Repositório RCAAP

This thesis has the purpose of demonstrating how the construction of the fictional universe of António Lobo Antunes resembles the open system of rhizome, as in the concept elaborated by Deleuze and Guattari (1980). More precisely, it approaches three novels of the Portuguese writer: O esplendor de Portugal (1997), Comissão das Lágrimas (2011) and Até que as Pedras se Tornem Mais leves que a Água (2017), works of different phases of Antunes’ production, but with a common theme: the colonial war, the decolonization process, the postcolonialism. The development of the study focuses mainly on the analysis of the category of the character, also approaching other elements, such as narrator, time, space. The analysis of the figuration of the main characters of these three novels evidences how they see themselves and how they are seen by others, how they build their net of personal relationships and how they are constituted by the spaces and times through which they move. Besides, as the figuration of Antunes’ characters is built mainly through memory, it is also evaluated as a powerful mechanism of legitimation or destabilization of some relations of power, reinforcing processes related to forgetting and remembering and to the overcoming (or not) of individual and collective traumas. Therefore, a reflection is made about the processes of memory and identity that come as a result of the involvement of the characters with a determined colonial context, related not only to sceneries of authoritarianism, different forms of violence, relationships of domination / exploration, but also experiences of diaspora. The rhizomatic approach allows the tracking of the multiple and heterogeneous connections among the life experiences of the characters, the figuration dispositives and a certain historical context, identifying convergences and divergences among the novels. In their connections, such narratives can be read as a big coordination capable of projecting a complex, decentered, problematizing perception of the recent history of Portugal and of the country in its postcolonial condition.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Hydrogelled emulsions (HEs) produced with linseed oil and different levels of pea protein (PP) (0, 5, 10, 15, and 20%) were used to replace 50% of animal fat in burgers. The effect of this lipid reformulation on the nutritional, technological, oxidative, microbiological, and sensory quality of the burgers was evaluated during their refrigerated storage (4 ºC for 12 days). The reformulated burgers displayed a reduction of more than 40% in fat and an increase of up to 10% in protein contents. Lipid reformulation also increased the PUFA/SFA ratio and reduced the n-6/n-3 PUFAs ratio and the atherogenicity and thrombogenicity indices of the lipid fraction of the burgers. Including PP in the HEs made it possible to obtain burgers of high technological quality and with a sensory quality similar to full-fat products. PP was also efficient in reducing the increase in the lipid oxidation caused by the enrichment with n-3 PUFAs.

Material Didático da CTE/PROGRAD - Curso de Licenciatura em Ciências da Religião.

Material Didático da CTE/PROGRAD - Curso Licenciatura em Educação Especial

E-book elaborado pelo Núcleo de Tecnologia Educacional da Universidade Federal de Santa Maria.

This Professional Master's Dissertation, linked to the Postgraduate Program in Public Policies and Educational Management at the Universidade Federal de Santa Maria (UFSM), proposes the theme “Once upon a time the Atelier: A Crossing through Children's Stories”, as a Space School Support Therapist for Early Childhood Education.This route follows to problematize: how can the children's stories studio contribute to the inclusion of children regarding of their educational and social perspectives? We sought to take a look at the weaknesses presented by children, within the school context, of the schools answered by the Support Center for Schools, by the practices of psychoanalysis and children's stories. Thus, the objective of this work is to propose a children's story workshop as a therapeutic educational space for possible (re) inscriptions given weaknesses, experiences of socialization and learning presented by children in early childhood education, at school. The investigation method proposed the studio as a therapeutic space to think about the weaknesses presented by children from early childhood education at school, thus seeking a look at the inclusions, where the participants are protagonists of their stories, based on a possible sharing. Through children's stories, each child, in the singularities of these stories, can (re) register theirs. The studio can inaugurate a possibility of “encounters”, an encounter with the other and, at the same time, an encounter with a saying of oneself, with the individual stories that can cross and tie with the history of the other. The result of the study was the creation of a Children's Tales Workshop, entitled “ONCE UPON A TIME, A CROSSING THROUGH CHILD'S TALES”.

