Submitted by EDINALDO FLAUZINO DE MATOS null (edinaldoamas@hotmail.com) on 2016-02-25T07:51:39Z No. of bitstreams: 1 MATOS, Edinaldo Flauzino de. Versão final da TESE.pdf: 1941162 bytes, checksum: c6af2e121d911d5fad737f263c2a251b (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-02-26T16:17:55Z (GMT) No. of bitstreams: 1 matos_ef_dr_sjrp.pdf: 1941162 bytes, checksum: c6af2e121d911d5fad737f263c2a251b (MD5) / Made available in DSpace on 2016-02-26T16:17:55Z (GMT). No. of bitstreams: 1 matos_ef_dr_sjrp.pdf: 1941162 bytes, checksum: c6af2e121d911d5fad737f263c2a251b (MD5) Previous issue date: 2016-01-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Na presente pesquisa elegemos determinados traços isotópicos que confirmam a presença dos “Índices de erotismo no discurso machadiano”. A proposta de Tese incidiu numa leitura interpretativa das vicissitudes eróticas manifestas sob profundos sentimentos de erotismo nas mais variadas formas. No recorte proposto, analisamos, na prosa machadiana, os desdobramentos dos interditos eróticos que se formam no contexto da sensualidade e do jogo da sedução. Assim, indagamos a temática erótica, no decurso dos contos e romances do corpus temático selecionado, através dos princípios essenciais da análise interna das narrativas. Deste modo, na leitura dos textos machadianos, buscamos sorver palavra por palavra, dita e não-dita, perscrutando seus sentidos visíveis e ocultos, sugeridos e dissimulados por meio de signos semióticos contextualizados em seus ambientes, situações e condições que incidem dos subsídios textuais apreendidos na hipótese erótica que investigamos. Os instrumentos teóricos que contribuíram na efetivação desta pesquisa estão coligados às referências bibliográficas a respeito da obra machadiana afim ao tema em análise. Acresce também que este estudo está inter-relacionado aos pensamentos de autores que defenderam pressupostos teóricos literários, ideológicos, filosóficos e psicanalíticos na busca de possíveis interpretações dos enigmas eróticos pelos quais a condição humana é confrontada. Assim, o erotismo em Machado de Assis, não escancara e, sim, insinua-se; e está constituído entre a sobriedade e a leveza até os limites da morbidez em contiguidade a uma ironia latente. A proposição erótica não é vulgarizada e nem é composta sob a conjuntura da gratuidade, pois o autor ajusta causa e efeito. O erotismo é paradoxal, pois não se mostra em plenitude e nem se esconde em sua essência. É concluso que os índices eróticos assumem variadas formas, por isso apreendem o corpo em conjunto às ideias, ou seja, Machado de Assis desnuda seus personagens física e psicologicamente cuja razão predominante refreia os arroubos passionais gratuitos sem o prejuízo descritivo dos fatos narrados no que diz respeito aos desejos radicados tanto ao corpo, (vertical) quanto à especulação psicológica, a consciência, (horizontal). / This research aims to elect certain isotopic traces which confirm the presence of “eroticism rates Machado's speech”. The proposal is to point out the obvious erotic vicissitudes under deep feelings of eroticism in various forms. It is proposed to cut, analyze, in Machado's prose, the unfolding of erotic prohibitions that form in the context of sensuality and seduction game. The research proposal involves asking the erotic theme, over the short stories and novels the selected theme corpus through the basic norms of internal analysis of the narratives. Our reading of Machado's texts, in thesis, search sipping word for word, spoken and unspoken, peering into their visible senses and hidden, suggested and hidden through semiotic signs contextualized in their environments, situations and conditions that present textual subsidies seized the erotic situation that we propose to investigate. The theoretical instruments that contributed to the realization of research are protected under references about the critical Machado's fortune related to the topic at clipping. Our analysis is interrelated to the thoughts of authors who defended literary theoretical assumptions, ideological, philosophical and psychoanalytic in search of possible interpretations of erotic puzzles by which the human condition is confronted. So eroticism in Machado de Assis, not flung open and, yes, insinuates itself. It is formed between sobriety and lightness to the morbidity of limits in proximity to a latent irony. The erotic proposition is not widespread and is not made in the context of gratuity, because the author is guided by cause and effect. Eroticism is paradoxical because it does not appear fully and neither hides in its essence. Thus, the erotic indices take various forms, so seize the body together with the ideas, in other words, Machado de Assis bare their physical characters and psychologically whose predominant reason restrains the free passionate outbursts without descriptive prejudice to the facts narrated about the hopeless desires rooted both to the body, (vertically) and psychological speculation, awareness, (horizontal).

