Dissertations / Theses: 'Alumni relations'

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Cowell-Lucero, Jamie Lynn. "Good practices of alumni relations professionals leading engagement programs and volunteers in colleges of agriculture at land-grant institutions." Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/104066.

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With each new cohort of directors entering the field of alumni relations in agriculture, a pattern emerges. They often are not adequately prepared to assume the responsibilities of the position. There is a perception that attention to detail and event planning skills are sufficient qualifications to manage an alumni volunteer program successfully. Managing the people and activities involved with the programs in the ever-growing field of alumni relations requires much more than event planning know-how. Implementing impactful alumni engagement programs requires knowledge of leading and managing programs, budgets, and people, specifically volunteers. Alumni engagement involves extensive communication skills and, depending on the institution, knowledge of board organization procedures As we all strive to advance agriculture, we must put in place qualified individuals to engage our alumni and stakeholders, specifically volunteers. Are there programs in place to provide training for the candidates selected? Are resources readily available that provide good practices for these individuals to follow as they build their alumni volunteer programs? Although there is a demand for more rigorous and sophisticated professional practice, there continues to be a gap between research and practice in the field of volunteer administration (Seel, 2013). Resources available for volunteer managers are often how-to manuals with practical suggestions and approaches (Fisher and Cole, 1993). Associations such as the Council for Advancement and Support of Education (CASE), the National Agricultural Alumni and Development Association (NAADA), and BoardSource® provide opportunities for networking with colleagues through conferences and online resources. Still, these are often costly and fragmented with regard to the presentation of content. The purpose of the study was to examine how alumni relations professionals are prepared to carry out their roles and responsibilities as administrators of alumni engagement programs and volunteers in colleges of agriculture at land-grant institutions. The study sought to describe good practices for support, training, communication, and volunteer management that can be utilized by new members of the field and seasoned veterans alike. Thirteen current alumni relations professionals in agriculture at land-grant institutions who are members of NAADA were interviewed. Job descriptions were reviewed prior to each interview. Interviews were transcribed by TranscribeMe, Inc., analyzed using a form of whole text analysis with open coding. Common codes were merged to develop the themes. Research Questions 1. How do alumni directors administer alumni engagement programs and associated volunteers? 2. What skills should alumni directors bring to their positions upon employment? 3. How do alumni directors identify individuals or groups to connect to in order to accomplish their goals? 4. How do alumni directors identify and implement communications strategies to make successful connections to use with individuals and/or groups? 5. How do alumni directors continue to improve their skills and knowledge to meet their job expectations related to administering alumni engagement programs and associated volunteers? Through a thematic analysis of the data, the following themes emerged: management of volunteer boards; management of general volunteers; perceptions of alumni directors; engagement with alumni, faculty, and students through events and programs; partnerships with university-level advancement and college leadership; communications tools; and professional development. Overall, the findings were not surprising other than lack of knowledge of volunteer management models or prior experience in volunteer management. Participants who had the support of leadership, who arrived to their positions with at least some background working with volunteers, and those who were willing to try new tactics to engage volunteers set an outstanding example of how success is possible in the role of an alumni director. Communications is a powerful tool for all alumni directors but can also be a significant challenge. Participants who expanded their definition of "volunteer" beyond alumni to include faculty, staff, and students appeared to have better-developed strategies to engage, empower, and lead individuals. Participants who partnered with colleagues in academic programs were better positioned to engage students in programming, find student volunteers and interns to assist in their efforts, and create and maintain stronger connections as they become young alumni. Seven key good practices can be elevated from the data: 1. Familiarize with volunteer management models to understand how and why people are motivated to volunteer and develop skillsets and tactics to recruit, train, retain, and recognize volunteers 2. Empower volunteers to develop their own mission and goals, strategize their plan of work, and lead the execution of their programs and organization 3. Expand the definition of "volunteer" 4. Build collaborative partnerships across the team, college and university 5. Develop innovative approaches and partnerships to engage students 6. Expand professional development resources 7. Advocate for yourself and your program After interviewing thirteen alumni relations professionals, it was clear that those land-grant institutions have passionate, volunteer-centric professionals who diligently work every day towards the mission and goals of the colleges they serve. But there is much work to be done to create an environment that is more supportive of them. Efforts should be made to help college and university leadership better understand the qualifications required for alumni relations positions, elevate alumni engagement and volunteers' impact, and provide more targeted professional development opportunities. Master of Science in Life Sciences Good practices of alumni relations professionals leading engagement programs and volunteers in colleges of agriculture at land-grant institutions contribute to the advancement of agriculture. The purpose of the study was to examine how alumni relations professionals are prepared to carry out their roles and responsibilities as administrators of alumni engagement programs and volunteers in colleges of agriculture at land-grant institutions. The study sought to describe good practices for support, training, communication, and volunteer. Thirteen current alumni relations professionals in agriculture at land-grant institutions who are members of the National Alumni and Development Association (NAADA) were interviewed. Research Questions: 1. How do alumni directors administer alumni engagement programs and associated volunteers? 2. What skills should alumni directors bring to their positions upon employment? 3. How do alumni directors identify individuals or groups to connect to in order to accomplish their goals? 4. How do alumni directors identify and implement communications strategies to make successful connections to use with individuals and/or groups? 5. How do alumni directors continue to improve their skills and knowledge to meet their job expectations related to administering alumni engagement programs and associated volunteers? Participants who had the support of leadership, who arrived to their positions with at least some background working with volunteers, and those who were willing to try new tactics to engage volunteers illustrated success in the position. Communications, while a powerful tool for all alumni directors, was often a significant challenge. Participants who expanded their definition of "volunteer" beyond alumni to include faculty, staff, and students appeared to have better-developed strategies to engage, empower, and lead individuals. Participants who partnered with colleagues in academic programs were better positioned to engage students in programming, find student volunteers and interns to assist in their efforts, and create and maintain stronger connections as they become young alumni. Seven key good practices identified: 1. Familiarize with volunteer management models to understand how and why people are motivated to volunteer and develop skillsets and tactics to recruit, train, retain, and recognize volunteers 2. Empower volunteers to develop their own mission and goals, strategize their plan of work, and lead the execution of their programs and organization 3. Expand the definition of "volunteer" 4. Build collaborative partnerships across the team, college and university 5. Develop innovative approaches and partnerships to engage students 6. Expand professional development resources 7. Advocate for yourself and your program Participants were passionate and volunteer-centric, diligently working every day towards the mission and goals of the colleges they serve. But there is much work to be done to create an environment that is more supportive of them. Efforts should be made to help college and university leadership better understand the qualifications required for alumni relations positions, elevate alumni engagement and volunteers' impact, and provide more targeted professional development opportunities.

