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Ocular myopathy, typically manifesting as progressive external ophthalmoplegia (PEO), is among the most common mitochondrial phenotypes. The purpose of this study is to better define the clinical phenotypes associated with ocular myopathy. This is a retrospective study on a large cohort from the database of the “Nation-wide Italian Collaborative Network of Mitochondrial Diseases”. We distinguished patients with ocular myopathy as part of a multisystem mitochondrial encephalomyopathy (PEO-encephalomyopathy), and then PEO with isolated ocular myopathy from PEO-plus when PEO was associated with additional features of multisystemic involvement. Ocular myopathy was the most common feature in our cohort of mitochondrial patients. Among the 722 patients with a definite genetic diagnosis, ocular myopathy was observed in 399 subjects (55.3%) and was positively associated with mtDNA single deletions and POLG mutations. Ocular myopathy as manifestation of a multisystem mitochondrial encephalomyopathy (PEO-encephalomyopathy, n=131) was linked to the m.3243A>G mutation, whereas the other “PEO” patients (n=268) were associated with mtDNA single deletion and Twinkle mutations. Increased lactate was associated with central neurological involvement. We then defined, among the PEO group, as “pure PEO” the patients with isolated ocular myopathy and “PEO-plus” those with ocular myopathy and other features of neuromuscular and multisystem involvement, excluding central nervous system. The male proportion was significantly lower in pure PEO than PEO-plus. This study reinforces the need for research on the role of gender in mitochondrial diseases. The phenotype definitions here revisited may contribute to a more homogeneous patient categorization, useful in future studies and clinical trials

Background: Four main clinical phenotypes have been traditionally described in patients mutated in SCN4A, including sodium-channel myotonia (SCM), paramyotonia congenita (PMC), Hypokaliemic type II (HypoPP2), and Hyperkaliemic/Normokaliemic periodic paralysis (HyperPP/NormoPP); in addition, rare phenotypes associated with mutations in SCN4A are congenital myasthenic syndrome and congenital myopathy. However, only scarce data have been reported in literature on large patient cohorts including phenotypes characterized by myotonia and episodes of paralysis.Methods: We retrospectively investigated clinical and molecular features of 80 patients fulfilling the following criteria: (1) clinical and neurophysiological diagnosis of myotonia, or clinical diagnosis of PP, and (2) presence of a pathogenic SCN4A gene variant. Patients presenting at birth with episodic laryngospasm or congenital myopathy-like phenotype with later onset of myotonia were considered as neonatal SCN4A.Results: PMC was observed in 36 (45%) patients, SCM in 30 (37.5%), Hyper/NormoPP in 7 (8.7%), HypoPP2 in 3 (3.7%), and neonatal SCN4A in 4 (5%). The median age at onset was significantly earlier in PMC than in SCM (p < 0.01) and in Hyper/NormoPP than in HypoPP2 (p = 0.02). Cold-induced myotonia was more frequently observed in PMC (n = 34) than in SCM (n = 23) (p = 0.04). No significant difference was found in age at onset of episodes of paralysis among PMC and PP or in frequency of permanent weakness between PP (n = 4), SCM (n = 5), and PMC (n = 10). PP was more frequently associated with mutations in the S4 region of the NaV1.4 channel protein compared to SCM and PMC (p < 0.01); mutations causing PMC were concentrated in the C-terminal region of the protein, while SCM-associated mutations were detected in all the protein domains.Conclusions: Our data suggest that skeletal muscle channelopathies associated with mutations in SCN4A represent a continuum in the clinical spectrum.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2020-08-10T18:58:03Z No. of bitstreams: 1 Liliane de Almeida Barbosa.pdf: 3050816 bytes, checksum: 521071266ce3fee4d6e825446e3af113 (MD5) Made available in DSpace on 2020-08-10T18:58:03Z (GMT). No. of bitstreams: 1 Liliane de Almeida Barbosa.pdf: 3050816 bytes, checksum: 521071266ce3fee4d6e825446e3af113 (MD5) Previous issue date: 2020-05-26 The research, linked to the Educational Management Research and Intervention Line (LIPIGES) of the Professional Master's Program in Management and Educational Practices (PROGEPE) at Nove de Julho University (UNINOVE), proposed as object of study the continuing education of the pedagogical coordinator , focusing on the reflective portfolio, developed by Casa do Professor (training center) of the Municipal Education Secretariat of Jandira, a city in the metropolitan region of S??o Paulo / SP. The questions that motivated and guided the development of the work: What is the conception of the coordinators about their own training process and of the teachers with whom they work? To what extent does the work carried out in the training carried out by Casa do Professor reach teachers? How does the education department monitor the coordinator's performance? How does the reflective portfolio contribute to the process of ongoing training for coordinators? The general objective was to consider the training of the pedagogical coordinator and its processes, as well as its relationship with the practice and its performance in the school unit. The following specific objectives were listed: (1) to understand how the pedagogical coordinator's continuing education takes place; (2) identify how the coordinator develops continuing education in service in his school unit; (3) constitute a training reference group; (4) reflect on the challenges and discuss changes in the continuing education of all those involved in the process. Research-training methodology with a qualitative approach; data collection, the reflective portfolio and electronic interview were adopted. The municipal education network in Jandira is considered a research universe and the subjects are two trainers from Casa do Professor (training center) and two pedagogical coordinators. Theoretical foundation supported by the authors: Garcia; N??voa; Can??rio; Almeida; Souza; Placco; S??-Chaves; Josso and educational documents related to ongoing training, pedagogical coordination and reflection on practice. The results obtained indicate the relevance of the continuing education of the pedagogical coordinator based on reflection, considering a path that contemplates the mapping of the training needs, planning, development and monitoring of the participants and that the possibility of experiencing the reflective process allows to appropriate and so develop with their respective groups once they understand the benefits of this practice for improving the quality of teaching. La investigaci??n, vinculada a la L??nea de Investigaci??n e Intervenci??n en Gesti??n Educativa (LIPIGES) del Programa de Maestr??a Profesional en Gesti??n y Pr??cticas Educativas (PROGEPE) en la Universidad Nove de Julho (UNINOVE), propuso como objeto de estudio la educaci??n continua del coordinador pedag??gico , centr??ndose en portfolio reflexivo, desarrollada por Casa do Professor (centro de capacitaci??n) de la Secretar??a Municipal de Educaci??n de Jandira, una ciudad en la regi??n metropolitana de S??o Paulo / SP. Las preguntas que motivaron y guiaron el desarrollo del trabajo: ??Cu??l es la concepci??n de los coordinadores acerca de su propio proceso de capacitaci??n y de los maestros con quienes trabajan? ??En qu?? medida el trabajo realizado en la capacitaci??n realizada por Casa do Professor llega a los maestros? ??C??mo supervisa el departamento de educaci??n el desempe??o del coordinador? ??C??mo contribuye portfolio reflexivo al proceso de capacitaci??n continua para los coordinadores? El objetivo general era considerar la capacitaci??n del coordinador pedag??gico y sus procesos, as?? como su relaci??n con la pr??ctica y su desempe??o en la unidad escolar. Se enumeraron los siguientes objetivos espec??ficos: (1) comprender c??mo se lleva a cabo la educaci??n continua del coordinador pedag??gico; (2) identificar c??mo el coordinador desarrolla la educaci??n continua en servicio en su unidad escolar; (3) constituir un grupo de referencia de capacitaci??n; (4) reflexionar sobre los desaf??os y discutir los cambios en la educaci??n continua de todos los involucrados en el proceso. Metodolog??a de investigaci??n y capacitaci??n con un enfoque cualitativo; Se adopt?? la recolecci??n de datos, el portfolio reflexivo y la entrevista electr??nica. La red de educaci??n municipal de Jandira se considera un universo de investigaci??n y las asignaturas son dos formadores de la Casa do Professor (centro de formaci??n) y dos coordinadores pedag??gicos. Fundamento te??rico apoyado por los autores: Garc??a; N??voa; Can??rio; Almeida; Souza; Placco; S??- Chaves; Josso y documentos educativos relacionados con la formaci??n continua, la coordinaci??n pedag??gica y la reflexi??n sobre la pr??ctica. Los resultados obtenidos indican la relevancia de la educaci??n continua del coordinador pedag??gico basada en la reflexi??n, considerando un camino que contempla el mapeo de las necesidades de capacitaci??n, planificaci??n, desarrollo y monitoreo de los participantes y que la posibilidad de experimentar el proceso reflexivo permite apropiarse y as?? desarrollarse con sus respectivos grupos una vez que entiendan los beneficios de esta pr??ctica para mejorar la calidad de la ense??anza. A pesquisa, vinculada ?? Linha de Pesquisa e Interven????o Gest??o Educacional (LIPIGES) do Programa de Mestrado Profissional em Gest??o e Pr??ticas Educacionais (PROGEPE) da Universidade Nove de Julho (UNINOVE), prop??s-se como objeto de estudo a forma????o continuada do coordenador pedag??gico, com foco no portf??lio reflexivo, desenvolvida pela Casa do Professor (centro de forma????o) da Secretaria Municipal de Educa????o de Jandira, cidade da regi??o metropolitana de S??o Paulo/SP. As quest??es que motivaram e direcionaram o desenvolvimento do trabalho: Qual a concep????o dos coordenadores sobre o seu pr??prio processo de forma????o e dos professores com os quais trabalham? Em que medida o trabalho desenvolvido na forma????o realizada pela Casa do Professor chega aos docentes? Como a secretaria da educa????o acompanha e monitora a atua????o do coordenador? Como o portf??lio reflexivo contribui para o processo de forma????o continuada dos coordenadores? Delimitou-se como objetivo geral considerar a forma????o do coordenador pedag??gico e seus processos, bem como sua rela????o com a pr??tica e sua atua????o na unidade escolar. Foram elencados os seguintes objetivos espec??ficos: (1) compreender como ocorre a forma????o continuada do coordenador pedag??gico; (2) identificar como o coordenador desenvolve a forma????o continuada em servi??o na sua unidade escolar; (3) constituir grupo refer??ncia de forma????o; (4) refletir sobre os desafios e discutir transforma????es na forma????o continuada de todos os envolvidos no processo. Metodologia pesquisa-forma????o de abordagem qualitativa; coleta de dados foram adotados o portf??lio-reflexivo e entrevista por meio eletr??nico. A rede municipal de ensino de Jandira considerada universo da pesquisa e os sujeitos s??o dois formadores da Casa do Professor (centro de forma????o) e dois coordenadores pedag??gicos. Fundamenta????o te??rica sustentada pelos autores: Garcia; N??voa; Can??rio; Almeida; Souza; Placco; S??-Chaves; Josso e documentos educacionais ligados ?? forma????o continuada, ?? coordena????o pedag??gica e ?? reflex??o sobre a pr??tica. Os resultados obtidos indicam a relev??ncia da forma????o continuada do coordenador pedag??gico pautada na reflex??o, considerando um percurso que contemple o mapeamento das necessidades formativas, planejamento, desenvolvimento e acompanhamento dos participantes e, que a possibilidade de vivenciar o processo reflexivo, permite se apropriar e assim desenvolver com seus respectivos grupos, uma vez que compreendem os benef??cios desta pr??tica para a melhoria da qualidade do ensino.