Jadis lignagère, patriarcale et inégalitaire ; la famille est devenue égalitaire, nucléaire et pluraliste. L’analyse démontre que l’impulsion des droits fondamentaux s’est avérée décisive dans ce processus. Les principes de liberté, d’égalité et de non-discrimination qui la gouvernent désormais ont donné lieu à des bouleversements sans précédent de l’institution familiale. Traditionnellement marqué par un ordre public constricteur, le droit de la famille s’est considérablement libéralisé, au point d’apparaître à certains égards comme le réceptacle des volontés individuelles. Ce déclin de la fonction régulatrice interroge sur les évolutions du droit lui-même et de son objet, la famille. Sous ce rapport, les droits fondamentaux posent des difficultés à la fois techniques et politiques. Il n’en demeure pas moins que les droits fondamentaux peuvent aussi être envisagés comme des outils susceptibles d’être mobilisés au service d’une recomposition de l’institution familiale et de sa protection. / Once lineal, patriarchal and inegalitarian, the family has become egalitarian, nuclear and pluralist. Analysis shows that the impetus of fundamental rights has been decisive in this process. The principles of liberty, equality and non discrimination prevailing now have created unprecedented upheavals in the institution of the family. Traditionally influenced by a restrictive public tendance, family law has been considerably liberalized, to the point of appearing in certain respects as the depository of individual wishes. This decline of the regulating function raises questions as to the evolution of law itself and of it's object, the family. In this respect, fundemental rights present problems, both technical and political. However, fundamental rights may also be regarded as tools to be used for the recomposition of the institution of the family and of it's protection.

The aim of this diploma work is to search the answer to question: What are the causes for little use of advanced directives in real life from expert's point of view? Text is separated into theoretical part, methodological and analytical. In theoretical part, the autor is conceptualising basic terms from main research question and is leading the revers into the context. Methodological part is revealing the background of the research, which was carried out by qualitative research strategy through half-structured interviews with chosen experts in problems with advanced directives. In analytical part are presented results of research, which the autor is comparing to theoretical roots. Particiapnts of the research are seeing the causes of little use in advanced directives in little information about its existence, in legal format and its rising concerns from possible legal punishment and last but not least it can be caused by ethical and personal background. Keywords Advanced directives, illness, autonomy, causes, practise.

The aim of this diploma work is to search the answer to question: What are the causes for little use of advanced directives in real life from expert's point of view? Text is separated into theoretical part, methodological and analytical. In theoretical part, the autor is conceptualising basic terms from main research question and is leading the revers into the context. Methodological part is revealing the background of the research, which was carried out by qualitative research strategy through half-structured interviews with chosen experts in problems with advanced directives. In analytical part are presented results of research, which the autor is comparing to theoretical roots. Particiapnts of the research are seeing the causes of little use in advanced directives in little information about its existence, in legal format and its rising concerns from possible legal punishment and last but not least it can be caused by ethical and personal background. Keywords Advanced directives, illness, autonomy, causes, practise.