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Brogdon, Laurie L. "An Untapped Resource: Virginia Tech African American Alumni Engagement." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/42370.

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A university has many valuable internal and external publics. It is beneficial for an institution to build, maintain, and leverage its relationships with both internal and external constituency groups. Examining the body of literature on relationship management can provide insight into previously established strategies that yielded positive outcomes and demonstrate the need for additional research about Black alumni, from predominately white institutions, and their feelings toward their alma mater. Relationship management is the notion of public relations as the management of relationships between an organization and its key publics (Ledingham & Bruning, 2000). The relationships that an organization has with its publics can impact many things including perceptions about the organization and organizational wealth. Master of Arts

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Williams, Lisa N. "Perceptions of Alumni/Foundation Directors from American Community Colleges regarding which Alumni Relations and Fundraising Practices Provide the Greatest Value." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1515761849245995.

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Hummel, Ruth, and University of Lethbridge Faculty of Arts and Science. "Factors influencing alumni connection and commitment." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, c2010, 2010. http://hdl.handle.net/10133/2480.

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The purpose of this exploratory, mixed method study was to examine factors in students‟ university experiences that affected their future alumni engagement with their university. A web-based survey instrument was administered to 1,139 University of Lethbridge bachelor‟s degree holders who graduated during the University‟s first 40 years (1967 to 2007). Results indicate that the foundation for alumni engagement is set early in the student experience and is particularly affected by the nature of the relationships the student has with the institution. Alumni who were engaged as students were more likely to become engaged alumni through volunteer or donor activity. The higher alumni rated their satisfaction with factors present in their student experience and alumni relationship, the higher the likelihood that they stayed connected with and demonstrated their commitment to their alma mater. Recommendations for further research and for designing student and alumni engagement strategies are provided. xiv, 195 leaves ; 29 cm

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Sych, S. "Constructing identities of alumni relations professionals in Central and Eastern European higher education." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1566714/.

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The purpose of this study is to explore the ways alumni relations (AR) specialists in Central and Eastern European (CEE) higher education institutions construct their professional identities, and factors affecting the construction of these identities. These issues are investigated through the prism of literatures on “alumni relations,” “professionalism” and “identity,” viewing the construction of identity as a reflexive process between individuals and the structures in which they operate. A qualitative analysis has been undertaken with thirteen institutions, comprising in-depth semi-structured interviews with 16 purposefully recruited alumni relations specialists, from eight Central and Eastern European countries. The data gathered throughout this research has been synthesized to explore and map the complex process of constructing professional identity. Given the limitations of this small-scale study and its interpretivist epistemological positioning, a framework has been developed to gain a more nuanced understanding of the topic. Accordingly, three emerging themes have informed the exploration of the AR professional identity construction: how professional identity is manifested; the role of the career trajectory, and institutional context factors. Consequently, some characteristics of a pronounced AR professional identity and factors affecting it, are suggested. The latter include composite institutional structure variables (e.g. peripheral, secondary, support or core AR institutional positioning) and type of career trajectory profile (e.g. specialist, experimenter, and resident). A number of areas associated with inhibiting or facilitating professional identity construction and the development of roles in response to changing contexts have been identified, including a “strained” AR professional identity, the role of institutional leadership and a lack of AR professional development opportunities. Possible future directions for research and implications for practice are discussed, including the role of professional development and key influencers, such as institutional leadership and practitioners with a strong AR professional identity, in fostering AR professional projects, and mitigating factors that inhibit this process.

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Schultz, Michael. "Elucidating the Role of the University CEO's Spouse in Development, Alumni Relations, and Fund Raising." ScholarWorks @ UVM, 2009. http://scholarworks.uvm.edu/graddis/213.

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Historically fund raising, or development, in higher education was the purview of only private four-year colleges; today, however, virtually all institutions of higher education are engaged in this endeavor. Attaining an institution‘s fundraising goals has become an integral part of a university president‘s or chancellor‘s role, consuming a high percentage of the CEO‘s time. While the president works very closely with the development office in garnering private support, there is often another player significant to the success of a university‘s development efforts. ―Hired‖ along with the CEO, the individual serves a major role, but has no job description and often works without a contract or remuneration. This is the spouse of the CEO. This study employed qualitative methodology to elucidate the role of the university CEO‘s spouse in development, alumni relations, and fund raising. The research focused on the traditional president‘s spouse, a female married to a male CEO. Seventeen interviews with spouses, development officers, and university trustees at seven different public land-grant universities were conducted to explore several questions: whether the spouse‘s role in development is formalized; whether the spouse was aware of the school‘s expectations for her in this area; the role of professional development staff in assisting the first lady; whether the spouse is recognized or compensated for her duties; how the spouse‘s role could be improved; and what could be done to make the role more satisfying, productive, or efficient. Several thematic areas were addressed regarding the first lady: (a) interview processes, (b) qualities, (c) support of the president, (d) role in development, (e) role in the university community, (f) acknowledgement, and (g) public opinion. The findings provide a multifaceted view of the role of the university president‘s wife in development. Recommendations for improving the role of the presidential spouse in university development include fostering open communication between all parties, tailoring the role to the individuals and institutions involved, and acknowledging the role of the spouse.