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2020-06-25T20:53:19Z No. of bitstreams: 1 M??rcia Aparecida Cardoso.pdf: 5696441 bytes, checksum: 23f2e05eb7a767835bba6ba43cddc9e7 (MD5) Made available in DSpace on 2020-06-25T20:53:19Z (GMT). No. of bitstreams: 1 M??rcia Aparecida Cardoso.pdf: 5696441 bytes, checksum: 23f2e05eb7a767835bba6ba43cddc9e7 (MD5) Previous issue date: 2020-05-26 This dissertation has as its object the teaching perceptions and representations regarding the impacts of Scientific Literacy on Early Childhood Education and on sustainable behavior in children. It understands that Scientific Literacy in Early Childhood Education is a process by which the children begins to appropriate scientific knowledge and manages to make connections between that knowledge and the world around them, so that their cognitive abilities to observe, question, investigate, to argue, to explore and to interpret phenomena of their reality are amplified and are developed. Their search for solutions to the problems of their daily lives and the observation of environmental degradation is enhanced through scientific experiments, concrete and playful pedagogical activities, which will enable them to understand the world in its different dimensions: human, social and cultural. Sustainability is seen as the coexistence relationship that people create with other living beings on the planet, in a dynamic process, transforming the natural environments where they live, without causing environmental degradation or the depletion of natural resources, with a view to survival too future generations. This research seeks to verify if the pedagogical practices of teachers, in Early Childhood Education, involving Scientific Literacy, develop according to the teachers??? opinion, a more sustainable or less sustainable behavior in children. Methodologically, it is a qualitative research, whose instruments of data collection consisted of: (i) instrument for collecting the trend of opinion of teachers, based on the Likert Scale, and (ii) semi-structured in-depth interviews. Both were applied to teachers who work with children aged four and five years old from two early childhood schools in the city of S??o Paulo. The theoretical contribution was based on the approach of Scientific Literacy and sustainability, discussed by Lucia Helena Sasseron, Attico Chassot, Moacir Gadotti, Francisco Guti??rrez, Paulo Freire, Em??lia Ferreiro, Zilma Ramos de Oliveira, with emphasis on the categories literacy, experimentation, children, sustainability and awareness. Final considerations about teaching perceptions and representations reveal that scientifically literate children in early childhood education, when they come into contact with environmental issues, develop more sustainable behavior. Pedagogical proposals that involve concrete and playful experiments awaken, in children, a posture aimed at the preservation of natural resources, care for the Earth and harmonious coexistence with other living beings. In short, they express, in the opinion of the teachers of the research that resulted in this dissertation, more awareness and responsibility for the preservation of the world, reflecting responsibility for the future of the planet and the new generations. Esta tesis tiene como objeto las percepciones y representaciones docentes sobre los impactos de la Alfabetizaci??n Cient??fica en la educaci??n de la primera infancia, sobre el comportamiento sostenible en los ni??os. Comprende que la Alfabetizaci??n Cient??fica en la educaci??n de la primera infancia es un proceso por el cual el ni??o comienza a apropiarse del conocimiento cient??fico y logra establecer conexiones entre ese conocimiento y el mundo que lo rodea, de modo que sus habilidades cognitivas para observar, cuestionar, investigar, argumentar, explorar e interpretar los fen??menos de su realidad se amplifican y se desarrollan. Su b??squeda de soluciones a los problemas de su vida cotidiana y la observaci??n de la degradaci??n ambiental se ve reforzada a trav??s de experimentos cient??ficos, actividades pedag??gicas concretas y l??dicas, que les permitir??n comprender el mundo en sus diferentes dimensiones: humana, social y cultural. La sostenibilidad se ve como la relaci??n de coexistencia que las personas crean con otros seres vivos en el planeta, en un proceso din??mico, transformando los entornos naturales donde viven, sin causar degradaci??n ambiental o agotamiento de los recursos naturales, con miras tambi??n a la supervivencia de las generaciones futuras Esta investigaci??n busca verificar si las pr??cticas pedag??gicas de los docentes, en Educaci??n Infantil, que involucran Alfabetizaci??n Cient??fica, se desarrollan de acuerdo con la opini??n de los docentes, un comportamiento m??s sostenible o menos sostenible en los ni??os. Metodol??gicamente, se trata de una investigaci??n cualitativa, cuyos instrumentos de recolecci??n de datos consistieron en: (i) instrumento para recopilar la tendencia de opini??n de los docentes, basado en la Escala Likert y (ii) entrevistas en profundidad semiestructuradas. Ambos se aplicaron a maestros que trabajan con ni??os de cuatro y cinco a??os de dos escuelas de educaci??n infantil en la ciudad de S??o Paulo. La contribuci??n te??rica se bas?? en el enfoque de Alfabetizaci??n Cient??fica y sostenibilidad, discutido por Lucia Helena Sasseron, Attico Chassot, Moacir Gadotti, Francisco Guti??rrez, Paulo Freire, Em??lia Ferreiro, Zilma Ramos de Oliveira, con ??nfasis en las categor??as de alfabetizaci??n, experimentaci??n, ni??os, sostenibilidad y conciencia. Las consideraciones finales sobre las percepciones y representaciones docentes revelan que los ni??os alfabetizados cient??ficamente en la educaci??n de la primera infancia, cuando entran en contacto con problemas ambientales, desarrollan un comportamiento m??s sostenible. Las propuestas pedag??gicas que involucran experimentos concretos y l??dicos despiertan, en los ni??os, una postura dirigida a la preservaci??n de los recursos naturales, el cuidado de la Tierra y la convivencia armoniosa con otros seres vivos. En resumen, expresan, en la opini??n de los profesores sujetos a la investigaci??n que result?? en esta disertaci??n, m??s conciencia y responsabilidad por la preservaci??n del mundo, reflejando la responsabilidad por el futuro del planeta y las nuevas generaciones. A presente disserta????o tem como objeto as percep????es e representa????es de docentes a respeito dos impactos da Alfabetiza????o Cient??fica na Educa????o Infantil, especialmente no comportamento sustent??vel em crian??as. Entende que a Alfabetiza????o Cient??fica na Educa????o Infantil ?? um processo pelo qual a crian??a come??a a se apropriar de conhecimentos cient??ficos e consegue fazer conex??es entre esses conhecimentos e o mundo ao seu redor, de modo que suas habilidades cognitivas de observar, questionar, investigar, argumentar, explorar e interpretar fen??menos de sua realidade sejam ampliadas e sejam desenvolvidas. A busca delas por solu????es para os problemas do pr??prio cotidiano e a constata????o da degrada????o do ambiente ?? potencializada mediante experimenta????es cient??ficas, atividades pedag??gicas concretas e l??dicas, que lhes possibilitar??o entender o mundo em suas diferentes dimens??es: humana, social e cultural. A sustentabilidade ?? vista como a rela????o de conviv??ncia que as pessoas criam com outros seres vivos no planeta, em um processo din??mico, transformando os ambientes naturais onde vivem, sem provocar a degrada????o ambiental ou o esgotamento dos recursos naturais, tendo em vista a sobreviv??ncia tamb??m das futuras gera????es. Esta pesquisa busca verificar se as pr??ticas pedag??gicas das docentes, na Educa????o Infantil, envolvendo a Alfabetiza????o Cient??fica, desenvolvem segundo a opini??o das docentes, um comportamento mais sustent??vel ou menos sustent??vel nas crian??as. Metodologicamente, trata-se de uma pesquisa quantiqualitativa, cujos instrumentos de coleta de dados se constitu??ram por: (i) instrumento de coleta de tend??ncia de opini??o dos docentes, com base na Escala Likert e (ii) entrevistas em profundidade semiestruturadas. Ambos foram aplicados as docentes que atuam com crian??as de quatro e cinco anos de idade de duas escolas de Educa????o Infantil do munic??pio de S??o Paulo. O aporte te??rico fundamentou-se na abordagem da Alfabetiza????o Cient??fica e sustentabilidade, debatidas por Lucia Helena Sasseron, Attico Chassot, Moacir Gadotti, Francisco Guti??rrez, Paulo Freire, Em??lia Ferreiro, Zilma Ramos de Oliveira, com destaque para as categorias alfabetiza????o, crian??as, experimenta????o, sustentabilidade e consci??ncia. As considera????es finais sobre as percep????es e representa????es docentes revelam que as crian??as alfabetizadas cientificamente na Educa????o Infantil, ao entrarem em contato com as quest??es ambientais, desenvolvem um comportamento mais sustent??vel. Propostas pedag??gicas que envolvem experimenta????es concretas e l??dicas despertam, nas crian??as, uma postura voltada para a preserva????o dos recursos naturais, do cuidado com a Terra e da conviv??ncia harmoniosa com outros seres vivos. Em suma, exprimem, na opini??o das docentes sujeitos da pesquisa de que resultou esta disserta????o, mais consci??ncia e responsabilidade para com a preserva????o do mundo, refletindo responsabilidade para com o futuro do planeta e das novas gera????es.

International audience; Facioscapulohumeral muscular dystrophy (FSHD) is characterized by incomplete penetrance and intra-familial clinical variability. The disease has been associated with the genetic and epigenetic features of the D4Z4 repetitive elements at 4q35. Recently, D4Z4 hypomethylation has been proposed as a reliable marker in the FSHD diagnosis. We exploited the Italian Registry for FSHD, in which FSHD families are classified using the Clinical Comprehensive Evaluation Form (CCEF). A total of 122 index cases showing a classical FSHD phenotype (CCEF, category A) and 110 relatives were selected to test with the receiver operating characteristic (ROC) curve, the diagnostic and predictive value of D4Z4 methylation. Moreover, we performed DNA methylation analysis in selected large families with reduced penetrance characterized by the co-presence of subjects carriers of one D4Z4 reduced allele with no signs of disease or presenting the classic FSHD clinical phenotype. We observed a wide variability in the D4Z4 methylation levels among index cases revealing no association with clinical manifestation or disease severity. By extending the analysis to family members, we revealed the low predictive value of D4Z4 methylation in detecting the affected condition. In view of the variability in D4Z4 methylation profiles observed in our large cohort, we conclude that D4Z4 methylation does not mirror the clinical expression of FSHD. We recommend that measurement of this epigenetic mark must be interpreted with caution in clinical practice.

Facioscapulohumeral muscular dystrophy (FSHD) is a myopathy with prevalence of 1 in 20,000. Almost all patients affected by FSHD carry deletions of an integral number of tandem 3.3 kilobase repeats, termed D4Z4, located on chromosome 4q35. Assessment of size of D4Z4 alleles is commonly used for FSHD diagnosis. However, the extended molecular testing has expanded the spectrum of clinical phenotypes. In particular, D4Z4 alleles with 9–10 repeat have been found in healthy individuals, in subjects with FSHD or affected by other myopathies. These findings weakened the strict relationship between observed phenotypes and their underlying genotypes, complicating the interpretation of molecular findings for diagnosis and genetic counseling. In light of the wide clinical variability detected in carriers of D4Z4 alleles with 9–10 repeats, we applied a standardized methodology, the Comprehensive Clinical Evaluation Form (CCEF), to describe and characterize the phenotype of 244 individuals carrying D4Z4 alleles with 9–10 repeats (134 index cases and 110 relatives). The study shows that 54.5% of index cases display a classical FSHD phenotype with typical facial and scapular muscle weakness, whereas 20.1% present incomplete phenotype with facial weakness or scapular girdle weakness, 6.7% display minor signs such as winged scapula or hyperCKemia, without functional motor impairment, and 18.7% of index cases show more complex phenotypes with atypical clinical features. Family studies revealed that 70.9% of relatives carrying 9–10 D4Z4 reduced alleles has no motor impairment, whereas a few relatives (10.0%) display a classical FSHD phenotype. Importantly all relatives of index cases with no FSHD phenotype were healthy carriers. These data establish the low penetrance of D4Z4 alleles with 9–10 repeats. We recommend the use of CCEF for the standardized clinical assessment integrated by family studies and further molecular investigation for appropriate diagnosis and genetic counseling. Especially in presence of atypical phenotypes and/or sporadic cases with all healthy relatives is not possible to perform conclusive diagnosis of FSHD, but all these cases need further studies for a proper diagnosis, to search novel causative genetic defects or investigate environmental factors or co-morbidities that may trigger the pathogenic process. These evidences are also fundamental for the stratification of patients eligible for clinical trials. Our work reinforces the value of large genotype–phenotype studies to define criteria for clinical practice and genetic counseling in rare diseases.