Purpose: There is a lack of discussion regarding end-of-life care planning which results in low advanced directive execution (AD) rates. This can lead to decision making by family, friends, and the health care team on behalf of patients whose end-of-life care wishes are unknown. The purpose of this study was to determine the effectiveness of an educational intervention in the work setting to increase end-of-life discussions and the execution of advanced directives. Methods: A descriptive design was used in an occupational workplace setting at a local bottling company after appropriate IRB approval was obtained. An educational intervention based on the Five Wishes document was presented in an occupational health setting covering all shifts and employment categories. A pre-program questionnaire measured a lack of knowledge and understanding of end-of-life planning and advanced directives. A post-program questionnaire measured the increase in knowledge and understanding of end-of-life planning and advanced directives. A focus group was conducted with audio recording to describe personal experiences. The quantitative analysis used statistical procedures to describe and synthesize data and content analysis was conducted on the focus group data. Results: A sample of 78 participants was used to gather the quantitative data. Of the total participants, an overwhelming majority were male with ethnic backgrounds evenly represented. Most of the participants either were married and either were drivers, salespeople, or warehouse workers. More participants indicated no religious affiliation than any other affiliation, and the majority of participants indicated that they had a high school diploma. When questioned about their 1) knowledge of advanced directives, 2) whether or not they would consider executing an advanced directive, 3) whether or not they were likely to discuss end-of-life care with other, 4) whether they would be comfortable having someone make end-of-life decisions on their behalf, and 5) whether or not they believed that advanced directives were important, the majority of participants indicated that they strongly agreed or agreed. However, none of the participants had executed an advanced directive. Only 10.3% of participants had ever discussed AD's with a healthcare provider. When the same participants were asked the same questions after the education portion of the study, data analysis of the pre- and post-program questionnaire mean scores, revealed a significant increase in scores on questions 1,2 and 3 (p > .05), and no significant increase on question 4 and 5 (p > .05). The implication of these findings suggest that an education intervention program in a workplace setting significantly increases end-of-life discussions and advanced directive execution rates. The Jones model of end-of-life education intervention and interpretation of the study are presented. Limitations of the study, as well as implications for nursing professionals and health care providers that will improve patient outcomes are presented. Discussion/Implication: The study shows that workplace education regarding Advanced Directives can lead to increase end-of-life discussions and increase advanced directive execution rates. Therefore, this education program at a worksite merits further research and may serve as a model program for other worksite settings.

Background: Concerns about burnout, and its consequences, among German physicians are rising. However, data on burnout among German physicians are scarce. Also, a suspected association between burnout and German physicians’ wishes to leave remains to be studied. Therefore, the extent of burnout, and the association between burnout and wishes to leave clinical practice or to go abroad for clinical work was studied in a sample of young physicians in Saxony. Methods: In a cross-sectional survey, all physicians ≤40 years and registered with the State Chamber of Physicians of Saxony, Germany (n = 5956) received a paper-pencil questionnaire inquiring about socio-demographics, job satisfaction, and wishes to leave clinical practice or to go abroad for clinical work. Response rate was 40 % (n = 2357). Burnout was measured with the German version of the Maslach Burnout Inventory - Human Services Survey (MBI) consisting of the subscales emotional exhaustion (feeling emotionally drained), depersonalization (feelings of cynicsm) and personal accomplishment (feelings of personal achievement in job). Variables associated with burnout, and the association between burnout and wishes to leave were assessed in multivariate logistic regression analyses. Results: For emotional exhaustion participants reached a mean of 21.3 [standard deviation = 9.74], for depersonalization a mean of 9.9 [5.92], and for personal accomplishment a mean of 36.3 [6.77]. Men exhibited significantly higher depersonalization than women (11.3 [6.11] versus 9 [5.62], p < 0.001). Eleven percent of participants showed a high degree of burnout on all subscales, while 35 % did not show a high degree of burnout on any subscale. Confirming that one would become a physician again, and higher satisfaction with the components \"work environment\" and \"humaneness\", were associated with a lower chance for a high degree of burnout on all subscales. Higher emotional exhaustion and lower personal accomplishment were associated with an increased chance of wishing to leave clinical practice. Higher emotional exhaustion and higher depersonalization were associated with an increased chance of wishing to go abroad for clinical work. Conclusions: Preventing physician burnout may not only benefit the affected individual. It may also benefit the health care system by potentially preventing physicians from leaving clinical practice or from going abroad for clinical work.