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Waller, Kristin J. "Centralia High School Alumni Association : establishing a research-based communications plan." Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/1060.

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Pleasant, Rachel Faith. "Cultivating Philanthropy in Community Colleges: A Dual-Model Approach." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6355.

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This study tests a model that combines relationship management theory and the theory of reasoned action. Through the collection of quantitative and qualitative data, this study provides deeper understanding of the relationship between community college students and the institution, and identifies aspects of the relationship that most influence behavioral intention to give to the institution. Using this information, public relations practitioners will be able to strategically improve areas of deficiency in the community college-student relationship, thereby increasing the likelihood that today’s students will become tomorrow’s philanthropic alumni.

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Kellogg, Karen. "An analysis of the collaborative programming between student affairs and alumni relations professionals at select post-secondary institutions in Missouri /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9717177.

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Cooley, Donna Louise. "A proposed resource development plan for the Department of Communication Studies, California State University San Bernardino." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2723.

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This project developed a resource development plan for the Department of Communication Studies at California State University, San Bernardino. It employs research in organizational communication and applies the theory of organizational identification to the relationship / donor aspect of the program. It also covers research in the field of organizational identification and its relevance to college alumni.

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Lance, Dominique. "Frittage de l'alumine alpha submicronique : nouvelle relation dilatométrie/évolution microstructurale." Saint-Etienne, EMSE, 2004. http://www.theses.fr/2004EMSEA004.

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L'objectif de cette étude est de suivre, à l'aide d'une méthode simple et rapide, l'évolution microstructurale, au cours du frittage en condition anisotherme, d'une pièce céramique, élaborée à partir d'une poudre d'alumine a submicronique avec ou sans dopant (Mg, Ti, Zr ou Y). La représentation graphique de la vitesse de densification instantanée (VDI), soit (1/r)(dr/dt), en fonction de la densité relative r se révèle être nettement plus adaptée pour décrire les évolutions microstructurales par rapport aux courbes dilatométriques classiques de retrait ou vitesse de retrait en fonction de la température. En effet, l'allure et la forme des courbes VDI = f(r) sont très sensibles à la microstructure initiale de la pièce à vert et au cycle thermique de frittage. Un simple essai dilatométrique avec cycle thermique modifié est proposé en tant qu'outil de contrôle qualité de la poudre initiale d'alumine The microstructural evolutions of pure and doped (Mg, Ti, Zr or Y) submicronic a alumina green bodies have been monitored during overall sintering under non-isothermal conditions with a simple and fast method. Densification rate curves as a function of relative density are definitely more suitable for the description of microstructural evolution than shrinkage rate as a function of temperature. The shape of those curves is very sensitive to initial microstructure (agglomeration state, pore size / particle size ratio) and heating schedule (pre-heating treatment, variation of heating rate). A simple dilatometric run with a modified heating rate is suggested to control the quality of the initial alumina powder

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Dincq, Valérie. "Caractérisation par spectroscopies de vibration de catalyseurs de fluoration supportés sur alumine et alumine fluorée en relation avec leur réactivité." Lille 1, 1996. https://pepite-depot.univ-lille.fr/LIBRE/Th_Num/1996/50376-1996-103.pdf.

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Les accords internationaux visant à réduire le risque écologique des cfc ont imposé leur remplacement par des composés complètement fluorés dans de très nombreuses applications industrielles. Le tétrafluoro-1,1,1,2-éthane peut être préparé par fluoration catalytique en phase gazeuse du chloro-1-trifluoro-2,2,2-éthane sur un catalyseur à base de nickel et de chrome adsorbés sur une alumine fluorée (ni-cr/alf#3). Le but de ce travail est d'apporter, par spectroscopies de vibration, des éléments complémentaires de compréhension des performances, en rendement de transformation et en sélectivité, de ce catalyseur afin de maîtriser sa réactivité au cours des différents traitements qui lui sont imposés. En spectroscopie infrarouge, la réflexion diffuse est envisagée pour l'étude in situ du support ayant subi différents protocoles d'imprégnations mono ou bimétalliques de nickel et de chrome iii. Les états hydraté, déshydraté, activé et usagé sont successivement analysés afin de préciser le rôle des cations lors de ces différentes étapes Pour ce qui concerne l'élément chrome, son mode d'adsorption ainsi que la nature des interactions dans le catalyseur sont étudiés à partir des spectres Raman et infrarouge d'oxydes de chrome vi supportés, préparés par imprégnation de CrO3 ou par calcination sous air du catalyseur. La réactivité du catalyseur est corrélée aux informations structurales obtenues sur les groupements hydroxyles tant du point de vue de leur densité que de leur stabilité. Il s'avère qu'elle est contrôlée, lors de la préparation industrielle, à la fois par activation sous acide fluorhydrique et par la présence simultanée des éléments chrome et nickel. Des expériences d'adsorption du dioxyde de carbone sur le catalyseur suivies en infrarouge par réflexion et transmission diffuses sont envisagées pour préciser la nature des interactions des molécules gazeuses avec la surface du matériau catalytique. Des calculs ab initio apportent, sur la base de concepts thermodynamiques, des informations sur la réactivité des sites hydroxyles lors de l'étape de fluoration ainsi que des éléments d'interprétation du spectre de l'alumine fluorée

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Ferrand, Alain. "Interfaces alumine-fer : relations entre l'énergie, la structure et les variables thermodynamiques température et potentiel chimique d'oxygène." Paris 11, 2001. http://www.theses.fr/2001PA112276.