International audience; Among rare diseases caused by mutations in LMNA gene, Emery-Dreifuss Muscular Dystrophy type 2 and Limb-Girdle muscular Dystrophy 1B are characterized by muscle weakness and wasting, joint contractures, cardiomyopathy with conduction system disorders. Circulating biomarkers for these pathologies have not been identified. Here, we analyzed the secretome of a cohort of patients affected by these muscular laminopathies in the attempt to identify a common signature. Multiplex cytokine assay showed that transforming growth factor beta 2 (TGF β2) and interleukin 17 serum levels are consistently elevated in the vast majority of examined patients, while interleukin 6 and basic fibroblast growth factor are altered in subgroups of patients. Levels of TGF β2 are also increased in fibroblast and myoblast cultures established from patient biopsies as well as in serum from mice bearing the H222P Lmna mutation causing Emery-Dreifuss Muscular Dystrophy in humans. Both patient serum and fibroblast conditioned media activated a TGF β2-dependent fibrogenic program in normal human myoblasts and tenocytes and inhibited myoblast differentiation. Consistent with these results, a TGF β2 neutralizing antibody avoided fibrogenic marker activation and myogenesis impairment. Cell intrinsic TGF β2-dependent mechanisms were also determined in laminopathic cells, where TGF β2 activated AKT/mTOR phosphorylation. These data show that TGF β2 contributes to the pathogenesis of Emery-Dreifuss Muscular Dystrophy type 2 and Limb-Girdle muscular Dystrophy 1B and can be considered a potential biomarker of those diseases. Further, the evidence of TGF β2 pathogenetic effects in tenocytes provides the first mechanistic insight into occurrence of joint contractures in muscular laminopathies.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2019-06-12T18:54:44Z No. of bitstreams: 1 Andreia Bugui Asquino.pdf: 1161873 bytes, checksum: cd6cf97fa2684a7f12e7b42a7723ee33 (MD5) Made available in DSpace on 2019-06-12T18:54:45Z (GMT). No. of bitstreams: 1 Andreia Bugui Asquino.pdf: 1161873 bytes, checksum: cd6cf97fa2684a7f12e7b42a7723ee33 (MD5) Previous issue date: 2019-03-12 This dissertation contains considerations about literacy and your possible dialogues with the play in the early childhood education. Your content is the result of bibliographical research desenvolved by the following problematization: considering the importance of the writing in our society, how the school can by playful pedagogical practice promote the literacy with kids of four to five years old without schooling then prematurety? The research was desenvolved guided by the hypothesis of, in the school, the work with literacy in a playful perspective can be desenvolved along the early childhood education inasmuch as promote, naturally and enjoyably the familiarization with the system of alphabetical writing in the way that the children come to understand and use it with the resourcefulness along the practice of reading and writing, although even though dominate your particularities of working. The research objective demonstrate enabling the access of the children to literate culture by significant situations of reading and writing, especially strongly playful situations, awake the interest of the same in use this knowledge. Because, the process of literacy give not just in the literacy domain, but the reading of world at all, in the way that defend the literacy in this stage of desenvolviment, betwixt three to five years old, is defend the pleasure of the discoverings, the wish to know, the stimulus to curiosity and that the process of literacy explores the alphabetization, even it is a condition sine qua non for this to happen. An important result was the observation that don???t have agreement by the work with the reading and writing in the early childhood educations and too by the playful in this work. For some scholars, that would be one anticipation not properly of what need to do in the Primary School, pushing aside the interations and plays so important in this age range. This research walked on the direction of isn???t applicable in early childhood education of objective the alphabetization of the children. This, however, don???t mean the process of progressive approximation to the reading and writing can???t be initiated in this moment of the children. To this progressive approximation is named here, of literacy. Therefor more if this progressive aproximation it???s envolved in the typical playfulness of this moment of the human life. Esta disertaci??n contiene consideraciones acerca del letra / alfabetizaci??n y sus posibles di??logos con el jugar en la Educaci??n Infantil. Su contenido es el resultado de la investigaci??n bibliogr??fica desarrollada a partir de la siguiente problematizaci??n: considerando la importancia de la escritura en nuestra sociedad, como la escuela puede, por medio de pr??cticas pedag??gicas l??dicas, promover el letra / alfabetizaci??n con ni??os de 4 y 5 a??os sin escolarizar temprano? La investigaci??n fue desarrollada guiada por la hip??tesis de que, en la escuela, el trabajo con el letra y la alfabetizaci??n, en una perspectiva l??dica, puede ser desarrollado a lo largo de la Educaci??n Infantil desde que promueve, natural y con placer en la familiarizaci??n con el sistema de escritura alfab??tica de modo que el ni??o venga a comprenderlo ya usarlo con desarrollo durante las pr??cticas de lectura y escritura, aunque no domine sus particularidades de funcionamiento. La investigaci??n objetiv?? demostrar que, posibilitando el acceso de los ni??os a la cultura letrada por medio de situaciones significativas de lectura y escritura, especialmente situaciones fuertemente marcadas por el l??dico, se despierta el inter??s de las mismas en utilizar esos saberes. El proceso de letramento se da no s??lo en el campo de la alfabetizaci??n, sino de la lectura del mundo como un todo, de modo que defender el letramento en esa etapa de desarrollo, hacia los 3 a los 5 a??os, es defender el placer de los descubrimientos, el deseo por el saber, el incentivo a la curiosidad y de que el proceso de letramento extrapola la alfabetizaci??n, aunque sea condici??n sine qua non para que ocurra. Un resultado importante fue el de la constataci??n de que no hay entendimientos consensuados acerca del trabajo con la lectura y la escritura en la Educaci??n infantil y tambi??n sobre el l??dico en ese trabajo. Para algunos estudiosos, habr??a all??, una anticipaci??n no adecuada de lo que debe hacerse en la Ense??anza Fundamental, dejando para segundo plano las interacciones y bromas tan importantes en este grupo de edad. Esta investigaci??n camin?? en la direcci??n de que no es incluso apropriado, en la Educaci??n Infantil, que se coloque como objetivo la alfabetizaci??n de los ni??os. Esto, sin embargo, no significa que el proceso de aproximaci??n progresiva a la lectura ya la escritura, no pueda ser empezada en este momento de la vida infantil. A esa aproximaci??n progresiva es que se denomina, aqu??, de letramento. A??n m??s si esa aproximaci??n progresiva se da involucrado en la ludicidad propia de ese momento de la vida humana. Esta disserta????o cont??m considera????es a respeito do letramento/alfabetiza????o e seus poss??veis di??logos com o brincar na Educa????o Infantil. Seu conte??do ?? resultado de pesquisa bibliogr??fica desenvolvida a partir da seguinte problematiza????o: considerando a import??ncia da escrita em nossa sociedade, como a escola pode, por meio de pr??ticas pedag??gicas l??dicas, promover o letramento/alfabetiza????o com crian??as de 4 e 5 anos sem as escolarizar precocemente? A pesquisa foi desenvolvida guiada pela hip??tese de que, na escola, o trabalho com o letramento e alfabetiza????o, numa perspectiva l??dica, pode ser desenvolvido ao longo da Educa????o Infantil desde que promova, natural e prazerosamente, a familiariza????o com o sistema de escrita alfab??tica de modo que a crian??a venha a compreend??-lo e a us??-lo com desenvoltura durante as pr??ticas de leitura e escrita, mesmo que ainda n??o domine as suas particularidades de funcionamento. A pesquisa objetivou demonstrar que, possibilitando o acesso das crian??as ?? cultura letrada por meio de situa????es significativas de leitura e escrita, especialmente situa????es fortemente marcadas pelo l??dico, desperta-se o interesse das mesmas em utilizar esses saberes. Pois, o processo de letramento d??-se n??o apenas no campo da alfabetiza????o, mas da leitura de mundo como um todo, de modo que defender o letramento nessa etapa de desenvolvimento, por volta dos 3 aos 5 anos, ?? defender o prazer das descobertas, o desejo pelo saber, o incentivo ?? curiosidade e de que o processo de letramento extrapola a alfabetiza????o, embora seja condi????o sine qua non para que ocorra. Um resultado importante foi o da constata????o de que n??o h?? entendimentos consensuais a respeito do trabalho com a leitura e a escrita na Educa????o Infantil e tamb??m a respeito do l??dico nesse trabalho. Para alguns estudiosos, haveria a??, uma antecipa????o n??o adequada do que deve ser feito no Ensino Fundamental, deixando para segundo plano as intera????es e brincadeiras t??o importantes nesta faixa et??ria. Esta pesquisa caminhou na dire????o de que n??o ?? mesmo cab??vel, na Educa????o Infantil, que se coloque como objetivo a alfabetiza????o das crian??as. Isso, por??m, n??o significa que o processo de aproxima????o progressiva ?? leitura e ?? escrita, n??o possa ser iniciado neste momento da vida infantil. A essa aproxima????o progressiva ?? que se denomina, aqui, de letramento. Ainda mais se essa aproxima????o progressiva se d?? envolvida na ludicidade pr??pria desse momento da vida humana.

Muscle pain may be part of many neuromuscular disorders including myopathies, peripheral neuropathies and lower motor neuron diseases. Although it has been reported also in mitochondrial diseases (MD), no extensive studies in this group of diseases have been performed so far. We reviewed clinical data from 1398 patients affected with mitochondrial diseases listed in the database of the "Nation-wide Italian Collaborative Network of Mitochondrial Diseases", to assess muscle pain and its features. Muscle pain was present in 164 patients (11.7%). It was commonly observed in subjects with chronic progressive external ophthalmoplegia (cPEO) and with primary myopathy without cPEO, but also-although less frequently-in multisystem phenotypes such as MELAS, MERFF, Kearns Sayre syndrome, NARP, MNGIE and Leigh syndrome. Patients mainly complain of diffuse exercise-related muscle pain, but focal/multifocal and at rest myalgia were often also reported. Muscle pain was more commonly detected in patients with mitochondrial DNA mutations (67.8%) than with nuclear DNA changes (32.2%). Only 34% of the patients showed a good response to drug therapy. Interestingly, patients with nuclear DNA mutations tend to have a better therapeutic response than patients with mtDNA mutations. Muscle pain is present in a significant number of patients with MD, being one of the most common symptoms. Although patients with a myopathic phenotype are more prone to develop muscle pain, this is also observed in patients with a multi system involvement, representing an important and disabling symptom having poor response to current therapy.

Laminopathies are a wide and heterogeneous group of rare human diseases caused by mutations of the LMNA gene or related nuclear envelope genes. The variety of clinical phenotypes and the wide spectrum of histopathological changes among patients carrying an identical mutation in the LMNA gene make the prognostic process rather difficult, and classical genetic screens appear to have limited predictive value for disease development. The aim of this study was to evaluate whether a comprehensive profile of circulating cytokines may be a useful tool to differentiate and stratify disease subgroups, support clinical follow-ups and contribute to new therapeutic approaches. Serum levels of 51 pro- and anti-inflammatory molecules, including cytokines, chemokines and growth factors, were quantified by a Luminex multiple immune-assay in 53 patients with muscular laminopathy (Musc-LMNA), 10 with non-muscular laminopathy, 22 with other muscular disorders and in 35 healthy controls. Interleukin-17 (IL-17), granulocyte colony-stimulating factor (G-CSF) and transforming growth factor beta (TGF-&beta, 2) levels significantly discriminated Musc-LMNA from controls, interleukin-1&beta, (IL-1&beta, ), interleukin-4 (IL-4) and interleukin-8 (IL-8) were differentially expressed in Musc-LMNA patients compared to those with non-muscular laminopathies, whereas IL-17 was significantly higher in Musc-LMNA patients with muscular and cardiac involvement. These findings support the hypothesis of a key role of the immune system in Musc-LMNA and emphasize the potential use of cytokines as biomarkers for these disorders.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2019-03-18T18:47:02Z No. of bitstreams: 1 Claudia Zagatto Fernandez.pdf: 2863033 bytes, checksum: 5892c8495d295a32e8d4033e03cdb935 (MD5) Made available in DSpace on 2019-03-18T18:47:02Z (GMT). No. of bitstreams: 1 Claudia Zagatto Fernandez.pdf: 2863033 bytes, checksum: 5892c8495d295a32e8d4033e03cdb935 (MD5) Previous issue date: 2018-11-21 This research has the purpose of studying the theatrical games experienced in classroom. The theatrical games are artistic processes that can become educational by targeting critical and participatory subjects allowing their learning of the school content. We seek to answer the following questions: Can the pedagogy of the experienced question of the theatrical games practice in the classroom contribute to the learners' learning? Do theatrical games allow a better relationship between learners? Does the intervention of the theatrical plays contribute to the teacher's learning? We start up from the idea that the practice of theatrical games in the classroom allows the development of learning, as facilitates a better relationship between learners and qualifies the pedagogical practice as it is the playful complementation belonging to the human being. As a general objective, we seek to analyze whether the pedagogical practice with theatrical games help the learner's learning (living, getting along, knowing oneself, knowing the other, relating to oneself and others). As specific objectives, we highlight the following: to verify if the practice of theatrical games allows the students' learning, to analyze if there were and what were the contributions for personal and interpersonal relationship in classroom with the theatrical games and to identify if the practice of such games contributed to the teacher's learning. The study aimed to establish a dialogue about the importance of the practice of the theatrical Ggames in public school concerning the cognitive and affective development of the students, making possible their politicized citizen formation. The theoretical methodology used was the teaching of theater Theatrical Games, of Viola Spolin, Theater of the Oppressed, by Augusto Boal, and Pedagogy of the Oppressed, by Paulo Freire. The study group was a municipal public school located in the eastern part of S??o Paulo (SP). The subjects of the study are 30 (thirty) students enrolled in the 5th grade of the interdisciplinary cycle. The mapping of the interactions in the classroom from the theatrical games was based on the proposal collaborative research-critical action defended by Michel Thiollent (2011). The research was based on the following authors: Boal (1991, 2002, 2012), Spolin (2001, 2010, 2015), Freire (1987, 2000). The results observed during this research indicated that theatrical experiences have enabled the learners to transform themselves into citizens who are more aware of the changes they can make in their world, to act in society and face their challenges with more confidence in their own abilities. Este relevamiento tiene por objeto de estudio los juegos teatrales vivenciados en el aula. Los juegos teatrales son procesos art??sticos que pueden llegar a ser educacionales anhelando individuos cr??ticos y participativos favoreciendo sus aprendizajes articulados al contenido escolar. Buscamos contestar las siguientes preguntas: ??La pedagog??a de la pregunta experimentada con la pr??ctica de los juegos teatrales en el aula, puede contribuir con los aprendizajes de los educandos? ??Los juegos teatrales posibilitan una mejor relaci??n entre los educandos? ??La intervenci??n de los juegos teatrales contribuy?? con el aprendizaje del docente? Partimos de la idea de que la pr??ctica de los juegos teatrales en el aula favorece el desarrollo del aprendizaje, as?? como viabiliza una mejor relaci??n entre los educandos y califica la pr??ctica pedag??gica del docente por tratarse de la complementaci??n l??dica perteneciente al ser humano. Como objetivo general buscamos analizar si la pr??ctica pedag??gica alineada al juego teatral favorece el aprendizaje del educando (vivir, convivir, conocer a si mismo, conocer a los dem??s, relacionarse consigo mismo y con el otro). Como objetivos espec??ficos, elencamos los siguientes: verificar si la pr??ctica de los juegos teatrales favoreci?? con el aprendizaje de los educandos, analizar si hubo y cu??les fueron las contribuciones en las relaciones personales e interpersonales en el aula con los juegos teatrales e identificar si la pr??ctica con estos juegos contribuy?? con el aprendizaje del docente. El relevamiento pretendi?? establecer un di??logo sobre la importancia de la pr??ctica de los juegos teatrales en la escuela p??blica concerniente al desarrollo cognitivo y afectivo de los educandos viabilizando su formaci??n ciudadana politizada. Se utiliz?? como referencial te??rico la metodolog??a de ense??anza de teatro Juegos Teatrales, de Viola Spolin, Teatro del Oprimido, de Augusto Boal, y Pedagog??a del Oprimido, de Paulo Freire. El universo de la investigaci??n fue una escuela p??blica municipal ubicada en la zona este de la ciudad de S??o Paulo (SP). Los individuos de la investigaci??n fueron 30 (treinta) educandos matriculados en el 5?? grado del ciclo interdisciplinario. El mapeo de las interacciones en el aula a partir de los juegos teatrales se bas?? en la propuesta de investigaci??n-acci??n cr??tica colaborativa defendida por Michel Thiollent (2011). El relevamiento se fundament?? en los siguientes autores: Boal (1991, 2002, 2012), Spolin (2001, 2010, 2015), Freire (1987, 2000). Los resultados observados en este relevamiento indican que las vivencias teatrales posibilitaron transformaciones en ciudadanos m??s conscientes de los cambios que pueden realizar en su mundo, para actuar en la sociedad y sus desaf??os, con m??s confianza en sus capacidades. Esta pesquisa possui por objeto de estudo os jogos teatrais vivenciados em sala de aula. Os jogos teatrais s??o processos art??sticos que podem tornar-se educacionais almejando sujeitos cr??ticos e participativos favorecendo suas aprendizagens articuladas ao conte??do escolar. Buscamos responder as seguintes perguntas: A pedagogia da pergunta experimentada com a pr??tica dos jogos teatrais em sala de aula, pode contribuir com as aprendizagens dos educandos? Os jogos teatrais possibilitam uma melhor rela????o entre os educandos? A interven????o dos jogos teatrais contribuiu com o aprendizado do docente? Partimos da premissa de que a pr??tica dos jogos teatrais em sala de aula favorece o desenvolvimento da aprendizagem, assim como viabiliza uma melhor rela????o entre os educandos e qualifica a pr??tica pedag??gica do docente por tratar-se da complementa????o l??dica pertencente ao ser humano. Como objetivo geral buscamos analisar se a pr??tica pedag??gica com o jogo teatral favorece as aprendizagens do educando (viver, conviver, conhecer a si mesmo, conhecer ao outro, relacionar-se consigo mesmo e com o outro). Como objetivos espec??ficos, elencamos os seguintes: verificar se a pr??tica dos jogos teatrais favoreceu as aprendizagens dos educandos; analisar se houve e quais foram as contribui????es nas rela????es pessoais e interpessoais em sala de aula com os jogos teatrais; e identificar se a pr??tica com tais jogos contribuiu com o aprendizado do docente. Utilizou-se como referencial te??rico a metodologia do ensino de teatro Jogos Teatrais, de Viola Spolin, Teatro do Oprimido, de Augusto Boal, e Pedagogia do Oprimido, de Paulo Freire. O universo da pesquisa foi uma escola p??blica municipal localizada na zona leste da cidade de S??o Paulo (SP). Os sujeitos da pesquisa s??o 30 (trinta) educandos matriculados no 5?? ano do ciclo interdisciplinar. O mapeamento das intera????es em sala de aula a partir dos jogos teatrais foi baseado na proposta pesquisa-a????o cr??tica colaborativa defendida por Michel Thiollent (2011). A pesquisa se fundamentou nos seguintes autores: Boal (1991, 2002, 2012), Spolin (2001, 2010, 2015), Freire (1987, 2000). Os resultados observados durante este estudo indicam que as viv??ncias teatrais possibilitaram suas transforma????es em cidad??os mais conscientes das mudan??as que podem realizar em seu mundo, para atuar na sociedade e seus desafios, com mais confian??a em suas capacidades.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2018-09-26T17:52:42Z No. of bitstreams: 1 Amanda Sousa Batista do Nascimento.pdf: 2951917 bytes, checksum: d48effd7dd842e400d15769f527dc13f (MD5) Made available in DSpace on 2018-09-26T17:52:43Z (GMT). No. of bitstreams: 1 Amanda Sousa Batista do Nascimento.pdf: 2951917 bytes, checksum: d48effd7dd842e400d15769f527dc13f (MD5) Previous issue date: 2018-03-20 The object of study of this dissertation lies in the broad context of Inclusive Public Educational Policies. Specifically, this research studies the implementation process of the National Policy on Special Education in the perspective of Inclusive Education, established in 2008 by the federal government in the Santo Andre municipal education network. The research problem that we formulated and guided our research aimed to know how the process of implementing this policy has been in the perspective of teachers and pedagogical assistants in the Municipal Schools of Early Childhood and Elementary Education (EMEIEF). The objectives of the research are to analyze the implementation process of the National Policy of Special Education in the perspective of Inclusive Education in two schools of the municipal network of Santo Andr?? through the statements of teachers and pedagogical assistants, mapping possible practices as well as the obstacles found in the implementation of the policy. The methodological procedure consisted in reviewing the literature on the implementation of inclusive educational policies, in the analysis of both national and foreign documents on the subject and in a set of semi-structured interviews with teachers and pedagogical assistants of the two School Units of the Network. The broader context of the research was based on the policy cycle approach (BALL, 2011, VIDOVICH, 2002 and MAINARDES, 2006) and the analysis of interviews was based on discourse analysis (ORLANDI, 2009). The results of the research allow us to affirm that inclusive educational policies at the municipal level have been strengthened in view of the vanguardism of this educational network in the formulation of inclusive policies, through the support of national and international documents, with an apex in adherence to the National Education Policy Special Report on the Inclusive Education Perspective (2008). However, they also showed negative aspects during the implementation process, such the influence of political-party changes in municipal management, which modify the guidelines of inclusive policies. El objeto de estudio de esta disertaci??n se sit??a en el contexto amplio de las Pol??ticas P??blicas Educativas Inclusivas. En concreto, esta investigaci??n estudia el proceso de implementaci??n, en la red municipal de ense??anza de Santo Andr??, de la Pol??tica Nacional de Educaci??n Especial en la Perspectiva de la Educaci??n Inclusiva, instituida en 2008 por el gobierno federal. El problema de investigaci??n que formulamos y que orient?? nuestra investigaci??n vis?? saber c??mo ha sido en la perspectiva de profesores y asistentes pedag??gicos el proceso de implementaci??n de esa pol??tica en las Escuelas Municipales de Educaci??n Infantil y Ense??anza Fundamental (EMEIEF). Los objetivos de la investigaci??n son analizar el proceso de implementaci??n de la Pol??tica Nacional de Educaci??n Especial en la Perspectiva de la Educaci??n Inclusiva en dos escuelas de la red municipal de Santo Andr?? por medio de las palabras de las profesoras y asistentes pedag??gicos, mapear las pr??cticas posibles as?? como los obst??culos encontrados en aplicaci??n de la pol??tica. El procedimiento metodol??gico consisti?? en la revisi??n de literatura acerca de la implementaci??n de pol??ticas educativas inclusivas, en el an??lisis de documentos tanto nacional como extranjera sobre el tema y, en un conjunto de entrevistas semiestructuradas realizadas con profesores y asistentes pedag??gicos de las dos Unidades Escolares de la Red. El contexto m??s amplio de la investigaci??n fue fundamentado en el abordaje del ciclo de pol??ticas (BALL, 2011, VIDOVICH, 2002, y MAINARDES, 2006) y el an??lisis de las entrevistas fue fundamentado en el an??lisis de discurso (ORLANDI, 2009). Los resultados de la investigaci??n permiten afirmar que las pol??ticas educativas inclusivas en ??mbito municipal se fortalecieron, teniendo en vista el vanguardismo de esta red de ense??anza en la formulaci??n de pol??ticas inclusivas, mediante el respaldo de documentos nacionales e internacionales, con ??pice en la adhesi??n a la Pol??tica Nacional de Educaci??n Especial en la Perspectiva de la Educaci??n Inclusiva (2008). Sin embargo, tambi??n evidenciaron aspectos negativos en el transcurso del proceso de implementaci??n, como la influencia de los cambios pol??tico-partidarios en las gestiones municipales, que modifican los encaminamientos de las pol??ticas inclusivas. O objeto de estudo dessa disserta????o situa-se no contexto amplo das Pol??ticas P??blicas Educacionais Inclusivas. Especificamente, essa pesquisa estuda o processo de implementa????o, na rede municipal de ensino de Santo Andr??, da Pol??tica Nacional de Educa????o Especial na Perspectiva da Educa????o Inclusiva, institu??da, em 2008, pelo governo federal. O problema de pesquisa que formulamos e que orientou nossa investiga????o visou saber como tem sido, na perspectiva de professores e assistentes pedag??gicos, o processo de implementa????o dessa pol??tica nas Escolas Municipais de Educa????o Infantil e Ensino Fundamental (EMEIEF). Os objetivos da pesquisa s??o analisar o processo de implementa????o da Pol??tica Nacional de Educa????o Especial na Perspectiva da Educa????o Inclusiva em duas escolas da rede municipal de Santo Andr?? por meio das falas das professoras e assistentes pedag??gicos, mapear as pr??ticas poss??veis, bem como os obst??culos encontrados na implementa????o da pol??tica. O procedimento metodol??gico consistiu na revis??o de literatura acerca da implementa????o de pol??ticas educacionais inclusivas, na an??lise de documentos tanto nacionais como estrangeiros sobre o tema e em um conjunto de entrevistas semiestruturadas realizadas com professores e assistentes pedag??gicos das duas Unidades Escolares da Rede. O contexto mais amplo da pesquisa foi fundamentado na abordagem do ciclo de pol??ticas (BALL, 2011; VIDOVICH, 2002; e MAINARDES, 2006) e a an??lise das entrevistas foi fundamentada na an??lise de discurso (ORLANDI, 2009). Os resultados da pesquisa permitem afirmar que as pol??ticas educacionais inclusivas em ??mbito municipal se fortaleceram, tendo em vista o vanguardismo desta rede de ensino na formula????o de pol??ticas inclusivas, mediante o respaldo de documentos nacionais e internacionais, com ??pice na ades??o ?? Pol??tica Nacional de Educa????o Especial na Perspectiva da Educa????o Inclusiva (2008). Contudo, tamb??m evidenciaram como aspectos negativos a influ??ncia das mudan??as pol??tico-partid??rias.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2018-08-09T19:51:16Z No. of bitstreams: 1 Daniel Carlos Estevao.pdf: 3492073 bytes, checksum: 9ade278ad49da4d78a02612707a47fa8 (MD5) Made available in DSpace on 2018-08-09T19:51:16Z (GMT). No. of bitstreams: 1 Daniel Carlos Estevao.pdf: 3492073 bytes, checksum: 9ade278ad49da4d78a02612707a47fa8 (MD5) Previous issue date: 2018-02-26 This research is about the implementation process of the integral education project in the School of Comprehensive Education Professor Zeferino Vaz, belonging to the Municipal Teaching Network of Campinas, a city located in the interior of the State of S??o Paulo, in the period from 2011 to 2017, which from 2014, as Pilot School, started working full time. To do so, it is proposed: After three years of implementation, have the estabilished objectives in the pilot project been successful? Therefore, this research has the general objective of analyzing the implementation and development of the aforementioned project, with a view to understanding, to what extent, the same one fulfills its greater intent, namely: allowing its students to be able to remain for a while higher in the school and with their fully development. Its specific objectives are to analyze its implementation, focusing on the reorganization of spaces and times; to analyze the relationship between what was proposed in the pilot project and what has been done in the school, and finally, to contribute to the movement and the discussion about integral education in Brazil, especially in Campinas city. In order to meet the objectives we set to ourselves, we use as information gathering procedures: the communicative report and the communicative discussion group, strategies of the Critical Communicative Methodology, questionnaires, reading and analysis of official documents of the Municipal Education Secretariat on the Educational Proposal of integral education schools in Campinas city; documents from the Ministry of Education and Culture and the school being researched, such as the Pedagogical Project, planning and minutes of meetings, as well as the field research, which once gave voice to those involved in the proposal construction process, namely the students and their caregivers, teachers and managers of the educational unit. The main theoretical references used were CAVALIERE (2002, 2007); COELHO (1997, 2004, 2014); FREIRE (1959, 1996); MOLL (2012); RIBEIRO (1985, 1990, 2015) and TEIXEIRA (1959, 2007). The study of this case, showed us that the EEI Prof. Zeferino Vaz, still has important limitations regarding the fulfillment of the project objectives, given the difficulties that have arisen in the implementation of the project and the unfavorable conditions since then. However, it has sought, in a joint effort, ways that lead it to the objectives. Esta investigaci??n versa sobre el proceso de implantaci??n, en el per??odo del a??o 2011 al a??o 2017, del proyecto de educaci??n integral en la Escuela de Educaci??n Integral Profesor Zeferino Vaz, perteneciente a la Red Municipal de Ense??anza de Campinas, ciudad situada en el interior del Estado de S??o Paulo, que a partir de 2014, en la condici??n de Escuela Piloto, pas?? a funcionar a tiempo completo. Para ello, se problematiza: Pasados tres a??os de implantaci??n, los objetivos establecidos en el proyecto piloto est??n alcanzando ??xito? Por lo tanto, esta investigaci??n, tiene por objetivo general analizar la implantaci??n y el desarrollo del referido proyecto, con miras a comprender, en qu?? medida, el mismo atiende a su intento mayor, sea cual sea: permitir que sus alumnos tengan condiciones de permanecer un tiempo mayor en la escuela y con ello desarrollarse ??ntegramente. Tiene como objetivos espec??ficos, analizar su implantaci??n, teniendo como foco la reorganizaci??n de los espacios y tiempos; analizar la relaci??n entre lo propuesto en el proyecto piloto y lo que viene siendo realizado en la escuela y finalmente contribuir con el movimiento y la discusi??n sobre la educaci??n integral en Brasil, en especial en el municipio de Campinas. Para atender a los objetivos a que nos propusimos, utilizamos como procedimientos de recolecci??n de informaciones: el relato comunicativo y el grupo de discusi??n comunicativo, estrategias de la Metodolog??a Comunicativa Cr??tica, cuestionarios, lectura y an??lisis de documentos oficiales de la Secretar??a Municipal de Ense??anza sobre la Propuesta Educativa de las escuelas de educaci??n integral en el municipio de Campinas; los documentos oficiales del Ministerio de Educaci??n y Cultura y de la escuela investigada, tales como el Proyecto Pedag??gico, planificaciones y actas de reuniones, as?? como la investigaci??n de campo, que dio lugar y voz a los involucrados en el proceso de construcci??n de la propuesta, a saber, alumnos y sus responsables, los profesores y los gestores de la unidad educativa. Los principales referenciales te??ricos utilizados fueron CAVALIERE (2002, 2007); COELHO (1997, 2004, 2014); FREIRE (1959, 1996); MOLL (2012); RIBEIRO (1985, 1990, 2015) y TEIXEIRA (1959, 2007). El estudio de este caso nos mostr?? que la EEI Prof. Zeferino Vaz todav??a presenta limitaciones importantes en lo que se refiere a la atenci??n de los objetivos del proyecto, dadas a las dificultades que se presentaron en la implantaci??n del mismo ya las condiciones poco favorables desde entonces, sin embargo, viene buscando, en un esfuerzo conjunto, caminos que la lleven al pleno cumplimiento de los objetivos establecidos. Palabras claves: Educaci??n Integral. Escuela de Educaci??n Integral. Formaci??n Integral. Essa pesquisa versa sobre o processo de implanta????o, no per??odo do ano 2011 ao ano de 2017, do projeto de educa????o integral na Escola de Educa????o Integral Professor Zeferino Vaz pertencente ?? Rede Municipal de Ensino de Campinas, cidade situada no interior do Estado de S??o Paulo, que a partir de 2014, na condi????o de Escola Piloto passou a funcionar em tempo integral. Para tanto, problematiza-se: Passados tr??s anos de implanta????o, os objetivos estabelecidos no projeto piloto est??o alcan??ando ??xito? Sendo assim, esta pesquisa tem por objetivo geral analisar a implanta????o e o desenvolvimento do referido projeto, com vistas a compreender, em que medida o mesmo atende o seu intento maior, qual seja: permitir que seus alunos tenham condi????es de permanecer um tempo maior na escola e com isso se desenvolverem integralmente. Tem como objetivos espec??ficos analisar sua implanta????o, tendo por foco a reorganiza????o dos espa??os e tempos; analisar a rela????o entre o que foi proposto no projeto piloto e o que vem sendo realizado na escola e finalmente, contribuir com o movimento e a discuss??o sobre a educa????o integral no Brasil, em especial no munic??pio de Campinas. Para atender aos objetivos a que nos propusemos, utilizamos como procedimentos de coleta de informa????es: o relato comunicativo e o grupo de discuss??o comunicativo, estrat??gias da Metodologia Comunicativa Cr??tica, question??rios, leitura e an??lise de documentos oficiais da Secretaria Municipal de Ensino sobre a Proposta Educacional das escolas de educa????o integral no munic??pio de Campinas, documentos oficiais do Minist??rio da Educa????o e Cultura e da escola pesquisada, tais como o Projeto Pedag??gico, planejamentos e atas de reuni??es, bem como a pesquisa de campo, que deu vez e voz aos envolvidos no processo de constru????o da proposta, a saber, os alunos e seus respons??veis, os professores e os gestores da unidade educacional. Os principais referenciais te??ricos utilizados foram CAVALIERE (2002, 2007); COELHO (1997, 2004, 2014); FREIRE (1959, 1996); MOLL (2012); RIBEIRO (1985, 1990, 2015) e TEIXEIRA (1959, 2007). O estudo deste caso nos mostrou que a EEI Prof. Zeferino Vaz ainda apresenta limita????es importantes no que diz respeito ao atendimento dos objetivos do projeto, dadas ??s dificuldades que se apresentaram na implanta????o do mesmo e ??s condi????es pouco favor??veis desde ent??o, por??m, vem buscando, num esfor??o conjunto, caminhos que a levem ao pleno cumprimento dos objetivos estabelecidos.