No description available.

The following research investigates the use of computation during the academic life of students enrolled in the undegraduate courses of education and special education at the School of Education, Federal University of Santa Maria. Its main goal was to analyse the wishes and hopes expressed by those students about the use of computation. In order to attain the above mentioned target we tried to understand the reasons which were driving students to use the resources of the School of Education Computation Laboratory (LINCE). By so doing we would know which applications and Internet tools students most utilize during their academic course. In the sequence we tried to identify the possible influences computation may exert in the future student's professional life in order to verify how they are searching for knowledge through the Internet. In this way the investigation can be labeled as a descriptive study with qualitative approach, of phenomenologic nature, and being typified as a case study. This methodologic proposal turned it possible for us to participate, undestand and interpret the attitudes and the activities developed by students at the Computation Lab. Took part of the present research six pupils of the sixth, seventh and eighth semesters of the undergaduate courses located at the School of Education. It was verified that all of them have very poor experiences respecting computing resources but even though these are enough to supply their academic needs, such as processing texts and do searchs through the Internet. Thus it was possible to ascertain, throughout the research, that students have a significant interest in exploring the technical resources of computation at their disposal in the Computation Lab but ignore the literature about this subject. At the same time they show a striking hope to insert these instruments in classroom work, even if they are conscious of not being ready to develop activities together with their future pupils at the schools computation laboratories. Given this reality, it is necessary to change curricula of teachers' educating courses in their own structure: a change that gives a new definition to the role of a teacher facing computing resources and helps in driving the teaching-learning process to emphasize the use of computers within the school environment. We believe that this lack lived by students of licensing courses during their academic life does not have its sources in the pure utilization of a technical resource but in actions not preceded by the necessary discussion of all the community of the School of Education about limits and possibilities for education of information technology / A presente investigação versa sobre a utilização da informática durante a trajetória acadêmica dos alunos dos Cursos de Licenciatura em Educação Especial e Pedagogia do Centro de Educação da Universidade Federal de Santa Maria. Esta pesquisa teve o intuito de analisar os anseios e as expectativas que os alunos apresentam em relação à utilização da informática. Para alcançar este objetivo, buscamos compreender as razões que levaram os alunos a utilizar o Laboratório de Informática do Centro de Educação/LINCE, de modo a conhecer quais os programas, aplicativos e recursos da Internet que estão utilizando durante sua caminhada acadêmica. Tentamos, a partir disso, identificar as possíveis influências que a Informática pode exercer na vida profissional desses alunos, a fim de verificar como eles estão buscando o conhecimento a partir da Internet. Neste sentido, esta investigação caracterizou-se como um estudo descritivo de abordagem qualitativa, de natureza fenomenológica e do tipo estudo de caso. Esta proposta metodológica nos possibilitou participar, compreender e interpretar as atitudes e as atividades realizadas pelos alunos nas dependências do Laboratório. Os sujeitos que fizeram parte deste estudo foram seis alunos do sexto, sétimo e oitavo semestres dos cursos de licenciatura do Centro de Educação. Verificamos que esses sujeitos possuem uma trajetória acadêmica bastante carente em termos de vivências e experiências com os recursos tecnológicos informáticos, mas que vêm desempenhando suas necessidades acadêmicas básicas, como a digitação de trabalhos e pesquisas na Internet. Assim, foi possível constatar, ao longo desta investigação, que os alunos têm um interesse muito grande em explorar os recursos tecnológicos informáticos no Laboratório de Informática, mas desconhecem