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Des polycristaux d'oxydes mixtes (Al,Fe)2O3 avec différentes teneurs en fer obtenus par pressage uniaxial à chaud, ainsi que des oligocristaux préparés au four à image par solidification dirigée à partir de la fusion ont été exposés à une atmosphère suffisamment réductrice pour précipiter le fer métallique. Nous avons ainsi pu déterminer pour l'activité d'oxygène la plus faible, les plans denses d'alumine délimitant les précipités de fer métalliques, ainsi que les rapports de distances interfaciales caractérisant la morphologie d'équilibre. En équilibrant ces précipitants à une activité d'oxygène plus élevée, nous avons observé une modification de la morphologie d'équilibre, liée à la variation de l'activité d'oxygène. Cette évolution peut être décrite par un modèle d'adsorption de Gibbs aux interfaces entre métal et oxyde qui prédit l'évolution avec l'activité d'oxygène des concentrations d'excès des différents plans interfaciaux d'alumine, permettant ensuite d'évaluer la stabilisation de l'énergie interfaciale provenant des liaisons établies entre le fer métallique et l'alumine aux extrémités du domaine de coexistence. . Mixed oxides polycrystals (Al,Fe)2O3 with differents doping levels obtained by hot pressing, as well as oligocrystals elaborated by the floating-zone method in the image furnace have been exposed to sufficiently reducing atmosphere to precipitate metallic iron. Thus, we could determine for the lowest oxygen activity, the dense alumina planes delimiting metallic iron precipitates, as well as interfacial distance ratios characterizing the equilibrium shape. At higher oxygen activity, we observe a modification of the equilibrium shape, connected to the oxygen activity change. This evolution might be described by a model of Gibb's adsorption at metal-oxide interfaces, that predict the evolution with oxygen activity of the excess concentration of different interfacial alumina planes, alowing us to evaluate the stabilization of interfacial energy arriving from bonds established between metallic iron and alumina at the ends of the coexistence field. .

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Rodrigues, Eglen Sílvia Pípi. "A situação escolar na perspectiva do aluno." Universidade Federal de São Carlos, 2004. https://repositorio.ufscar.br/handle/ufscar/2544.

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Made available in DSpace on 2016-06-02T19:39:11Z (GMT). No. of bitstreams: 1 420.pdf: 768938 bytes, checksum: c03746e280d4708f2b581bf425d28165 (MD5) Previous issue date: 2004-04-28 Financiadora de Estudos e Projetos This work aimed to investigate what vision children in the first grades in urban suburban public school have about the school situation . The goals of this work were: to discover how children describe, analize and qualify the types of learning they acquire at school, to realize what types of relationship they develop with the institution; to verify if there is any relation between content which is taught at school and their lives. The literature chosen for the data analysis intended to discuss some important concepts about this issue, such as: the democratization of public learning, the individuals in the school universe, their relation to knowledge, the dialogistical relation in the classroom, among other. The research was conducted by means of semi-structed interviews with four boys and two girls that attended the same school, but had diversed school performance. The interviews occurred in two different moments: at first, when all of them attended the fourth grade in Brazilian elementary school (2001) and, later, when four of them attended the fifth grade and two remained in the previous grade, after having failed the exams (2002). Data have shown that the perception those boys and girls have about the function of school involves both the socialization that the institution promotes (social intimacy and insertion) and its role as a formative agent (in content and citizenship formal/instrumental). As for their effective learning, data have shown that those children have learned the socialization content, but not all of them have had access to the formal/instrumental content: after having failed the exams for several times, once more the two oldest boys finished the fourth grade in Brazilian elementary school without being able to read and write, and they resented that. Listening to boys and girls and with them stablishing an open dialog about school and learning has proved to be an absolute need in the construction of a more democratic and democratizing school. Este estudo buscou investigar qual a visão que as crianças das séries iniciais da escola pública de periferia urbana têm sobre a situação escolar . Os objetivos do trabalho foram: descobrir como a criança descreve, analisa e qualifica as aprendizagens que adquire na escola; conhecer quais os tipos de relação elas desenvolvem com a instituição; verificar se há relação entre os conteúdos ensinados na escola e sua vida. A literatura escolhida para a análise dos dados teve como intuito discutir alguns conceitos importantes sobre esta temática, tais como: a democratização do ensino público, os sujeitos no universo da escola, a relação com o saber, a relação dialógica em sala de aula, dentre outros. A pesquisa foi desenvolvida por meio de entrevistas semiestruturadas, realizadas com quatro meninos e duas meninas de uma mesma escola da rede municipal de ensino de São Carlos - SP, mas que tinham rendimento escolar diversificado. Ocorreram em dois momentos diferentes: primeiro quando todos e todas estavam na quarta série (em 2001) e depois quando quatro dele/as já estavam na 5ª série e dois permaneciam na 4ª série por terem sido reprovados (em 2002). Os dados mostraram que a percepção que as meninas e os meninos têm a respeito da função da escola envolve tanto a socialização que a instituição realiza (convívio e inserção), quanto o seu papel de agente formador (em conteúdos e cidadania formal/instrumental). Quanto à sua aprendizagem efetiva, indicam ter aprendido os conteúdos da socialização, mas nem todos tiveram acesso aos conteúdos formais/instrumentais: com múltiplas reprovações, os dois meninos mais velhos, mais uma vez, terminavam a quarta série sem saber ler e escrever e se ressentiam disso. Escutar meninos e meninas e com eles e elas estabelecer um diálogo aberto sobre a escola e sobre a aprendizagem mostrou-se como necessidade absoluta na construção de uma escola mais democrática e mais democratizante.