Progressive external ophthalmoplegia (PEO), Kearns–Sayre syndrome (KSS) and Pearson syndrome are the three sporadic clinical syndromes classically associated with single large-scale deletions of mitochondrial DNA (mtDNA). PEO plus is a term frequently utilized in the clinical setting to identify patients with PEO and some degree of multisystem involvement, but a precise definition is not available. The purpose of the present study is to better define the clinical phenotypes associated with a single mtDNA deletion, by a retrospective study on a large cohort of 228 patients from the database of the “Nation-wide Italian Collaborative Network of Mitochondrial Diseases”. In our database, single deletions account for about a third of all patients with mtDNA-related disease, more than previously recognized. We elaborated new criteria for the definition of PEO and “KSS spectrum” (a category of which classic KSS represents the most severe extreme). The criteria for “KSS spectrum” include the resulting multisystem clinical features associated with the KSS features, and which therefore can predict their presence or subsequent development. With the new criteria, we were able to classify nearly all our single-deletion patients: 64.5% PEO, 31.6% KSS spectrum (including classic KSS 6.6%) and 2.6% Pearson syndrome. The deletion length was greater in KSS spectrum than in PEO, whereas heteroplasmy was inversely related with age at onset. We believe that the new phenotype definitions implemented here may contribute to a more homogeneous patient categorization, which will be useful in future cohort studies of natural history and clinical trials. © 2015, Springer-Verlag Berlin Heidelberg.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-08-24T13:35:42Z No. of bitstreams: 1 Maria Jose Poloni.pdf: 3043268 bytes, checksum: e439001b2c5efbafeee93ee20f6e8649 (MD5) Made available in DSpace on 2017-08-24T13:35:43Z (GMT). No. of bitstreams: 1 Maria Jose Poloni.pdf: 3043268 bytes, checksum: e439001b2c5efbafeee93ee20f6e8649 (MD5) Previous issue date: 2017-06-05 The right to education appears in legal texts, especially in the Federal Constitution of Brazil of 1988, in the Statute of the Child and Adolescent (ECA), of 1990, and in the Law of Directives and Bases of National Education (LDB) of 1996. However, there is still a meaningful number of children, adolescents and young people, totally or partially excluded from the formal education system. This fact becomes more evident in early childhood education; within the age group from zero to three years old, that is, in kindergarten. Considering that early childhood education is the first stage of basic education, which, besides being a social right, is a universal right, a duty of the State and the family, this thesis has the objective of analyzing and understanding the reasons for the mismatch between legal texts and the reality in childhood education. Particularly in the context of kindergarten, in the Mau?? district, leading to the judicialization of education at this stage. The scope of this research comprises, in the bibliographic context, research and study on the theme of education as a right, the main official texts on the legislation of the subject, and, empirically, data and information collected in a municipal school of early child education. It considers the discourse of the different agents involved in this reality (mothers of children at day-care centers, teachers and school administrators) as well as data obtained at the Municipal Department of Education regarding registration and legal actions, filed by parents, to obtain a vacancy in the day-care center. The theoretical reference of this research is based on authors who have developed studies focused on the right to education and its viability, thinkers who identified with the emancipating approaches to education, among them Paulo Freire and scholars of child education, specifically of early child education. This research develops from quantitative and qualitative approaches, operating with both official data (Municipal Secretary of Education, Federal Government and Public Ministry) as well as information from protagonists of the school reality. According to the data analysis obtained so far, it is quite clear that, since LDB / 96, when early childhood education was included in the basic system, this stage of education gained greater visibility and became the target of public policies. However, there is still not enough amount of schools to care for children between zero and three years of age. Thus, as well as the legal text, which states that education is a universal right, a real text, noticed by a movement of the organization of society, through a claim with the public institutions, is being developed those who have had their rights historically denied. El derecho a la educaci??n est?? presente en textos legales, en particular, en la Constituci??n Federal de Brasil de 1988, en el Estatuto del Ni??o y del Adolescente (ECA), de 1990, y en la Ley de Directrices y Bases de la Educaci??n Nacional (LDB) 1996. Sin embargo, todav??a hay un significativo n??mero de ni??os, adolescentes y j??venes, excluidos total o parcialmente del sistema educativo formal. Este hecho se vuelve m??s evidente en la educaci??n primaria, en el grupo et??rio compreendido entre cero y tres a??os de edad, es decir, en la eduacaci??n inicial. Considerando que esta fase es la primera de la educaci??n b??sica, que, adem??s de ser un derecho social, es un derecho de todos, deber del Estado y de la familia, esta tesis tiene como objeto de estudio el an??lisis y comprensi??n de las razones de los desencuentros entre el texto legal y la realidad de la educaci??n inicial. Particularmente en el contexto de la educaci??n inicial, en el municipio de Mau??, llevando a la judicializaci??n en esa etapa de la educaci??n. El universo de esta investigaci??n comprende, en el ??mbito bibliogr??fico, estudios sobre la tem??tica del derecho a la educaci??n y los principales textos oficiales respecto a la legislaci??n del tema, y, en el ??mbito emp??rico, datos e informaciones recogidas en una escuela municipal de educaci??n inicial, considerando los discursos de los diferentes agentes involucrados en esa realidad (madres de los ni??os de la guarder??a, profesoras y gestor escolar), adem??s de datos obtenidos en la Secretar??a Municipal de Educaci??n referentes a la matr??cula y acciones judiciales, realizadas por padres y madres, para obtener una vacante en la guarder??a. El marco te??rico de esta investigaci??n se basa en autores que desarrollaron estudios centrados en el derecho a la educaci??n y su viabilidad, pensadores identificados con los enfoques emancipadores de la educaci??n, entre los cuales est??n Paulo Freire y otros estudiosos de la educaci??n inicial en especial. Esta investigaci??n se desarrolla a partir de enfoques cuantitativos y cualitativos, bas??ndose tanto datos oficiales (Secretar??a Municipal de Educaci??n, Gobierno Federal y Ministerio P??blico) como en informaciones de los actores y protagonistas de la realidad escolar. A partir del an??lisis de los datos obtenidos hasta ahora, queda evidente que, a partir de la LDB / 96, cuando aconteci?? la inclusi??n de la educaci??n inicial en la educaci??n primaria, esta fase gan?? mayor visibilidad y se convirti?? en objeto de pol??ticas p??blicas; Sin embargo, todav??a es insuficiente el n??mero de escuelas y guarder??as, para la atenci??n de ni??os de entre cero y tres a??os de edad. As??, paralelamente al texto legal, que afirma que la educaci??n es un derecho de todos, un texto real, notado por un movimiento de organizaci??n de la sociedad, a trav??s de la reivindicaci??n de los poderes p??blicos, est?? siendo desarrollado por aquellos que han tenido sus derechos hist??ricamente negados. O direito ?? educa????o est?? presente nos textos legais, em especial, na Constitui????o Federal do Brasil de 1988, no Estatuto da Crian??a e do Adolescente (ECA), de 1990, e na Lei de Diretrizes e Bases da Educa????o Nacional (LDB), de 1996. No entanto, ainda h?? um significativo n??mero de crian??as, adolescentes e jovens, exclu??dos, total ou parcialmente da educa????o formal. Esse fato se torna mais presente na educa????o infantil, na faixa et??ria de zero a tr??s anos de idade, isto ??, na creche. Considerando que a educa????o infantil ?? a primeira etapa da educa????o b??sica, que, al??m de ser um direito social, ?? um direito de todos, dever do Estado e da fam??lia, esta tese tem como objeto de estudo a an??lise e compreens??o das raz??es do descompasso entre o texto legal e a realidade, na educa????o infantil, particularmente no contexto da creche, no munic??pio de Mau??, situa????o que contribui para a judicializa????o da educa????o nessa etapa da educa????o. O universo desta pesquisa compreende, no ??mbito bibliogr??fico, estudos sobre a tem??tica do direito ?? educa????o e os principais textos oficiais sobre a legisla????o do tema, e, no ??mbito emp??rico, dados e informa????es colhidas em uma escola municipal de educa????o infantil, considerando os discursos dos diferentes agentes envolvidos nessa realidade (m??es das crian??as da creche, professoras e gestor escolar) e dados obtidos na Secretaria Municipal de Educa????o referentes ?? matr??cula e a????es judiciais, impetradas por pais e m??es, para obten????o de uma vaga na creche. O referencial te??rico desta pesquisa aporta-se em autores que desenvolveram estudos centrados no direito ?? educa????o e sua exequibilidade, pensadores identificados com as abordagens emancipadoras da educa????o, dentre os quais Paulo Freire, e estudiosos da educa????o infantil, em especial, da educa????o em creches. Esta pesquisa desenvolve-se a partir de abordagens quantitativas e qualitativas, operando tanto com dados oficiais (Secretaria Municipal de Educa????o, Governo Federal e Minist??rio P??blico) quanto com informa????es dos diversos protagonistas da realidade escolar. As an??lises dos dados desta tese revelaram que, a partir da LDB/96, quando da inclus??o da educa????o infantil na educa????o b??sica, esta etapa de educa????o ganhou maior visibilidade e se tornou objeto de pol??ticas p??blicas; contudo, ainda ?? insuficiente o n??mero de escolas e creches, para atendimento de crian??as de zero a tr??s anos de idade. Assim, paralelo ao texto legal, que afirma que a educa????o ?? direito de todos, um texto real, notado por um movimento de organiza????o da sociedade, via reivindica????o junto aos poderes p??blicos, est?? sendo constru??do por aqueles que t??m seu direito historicamente negado.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-07-12T17:54:05Z No. of bitstreams: 1 Telma Cezar Martins.pdf: 4412550 bytes, checksum: 268807a698397f79d160f8a1ba7baf49 (MD5) Made available in DSpace on 2017-07-12T17:54:05Z (GMT). No. of bitstreams: 1 Telma Cezar Martins.pdf: 4412550 bytes, checksum: 268807a698397f79d160f8a1ba7baf49 (MD5) Previous issue date: 2017-05-09 This PhD dissertation analyses the influence of the whitening process on pedagogical practices in the context of early childhood education, especially in the environment of kindergartens. It aims to support both the understanding and the raise of awareness concerning the effects of whitening upon the development of the identity of children between 0 and 3 years old, especially when it comes to black children. Although the Law 10.639/03 had substantially fostered the inclusion of ethno-racial education in the different fields of education, the reproduction of whitening in kindergartens is still considerably frequent. Remarking that such reality affects society in general, among other kinds of harms whitening reinforces prejudice, discrimination, stigmatization and, as consequence, racism itself, and negatively influences the development of both the identity and self-esteem of black children. Taking into account the premises worked by critical authors from different areas of social studies, the theoretical grounding of this research is composed by those thinkers who, while questioning a Western society marked by the imposition of Eurocentric and US-centric hegemonic values, also demonstrate how education reproduces the same values. Alongside a critical dialogue with the relevant literature, whitening is examined in this research based on two empirical realities. For this purpose, the methodological tools employed during the fieldwork were ethnographic observation, interviews with the management team, and focal groups performed with the teaching staff of two municipal kindergartens in Santo Andr??