Conflicts are present in people's daily lives, since they are inherent to interpersonal relationships, especially in work relationships. Therefore, the existing methods of selfcomposition, such as mediation, emerge as cooperative and dialogic means to resolve conflicts effectively and peacefully. The implementation of a mediation chamber is an example of good governance practice, fostering the Institution integrity program, an instrument of preventing ethical and conduct deviations, and has the main purpose of solving and managing existing conflicts and, thus, collaborating with the scope of public service efficiency. The general objective of this work was to analyze the conception of the servers of the Federal University of Pampa (Unipampa) on the possibility of creating a Mediation Chamber in the Institution. The first specific objective was to analyze existing studies on conflict resolutions in the area of Administration. The second specific objective sought to verify how Unipampa resolves interpersonal conflicts. The third specific objective was to identify the conception of Unipampa servers on alternative methods of conflict resolutions, as well as their opinion about the creation of an Institutional Mediation Chamber. The last had the specific objective of proposing procedures for the establishment of a Mediation Chamber for interpersonal conflicts at Unipampa. Chapter 1 presents the introduction, the problem and the research objectives, the justification, and the structure of the work; Chapter 2 presents the theoretical framework; chapter 3 shows the methodology used; Chapter 4 contains the results of data analysis and discussion; chapter 5 presents the product of this dissertation, with the presentation of an action plan for the implementation of the Institutional Mediation Chamber; in chapter 6 are the final considerations and in chapter 7 there are the bibliographic references. This research was carried out by using the explanatory sequential mixed method, which mixes quantitative and qualitative approaches, with the application of an online questionnaire to Unipampa's servers, afterwards, a virtual meeting was held to implement a focus group with six selected servers considered qualified informants of the research, due to the Covid-19 pandemic. Interlinking the results with the specific objectives, the following categories of analysis were determined: a) Employees' knowledge about the resolution of interpersonal conflicts in the Institution and b) Employees' interest in the implementation of an Institutional Mediation Chamber. Through research in the databases of the Web of Science and Spell journals, it was possible to verify that the researches on the topic of conflict resolution are recurrent in the area of Law, but with few publications in the area of Public Administration. In addition, after analyzing the results of the questionnaire and the focus group, it was noticed that academic conflicts are the most recurrent, with the opening of dialogue being the most used way by the servers and managers of the University to solve them. It was verified the knowledge of the servers by the mediation method and their interest in the establishment of the Institutional Mediation Chamber.

This research, from the Professional Master's Course in Public Policies and Educational Management, the Graduate Program in Public Policies and Educational Management, the Federal University of Santa Maria (UFSM-RS), research line I - Policies and Management of Basic Education- addresses the theme of continuing education of teachers of Early Childhood Education and its relationship with the quality of pedagogical practice. The study has as a general objective to analyze the importance of continuing education for early childhood education teachers in a school in the municipal network of Santa Maria, from 2016 to 2020, and discusses how this training has contributed to the qualification of pedagogical practices. For specific objectives, it is prioritized to analyze the legal documents and public policies related to the career plan and the continuing education of early childhood education teachers of the Municipal Network of Santa Maria; reflect on continuing education and contributions to pedagogical practices in Early Childhood Education. The study is based on a research of qualitative approach, of the action research type and having as research subjects the managers and teachers of early childhood education, using the techniques of semi-structured interview research with the teachers of the researched school and participant observation. The theoretical framework is organized based on the authors Minayo (2010), Thiollent (2011), Bardin (2011), Kramer (2007), Kishimoto (1999), Tardif (2000, 2002), Imbernón (2010), Campos (2006,2018), Gatti (2008), Oliveira-Formosinho (2009,2016,2018), Kuhlmann (2000). The product will be a virtual portfolio presenting the results of the research, the training path of teachers and personal testimony about their professional development, recognizing the relationship of continuing education with the qualification of pedagogical practices in Early Childhood Education.