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Esquerre-Cacha, Valérie. "Relation hydrodynamique-encrassement dans un réacteur agité multi-étagé de traitement de la bauxite par le procédé Bayer." Toulouse, INPT, 2003. http://www.theses.fr/2003INPT024G.

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La relation hydrodynamique-encrassement dans des réacteurs de l'industrie de l'alumine traitant une suspension de bauxite est étudiée. L'analyse de l'encrassement conduit à l'identification des zones préférentielles de formation de dépôt. L'étude de l'hydrodynamique du système sur une maquette froide permet d'associer la circulation au niveau d'encrassement. Le système d'agitation est caractérisé expérimentalement par vélocimétrie laser à effet Doppler. L'effet de différents paramètres est étudié. Dans tous les cas, des macro-structures spécifiques se développent : l'écoulement est compartimenté. Un nouveau système d'agitation est proposé. Le mobile de fond le mieux approprié et sa position sont déterminés par simulation numérique. Les performances d'agitation-niveaux de vitesse, temps de mélange et puissance consommée-sont avantageuses, et les performances du réacteur chimique, établies à partir d'une distribution des temps de séjour, sont équivalents.

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Baldino, Angela Rocha de Oliveira. "Vigiar sem punir? o medo na relação professor-aluno." Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6252.

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Essa dissertação trata do medo na relação entre alunos e professores.O medo enquanto emoção humana determina alterações biofísicas que são responsáveis pela manutenção da vida. No entanto, em nível elevado, o medo pode se tornar paralisante ou causador de patologias psíquicas. Mobilizador ou paralisante, o medo pode ser causado por situações reais ou imaginárias. O mesmo medo pode ser causa de angústia para uns e não para outros. Existem aqueles que são só de uns e outros que são de todos. Ao longo da História o medo foi utilizado como forma de disciplinarização de indivíduos e até de populações inteiras. Também foi utilizado na Escola, como forma de controle e exercício do poder do adulto sobre a criança e o jovem. Punições, humilhações, palmatórias, varas, joelhos no milho foram alguns dos instrumentos utilizados por longo tempo na intimidação do aluno. O Século XXI, que já vem sendo conhecido como o Século do Medo, vem trazendo as mudanças nos comportamentos, o aumento da violência do mundo e as mudanças na escola. O professor outrora amedrontador, detentor do poder legitimado socialmente, vem se tornando um amedrontado tanto no exercício profissional quanto cidadão da grande cidade. Analisaremos nesse trabalho o quanto do professor amedrontador e do aluno amedrontado convivem hoje como o professor amedrontado e o aluno amedrontador This dissertation is about the fears in relation between students and teachers. The fear while human being emotion determines biophysics alterations that are responsible for the maintenance of life. However, in higher level, fear can be paralyse or be the cause of psychic pathologies. Mobilizing or paralising, fear can be caused by real or imaginary situations. The same fear can be cause of agary for ones and but not stop others . There are that are private and others that ar of all. Throughout the History fear was used as form of disciplinarization of individuals and even of entire populations. It was also used in the Schools, as form of control and exercise the power of adult upon the children and the youngers. Punishments, humiliations, ferules, poles, knees in the maize had been some of the instruments used for long time to intimidate the students. The XXI Century, is being known as the Century of Fear, bringing the changes in the behaviors and increasing of violence in the world and the changes in the schools. The threatening teacher, who was seen as the holder of legitimated and socially power in the beginning, is being frightened as a citizen and as in the professional practice in big cities. We will analyze in this work how the threatening teacher and the frightened students deal with their differences nowadays

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Perrin, Jean-Marc. "Propriétés de surface d'alumines : influence des impuretés minérale, du broyage et des traitements thermiques, relation avec l'adsorption de polymères." Mulhouse, 1991. http://www.theses.fr/1991MULH0202.

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Cette étude a permis de décrire les propriétés de surface des alumines en termes d'énergie de surface. Nous avons montré que les propriétés de surface des alumines sont influencées par les impuretés minérales, le broyage et les traitements thermiques. La capacité d'adsorption de polymères sur les alumines a été reliée aux propriétés de surface des alumines

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Abrahim, Daniele Salvalagio [UNESP]. "A relação professor-aluno: uma história de amizade." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/96337.