as literaturas a respeito desta temática. Ao mesmo tempo, revelam uma expectativa bastante acentuada em trabalhar com esses recursos em sala de aula, ao passo que grande parte dos sujeitos consideram-se despreparados para desenvolver atividades com seus futuros alunos no Laboratório de Informática da escola. Frente a essa realidade, faz-se necessário uma modificação estrutural nos currículos dos cursos de formação de professores, necessitando-se redefinir o papel do professor frente aos recursos informáticos, de forma que passe a auxiliar e conduzir o processo de ensino e aprendizagem dos alunos em formação no que tange à utilização do computador no ambiente escolar. Acreditamos que esta carência vivenciada pelos alunos de licenciatura durante sua trajetória acadêmica não seja proveniente da utilização dos recursos tecnológicos informáticos, mas sim, fruto de ações não precedidas de uma discussão com a comunidade do Centro de Educação sobre seus limites e possibilidades, para a área educacional, dos recursos acima mencionados

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-06-08T11:20:35Z No. of bitstreams: 1 arquivo total.pdf: 2477689 bytes, checksum: a9d728b9ec29faf923c3ae254210d0a7 (MD5) / Made available in DSpace on 2016-06-08T11:20:35Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 2477689 bytes, checksum: a9d728b9ec29faf923c3ae254210d0a7 (MD5) Previous issue date: 2015-07-24 / In this thesis, we reflect about what form of rationality we are dealing with by consulting meanings about the teacher in Brazilian dictionaries of Portuguese language. Do we come across a form of rationality that represents the teacher as a Professional or just as a performer? We aim at analyzing what identity profiles of teachers are made by Brazilian dictionary rationality of Portuguese language from 19th to 21st centuries, to the investigation of what wishes of truth about the teacher can remote to Classic Greece; and discuss effects of truth about the teacher that rule, unify and attach us to a specific identity profile and social environment. Allying a historic study about the teacher from Classic Greece philosophers’ speeches and from the analysis of a Brazilian dictionary rationality of Portuguese language, our way of interpretation is oriented by Foucauldian theories (2013, 2012, 2009, 2003, 2000, 1994); by Aranha’s academic studies (2006a, 2006b); Zeifert (2004) related to the History and Philosophy of Greek Education; by Orlandi (2002) related to Discursive Lexicography; by Tardif’s orientation (2009, 2010, 2011), Behrens (1999, 2007), Libâneo & Pimenta (1999), Nóvoa (1995, 1999), Pollak (1992) etc. Teacher’s identification, in Classic Greece, with the meritorious effect in not being Professional; and in dictionary rationality with the predominant effect of performer, signals a social memory where it prevails the teacher’s identity as being technical, performer, resigned to financial expectations and scarcely Professional. Most of the wishes of truth about teacher, built by dictionaries from 19th to 21st centuries, are governed by a technical rationality of conservative paradigm itself. Those wishes of truth meet the power of teacher’s marginalization, since by excluding him/her from the order of the profession and the Professional, the teacher’s disempowerment from the social environment is activated and put into circulation. Resisting to such will of truth demands from the Teacher the rethinking on the roles on social formation and, especially, the rethinking on themselves. The Teacher can challenge and resist the structures of domination that bind and attach to a technician identification, social and economically devalued and renegade by future generations. Whishes of thruth about the Teacher constructed in Classic Greece and in Brazilian dictionary rationality make imperative a work of the Teacher’s memory rearrangement. An investment in political terms, in coherence, unit and identity teacher’s terms for division of new identity profile of Professional Teacher’s order to occur on heterogeneous ground of memory. Resisting to reductionism of being identified as ‘the one who teaches’, assuming the identification of a certified Professional in licentiate course that enables him/her planning, teaching knowledge, giving classes, developing material and evaluating teaching/learning process in different teaching contexts and levels of education. The engagement for the identity and Professional valorization is necessary to