This study aims the management challenges of pedagogical work in the literacy process in institutions which work with social vulnerability situation communities. It is connected to Research Line 2 – Pedagogical Management and Educational Context, from the Graduate Program in Public Policies and Educational Management and to the Practice Research and Teacher Education Group: Basic and Higher Education GPDOC. ain purpose of this study: Understanding the pedagogical management challenges in shools which work with social vulnerability situation communities, with the perspective of projecting indicators to an emancipatory management, capable of promoting pedagogical work during the literacy process. The specific goals of this study: Identify the challenges during the literacy process of children in social vulnerability situation; recognize teaching concepts regarding learning process and the social vulnerability relation; develop indicators to an emancipatory management in vulnerability situation communities, capable of promoting pedagogical work during the literacy process. Grounded on a qualitative-narrative approach research of sociocultural nature, this study was carried out, initially, in a Public Elementary and High School in Santa Maria, RS, Brazil, with working teachers in the pedagogical area, vice-principal and pedagogical coordinator. It was used, as means of research, questionnaires, semistructured interviews and formative meeting. Afterwards, on a second part of the study, there were online meetings with two other schools in social vulnerability communities. The methodological approach focused on the collaborative perspective (ECER) based on the careful analysis of each participant, grounded on the effort of contextualizing and respecting the singularity of different experiences, aiming at the re-elaboration of knowledge and techniques to experimentation of new ways of thinking the pedagogical work in social vulnerability situation communities. The studies which based this investigation were: Bolzan (2002), Santos (2007), Ferreiro (1985), Charlot (2013), Lück (2007, 2008). From the narrative of working teachers in social vulnerability situation schools, it was observed the challenges and demands of the pedagogical work, several confrontations could be visualized, on the daily life in these communities. Challenges such as the lack of material resources to fulfill the demands and the lack of professionals from several areas, the necessity of teachers` flexibility and sensibility to work in areas in social vulnerability, where the consciousness of incompleteness and the feeling of impotence, they are constant towards the confrontations. It was highlighted the pedagogical isolation, which is related to individualism, where each teacher struggles their own challenges, pointing the lack of moments to share and exchange knowledge among the staff, and also emancipatory perspectives to pedagogical management. In the face of these obstacles, we understand the school needs a team effort to change the school environment into a dialogical and reflexive environment, where the characters, involved in the process, they are capable of creating possibilities of pedagogical practice restructuration, in a way of accomplish the demands, fulfilling the primal mission of assisting the people who see in the school the possibility of a better future, with more dignity, fraternity and equality. In this perspective, we have the necessity of building indicators to support pedagogical work at schools in social vulnerability situation areas, establishing intersectoral networks, in order to restore collaborative environment to all involved in the educational process.

The following thesis starts from a possible resizing of the role of the body in the more general processes of teaching/learning, or formation. The work starts from the meaning of their bodies, as well as context to historical dates, with two instances, in the sense of (1) power relations, as (2) the question of knowledge, processes of reflection are considered as essential elements of the point from the point of view of a reflection on which these bodies are defined. Some works, the work aims to explore, but precisely, as initially by Nietzsche and Foucault. Nietzsche in the comprehensive processes from the body – links, gives, the advent of rationality to instances; while Foucault inserts the reality of power in this rationality/body axis. Notions such as biopolitics and device are explored in this perspective, in which power defines bodies, directing their material and subjective production. Still exploring our understanding as relationships between the body, the research articulates the rational search and the knowledge coming from education and neurobiology, which corroborate in the sense of the need for a systematic reflection about the role that the body, or organism, has as a constituent factor of training processes. As a progressive brought by neurobiology, linked to neural plasticity and useful to which the interaction between the nervous system and the long training process throughout history are exploratory points, as well as a historical perspective of the training contexts and their capacity. Glimpse, therefore, is a research study that aims to think about the way of education as a culture and a neurobiology, relating them to the phenomenon of education. The graphic work, which constitutes a research of bibliographic knowledge from the perspective of a hermeneutics of the corporeal, also aims to contribute to the realization of transdisciplinary publications in the area of education, taking into account its social aspects and path. In the same way, power relations are established as constituents, as well as their behavioral actions that induce subject people.

This study investigates the challenges of beginning teachers, graduates of the Pedagogy course UAB / UFSM, when entering the teaching career. It is linked to the Postgraduate Program, Professional Master in Public Policies and Educational Management (PPPG), from Research Line 2 (LP2): Pedagogical Management and Educational Contexts, from the Research Group, Practices and training for teaching : basic and higher education (GPDOC). The general objective of the study is to understand what confrontations that the graduates of the EAD / UAB Pedagogy course face when entering the teaching career. As specific objectives it was outlined: to map the number of graduates of the UAB Pedagogy course at UFSM and their insertion in the teaching career; to identify confrontations experienced by the graduates of the Pedagogy course at UFSM in the beginning of the teaching career; infer indicators on the relationship between initial training and teacher confrontations; promote online training spaces to share the experiences of the graduates of the course. The investigation was developed based on a qualitative narrative approach of a socio-cultural nature (FREITAS, 2002), which was carried out through questionnaires, semi-structured interviews and the organization of online collaborative spaces. Supporting the study are Vaillant's studies; Marcelo (2012, 2018), Marcelo (1999) Cunha (2012), Huberman (2000), Imbernón (2009) Powaczuk (2008, 2012, 2017), Bolzan (2002, 2008) which makes it possible to promote listening, contextualization, experimentation and shared re-elaboration (ECER) about the challenges that beginners face when starting their teaching career. The research subjects are the graduates of the Pedagogy course UAB / UFSM in the years 2017, 2018 and 2020. The relationship of the author with the study is emphasized, in view of her insertion as a tutor in the Pedagogy Course in question, in particular in the disciplines related to supervised internships, which has allowed to follow the challenges of academics in the management of pedagogical work. The developed study allowed us to indicate the need to expand the processes aimed at beginners in the teaching career, enhancing the relationships between the initial and continuing education of teachers, as well as the interlocutions between academia and the context of professional performance. We show that starting from the teacher confrontations intended in the narratives and the development of indicators related to initial training, they need to be the focus of attention and training investment, because when inserted in practice, they are guided by a series of elements imbricated in the pedagogical practice and the search for continuity. training aims to contribute to the professional development of teachers. With this, online training spaces directed from Collaborative Networks to share experiences about initiation as a way to boost emancipatory processes of doing and feeling teaching are presented as a product resulting from this research, bringing training spaces closer to the times. times work spaces.