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Made available in DSpace on 2014-06-11T19:28:17Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-04-07Bitstream added on 2014-06-13T18:57:15Z : No. of bitstreams: 1 abrahim_ds_me_mar.pdf: 446736 bytes, checksum: 935479afe4b5316f8a59e6872e014980 (MD5) Este trabalho pretende apresentar um estudo sobre as relações entre professor-aluno a partir do tema da amizade, tendo como foco de análise uma visão histórico-filosófica, visto que é necessário que haja um equilíbrio no ambiente escolar para que o processo ensino-aprendizagem aconteça de maneira satisfatória e harmoniosa. Busca-se conhecer o trajeto histórico das relações professor-aluno, estabelecendo-se alguns princípios institucionais, que tratam dos aspectos constitucionais e legais em geral, no que refere aos direitos do cidadão à educação e aos deveres do Estado em colocá-la a sua disposição. Para tanto, trabalhamos com a questão da indisciplina na escola, considerando-a como fator que cria dificuldades em uma relação harmoniosa entre educadores e educandos. Isso implica em levantar as causas das relações conflitantes e lógico, envolvendo o seu antônimo, pois, também as relações harmoniosas no ambiente escolar é o equilíbrio. Diante das causas é possível, pelo menos teoricamente evidenciar a possibilidade de solução dos problemas. A iniciativa de resolver estes problemas cabe aos professores, à administração e ao corpo técnico da escola, em um envolvimento da comunidade escolar, que chega até os familiares dos alunos, pois muitas vezes os atritos que dificultam as relações entre docentes e discentes, têm origem no grupo social familiar e sua extensão na sociedade. O fato de se ter uma visão, na prática, que aponta para a realidade conflitante tanto da parte dos professores como da parte dos alunos, faz com que se busque em estudos bibliográficos, conhecimentos que possam ser somados à prática pedagógica cotidiana, para que se possa corrigir rumos e aproveitar melhor esta prática para alcançar os resultados desejados no âmbito do processo de aprendizagem, que é o fim primeiro da educação. Por fim, analisa-se a amizade, como... This work intends to present a teacher and student relationship study starting from the theme friendship, having as analysis focus on the historical and philosophical vision, seen that it is necessary to have a balance at the scholar environment in order to provide a teaching and apprenticeship process in a satisfatory and harmonious way. It is searched the historic trace of the teacher and student relation, starting some institutional principles, which treats the constitutional and legal aspects in general, which is refered to the citizen rights of education and Union duties on ofering them. So, we worked with the indiscipline questions in school, considering it as the factor that creates difficulties in an harmonious relation between teachers and students. This implies on bring up the causes for disagreeable relations and of course, involving its contraries, because the harmonious relations at the scholar environment are also the balance. Facing the causes it is possible, at least theoricaly evidenciates the possibilities solutions for the problems. The iniciative for solving these problems are up to the teachers, administration and technical members of the school, in a comunitary involvement, which reaches the students families, because most of the times the attrites that turns it difficult the relations, has its origin at the social and familiar group and its extensions on society. The fact of having a vision on the practice, which points to the conflictant reality as far as part of the teachers as the students, it makes which bibliographical studies been researched, knowledge that could be additioned to the daily pedegogical practices, making it possible to correct the ways and take better advantage of this practice to reach the aimed results at the apprenticeship process, that is the main reason of education. Finally it is analysed the friendship, as reference of bilateral afetivity... Complete abstract click electronic access below)

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DEMONET, NATHALIE. "Etude physico-chimique de depots plasma duplex alumine/hydroxyapatite pour applications medicales. Relations elaboration/structure/proprietes (dissolution, adherence, contraintes residuelles)." Paris, ENMP, 1998. http://www.theses.fr/1998ENMP0871.

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Pour eviter les problemes lies a la degradation du ciment polymere de fixation des protheses de la hanche, des implants sans ciment ont ete developpes. Il est alors indispensable de preparer la surface des tiges femorales afin de leur assurer une stabilite a long terme. Les revetements ceramiques a forte porosite de surface permettent de repondre a de telles exigences. Cette etude porte donc sur des depots d'alumine, d'hydroxyapatite et duplex (alumine/hydroxyapatite) projetes par plasma sur des substrats en titane afin d'en mener une caracterisation physico-chimique. L'hydroxyapatite est un phosphate de calcium dont la composition et la structure cristallographiques sont voisines de celles des tissus calcifies. Sous forme de depot, sa solubilite en milieu physiologique a bas ph demeure un probleme important. Afin de comprendre ce comportement, des essais de dissolution dans la solution de ringer ont ete menes. Une methode originale de suivi par traceurs radioactifs a permis d'evaluer des taux de degradation et d'etablir des cinetiques de dissolution des ions calcium en fonction du ph, de la temperature et de l'agitation. Parallelement, les proprietes mecaniques des depots et de l'interface metal/ceramique ont ete evaluees par des tests de traction, d'indentation interfaciale et de flexion quatre points. La presence d'alumine dans les depots permet d'ameliorer leur tenue sur le metal et reduit la propagation des fissures a l'interface. L'ensemble des resultats obtenus sont fortement influences par la porosite des depots, leur structure lamellaire, fissuree et la presence de contraintes residuelles.

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Antoni-Jaspart, Émilie. "Structure et propriétés de verres silicates à haute teneur en alumine." Lille 1, 2003. https://pepite-depot.univ-lille.fr/RESTREINT/Th_Num/2003/50376-2003-367.pdf.

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Cette étude reporte les relations entre structure locale et propriétés de verres silicatés à forte teneur en Al2O3, destinés aux verres d'isolation. L'étude structurale est principalement effectuée par spectroscopie RMN des noyaux 29Si,27Al, 23Na sur des compositions modèles SiO2-Al2O3-Na2O-CaO-Fe2O3. Nous observons le caractère particulier des cations Al3+,Na+, Ca2+ et Fe3+. Une répartition non homogène des cations Na+ et Ca2+ sur les places de compensateur de charge des tétraèdres [AIO4]- est mise en évidence. Nous caractérisons la répartition des sites octaédriques et tétraédriques de Fe3+. Les propriétés observées sont la viscosité à haute température et le caractère biosoluble des verres. La caractérisation fine de la structure permet d'interpréter l'évolution non linéaire de la viscosité; le caractère conghruent de la dissolution est étudié et discuté en fonction de la composition du verre et de la structure préalablement caractérisée.

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Geandier, Guillaume. "Relation entre la microstructure, l'état mécanique et la fissuration de cermets alumine chrome élaborés à partir de poudres nanocomposites." Phd thesis, Institut National Polytechnique de Lorraine - INPL, 2002. http://tel.archives-ouvertes.fr/tel-00006245.