attach Professional Teacher’s history and memory in such way that this same memory works for itself and inspires the Teacher’s collectivity and future generations / En esa tesis reflexionamos sobre qué forma de racionalidad nos deparamos, al consultáremos sentidos sobre el professor, en diccionarios brasileños de lengua portuguesa. Deparamos con una forma de racionalidad que constitui el Profesor como profesional o como sólo ejecutor? Objetivamos analizar qué perfiles identitarios del Profesor son fabricados por la racionalidad diccionarística brasileña de Lengua Portuguesa del siglo XIX al siglo XXI, para investigación de que voluntades de verdad sobre el Profesor pueden remontar a la Grecia Clásica; y discutir efectos de verdad sobre el Profesor que nos gobiernan, unifican y prenden a un determinado perfil identitario y lugar social. Aliando un estudio histórico acerca del Profesor a partir de frases de filósofos de la Grecia Clásica y de una análisis de la racionalidad diccionarística brasileña de Lengua Portuguesa, nuestro gesto de interpretación es orientado por teorizaciones foucaltianas (2013, 2012, 2009, 2003, 2000, 1994); por estudios académicos de Aranha (2006a,2006b); Zeifer (2004) relativos a la Historia y Filosofía de la Educación Griega; de Orlandi (2002) relativos a la Lexicografía discursiva; en las orientaciones de Tardif (2002, 2010), Behrens (1999, 2007), Libâneo & Pimenta (1999), Nóvoa (1995, 1999), Pollak (1992) etc. La identificación del Profesor, en la Grecia Clásica, con efecto meritorio en no ser Profesional; y, en la racionalidad diccionarística, con efecto predominante de ejecutor, señaliza una memoria social en que prevalece la identidad del Profesor como siendo técnica, ejecutora, resignada de anhelos financieros y escasamente Profesional. La mayoría de las voluntades de verdades sobre el Profesor, construidas por diccionarios del siglo XIX al siglo XXI, es gobernada por una racionalidad técnica propria del paradigma conservador. Esas voluntades de verdad atienden al poder de marginación del Profesor, pues, al excluirle de la orden de la Profesión y del Profesional, es activado y colocado en circulación el desempoderamiento de él en lo medio social. Resistir a esa voluntad de verdad exige del Profesor el repensar sobre sí mismo. El Profesor no está preso a una identidad. Él puede desafiar y resistir a las estructuras de dominación que prenden y lo atan a una identificación técnica, desvalorizada socioeconómicamente y renegada por generaciones futuras. Voluntades de verdad sobre el Profesor construidas, en la Grecia Clásica y en la racionalidad diccionarística brasileña, tornan imperativo un trabajo de reordenación de la memoria del Profesor. Un embestimiento en termos políticos, en termos de coherencia, unidad y identidad del Profesor para que ocurran, sobre un fondo heterogéneo de memoria, las cisiones de nuevos perfiles identitarios de la orden del Profesor Profesional. Resistir al reduccionismo de ser identificado como ‘aquel que enseña’, asumiendo la identificación de un Profesional diplomado en curso de licenciatura que lo habilita al planeamiento, a la didactización de saberes, a la ministración de clases, a la elaboración de material y a la evaluación del proceso de enseñanza-aprendizaje en diversos contextos de enseñanza y niveles de escolaridad. El compromiso en la valorización identitaria y Profesional se hace necesario para atar la historia y memoria del Profesor Profesional de tal modo que esa misma memoria pase a trabajar por sí solo y a inspirar la colectividad del Profesor y las generaciones futuras. / Nessa tese refletimos sobre que forma de racionalidade nos deparamos, ao consultarmos sentidos sobre o Professor, em dicionários brasileiros de língua portuguesa. Deparamo-nos com uma forma de racionalidade que constitui o Professor como Profissional ou como apenas executor? Objetivamos analisar que perfis identitários de Professor são fabricados pela racionalidade dicionarística brasileira de Língua Portuguesa do séc. XIX ao XXI, para investigação de que vontades de verdade sobre Professor podem remontar à Grécia clássica; e discutir efeitos de verdade sobre o Professor que nos governam, unificam e prendem a determinado perfil identitário e lugar social. Aliando um estudo histórico acerca do Professor a partir de dizeres de filósofos da Grécia Clássica e de uma análise da racionalidade dicionarística brasileira de Língua Portuguesa, nosso gesto de interpretação é orientado por teorizações foucaultianas (2013, 2012, 2009, 2003, 2000, 1994); por estudos acadêmicos de Aranha (2006a, 2006b); Zeifert (2004) relativos à História e Filosofia da Educação Grega; de Orlandi (2002) relativos à Lexicografia discursiva; nas orientações de Tardif (2002, 2010), Behrens (1999, 2007), Libâneo & Pimenta (1999), Nóvoa (1995, 1999), Pollak (1992) etc. A identificação do Professor, na Grécia Clássica, com um efeito meritório em não ser Profissional; e, na racionalidade dicionarística, com um efeito predominante de executor, sinaliza uma memória social em que prevalece a identidade do Professor como sendo técnica, executora, resignada de anseios financeiros e escassamente Profissional. A maioria das vontades de verdade sobre o Professor, construídas por dicionários do séc. XIX ao XXI, é governada por uma racionalidade técnica própria do paradigma conservador. Essas vontades de verdade atendem ao poder de marginalização do Professor, pois, ao excluí-lo da ordem da Profissão e do Profissional, é ativado e colocado em circulação o desempoderamento dele no meio social. Resistir a essa vontade de verdade exige do Professor o repensar de papéis na formação social e, sobretudo, o repensar sobre si mesmo. O Professor não está preso a uma identidade. Ele pode desafiar e resistir às estruturas de dominação que prendem e atam-no a uma identificação técnica, desvalorizada sócio-economicamente e renegada por gerações futuras. Vontades de verdade sobre o Professor construídas, na Grécia Clássica e na racionalidade dicionarística brasileira, tornam imperativo um trabalho de rearrumação da memória do Professor. Um investimento em termos políticos, em termos de coerência, unidade e identidade do Professor para que ocorram, sobre um fundo heterogêneo de memória, as cisões de novos perfis identitários da ordem do Professor Profissional. Resistir ao reducionismo de ser identificado como ‘aquele que ensina’, assumindo a identificação de um Profissional diplomado em curso de licenciatura que o habilita ao planejamento, à didatização de saberes, à ministração de aulas, à elaboração de material e à avaliação do processo de ensino-aprendizagem em diversos contextos de ensino e níveis de escolaridade. O engajamento na valorização identitária e Profissional se faz necessário para atar a história e memória do Professor Profissional de tal modo que essa mesma memória passe a trabalhar por si só e a inspirar a coletividade do Professor e as gerações futuras.

Fifty percent of the Swedish population is not aware of their relatives’ wishes on organ donation. It happens that some family members use their veto when they are asked to confirm their dead family member’s wish on organ donation and thereby preventing a potential transplant. If more people would be aware of this issue and tell each other what their standpoint is, we could help the health care to identify more organ donors and thus help more people to a better life. The project lead to an educational and physical exercise based application for tablets aimed for sixteen years old pupils where they by walking around in the physical space, learn about the organs and get physical exercise at the same time. The app is meant for schools since the school has the responsible to educate the pupils about different types of physical exercise and lifestyle. Moreover, tablets are becoming increasingly common in the schools. I was influenced by an application called Zombies Run that focuses on creating a story by collecting virtual supplies while being running outside. Some statements from the research influenced me. A lady stated that she used to take her daughter out to walk the dog as much as possible because her daughter was at risk of becoming overweight. A Donor Coordinating Doctor stated a thoughtful sentence during a workshop “Would you be willing to receive an organ if you needed a transplant? Donate your organs after death so it is possible” The Virtual Donation Challenge is an application aimed at sixteen year old pupils for educational purposes. The school is responsible for giving the students education about lifestyles, different types of exercises and CPR education, I found it most appropriate to link the application to the Physical Education subject or even Natural Science subject. The application is a quiz and the questions are linked to local GPS coordinates which the users have to visit in order to answer the questions about organ donation and how the interdisciplinary processes in the body work.