose works are articulated with the new post-structuralism view we hope to contribute to the construction of new directions beardless in the daily quotidian experience of schools, and disrupting the logic of the model and conceiving a apprenticeship process that declare the tension as the basis of the pedagogical practices.

Made available in DSpace on 2014-08-20T13:17:39Z (GMT). No. of bitstreams: 1 Vani_Leticia_Fonseca_Santos_Dissertacao.pdf: 837600 bytes, checksum: 38e1b0941388c8c7c924f97be6edfabe (MD5) Previous issue date: 2010-08-20 / This dissertation is an analysis about the critical moral done by Nietzsche, with the same condition for the revaluation of values moral, and consequently the possibility of finding that process the formation of a new type of individual - the man of the future. We will analyze the origin of moral values, how the they have been altered throughout history, exemplifying the problem of "good" and "evil." Address the issue of truth, through the where the creations of values and theories are now treated as "discoveries" by giving them greater notoriety and "value". In that sense, it is necessary to investigate the consequences of the opposition between moral of the master and of the slave - the first example of a posture proud and affirming, while the latter shows up as a reflection of and weak individuals who deny the conflict and therefore the Mr values: life. Here Nietzsche tells us that his "esteem" formoral of the Lord is one of the access roads to his new conception of man and recovery of another moral posture, which opposes the tradition coined by christian values. The german philosopher sought in identification of prominent individuals, those capable of not only understand their philosophy, but also to undertake the proposed transition with the revaluation of moral values. Finally, we will address the theme about the notion of will power as a condition for a new type the individual who identifies with them and who assumes the task of creation of new values. Our work seeks to establish the need for genealogical critique of Nietzsche values for formation of its proposal for revaluation, seeking a new form of conceive of morality as well as the importance of this process for a new individual, in addition to traditional morality. / Nesta dissertação é realizada uma análise acerca da crítica à moral feita por Nietzsche, sendo a mesma a condição para a transvaloração dos valores morais e, conseqüentemente, para a possibilidade de encontrarmos nesse processo a formação de um novo tipo de indivíduo o homem do futuro. Para tanto, analisaremos a origem dos valores morais, o modo como os mesmos sofreram modificações ao longo da história, exemplificando no problema de bem e mal . Abordaremos a questão da verdade, por meio da qual as criações de valores e teorias passam a ser tratadas como descobertas , dando às mesmas maior notoriedade e valor . Nesse sentido, é necessário investigar as conseqüências da oposição entre as morais do senhor e do escravo a primeira como exemplo de uma postura altiva e afirmadora, enquanto a segunda mostra-se como o reflexo de indivíduos fracos e que renegam o conflito e conseqüentemente o que o senhor valoriza: a vida. Aqui Nietzsche nos mostra que sua estima pela moral do senhor é uma das vias de acesso a sua nova concepção de homem e valorização de uma outra postura moral, a qual se contrapõe à tradição cunhada pelos valores cristãos. O filósofo alemão buscava na identificação de indivíduos destacados, aqueles capazes de não somente entenderem a sua filosofia, mas também de realizarem a transição proposta com a transvaloração dos valores morais. Por fim, trataremos da temática a respeito da noção de vontade de poder como condição para um novo tipo de indivíduo, que se identifica com a mesma e que assume a tarefa da criação de novos valores. Nosso trabalho procura estabelecer a necessidade da crítica genealógica dos valores em Nietzsche para a formação de sua proposta de transvaloração, visando a uma nova forma de concebermos a moral, assim como a importância desse processo para um novo indivíduo, para além da moral tradicional.