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Les composites alumine-chrome sont obtenus par pressage à chaud de poudres provenant du broyage réactif entre des poudres d'aluminium, d'alumine et d'oxydes de chrome. Différents types de composites ont été caractérisés : ils correspondent à des fractions volumiques de chrome comprises entre 5 et 36% et différentes voies d'élaboration. Une étude microstructurale a été menée pour mieux connaître les différents constituants et les différentes phases des poudres mais aussi des échantillons massifs (notamment ceux qui sont minoritaires). Une approche micromécanique est utilisée pour déterminer le champ de contraintes internes, générées lors du refroidissement après le pressage des poudres, du fait des différences existant entre les coefficients de dilatation thermique et les propriétés thermo-mécaniques des phases. Ces différences et ces contraintes pouvant conduire à la détérioration et à la fissuration du composite pourraient peut-être aussi être utilisées avec avantage et renforcer le composite, du moins localement selon les tailles et dispositions relatives de la phase métallique. Les résultats des calculs par éléments finis ont été confrontés aux résultats expérimentaux de détermination des contraintes moyennes dans les phases, obtenus en utilisant le rayonnement synchrotron. Pour évaluer le comportement de la microstructure et des contraintes internes vis à vis de la fissuration, une procédure d'indentation de type hertzien (indentation d'un échantillon plan par une sphère) a été mise en place pour analyser le mode de fissuration des échantillons massifs. Les résultats issus de l'étude de la microstructure, des calculs et de la fissuration sont comparées pour analyser l'influence de la microstructure et des champs locaux de contraintes sur le comportement et les trajectoires des fissures dans des composites biphasés alumine-chrome. Des voies concrètes d'amélioration voire d'optimisation des microstructures au regard de la résistance à la fissuration en sont ainsi dégagées.

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Silva, Raquel Furtunato da. "A presença do aluno negro no colégio Liceu Cuiabano: formandos de 1945." Universidade Federal de Mato Grosso, 2015. http://ri.ufmt.br/handle/1/141.

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Submitted by Jordan (jordanbiblio@gmail.com) on 2017-01-18T14:38:55Z No. of bitstreams: 1 DISS_2015_Raquel Furtunato da Silva.pdf: 5798025 bytes, checksum: 0b9f4ce15943bfc885b3254566c3817e (MD5) Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-01-19T12:30:20Z (GMT) No. of bitstreams: 1 DISS_2015_Raquel Furtunato da Silva.pdf: 5798025 bytes, checksum: 0b9f4ce15943bfc885b3254566c3817e (MD5) Made available in DSpace on 2017-01-19T12:30:20Z (GMT). No. of bitstreams: 1 DISS_2015_Raquel Furtunato da Silva.pdf: 5798025 bytes, checksum: 0b9f4ce15943bfc885b3254566c3817e (MD5) Previous issue date: 2015-06-18 CAPES Esta pesquisa teve por objetivo identificar, por meio de fontes documentais, disponibilizadas no arquivo da Escola, Liceu Cuiabano, informações sobre a presença de alunos negros nos bancos escolares na década de 40. A investigação recaiu sobre a turma ingressante no ano de 1942 (os formandos de 1945), do curso Ginasial do Liceu Cuiabano. Essa turma foi a primeira turma a se licenciar no novo prédio de ensino, instalado no ano de 1944. A pesquisa é respaldada na perspectiva histórica cultural e teve como instrumentos metodológicos o estudo documental das fontes, a pesquisa bibliográfica e as contribuições da memória individual e coletiva. Os depoimentos das famílias dos alunos negros foram de suma importância para compreender o período histórico vivido e o caminho percorrido por esses alunos ao ingressarem na instituição e após sair dela ao lançar-se a vida, em melhores condições. The goal of the research was to identify, through documentary sources available in the school archives of Liceu Cuiabano and in the Public Archives of Mato Grosso, information about the presence of black students on school benches in the 1940s. We will limit it to the newcomer high school class of 1942 (the graduates of 1945) of Liceu Cuiabano. This class was the first one to graduate in the new school building, installed in 1944. The integration of black students in public education of Mato Grosso is evident, however, it does not characterize the school as a democratic institution or as anti-racist. The research is supported by the culturalhistorical perspective and, as methodology, it was held documentary and bibliographical research and it also had contributions of individual and collective memory. The testimonies of the families of black students were of paramount importance to understand how that historical period was lived and the path taken by those students when they joined the institution and when they left it to launch themselves in a life of better conditions.

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Abrahim, Daniele Salvalagio. "A relação professor-aluno : uma história de amizade /." Marília : [s.n.], 2009. http://hdl.handle.net/11449/96337.

