Repositório RCAAP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Intervertebral disc extrusion (IVDE) (Hansen type I) is considered one of the main causes of spinal cord compression injuries in dogs, whose clinical signs range from spinal hyperesthesia to paraplegia without nociception (deep pain). Physiotherapy has been indicated in order to assist in postoperative rehabilitation, however, data from the veterinary literature do not allow us to affirm the influence of this specialty on the motor recovery of dogs with severe neurological signs due to IVDS. Therefore, the objective of the retrospective study was to determine the influence of physical therapy on the motor recovery of paraplegic dogs without nociception caused by IVDS, submitted to thoracolumbar hemilaminectomy. We also compared the recovery time between dogs treated with surgery, associated or not with physical therapy in the postoperative period. Paraplegic dogs without nociception (perception of deep pain) lasting up to 96 hours, with a definitive diagnosis of thoracolumbar IVD and undergoing surgical treatment associated or not with physical therapy in the immediate postoperative period, were included. The motor recovery rate in dogs in GI was 31.8% and, in GII, 33.3%, with no difference between groups (p=0.92). For the time to return to ambulation, it was shorter in GI for those who recovered motor function (p=0.04), whose median was 90 days compared to 225 days in GII. Based on the findings of this study, it was concluded that physical therapy did not lead to higher rates of motor recovery in paraplegic dogs without nociception due to IVDS undergoing hemilaminectomy, but it promoted a shorter time to return to ambulation, compared to dogs that did not undergo physical therapy in the postoperative period

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

The present paper researched which experiences allow us to observe democratic processes which enhance pedagogical practices on childhood school from documentation produced in the last 5 years on Child Education Day Care, with the goal of thinking about the actions of day care, allowing a reflection about democracy in pedagogical cause, as well as the participation of the children in a respectful manner. This research is linked to the professional masters degree of the Universidade Federal de Santa Maria (UFSM), in the second line of research - Pedagogical Management and Educational Contexts. The option for this theme is justified by the experiences of the author as a teacher in Child Educations and subsequently as Secretária Municipal de Educação e Desporto. The goal of this research is to study the pedagogical documentation gathered on the last 5 years on and for the Day Care/Child Education of Agudo/RS, looking to stabilish ties of the democratic processes as enhancers of pedagogical practices in childhood school. This research travels through many roads, paths and crossings as a metaphor for the buildings of cities in building blocks that the author does with her daughter. For us to get those results, we have utilized as main references Morin, Dahlberg, Moss, Pence, Pikler, Freire, Junqueira Filho, Gandini, Ostetto, Rinaldi and many legal documents that regulate Child Education in Brazil. The research is being developed with a qualitative approach, of applied and implicit nature, always considering the scholar context. The research was done in documents of the School’s archives. The main body of the research is an online receptacle of pedagogical documentations produced on the school, with the goal of providing future research, as well as the attendance of the educational teachers of the children that attend or attended the school.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

This work aimed to demonstrate how the judicialization of Megapolitics, based on the jurisdictional role of the Federal Supreme Court in the judgment of the ADPF 378 case, during the impeachment of Dilma Rousseff, contributed to the advance of dedemocratization in Brazil. The analysis of this theme was driven by the leading role that the Court assumed in the political arena, a fact that was consolidated with the delineation of the work of the Operation Car Wash. Based on this, the following research problem was formulated, to be answered in this dissertation: in what ways did the Federal Supreme Court, with the decision issued in the ADPF 378 case, during the impeachment of Dilma Rousseff, contributed to the dedemocratization process in course in the country? To answer this question, as a research methodology, the inductive approach method was used, with content analysis, since the research starts from the study of a specific case, ADPF 378, to answer the research problem, globally considered, that deals with conceiving the judicialization of Megapolitics as a factor that contributed to the crisis of Brazilian democracy. The procedure method used was the bibliographic, considering that the research was elaborated from books, periodicals and scientific articles of the work's base theory and of the other authors that make up the theorical framework. Furthermore, the use of the bibliographic procedure also proved to be relevant to the proposal of analysis of the Federal Supreme Court case law. Research techniques such as the elaboration of annotations and expanded abstracts, as well as the search for judicial rulings on the Supreme Court's website, were also part of this process. The theorical and legal basis of this work relied on the important arguments of Ran Hirschl, Charles Tilly and Byung-Chul Han. At last, it was concluded that the judicialization of Megapolitics, parting from the ruling of the Federal Supreme Court in the ADPF 378 case, contributed in several ways to the advance of dedemocratization in Brazil. Entering the field of pure politics, regulating the dictates of an essentially political process such as the impeachment, the Court ended up defining the course that the Brazilian political conjuncture would follow from then on, which also created favorable conditions for the election of Jair Bolsonaro for the presidency and the respective consolidation of the crisis of representation that the country is a victim of. Despite the fact that a strong, autonomous and independent Judiciary is an indispensable condition for democracy, jurisdictional courts should not enter other branches specific matters, such as in the case of impeachment, in which the determination of procedural rules is an attribution, per excellence, of the Legislative branch.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