This work, inserted in Research Line 2 (LP2): Pedagogical Management and Educational Contexts, Professional Master's in Public Politic and Educational Management, was elaborated with the aim of knowing the administrative strategies of the management team to adapt the school to the legal requirements in the assistance to Special Education students. Research with qualitative exploratory approach having as participants, managers of a private school. Considering that inclusive education is a challenge that has been imposed on regular schools, it is up to the managers and their teams, in a joint effort, to update their institutional documents, so that, in this way, they offer an inclusive quality education, without causing the exclusion of the regular students. In conclusion, as the adjustments, both in the pedagogical and administrative sectors, impact the schools' financial sector, due to the necessary investments in new hires and in the physical space, it is understood that the inclusion process and its implementation are complex and involve the school as a whole, not only the Special Education sector and, thus, help the manager and management team to seek strategies that approach the fulfillment of the needs of the different professionals from the school who are involved in the inclusive process. As the final product was build a shared Matrix of Inclusive Strategies.

The discussion in the Theaetetus is about the nature of knowledge, and although the dialogue does not deal directly with the nature of memory, this problem is present throughout the discussion. So, it seems that there is an important relationship between knowledge and memory in this dialogue. The question that we will address in this dissertation is how this relationship occurs and what it consists of. To answer these questions, we will present the discussion brought up in the dialogue in which Socrates helps the young Theaetetus to give light to his own ideas about knowledge. The first idea is that knowledge is perception, the second idea is that knowledge is true judgment, and the third idea is that knowledge is true judgment plus reason (logos). All ideas are examined and refuted throughout the dialogue, which ends up inconclusive. This presentation will follow the interpretations of authors such as Cornford (1935), Burnyeat (1990), and Sedley (2002), in view of the meaning that knowing has in the dialogue. From there we will go on to some considerations about the possible skepticism of Socrates, mainly pointed out by Annas (1992), which serves as motivation for a re-reading of the Theaetetus which emphasizes the meaning that remembering has in the dialogue. In this way, we hope to show that what exists between remembering and knowing is the activity of learning, based on education.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

This research aimed to study the process of construction of pedagogical proposals by the collective of teachers in the context of curriculum restructuring of the final years of elementary and high school of a State School of Basic Education. More specifically, we sought to answer the following research problem: what possibilities and limits are perceived in the process of implementation of the National Common Curricular Base (BNCC) and the Curricular Reference Gaucho (RCG) in the final years of elementary school and high school in a State School of Basic Education located in the west of Santa Maria RS? Therefore, the qualitative methodology was chosen as an approach for this research, because through it it is possible to analyze the school routine, considering the perceptions of those involved. To collect information, observations were made of the pedagogical formations carried out at school in 2019, through records in the form of field notes prepared by the researcher, and focus groups were carried out with a part of the teachers of the final years and high school, which were performed virtually, due to the Covid-19 pandemic, in 2020. Among the teachers' narratives, it is possible to perceive their discomfort and discontent in receiving ready-made documents, which do not account for the singularities of each school context. The very formations that intend to implement changes in the educational system are already organized and planned by someone who does not know the context of each school, which corroborates that such changes occur in a fragile way, because they are little discussed with the main involved, those who are at the tip of the process and who will be responsible for putting into practice these new educational guidelines , i.e. teachers. Tied to this, considering the context of the pandemic, it was observed the exhaustion of education professionals in the face of the challenges of hybrid education instituted during the pandemic. It was evidenced that, although school autonomy has been requested and proclaimed for a long time, it is still flagged as a fragile issue, where teachers question the lack of freedom to work in schools, showing that the issue of democratic management and school autonomy do not yet occur effectively. It is concluded that it is necessary to consider the importance of curricular changes and the strengthening of a common national base, because they are important and necessary processes for public education to reinvent itself and stop being seen as a failure. However, for these to occur, it is essential an educational political organization focused on the real pedagogical, social and structural needs of teachers, students and management, considering their particularities. As well as, to understand the relevance of thinking about the school from within itself, according to its reality, bringing to the participation the main involved in this process, that is, the school community, students and especially teachers.

This Professional Master's Dissertation is bound to the Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional /UFSM, entitled: "Gira...Gira...Girassol: Movements for the construction of curricular guidelines for Rural Schools in the Sistema Municipal de Educação of Cachoeira do Sul/RS", presents the following issue: What are the specificities of a public policy of Rural Schools in the Sistema Municipal de Educação of Cachoeira do Sul/RS and possible elements that contribute to the elaboration of Curricular Guidelines for the countryside schools of this municipality? Its general objective is to understand the specificities of Rural Schools in the Sistema Municipal de Educação de Cachoeira do Sul/RS, in order to elaborate Municipal Curricular Guidelines for the consolidation of a local public policy that prioritizes the knowledge of rural subjects, and specific objectives: Analyze the public educational policies that guide the rural schools at federal, state, and municipal levels;To analyze the public policies that regulate and guide the countryside schools in the city of Cachoeira do Sul/RS; To build a diagnostic view of the countryside schools in the city of Cachoeira do Sul/RS; To develop, in a shared way, a draft of the Curricular Guidelines for the countryside education in the Sistema Municipal de Educação in the city of Cachoeira do Sul/RS, which prioritizes the knowledge, demands, and needs of the countryside subjects. The methodology used for the research was a qualitative approach, and the data construction tools were: bibliographic research, document analysis, application of questionnaires to the 15 managers of rural schools in the municipality, and semi-structured interviews with the municipal secretary of education and the pedagogical director of the Secretaria Municipal de Educação - SMEd. From the data collected, we used the content analysis technique proposed by Bardin (2006), considering the following categories: Public Policies for Rural Schools; Management of the Rural School; and Sistema Municipal de Educação. As a product of this study, from the results obtained in the research, a draft proposal of the Curricular Guidelines for the Sistema Municipal de Educação of Cachoeira do Sul/RS was built, as well as an agenda for presentation and discussion with the COMDECampo, the Secretaria Municipal de Educação, the City Hall, the Conselho Municipal de Educação, and the Conselho Municipal de Educação e Câmara de Vereadores for the consolidation of a policy for rural schools in the Sistema Municipal de Educação de Cachoeira do Sul.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

This Dissertation is part of the Research Line (LP2) - Pedagogical Management and Educational Contexts of the Professional Master's Course in Public Policies and Educational Management at the Federal University of Santa Maria (RS). Its theme is the pedagogical practices developed in Early Childhood Education and narratives. The objective is to understand the process of constitution of the pedagogical proposal of the Municipal School of Early Childhood Education Professor Ida Fiori Druck. The research has a qualitative approach (GATTI, 2002; MINAYO, 2015), through narrative research (CLANDININ and CONNELLY 2015), and the data was obtained through documentary analysis (LUDKE and ANDRÉ 1986), in the Pedagogical Political Projects, school files and other documents such as photographs and minutes. Semi-structured interviews were conducted (MINAYO, 2009) with the management team, teachers and employees. The theoretical foundations result from a survey of public policies regarding early childhood education in Brazil and in the municipality of Santa Maria R / S. The official national documents revisited were: the Constitution of the Federative Republic of Brazil (1988), ECA (1990), LDBEN, Law Nº 9.394 / 96, RCNEI (1998), DCNEI (2010), the two National Plans of Education (PNE), (2001-2011) and (2014-2024), and BNCC (2017), RCG (2018) and DOC (2019). In the documental analysis several moments of constitution of the pedagogical practices were revisited, that the EMEI traced in its almost 40 years, emerged primarily as an assistance and later as educational space, having over the years the caring and education inseparable. We found that EMEI understands that pedagogical practices change over time and according to the opportunities for continuing education for teachers, they also depend on public policies built and implemented in each government. Currently, the pedagogical practices in the school are based on games and interactions and fields of experience, the child is the center of the educational process, the protagonist who participates, chooses, explores, contributes and plans together with the teachers, being respected in their cultural, social and ethnic diversity. As a final document, in addition to the dissertation, a documentary was made making it possible to see aspects of the history, but especially the practices in the institution's current context.