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-06-02T15:33:26Z No. of bitstreams: 2 Dissertação - Walquiria Silva Carvalho Borges - 2016.pdf: 1673429 bytes, checksum: 31a0efc05ca4be71b2c9d3500feb28b2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-02T15:44:42Z (GMT) No. of bitstreams: 2 Dissertação - Walquiria Silva Carvalho Borges - 2016.pdf: 1673429 bytes, checksum: 31a0efc05ca4be71b2c9d3500feb28b2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-06-02T15:44:42Z (GMT). No. of bitstreams: 2 Dissertação - Walquiria Silva Carvalho Borges - 2016.pdf: 1673429 bytes, checksum: 31a0efc05ca4be71b2c9d3500feb28b2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2016-04-01 / The aim of this paper is to assess the practices of subjectification developed by Prova Brasil as well as what is said about it and the teacher's identity. After it was approved by the World Conference on Education for All (Jomtien, Thailand), an action plan sought to meet the basic learning needs. The conferee countries, Brazil among them, made an international agreement which initiated a new organization for education. Thus, The Brazilian Education Quality Index (IDEB) comes up as a way of assessing the Basic Education efficiency, through Prova Brasil, which starts to influence the pedagogical action. The methodology used was Bibliographic Research of official documents, and the analysis was fully descriptive/qualitative. The data used for this paper‟s development are related to the State of Goiás and the city of Rio Verde and its respective ways of conduction for preparation, realization, and articulation of the exam‟s results. The analyses are theoretically based on the concepts elaborated by the philosopher Michel Foucault, mainly those of power, biopolitics, and the connection he sets between power, knowledge and truth around the speech that comes from the external evaluation. The concepts of identity of Hall and Bauman will be part of the professional identity constitution in the liquid modernity, demanding new identities to be created in order to meet the necessity of changes that the speech about Prova Brasil depicts in the school environment. The research helped us understand that the truths built by the statements in a Foucauldian sense of Prova Brasil mean to create a well determined kind of teacher, who is to be held accountable and take responsibility for the hits and misses of Elementary School. / O objetivo deste trabalho é analisar as práticas de subjetivação desenvolvidas pela Prova Brasil e pelo que se diz sobre ela e sobre a identidade do professor. Após aprovação pela Conferência Mundial Educação para Todos (Jomtien, Tailândia) um plano de ação buscou satisfazer as necessidades básicas de aprendizagem. Os países conferencistas, entre eles o Brasil, realizaram um acordo internacional que desencadeou uma nova organização do ensino. Assim, surge o índice de desenvolvimento da Educação Básica (IDEB) como uma forma de avaliar o rendimento da Educação Básica, por meio da Prova Brasil, que passa influenciar a ação pedagógica. A metodologia utilizada nesse estudo é a Pesquisa Bibliográfica de cunho documental e a análise foi qualitativa descritiva. Os dados para a construção desse trabalho estão relacionados ao Estado de Goiás e ao Munícipio de Rio Verde/GO e suas respectivas formas de condução para a preparação, realização e articulação dos resultados da prova. As análises tomam como embasamento teórico os conceitos elaborados pelo filósofo Michel Foucault, principalmente de poder, biopolítica, e a relação que ele estabelece entre poder, saber e verdade em torno do discurso que circula a partir da avaliação externa. Os conceitos de identidade de Hall e de Bauman farão parte da análise de constituição da identidade profissional na modernidade líquida, exigindo que novas identidades sejam criadas para atender à dinâmicas que o discurso sobre a Prova Brasil retrata no ambiente escolar. A pesquisa nos ajudou a compreender que as verdades construídas pelos enunciados numa acepção foucaultiana da/sobre a Prova Brasil procuram fabricar um tipo bem determinado de professor, que seja reponsabilizado e responsabilize a si mesmo pelos acertos e desacertos da Escola Básica.