/SP as well with coordinators from the Educational Service of Santo Andr?? city???s Municipal Department of Education. The analysis of the data validated the hypothesis that the whitening process is still hegemonic in the educational practices in kindergartens despite the mandatory presence of ethno-racial education in those places, which is assured by the Law 10.639/03. In regard to education policies, this situation reinforces the need of qualifying the teaching and administrative staff of educational unities, which will produce spaces for fostering the discussion around the problems concerning the phenomenon of whitening and its many causes and consequences. Esta tesis analiza la influencia del proceso del blanqueamiento en las pr??cticas pedag??gicas relacionadas a la primera infancia, especialmente en las guarder??as. El objetivo del trabajo es aumentar la comprensi??n y el conocimiento de los impactos de este proceso a la formaci??n de la identidad del ni??o de 0-3 a??os, sobre todo el ni??o negro. Aunque la Ley 10.639 / 03 en gran medida ha contribuido a la inclusi??n del tema de la educaci??n ??tnica-racial en los diferentes segmentos de la educaci??n, la realizaci??n del blanqueamiento en el entorno infantil es todav??a muy presente. Aparte de afectar a toda la sociedad, el blanqueamiento refuerza el prejuicio, la discriminaci??n, la estigmatizaci??n y el racismo, influyendo negativamente en el desarrollo de la identidad y la autoestima de los ni??os negros. Bas??ndose en presupuestos de los autores del pensamiento cr??tico de diferentes ??reas de los estudios sociales, la base te??rica de esta investigaci??n se compone de las ideas de los pensadores que, cuando problematizan la sociedad occidental marcada por la imposici??n de los valores hegem??nicos europeos y estadounidenses, tambi??n muestran la educaci??n como la reproducci??n de estos valores. Adem??s del an??lisis critico de las fuentes bibliogr??ficas, este trabajo analiza el tema del blanqueamiento bas??ndose en los resultados de dos investigaciones emp??ricas. Por lo tanto, como las herramientas metodol??gicas se utiliz?? la observaci??n etnogr??fica, entrevistas con el equipo de gesti??n, y tambi??n la aplicaci??n de grupos focales con los equipos docentes de dos guarder??as infantiles municipales ubicadas en Santo Andr?? / SP y el Equipo de Coordinaci??n del Servicio Educativo de la Secretar??a Municipal de Educaci??n de Santo Andr?? / SP. Los resultados del an??lisis de datos confirmaron la hip??tesis de que, a pesar de que la educaci??n ??tnica-racial sea obligatoria de conformidad con la Ley 10.639 / 03, el proceso del blanqueamiento se mantiene hegem??nico en la pr??ctica educativa cotidiana de los ni??os. En el contexto de las pol??ticas educativas se desprende la necesidad de calificar el equipo pedag??gico y administrativo de las unidades educativas, produciendo espacios para alimentar la discusi??n acerca de los problemas relacionados al blanqueamiento y las numerosas causas y consecuencias de este fen??meno. Esta tese analisa a influ??ncia do processo de branqueamento nas pr??ticas pedag??gicas na pequena inf??ncia, notadamente na Creche. Tem por objetivo auxiliar a compreens??o e a conscientiza????o sobre os impactos que o branqueamento promove na forma????o da identidade da crian??a de 0-3 anos, especialmente da crian??a negra. Embora a Lei 10.639/03 tenha contribu??do muito para a inser????o da tem??tica da educa????o ??tnico-racial nos diferentes segmentos da educa????o, a reprodu????o do branqueamento no ambiente da Creche ?? ainda fortemente presente. Dentre outros danos, ressaltando que essa realidade afeta toda a sociedade, o branqueamento refor??a o preconceito, a discrimina????o, a estigmatiza????o e, por sua vez, o racismo, impactando negativamente no desenvolvimento da identidade e da autoestima da crian??a negra. Partindo de pressupostos de autores do pensamento cr??tico de distintas ??reas dos estudos sociais, o embasamento te??rico desta pesquisa ?? composto por pensadores(as) que, ao problematizarem a sociedade ocidental marcada pela imposi????o de valores hegemonicamente eurocentrados e ???estadunizados???, evidenciam tamb??m a educa????o como reprodutora desses valores. Al??m do di??logo cr??tico com as fontes bibliogr??ficas, esta pesquisa examina o tema do branqueamento a partir de duas realidades emp??ricas. Para tanto, como instrumentos metodol??gicos de campo, foram utilizados observa????o etnogr??fica, entrevistas com a equipe gestora e aplica????o de grupo focal com as equipes docente de duas Creches municipais, localizadas em Santo Andr??/SP e da equipe de Coordenadoras do Servi??o Educacional, da Secretaria Municipal da Educa????o de Santo Andr??/SP. A partir da an??lise dos dados, confirmou-se a hip??tese de que, apesar da obrigatoriedade da educa????o ??tnico-racial, designada nos termos da Lei 10.639/03, o processo do branqueamento mant??m-se hegem??nico nas pr??ticas educativas do cotidiano das creches. Decorre dessa situa????o, a necessidade de, no contexto de pol??ticas p??blicas educacionais, qualificar o quadro pedag??gico e administrativo das unidades educativas, produzindo espa??os para alimentar a discuss??o da problematicidade em torno do tema do branqueamento e das in??meras causas e consequ??ncias desse fen??meno.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-07-12T19:19:22Z No. of bitstreams: 1 Djalma Lopes Goes.pdf: 2050197 bytes, checksum: 5946a4bb1b15bb97df3ff0ab6fcaf567 (MD5) Made available in DSpace on 2017-07-12T19:19:22Z (GMT). No. of bitstreams: 1 Djalma Lopes Goes.pdf: 2050197 bytes, checksum: 5946a4bb1b15bb97df3ff0ab6fcaf567 (MD5) Previous issue date: 2017-04-28 The present dissertation arises from concerns regarding the application of Law 10.639/2003, which modified article 26 of the Law on Guidelines and Bases of National Education and obligatorily included the theme "History and Afro-Brazilian Culture" in the official curriculum of Basic Education. Its object is the pedagogical materialization of this Law and its regulatory rules in the hand of the teachers of a School of Basic Education of the Official Education Network of the State of S??o Paulo. Therefore, the paper examines the possibilities and difficulties encountered in the construction process of a school praxis in accordance with the guidelines of Law 10.639/03. The central theoretical reference of this work is Paulo Freire's pedagogical conception, taking the concept of awareness as the category of analysis. The hypothesis of this dissertation is based on the assertion that the school teachers' awareness of ethno-racial problems, resulting from their biographies in the social movement, is decisive for their engagement in the pedagogical work of implementing the guidelines of said Law. Of this research goes through the discussions about the history of oppression and resistance in relation to the black question until the configuration of the conquest of Law 10.639/03 as affirmative action claimed by the black community and consecrated as a right and a duty of Brazilian society, culminating with the Implementation process of their guidelines in school. This case study research, in addition to the critical dialogue with different authors that deal with the subject matter and the critical reading of legal documents related to the object in question, uses quantitative and qualitative methodological procedures to collect information through questionnaires, focus group and Semi-structured interview with teachers of Basic Education. This case study demonstrated that the implementation of the guidelines of Law 10639/03 in the school unit, in addition to whether or not the institutional management adheres to compliance with this legal determination, establishes a direct relationship with the biographical trajectory of the political-pedagogical awareness process of the Educators and educators who engage in educational work on ethnic-racial issues in school. Este trabajo surge de preocupaciones con respecto a la aplicaci??n de la Ley 10.639/2003, que modifica el art??culo 26 de la Ley de Directrices y Bases de la Educaci??n Nacional y necesariamente se incluye el tema "Historia y Cultura Afro-Brasile??a" en el programa oficial de la educaci??n b??sica. Su materializaci??n objetivo pedag??gico de esta Ley y sus reglamentos en el trato maestros de una escuela de Educaci??n B??sica Oficial de la Red de San Pablo de Educaci??n del Estado. Por lo tanto, el trabajo examina las posibilidades y dificultades encontradas en el proceso de construir una pr??ctica escolar de acuerdo con las directrices de la Ley N ?? 10.639/03. El marco te??rico central de este estudio plantea el dise??o pedag??gico de Paulo Freire, tomando como categor??a de an??lisis el concepto de la conciencia. La hip??tesis de esta tesis se basa en la afirmaci??n de que el conocimiento de los maestros sobre los problemas ??tnicos y raciales resultantes de sus biograf??as en el movimiento social, es crucial para acciones de informaci??n de la aplicaci??n de dichas directrices de la Ley. La ruta esta investigaci??n pasa a trav??s de las discusiones sobre la historia de opresi??n y resistencia hacia el punto negro a la configuraci??n de la conquista de la ley N ?? 10.639/03 como la acci??n afirmativa reclamado por la comunidad negro y consagra como un derecho y un deber de la sociedad brasile??a, que culmin?? en el implementaci??n de procesos de sus directrices en la escuela. Esta investigaci??n de estudios de caso, adem??s del di??logo cr??tico con diferentes autores tratamiento de la cuesti??n y la lectura cr??tica de los documentos legales relacionados con el objeto en cuesti??n, utiliza procedimientos metodol??gicos cuantitativos y cualitativos para la recopilaci??n de informaci??n a trav??s de cuestionarios, grupos focales y entrevista con los profesores de Educaci??n b??sica semiestructurada. Este estudio de caso se ha demostrado que la aplicaci??n de las directrices de la Ley N ?? 10639/03 en la unidad de la escuela, adem??s de la pertenencia o no de la gesti??n institucional para cumplir con este requisito legal establece una relaci??n directa con la trayectoria biogr??fica del proceso pol??tico-pedag??gico de la conciencia educadores que se dedican al trabajo educativo sobre las cuestiones ??tnicas y raciales en la escuela. A presente disserta????o surge de inquieta????es referentes a aplica????o da Lei 10.639/2003 que modificou o artigo 26 da Lei de Diretrizes e Bases da Educa????o Nacional e incluiu obrigatoriamente a tem??tica ???Hist??ria e Cultura Afro-Brasileira??? no curr??culo oficial da Educa????o B??sica. Tem como objeto a materializa????o pedag??gica dessa Lei e de suas normas regulamentares na lida dos professores de uma escola de Educa????o B??sica da Rede Oficial de Ensino do Estado de S??o Paulo. Para tanto, o trabalho examina as possibilidades e dificuldades encontradas no processo de constru????o de uma pr??xis escolar em conson??ncia com as diretrizes da Lei n?? 10.639/03. O referencial te??rico central deste trabalho aporta-se na concep????o pedag??gica de Paulo Freire, tomando como categoria de an??lise o conceito de conscientiza????o. A hip??tese desta disserta????o assenta-se na afirma????o de que a conscientiza????o dos docentes da escola sobre a problem??tica ??tnico-racial, resultante de suas biografias no movimento social, ?? determinante para o engajamento no trabalho pedag??gico de concretiza????o das diretrizes da referida Lei. O percurso desta pesquisa passa pelas discuss??es sobre a hist??ria de opress??o e resist??ncia em rela????o ?? quest??o negra at?? a configura????o da conquista da Lei n?? 10.639/03 como a????o afirmativa reivindicada pela comunidade negra e consagrada como um direito e um dever da sociedade brasileira, culminando com o processo implementa????o de suas diretrizes na escola. Esta pesquisa de estudo de caso, al??m do di??logo cr??tico com diferentes autores que tratam da tem??tica e da leitura cr??tica dos documentos legais relativos ao objeto em quest??o, recorre a procedimentos metodol??gicos quantitativos e qualitativos para coleta de informa????es por meio de question??rios, grupo focal e entrevista semiestruturada com professores da Educa????o B??sica. Este estudo de caso demonstrou que a implementa????o das diretrizes da Lei n?? 10639/03 na unidade escolar, para al??m da ades??o ou n??o da gest??o institucional ao cumprimento dessa determina????o legal, estabelece rela????o direta com a trajet??ria biogr??fica do processo de conscientiza????o pol??tico-pedag??gica das educadoras e educadores que se engajam no trabalho educativo sobre as quest??es ??tnico-raciais na escola.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-07-12T18:19:16Z No. of bitstreams: 1 Sandra Regina Luvisetto do Nascimento.pdf: 1743560 bytes, checksum: 33d562c15521acb5b721904be92682c0 (MD5) Made available in DSpace on 2017-07-12T18:19:16Z (GMT). No. of bitstreams: 1 Sandra Regina Luvisetto do Nascimento.pdf: 1743560 bytes, checksum: 33d562c15521acb5b721904be92682c0 (MD5) Previous issue date: 2017-04-28 This dissertation has as its theme the Teaching of History and, as object, the analysis of the theme in the initial years of Elementary School in a school of the state network of the city of S??o Paulo. They guided the research the following questions: how do the teachers understand the teaching of history in the formation of the children in the initial years? Do the methodological practices developed by them in the classroom contribute to children's awareness? Do the official documents and programs of the public network and the Curriculum Guidelines subsidize a liberating formation in this age group? The theoretical reference that subsidized this work was the conception of liberating education of Paulo Freire. In order to demonstrate the academic and pedagogical relevance of the work, a bibliographical review of the main works, theses and dissertations dealing with this topic was carried out in the Portal of the Coordination of Improvement of Higher Education Personnel (CAPES) and the Brazilian Institute of Information in Science and Technology ( IBICT) as well as a survey on the site of the Scientific Electronic Library Online (Scielo), in the period between 2010 and 2015, in the area of Education. The empirical research was carried out in a public school of the State Network located in the West Zone of the city of S??o Paulo. In addition to the analysis of the legislative documents, semi-structured interviews were carried out with five teachers from the 1st to 5th grades of the initial years of elementary education. From the examination of the data of the studied reality, it was verified that the discourse on the intentions regarding the teaching of history in this educational cycle differs from the educational practice. Despite the advances of the studies developed in the last decades on the teaching of history, the teaching practice is still linked to a "traditional" format of teaching, based, among other aspects, on the memorization of textbooks and the historical approach decontextualized, impacting Negatively on the idea of training for children's awareness and citizenship. Este tema de investigaci??n de tesis de la ense??anza de la historia y, como un objeto, el an??lisis del tema en los primeros a??os de la educaci??n primaria en una escuela del estado de Sao Paulo. Guiado la investigaci??n de las siguientes preguntas: ??c??mo los maestros entienden la ense??anza de la historia en la educaci??n de los ni??os en los primeros a??os? Las pr??cticas metodol??gicas desarrolladas por ellos en el aula contribuyen a la sensibilizaci??n de los ni??os? Los documentos oficiales y programas de las directrices del plan de estudios p??blicos y subvencionan una educaci??n liberadora en este grupo de edad? El marco te??rico que apoya este trabajo fue el dise??o de la educaci??n liberadora de Paulo Freire. Para demostrar la relevancia acad??mica y pedag??gica de la obra se llev?? a cabo una revisi??n bibliogr??fica de las obras principales, tesis y disertaciones que tienen que ver con el motivo en el Portal de Coordinaci??n de Mejora Personal de Nivel Superior (CAPES) y el Instituto Brasile??o de Informaci??n en Ciencia y Tecnolog??a (IBICT), as?? como una encuesta en el sitio Scientific Electronic Library Online (SCIELO), entre 2010 y 2015, en la Educaci??n. La investigaci??n emp??rica se llev?? a cabo en una escuela p??blica de la Red Estatal ubicada en la zona oeste de Sao Paulo. Adem??s del an??lisis de documentos legislativos, entrevistas semi estructuradas se realizaron con cinco maestros de 1 al 5 en los primeros a??os de la escuela primaria. Del examen de los datos de la realidad estudiada, se encontr?? que el discurso sobre las intenciones con respecto a la ense??anza de la historia en este ciclo educativo difiere de la pr??ctica educativa. A pesar de los avances en los estudios realizados en las ??ltimas d??cadas en la historia de la ense??anza, la ense??anza de la pr??ctica todav??a est?? ligado a un formato de ense??anza "tradicional", basada, entre otras cosas, la memorizaci??n de textos de libros de texto y enfoque hist??rico descontextualizada, impactando negativamente en la idea de la formaci??n para concientizaci??n y la ciudadan??a de los ni??os. Esta disserta????o tem como tema de pesquisa o Ensino de Hist??ria e, como objeto, a an??lise da tem??tica nos anos iniciais do Ensino Fundamental numa escola da rede estadual da cidade de S??o Paulo. Orientaram a pesquisa as seguintes quest??es: como as professoras compreendem o ensino de hist??ria na forma????o das crian??as nos anos iniciais? As pr??ticas metodol??gicas desenvolvidas por elas em sala de aula contribuem para a conscientiza????o das crian??as? Os documentos e programas oficiais da rede p??blica e as Orienta????es curriculares subsidiam uma forma????o libertadora nessa faixa et??ria? O referencial te??rico que subsidiou esse trabalho foi a concep????o de educa????o libertadora de Paulo Freire. Para demonstrar a relev??ncia acad??mica e pedag??gica do trabalho foi realizada uma revis??o bibliogr??fica dos principais trabalhos, teses e disserta????es que tratam do tema no Portal da Coordena????o de Aperfei??oamento de Pessoal de N??vel Superior (CAPES) e no Instituto Brasileiro de Informa????o em Ci??ncia e Tecnologia (IBICT) bem como um levantamento no site da Scientific Eletronic Library Online (Scielo), no per??odo entre 2010 e 2015, na ??rea da Educa????o. A pesquisa emp??rica foi realizada em uma escola p??blica da Rede Estadual localizada na Zona Oeste da cidade de S??o Paulo. Al??m da an??lise dos documentos legislativos, foram realizadas entrevistas semiestruturadas com cinco docentes das salas de 1?? ao 5?? dos anos iniciais do ensino fundamental. A partir do exame dos dados da realidade estudada, verificou-se que o discurso sobre as inten????es a respeito do ensino de hist??ria nesse ciclo educacional difere da pr??tica educativa. Apesar dos avan??os dos estudos desenvolvidos nas ??ltimas d??cadas sobre o ensino de hist??ria, a pr??tica docente ainda est?? atrelada a um formato tradicional de ensino, baseado, dentre outros aspectos, na memoriza????o de textos dos livros did??ticos e da abordagem hist??rica descontextualizada, impactando negativamente na ideia de forma????o para conscientiza????o e cidadania das crian??as.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-06-20T21:23:03Z No. of bitstreams: 1 Carlos Alberto Costa da Silva.pdf: 1507445 bytes, checksum: 613c91c0789c398174b9cc643be2279b (MD5) Made available in DSpace on 2017-06-20T21:23:03Z (GMT). No. of bitstreams: 1 Carlos Alberto Costa da Silva.pdf: 1507445 bytes, checksum: 613c91c0789c398174b9cc643be2279b (MD5) Previous issue date: 2017-03-30 This research seeks the meanings of participation for school and families of adolescents. The family as the first formator and socializer of the individual is present at the school of their children in the early years. In adolescence, there is a withdrawal, and the presence of those responsible occurs in bimonthly meetings or when there are conflicts to be appeased. The re-search question that problematize the theme is: What policies and practices of participation for school and families, from the perspective of the State Secretariat of Education of S??o Paulo, within the scope of school culture, in contemporary society? The hypotheses assume that: a) families and school differ on the meanings of participation: for the school, the sense of family participation is to contribute to the good behavior and performance of the adolescents, through parental authority; for the family, to participate in the adolescent's school life is to attend meetings to know the grades obtained by the children; b) the public policies of the S??o Paulo State Secretariat are practiced, in part, by school management; However, there is a need to review concepts related to families by school management; c) the factors that contribute to family participation in adolescent education have been: The APM, the School Council, the Student Guild and the Class/Class Council, as well as a school culture focused on family par-ticipation with an emphasis on shared leadership. The overall goal is to identify the meanings of participation for school and adolescent families. As specific objectives, to know the public policies of the State of S??o Paulo that stimulate the participation of the family; To investigate the role of the family in the education of the adolescent, considering the new family configu-rations; and understand the meanings of participation for school and families, in the context of a state public school in the south of S??o Paulo. The theoretical-critical framework is the critical theory of the Frankfurt School, especially Adorno, Marcuse and Horkheimer. The empirical research methodology combines case study, documentary analysis and participant observation and interviews with school actors and mothers of adolescents. The main results indicate that the hypotheses are partially confirmed. Based on these results, the research proposes actions of intervention directed to the school management, in the sense of favoring the relations between families and school in the formation of adolescents. Esta investigaci??n busca la forma de la participaci??n de la escuela y las familias de los adoles-centes. La familia como la primera conformaci??n y socializaci??n del individuo est?? presente en la escuela de sus hijos en los primeros a??os. En la adolescencia, existe un juego, y la presencia de la carga se lleva a cabo en las reuniones bimensuales o cuando hay conflictos que ser apaci-guados. La pregunta de investigaci??n que cuestionan el tema es: ??Cu??les son las pol??ticas y pr??cticas de participaci??n para la escuela y las familias de vista del Departamento de Educa-ci??n de Sao Paulo, Estado como parte de la cultura de la escuela en la sociedad contempor??-nea? Hip??tesis asume que: a) las familias y la escuela no est??n de acuerdo sobre los significa-dos de la participaci??n: la escuela, el sentido de la participaci??n de la familia es contribuir al buen comportamiento y el rendimiento de los adolescentes por la autoridad parental; familia, parte de la vida escolar de los adolescentes es asistir a las reuniones para conocer las califica-ciones obtenidas por los ni??os; b) la pol??tica p??blica de la Secretar??a de Estado de Sao Paulo se practica en parte por la direcci??n del centro; Sin embargo existe la necesidad de revisar los conceptos relacionados con las familias por la direcci??n del centro; c) los factores que contri-buyen a la participaci??n de la familia en la educaci??n de los adolescentes han sido: APM, el Consejo Escolar, el Gobierno de Estudiantes y el Consejo de Clase/Serie, as?? como una cultura escolar se centr?? en la participaci??n de la familia con ??nfasis en el liderazgo compartido. El objetivo general es identificar formas de participaci??n para la escuela y las familias de los ado-lescentes. Los objetivos espec??ficos, cumplen con la pol??tica p??blica del Estado de Sao Paulo que favorezcan la participaci??n de la familia; investigar lo que ha sido el papel de la familia en la educaci??n de los adolescentes, teniendo en cuenta las nuevas configuraciones familiares; y entender los significados de la participaci??n de la escuela y las familias en el contexto de una escuela p??blica en la zona sur de Sao Paulo.El punto de referencia te??rico y cr??tico es la teor??a cr??tica de la Escuela de Frankfurt, especialmente Adorno, Marcuse y Horkheimer. La metodo-log??a de la investigaci??n emp??rica combina estudio de caso, an??lisis de documentos y la obser-vaci??n participante y entrevistas con actores escolares y madres de adolescentes. Los resulta-dos principales muestran que la hip??tesis se confirm?? parcialmente. Sobre la base de estos re-sultados, el estudio propone acciones de pol??tica orientadas a la gesti??n de la escuela con el fin de facilitar las relaciones entre las familias y la escuela en la educaci??n de los adolescentes. Esta pesquisa busca os sentidos de participa????o para escola e fam??lias dos adolescentes. A fa-m??lia como primeira formadora e socializadora do indiv??duo est?? presente na escola de seus filhos, nos anos iniciais. Na adolesc??ncia, h?? um afastamento, e a presen??a dos respons??veis se d?? em reuni??es bimestrais ou quando h?? conflitos a serem apaziguados. A quest??o da pesquisa que problematiza o tema ??: Quais as pol??ticas e pr??ticas de participa????o para escola e fam??lias, na perspectiva da Secretaria de Estado da Educa????o de S??o Paulo, no ??mbito da cultura esco-lar, na sociedade contempor??nea? As hip??teses pressup??em que: a) fam??lias e escola divergem sobre os sentidos de participa????o: para a escola, o sentido de participa????o da fam??lia ?? contri-buir para o bom comportamento e desempenho dos adolescentes, por meio da autoridade dos pais; para a fam??lia, participar da vida escolar do adolescente ?? comparecer ??s reuni??es para saber as notas obtidas pelos filhos; b) as pol??ticas p??blicas da Secretaria do Estado de S??o Pau-lo s??o praticadas, em parte, pela gest??o escolar; entretanto h?? necessidade de revis??o de con-ceitos relacionados ??s fam??lias, por parte da gest??o escolar; c) os fatores que contribuem para a participa????o da fam??lia na educa????o do adolescente t??m sido: a APM, o Conselho de Escola, o Gr??mio Estudantil e o Conselho de Classe/s??rie, assim como uma cultura escolar voltada ?? participa????o da fam??lia com ??nfase na lideran??a compartilhada. O objetivo geral ?? identificar os sentidos de participa????o para escola e fam??lias dos adolescentes. Como objetivos espec??fi-cos, conhecer as pol??ticas p??blicas do Estado de S??o Paulo que estimulam a participa????o da fam??lia; investigar qual tem sido o papel da fam??lia na educa????o do adolescente, considerando as novas configura????es familiares; e compreender os sentidos de participa????o para escola e fam??lias, no contexto de uma escola p??blica estadual da zona sul de S??o Paulo. O referencial te??rico-cr??tico ?? a teoria cr??tica da Escola de Frankfurt, principalmente, Adorno, Marcuse e Horkheimer. A metodologia de pesquisa emp??rica combina estudo de caso, an??lise documental, observa????o participante e entrevistas com atores da escola e m??es de adolescentes. Os princi-pais resultados apontam que as hip??teses se confirmam parcialmente. Com base nesses resulta-dos, a pesquisa prop??e a????es de interven????o voltadas ?? gest??o escolar, no sentido de favorecer as rela????es entre fam??lias e escola na forma????o dos adolescentes.