This thesis deals with the life stories of rural teachers and multigrade classes in the municipalities of Santa Maria (RS) and São Gabriel (RS, existence, their knowledge. Practices and training processes. The research aims to value the stories of life and personnel of teachers who work in rural schools and multigrade classes, to know and understand their knowledge, practices and training processes in the context of the countryside and multigrade classes. The research methodology used was a qualitative approach, based on in the studies of Bauer and Gskell (2002). The instruments used for the collection of information the narrative interviews (narrative game mosaic of memories), the (auto) biographical reports. a methodology by the author-researcher, entitled narrative game. The Narrative game was anchored in Bergson's theory, which is supported by studies on memories, time. through the Narrativas interviews, which aimed to dive into life stories to get to know the paths. Faced with this challenge, seek to go beyond the narratives of an educator, of an educator and establish life paths, professional training and singularities of the school routine of teachers in the municipalities of Santa Maria and São Gabriel, RS. A literature review was developed, involving the theme of rural education and multigrade classes and productions related to life stories. The theoretical assumptions that support the research were anchored in Abrahão (2006, 2008, 2014); Antunes (2001, 2007); Antunes and Ribas (2015); Hage (2010a, 2010b, 2011); Arroyo (2011), Caldart (2011); Molina (2011); Guendin (2012); Alves (2009); Molinari (2009); Novoa (1995); Ribas and Antunes (2014); Santos (2007); Souza and Ferreira (2009); Ribas and Antunes (2016); Bergson (1999), Josso (2004), Ricoeur (1991). The narratives announced the knowledge and actions of the teachers that they acquired throughout their pedagogical practice and life experiences. Finally, through narratives and annunciations, we collectively built a training seminar addressing the themes raised in the narratives of rural education teachers and working in multigrade classes in the municipalities of Santa Maria, RS and São Gabriel, RS.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

This Doctoral thesis in Education is linked to the line of research Special Education, Inclusion, and Difference of the Graduate Program in Education at the Federal University of Santa Maria (UFSM). This study discusses the institutionalization of Specific Terminality Certification in Higher Education. The general objective of this research was to understand the practices and consequences of the applicability of Specific Terminality, analyzing its possibilities for the professional training of students who are the target audience of Special Education in undergraduate programs. Thus, we defend that there are certain types of disability whose impairment can affect the learning of curricular skills, making Specific Terminality Certification appropriate. This research is qualitative, exploratory, and analytical, and it was developed from data collected in institutional documents of eleven Federal Institutes of Education, Science, and Technology. These documents deal with Specific Terminality Certification; a semi-structured open interview with twelve Pro-Rectors (eleven Pro-Rectors of Education from Federal Institutes and one Pro-Rector of Undergraduate program from a Federal University), and an open questionnaire with three graduates certified by Specific Terminality. Data were analyzed using Content Analysis of the Categorical type proposed by Bardin (2011). The systematization of the collected data showed that Specific Terminality transcends certification. This is due to the fact that it is linked to the process of academic monitoring and curricular accessibility, the appreciation of the subject, and the acquisition of autonomy and social belonging. Results show that the practices and contributions of Specific Terminality aim to enable an academic certification and guidance for professional practice provided that the student's conditions are adequate after a process of curricular accessibility that will allow students to complete the degree. The negative aspects are concerning the inappropriate use of Specific Terminality Certification (there is a team of professionals facing this demand to prevent this) and the social and professional recognition of the diploma without a legal basis for its non-acceptance. There might be evidence that Specific Terminality may become a University Institutional Policy, taking advantage of its institutional autonomy, legal support, and what already exists in Federal Education Institutions. In conclusion, implementing the Specific Terminality Certification in Higher Education, based on the current legal documentation, is possible since it is necessary to implement actions that allow the permanence, learning, and completion in Higher Education for students target audience.