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-23T19:15:42Z No. of bitstreams: 1 claudioorlandogamaranocabral.pdf: 5979517 bytes, checksum: e73d71680c583b9765e51aecd6a08864 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-02T11:47:19Z (GMT) No. of bitstreams: 1 claudioorlandogamaranocabral.pdf: 5979517 bytes, checksum: e73d71680c583b9765e51aecd6a08864 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-02T11:47:46Z (GMT) No. of bitstreams: 1 claudioorlandogamaranocabral.pdf: 5979517 bytes, checksum: e73d71680c583b9765e51aecd6a08864 (MD5) / Made available in DSpace on 2016-07-02T11:47:46Z (GMT). No. of bitstreams: 1 claudioorlandogamaranocabral.pdf: 5979517 bytes, checksum: e73d71680c583b9765e51aecd6a08864 (MD5) Previous issue date: 2016-02-29 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / Entre Xaropes, Baleias e TDAHs: a escola e a medicalização propõe problematizar de que modos a medicalização atravessa a escola e constitui subjetividades e seus desdobramentos como: qual a contingência da criação do discurso da medicalização na escola e que efeitos de poder a relação escola e medicalização carrega. Dentre os objetivos, destacam-se a problematização dos discursos - como jogos de verdades e em meio a relações de poder - acerca da medicalização que circulam pelas escolas e a forma como essas lidam com as diferenças, especialmente com os chamados “alunos problema”. Para atingir esses objetivos, recorremos a vários artefatos culturais, em especial, aos relatórios encaminhados pelas escolas da rede municipal de ensino de Juiz de Fora à Secretaria de Educação descrevendo seus/as “alunos/as problema” em busca de apoio. Esses documentos são discutidos e problematizados como jogos discursivos que ligam ou que são estabelecidos entre escola/professores/famílias/medicina que atuam na constituição das subjetividades. Esta pesquisa, que aponta a forma como fui me (re)fazendo professor e pesquisador, teve como referencial os estudos foucaultianos, os estudos culturais, os estudos de gêneros e sinaliza que questões sociais, políticas, econômicas e, especialmente, as educacionais, como as apontadas “dificuldades de aprendizagem” e “indisciplina”, possam estar buscando e encontrando na área de saúde uma “solução” para seus “problemas”; como podemos ver pelo crescente número de diagnósticos de TDAH e a consequente prescrição de medicamentos conhecidos como “drogas da obediência” (Ritalina® e Concerta®). / Among Zombielike, Whales and ADHDs: school and medicalization proposes a discussion on the ways in which the medicalization goes through school and constitutes subjectivity, as well as its consequences, such as the contingency of creating a discourse of medicalization at school and what power effects the relation between school and medicalization carries. The main objectives of this study are the questioning of discourses – as truth games between power relations – about the medicalization that runs by schools and how it deals with the differences, especially with so-called "troublemaker students". To achieve these objectives, we resort to various cultural artifacts; in particular, the reports submitted by the municipal schools of Juiz de Fora to the Department of Education describing their "troublemaker students" asking for support. These documents are discussed and problematized as discursive games that connect or are established between school / teachers / families / medicine, working in the constitution of subjectivities. This research points to how I was (re)making myself as a teacher and a researcher, and it had as reference the Foucault studies, cultural studies and gender studies. This study also aims to show that social, political, economic and especially the educational issues, as pointed out "learning difficulties" and "indiscipline", may be seeking and finding in healthcare a "solution" to their "problems", as we can see through the increasing number of ADHD diagnoses and the consequent prescription of medicines known as “obedience drugs” (Ritalin and Concerta).

From earliest times Christians have differed among themselves concerning their understanding and practice of baptism. In the early church of the third and fourth centuries there was a remarkable variety of baptismal practices within the 'One, Holy, Catholic and Apostolic Church', including infant baptism, believers' baptism, delayed baptism, emergency baptism and death-bed baptism. In subsequent centuriest diversity of baptismal views and practices was greatly restricted by ecclesiastical and civil repression. In more recent times increasing religious freedom and the growing fragmentation of 'Christendom' have resulted in various baptismal practices developing, usually associated with certain traditions and denominations. Today, three major baptismal traditions can be identified: Catholic, Reformed and Baptistt each with their own particular insights, strengths and weaknesses. Something of a theological stalemate has been arrived at today in the arena of polemical debate for one particular baptismal position. The visible unity of Christians with one another in the world is intimately linked to their divine calling to be a witness to the saving, healing and reconciling work of God in Christ. The ability of Churches to incorporate legitimate diversity within an authentic unity is vital to their ministry in and to a broken and alienated world. Many differences of baptismal understanding and practice constitute just such a legitimate diversity. In any Christian hierarchy of truths the imperatives of lovet reconciliation and unity must rank higher than matters of baptismal rites and doctrines. To allow baptismal differences, therefore, to divide Christians from one another constitutes a failure of Christian love. Empirical research has revealed a widespread and strong desire for a unity that could transcend baptismal differences. The ideal has already been implemented within a number of individual congregations and in a few denominations and found to be workable. The challenge remains to the wider Christian community to allow genuine freedom of conscience in baptismal matters within one united Christian fellowship. / Philosophy, Practical & Systematic Theology / D. Th. (Systematic Theology)