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-06-20T20:24:02Z No. of bitstreams: 1 Sandra Regina Vivanco Mirabeti.pdf: 1766609 bytes, checksum: c1e0d2426953bc14382bd791c338aaa0 (MD5) Made available in DSpace on 2017-06-20T20:24:02Z (GMT). No. of bitstreams: 1 Sandra Regina Vivanco Mirabeti.pdf: 1766609 bytes, checksum: c1e0d2426953bc14382bd791c338aaa0 (MD5) Previous issue date: 2017-03-23 The research object of this dissertation is the analysis of the insertion, in the labor market, of students graduating from technical courses in Events and Logistics benefited by the National Program of Access to Technical Education and Employment - PRONATEC. For this research, the following question was raised: To what extent has PRONATEC, as a public policy, opted for the insertion in the labor market of students who have graduated from these technical courses offered at a private higher education institution located in the Capital of the State of S??o Paulo? The general objective of this work is to evaluate if this public policy, aimed at students and the less favored classes, made possible the insertion in the labor market of the students who graduated from the mentioned technical courses. The specific objectives are: to characterize the students regarding the socio-economic profile; identify the reasons that led them to choose the technical course in Events or Logistics, as well as the educational institution in which these courses were offered. The research subjects are 151 students who graduated from the technical courses offered by the program, from September / 2014 to August / 2015. The methodological design consists of a research that used mixed methods, of qualitative and quantitative nature. Regarding the objectives, this study is classified as exploratory. As for the technique of data collection adopted was the Survey Survey. The data collection instrument consists of questionnaires with open and closed questions. In the analysis of the data collected, the quantitative method and the deductive research reasoning prevailed. The search consists of two steps. The first step occurred in June 2015. At the time, the data collection material used was a questionnaire with open and closed questions that deal with the identification and socio-economic profile of the students who attended the technical course in Events or Logistics. The second stage took place between December 2016 and January 2017, and aimed to analyze the insertion of the students who graduated from the technical courses in the labor market. In this stage, a questionnaire with open and closed questions was also used. The results showed that PRONATEC was effective in the insertion of the students who graduated from technical courses in the labor market. El objeto de investigaci??n de esta tesis doctoral es el an??lisis de la inserci??n, en el mercado de trabajo, de estudiantes graduados de los cursos t??cnicos de Eventos y Log??stica beneficiarios del Programa Nacional de Acceso a la Educaci??n T??cnica y Empleo - PRONATEC. Para esta investigaci??n se plante?? la siguiente pregunta: ??En qu?? medida PRONATEC, como pol??tica p??blica, opt?? por la inserci??n en el mercado de trabajo de los estudiantes que se han graduado en estos cursos t??cnicos ofrecidos en una instituci??n privada de educaci??n superior ubicada en la Capital del Estado de S??o Paulo? El objetivo general de este trabajo es evaluar si esta pol??tica p??blica, dirigida a los estudiantes y a las clases menos favorecidas, posibilit?? la inserci??n en el mercado de trabajo de los estudiantes que se graduaron en los cursos t??cnicos mencionados. Los objetivos espec??ficos son: caracterizar a los estudiantes en cuanto al perfil socioecon??mico; Identificar las razones que los llevaron a elegir el curso t??cnico en Eventos o Log??stica, as?? como la instituci??n educativa en la que se ofrecieron estos cursos. Los sujetos de investigaci??n son 151 estudiantes que se graduaron en los cursos t??cnicos ofrecidos por el programa, de septiembre / 2014 a agosto / 2015. El dise??o metodol??gico consiste en una investigaci??n que utiliza m??todos mixtos, de naturaleza cualitativa y cuantitativa. En cuanto a los objetivos, este estudio se clasifica como exploratorio. En cuanto a la t??cnica de recolecci??n de datos adoptada fue la Encuesta Survey. El instrumento de recopilaci??n de datos consiste en cuestionarios con preguntas abiertas y cerradas. En el an??lisis de los datos recolectados prevalece el m??todo cuantitativo y el razonamiento de la investigaci??n deductiva. La b??squeda consta de dos pasos. El primer paso se produjo en junio de 2015. En ese momento, el material de recolecci??n de datos utilizado fue un cuestionario con preguntas abiertas y cerradas que tratan de la identificaci??n y perfil socioecon??mico de los estudiantes que asistieron al curso t??cnico en Eventos o Log??stica. La segunda etapa tuvo lugar entre diciembre de 2016 y enero de 2017, con el objetivo de analizar la inserci??n de los estudiantes que se graduaron de los cursos t??cnicos en el mercado de trabajo. En esta etapa se utiliz?? tambi??n un cuestionario con preguntas abiertas y cerradas. Los resultados mostraron que PRONATEC fue eficaz en la inserci??n de los estudiantes que se graduaron de cursos t??cnicos en el mercado de trabajo. O objeto de pesquisa desta disserta????o ?? a an??lise da inser????o, no mercado de trabalho, de alunos egressos de cursos t??cnicos em Eventos e Log??stica beneficiados pelo Programa Nacional de Acesso ao Ensino T??cnico e Emprego ??? PRONATEC. Para esta pesquisa, suscitou-se o seguinte questionamento: At?? que ponto o PRONATEC, enquanto pol??tica p??blica oportunizou a inser????o no mercado de trabalho dos alunos egressos desses cursos t??cnicos oferecidos em uma Institui????o de Ensino Superior, privada, localizada na Capital do Estado de S??o Paulo? O objetivo geral deste trabalho ?? avaliar se essa pol??tica p??blica, voltada a estudantes e ??s classes menos favorecidas, possibilitou a inser????o no mercado de trabalho dos alunos egressos dos referidos cursos t??cnicos. Os objetivos espec??ficos s??o: caracterizar os alunos quanto ao perfil s??cio econ??mico; identificar os motivos que os levaram a escolher o curso t??cnico em Eventos ou em Log??stica, bem como a institui????o de ensino no qual esses cursos foram oferecidos. Os sujeitos da pesquisa s??o 151 alunos egressos dos cursos t??cnicos, oferecidos pelo programa, no per??odo compreendido entre setembro/2014 a agosto/2015. O delineamento metodol??gico consiste em uma pesquisa que empregou m??todos mistos, de natureza qualitativa e quantitativa. Quanto aos objetivos este estudo se classifica como explorat??rio. Quanto ?? t??cnica de coleta de dados adotada foi o levantamento Survey. O instrumento de coleta de dados consiste em question??rios com quest??es abertas e fechadas. Na an??lise dos dados coletados prevaleceram o m??todo quantitativo e o racioc??nio de pesquisa dedutiva. A pesquisa configura-se em duas etapas. A primeira etapa ocorreu em junho de 2015. ?? ??poca, o material de coleta de dados utilizado, foi um question??rio com quest??es abertas e fechadas, que versam sobre a identifica????o e o perfil s??cio econ??mico dos alunos que cursavam o curso t??cnico em Eventos ou Log??stica. A segunda etapa aconteceu entre dezembro/2016 e janeiro/2017, e teve por objetivo analisar a inser????o dos alunos egressos dos cursos t??cnicos no mercado de trabalho, nessa etapa, tamb??m se utilizou um question??rio com quest??es abertas e fechadas. Os resultados demonstraram que o PRONATEC foi efetivo na inser????o dos alunos egressos dos cursos t??cnicos no mercado de trabalho.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-04-18T15:10:22Z No. of bitstreams: 1 Ana Melicia Moraes de Souza.pdf: 1281302 bytes, checksum: 154be069acdc511537bb408a02af67c2 (MD5) Made available in DSpace on 2017-04-18T15:10:22Z (GMT). No. of bitstreams: 1 Ana Melicia Moraes de Souza.pdf: 1281302 bytes, checksum: 154be069acdc511537bb408a02af67c2 (MD5) Previous issue date: 2017-02-23 This research has, as a study object, the use of school materials in a state school from S??o Paulo. The problem of the investigation is to know if the management of this kind of material follows the sustainability principles. It started from the hypothesis that the school materials waste and irregular use may be attached to the society consumption pattern and, also, that such materials, which is distributed by the public power, may be not being used correctly, what becomes evident through the apparent waste and punctual actions, distant from a critical view and sustainable attitudes, from the environmental point of view, by the educational agents. Seeking to understand the advances of the school materials delivery, this research proposes to carry out a legal support assessment about them, identifying controversies and contradictions that surround the resources which are available in the educational environment. The methodology includes documental analysis, focus groups with teachers and students, interview with the management team, within the scope of a case study, in a S??o Paulo state school. The main theoretical critical reference was the Frankfurt school Critical Theory. In the analysis result of the involved persons??? speech, we could observe that the school materials management follows the logic of the exacerbated consumption, characteristic from this capitalist society, since these materials end up not being used with sustainability principles. We have also realized that the formation is weakened, by having the theory and praxis articulation committed in its development. Finally, it is possible to affirm that there are contradictions about the school materials delivery, use and discard made by the attended community, since the formation is the main question. It is possible to say that the public policy reflects very little on the concerns about the sustainability which becomes evident in the documentary analyses. Without a users??? critical reflection, the school materials end up being wasted and discarded in an irregular way, causing damages in many spheres. The research is concluded with an intervention proposal which permits advances in the use of these materials utilized by this school community, in order to promote awareness and the viability of an educational performance based on sustainability criteria. Esta investigaci??n tiene como objeto de estudio la utilizaci??n del material escolar en una escuela estatal de S??o Paulo / Brasil. El problema de la investigaci??n es saber si la gesti??n de este tipo de material sigue con los principios del desarrollo sostenible. Parti?? de las hip??tesis de que el despilfarro y el uso irregular de materiales escolares pueden estar conectados a los patrones de consumo de la sociedad y tambi??n que dicho material distribuido por el gobierno puede no estar siendo utilizado correctamente, lo que se evidencia por medio del aparente despilfarro y de acciones puntuales desvinculadas de una actitud cr??tica y sostenibles, bajo el punto de vista del medio ambiente, seg??n los educadores. En la b??squeda de la comprensi??n de los avances en la distribuci??n de material escolar, la investigaci??n se propone llevar a cabo un estudio del apoyo legal en ellos para identificar pol??micas y contradicciones que rodean a los recursos que est??n disponibles en el entorno escolar. La metodolog??a incluye el an??lisis de documentos, grupos focales con profesores y con estudiantes, entrevistas con el equipo de gesti??n, como parte del estudio de caso en esta escuela p??blica de S??o Paulo. El principal marco te??rico fue la Teor??a Cr??tica de la Escuela de Frankfurt. En el resultado del an??lisis de los discursos de los involucrados, se observ?? que la gesti??n de los materiales escolares sigue la l??gica del consumo exagerado, caracter??stica de esta sociedad capitalista, ya que estos materiales no terminan siendo utilizados con los principios sostenibles. Tambi??n observamos que la formaci??n se encuentra debilitada, y la articulaci??n entre la teor??a y la praxis comprometida en su desarrollo. Por ??ltimo, es posible decir que hay contradicciones en cuanto a la distribuci??n, la utilizaci??n y el desecho de materiales escolares realizados por esta comunidad que se sirve de la formaci??n como cuesti??n principal. Es posible decir que las pol??ticas p??blicas poco reflejan las preocupaciones sostenibles y as?? se queda m??s evidente en los documentos gen??ricos y en los tribunales superiores. Sin una reflexi??n cr??tica de los usuarios, el material escolar termina siendo despilfarrado y desechado de manera irregular, causando perjuicios en diversos ??mbitos. La investigaci??n se completa con la propuesta de una intervenci??n para permitir avances en el uso de estos materiales para esta comunidad escolar con el fin de promover concientizaci??n y la viabilidad de una actuaci??n educativa basada en criterios sustentables. Esta pesquisa tem como objeto de estudo a utiliza????o do material escolar em uma escola estadual de S??o Paulo. O problema da investiga????o ?? saber se a gest??o desse tipo de material segue com princ??pios de sustentabilidade. Partiu das hip??teses de que o desperd??cio e o uso irregular do material escolar pode estar ligado ao padr??o de consumo da sociedade e, tamb??m, de que tal material distribu??do pelo poder p??blico pode n??o estar sendo utilizado corretamente, o que se evidencia por meio do aparente desperd??cio e de a????es pontuais descoladas de uma vis??o cr??tica e atitudes sustent??veis, sob um ponto de vista ambiental, por parte dos agentes educativos. Na busca por compreender os avan??os na distribui????o dos materiais escolares, a pesquisa prop??e realizar um levantamento do suporte legal sobre eles, identificando pol??micas e contradi????es que cercam os recursos que est??o dispon??veis no ambiente escolar. A metodologia inclui an??lise documental, grupos focais com professores e com estudantes, entrevistas com a equipe gestora, no ??mbito de um estudo de caso, em uma escola estadual de S??o Paulo. O principal referencial te??rico foi a teoria cr??tica da escola de Frankfurt. No resultado das an??lises dos discursos dos envolvidos, observamos que a gest??o dos materiais escolares segue a l??gica do consumo exacerbado, caracter??stico desta sociedade capitalista, visto que esses materiais acabam n??o sendo utilizados com princ??pios de sustentabilidade. Constatamos tamb??m que a forma????o encontra-se fragilizada, tendo a articula????o teoria e pr??xis comprometida em seu desenvolvimento. Finalmente, ?? poss??vel afirmar que existem contradi????es quanto ?? distribui????o, ao uso e ao descarte de materiais escolares feito por essa comunidade atendida, sendo a forma????o a principal quest??o. ?? poss??vel afirmar que as pol??ticas p??blicas pouco refletem as preocupa????es para com a sustentabilidade, o que fica evidente nas an??lises documentais. Sem uma reflex??o cr??tica dos usu??rios, o material escolar acaba sendo desperdi??ado e descartado de forma irregular, causando preju??zos em v??rias esferas. A pesquisa ?? conclu??da com a proposta de interven????o que permite avan??os no uso desses materiais utilizados por essa comunidade escolar, a fim de promover conscientiza????o e a viabilidade de uma atua????o educativa pautada em crit??rios de sustentabilidade.