Linked to the Education and Arts research line and to the NarraMus research group, this study investigated the composition and arrangement process with the participants of the musical composition and arrangement study group offered to the military members of the music band at the Santa Maria, based and guided by the perceptions and thoughts of Nachmanovitch (1993), about the development of these observations. In the meantime, departing from the view of conservative music teaching, Vasconcelos (2002) and from the master-apprentice relationship, Louro (2004) and Gaunt (2008). The class diaries and the reflective diaries as well as the questionnaires were used in the acquisition of the data that fed her. From this, a study group on composition and arrangement was formed, lasting five months. The study group, under a new pedagogical-musical perspective, used the cultural-musical experience of the participants as a driving force in the acquisition of compositional and arrangement knowledge. In the classes, audio and video recordings of musical works from the participants' experience were used, as well as other audios and videos of examples of popular and erudite works, in order to support compositional and arrangement ideas. The study of the data obtained in the group took place in a qualitative way and considered two basic conditions for analysis: creativity and creative barriers. Regarding the expected results of the work and the contributions to the teaching of musical composition at the higher level, it is inferred that the pedagogical perspective was presented as a positive plan and an opportune tool for the epistemology of musical composition. The process of musical creation and arrangement worked on in the study group culminated in musical compositions and arrangements made by the participants, leading them to star in their own musical stories based on experiences. The general objective of the work was to investigate the pedagogical dilemmas of the composition teacher and the questions of the students participating in the study group. The specific objectives sought to punctuate the students' questions regarding compositional theories from their experiences, locate the composition teacher's dilemmas in the same process and point out the presence of students' cultural background in the compositions and arrangements developed. The research intends to contribute to the debates of Music Education, regarding a possible expansion of the tradition of conservatories, through the use of the students' baggage.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

This thesis is part of the Research Line - LP2: Public Educational Policies, Educational Practices and their interfaces, of the Graduate Program in Education (PPGE), at the Federal University of Santa Maria (UFSM), and presents as a research theme the pedagogical practice in the nursery and the teaching experience constituted in these spaces. The general objective is to understand, through the narratives produced by the teachers, how the pedagogical experience is built in contexts of nurseries of some public schools in Santa Maria-RS. A qualitative research was carried out based on the narrative approach, a methodological proposition developed from the studies of Connelly and Clandinin (1995), Dewey (2011) and Larrosa (2002). The Textual Discursive analysis was based on studies by Moraes and Galiazzi (2006; 2007) and Moraes (2003). Due to the exceptionality of the Covid-19 pandemic, data production took place entirely online through questionnaires sent to teachers who work in nursery classes in the inner school network of Santa Maria/RS and semi-structured interviews carried out with three teachers. This process, theoretically based on the productions of Tristão (2004), Martins Filho (2013, 2015), Martins Filho and Delgado (2016), Rinaldi (2013), Barbosa (2010), Larrosa (2002), among others that debate the pedagogical practice and the teaching experience in the nursery, which are based on three dimensions of analysis: the multiple forms of silence - through excess - that tell us about the moment; pedagogical practices, times and spaces in Early Childhood Education; the constitution of teaching and the pedagogical experience in the nursery. These dimensions allowed us to infer, at the end of writing the thesis, that: the pedagogical experience with babies is constituted as a continuous learning process, which requires training, sensitivity, an attentive look, listening, attention to corporeality that involves ethical, political and aesthetics issues. It can be seen that during the pandemic, the practice with babies was based on welcoming families and that there is no possibility of thinking about practices with babies without babies, that is, we can study, improve knowledge about, but putting it in practice without the babies makes it become empty, even if they had the support of the families that was fundamental for the moment of the pandemic and that, in the pedagogical context with babies, the teachers' sensitive look and listening is essential so that they can organize the practices, once the teaching experience in the nursery made it possible for the teachers to be constituted, from experiences and theoretical studies, from the everyday teaching experience and that the work in the nursery is constituted on a daily basis, in a challenging and complex way, having as principle the ethics of respect for the individualities and particularities of babies.

Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq