El presente trabajo de investigación ha sido desarrollado en función a la información recabada de varias fuentes en la que destaca SUNAT, MINCETUR, SICEEX, agentes de carga internacional, agentes de aduana, importadores, gracias a los cuales se pudo establecer realidades desde diferentes puntos de vista. El objetivo general de esta investigación es determinar de qué manera se percibe la calidad del proceso del visto bueno del Bill of Lading en el ingreso de mercancías Full Container Load en el puerto del Callao en el año 2019. La investigación es de tipo cualitativo, de diseño teoría fundamentada, el tipo de alcance de investigación es de tipo exploratorio y la herramienta principal utilizada son las entrevistas semiestructuradas, las cuales han sido aplicadas a importadores, especialistas, agentes de carga y aduanas. En este último caso, entrevistando a gerentes, personas que laboran en áreas comerciales, dueños de agencias, etc. Finalmente hemos analizado las entrevistas en el programa ATLAS TI y los resultados de las entrevistas semiestructuradas permitirán encontrar hallazgos y establecer las conclusiones y recomendaciones para la investigación. / The present research work has been developed based on the information collected from various sources in which SUNAT, MINCETUR, SICEEX, international cargo agents, customs agents, importers stand out, thanks to which it was possible to establish realities from different points of view. The general objective of this research is to determine how the quality of the Bill of Lading approval process is perceived in the entry of Full Container Load goods in the port of Callao in 2019. The research is qualitative, with a grounded theory design, the type of research scope is exploratory and the main tool used is semi-structured interviews, which have been applied to importers, specialists, freight forwarders and customs. In the latter case, interviewing managers, people who work in commercial areas, agency owners, etc. Finally, we have analyzed the interviews in the ATLAS TI program and the results of the semi-structured interviews will allow us to find findings and establish conclusions and recommendations for the investigation. / Tesis

Made available in DSpace on 2016-04-27T16:57:47Z (GMT). No. of bitstreams: 1 EDM - Marcia Yolanda Rosalves.pdf: 3135012 bytes, checksum: 57c3dae3f651e69ce218a2790d1f5f7b (MD5) Previous issue date: 2006-10-27 / This research involves the teaching and learning of the geometry of space (three-dimensional geometry) in school mathematics. It considers, in particular, the relationships between geometrical objects and their representations in the plane. The works of Parzysz (1988; 1993), which served as the theoretical base for this study, point to the difficulties students that experience in interpreting representations of three-dimensional objects, in terms of construction (codification) and interpretation (decodification), as well as the conflict between the poles of seeing and knowing. The results presented by Parzysz concern experimentations carried out in the conventional paper-and-pencil environment. Considering the limitations of this environment and the difficulties associated with the identification of spatial relations given its static nature, the dynamic geometry environment of Cabri 3D was chosen as the context for this study. The aim was to investigate the role of the dynamic representation of this software in the study of space geometry. More precisely, the study seeks to analyse the possibilities related to the poles of seeing and knowing in the interactions of subjects with the tools and representations of Cabri 3D. The empirical part of the research involved the development of an experimental study strongly inspired by the methodology of Design Experiments, using the perspective of Steffe and Thompson (2000) and Cobb et al. (2003). High school students from a public-sector school in the city of São Paulo participated in this experiment. The results show that, in certain situation, the loss in information associated with Cabri 3D representation of spatial objects are less than in the paper-and-pencil environment. The evidence also suggested that both the dynamic aspect with the potential to manipulate and change the point of view onto the object represented and the treatment the enriching of representations made possible by the use of the construction tools aided in the process of decodification, amplifying the interpretation of the drawing on the part of the student and enabling a better use of perceptive inferences / A presente pesquisa está inserida no contexto do ensino-aprendizagem da Geometria Espacial na Educação Básica, referindo-se, em particular, às relações entre os objetos geométricos e suas representações planas. Os trabalhos de Parzysz (1988; 1993) destacam as dificuldades dos alunos com a representação de objetos tridimensionais, no que se refere à sua elaboração (codificação) e interpretação (decodificação), bem como o conflito gerado pelos pólos do visto e sabido que são as bases do presente estudo. Os resultados apresentados nas pesquisas desse autor referem-se a experimentações no ambiente convencional de papel&lápis. Considerando as limitações desse ambiente e as dificuldades de identificação de relações espaciais dado seu caráter estático, optou-se por utilizar o ambiente de geometria dinâmica Cabri 3D. Assim, o estudo teve por objetivo investigar o papel das representações dinâmicas nesse software. Mais precisamente, pretendeu-se analisar as possibilidades de gestão dos pólos do visto e do sabido nas interações dos sujeitos com as ferramentas e representações do Cabri 3D. O desenvolvimento da pesquisa deu-se por meio de um estudo experimental fortemente inspirado na metodologia do Design Experiment na perspectiva de Steffe e Thompson (2000) e Cobb et al (2003), sendo realizado com alunos do Ensino Médio de uma escola pública da cidade de São Paulo. Os resultados mostraram que, em determinadas situações, as perdas de informações no Cabri 3D são menores que no ambiente papel&lápis. Existem também evidências de que tanto o aspecto dinâmico com possibilidades de manipular e mudar o ponto de vista do objeto representado como o de tratamento , enriquecimento da representação no uso das ferramentas de construção, auxiliam no processo de decodificação, ampliando a interpretação do desenho por parte dos alunos e levando-os a um melhor aproveitamento das interferências perceptivas