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Orientador: Alonso Bezerra de Carvalho Banca: Carlos da Fonseca Brandão Banca: José Luiz Guimarães Resumo: Este trabalho pretende apresentar um estudo sobre as relações entre professor-aluno a partir do tema da amizade, tendo como foco de análise uma visão histórico-filosófica, visto que é necessário que haja um equilíbrio no ambiente escolar para que o processo ensino-aprendizagem aconteça de maneira satisfatória e harmoniosa. Busca-se conhecer o trajeto histórico das relações professor-aluno, estabelecendo-se alguns princípios institucionais, que tratam dos aspectos constitucionais e legais em geral, no que refere aos direitos do cidadão à educação e aos deveres do Estado em colocá-la a sua disposição. Para tanto, trabalhamos com a questão da indisciplina na escola, considerando-a como fator que cria dificuldades em uma relação harmoniosa entre educadores e educandos. Isso implica em levantar as causas das relações conflitantes e lógico, envolvendo o seu antônimo, pois, também as relações harmoniosas no ambiente escolar é o equilíbrio. Diante das causas é possível, pelo menos teoricamente evidenciar a possibilidade de solução dos problemas. A iniciativa de resolver estes problemas cabe aos professores, à administração e ao corpo técnico da escola, em um envolvimento da comunidade escolar, que chega até os familiares dos alunos, pois muitas vezes os atritos que dificultam as relações entre docentes e discentes, têm origem no grupo social familiar e sua extensão na sociedade. O fato de se ter uma visão, na prática, que aponta para a realidade conflitante tanto da parte dos professores como da parte dos alunos, faz com que se busque em estudos bibliográficos, conhecimentos que possam ser somados à prática pedagógica cotidiana, para que se possa corrigir rumos e aproveitar melhor esta prática para alcançar os resultados desejados no âmbito do processo de aprendizagem, que é o fim primeiro da educação. Por fim, analisa-se a amizade, como... (Resumo completo, clicar acesso eletrônico abaixo) Abstract: This work intends to present a teacher and student relationship study starting from the theme friendship, having as analysis focus on the historical and philosophical vision, seen that it is necessary to have a balance at the scholar environment in order to provide a teaching and apprenticeship process in a satisfatory and harmonious way. It is searched the historic trace of the teacher and student relation, starting some institutional principles, which treats the constitutional and legal aspects in general, which is refered to the citizen rights of education and Union duties on ofering them. So, we worked with the indiscipline questions in school, considering it as the factor that creates difficulties in an harmonious relation between teachers and students. This implies on bring up the causes for disagreeable relations and of course, involving its contraries, because the harmonious relations at the scholar environment are also the balance. Facing the causes it is possible, at least theoricaly evidenciates the possibilities solutions for the problems. The iniciative for solving these problems are up to the teachers, administration and technical members of the school, in a comunitary involvement, which reaches the students families, because most of the times the attrites that turns it difficult the relations, has its origin at the social and familiar group and its extensions on society. The fact of having a vision on the practice, which points to the conflictant reality as far as part of the teachers as the students, it makes which bibliographical studies been researched, knowledge that could be additioned to the daily pedegogical practices, making it possible to correct the ways and take better advantage of this practice to reach the aimed results at the apprenticeship process, that is the main reason of education. Finally it is analysed the friendship, as reference of bilateral afetivity... Complete abstract click electronic access below) Mestre

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Carvalho, Karina Aparecida Pinto Silva. "Bastão em punho : o relacionamento professor-aluno no ensino de ballet." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253069.

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Orientador: Marcia Maria Strazzacappa Hernandez Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Made available in DSpace on 2018-08-04T06:59:57Z (GMT). No. of bitstreams: 1 Carvalho_KarinaAparecidaPintoSilva_M.pdf: 583023 bytes, checksum: e8cde3715e4983fa0769fd6e8c735b47 (MD5) Previous issue date: 2005 Resumo: A interação professor - aluno e suas conseqüências na formação de crianças, jovens e adultos, têm sido objeto de diversos estudos na área da Educação. Na área do ensino da dança, mais especificamente, do ensino do ballet clássico, esta discussão foi até então pouco abordada. O objetivo desta pesquisa é investigar se a relação professor-aluno no ensino de ballet é determinante para a permanência (ou abandono) do aluno na dança. Partimos da premissa de que o ballet, em meio às outras técnicas de dança ensinadas em escolas livres (academias, conservatórios), continua sendo a mais disseminada, por isso a forma como é ensinada pode influenciar a concepção que o aluno terá sobre dança. Trata-se de uma técnica rígida e sistematizada, que impõe um padrão físico pré-estabelecido e talvez em virtude disto, o que se constata nas aulas é uma postura austera do professor em relação a seus alunos, ilustrada aqui pela imagem do bastão em punho. Acreditamos que a relação professor-aluno mais próxima e a preocupação com a individualidade do aluno muito teriam a enriquecer o ensino de dança Abstract: The teacher-student relationship and its affects over children, young people and adults development, has been the subject of several studies in educational area. In the area of dance education, c1assical ballet education specificity, this theme has been little discussed. The subject of this research is investigating if the teacher-student relationship in barbet education has any importance in stimulating the students' interest or causing them to give up. We've started on the premise that since ballet, among other dance techniques taught in free schools (academies, conservatories), continues to be the more widely taught, and that there is real importance in the way it is taught: it can have an influence on the student's concept of dancing. Ballet is a rigid and systematic technique, which imposes a pre-established physical standard and, perhaps, it could be the reason that we usably see an austere teacher posture in relation with his/her students, here illustrated by the image of stick in hand. We believe that a c1oser teacher-student relationship in which the teacher is concerned with each individual can ready enrich dance education Mestrado Educação, Conhecimento, Linguagem e Arte Mestre em Educação

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Medeiros, Davi Lopes. "O campo transferencial na relação professor-aluno: um estudo de caso." Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/14049.

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Este estudo tem como objetivo perceber e interpretar a ocorrência do Campo transferencial na relação professor-aluno na turma 8MD do Sistema de Ensino Universo. Tomando como base para a pesquisa, a vivência relacional relatada por professores e alunos. Num primeiro instante, propomos um retorno ao conceito clássico de Transferência, considerado por Freud, ressaltando também a releitura feita por Lacan. Em um segundo momento, ocupamo-nos da possível conexão entre Psicanálise e Educação, dando um enfoque à relação transferencial no cotidiano da sala de aula. Em seguida, expomos as percepções dos participantes da pesquisa, analisando-as através de categorias. Para concluir o estudo, consideramos que, embora o Campo transferencial esteja presente de maneira intrínseca na relação professor-aluno, pouco se pode alterar dessa realidade. Cabe ao educador ampliar a visão de si mesmo e do aluno, sob a ótica da Psicanálise, e assim, perceber a si mesmo e ao outro, como sujeitos desejantes, constituídos a partir de uma história peculiar e tecida com riquezas de detalhes, constantemente reeditada na intersubjetividade, própria das relações; ABSTRACT: This study aims to understand and interpret the occurrence of the transfer Field in the teacher-student in the class 8MD of the Sistema de Ensino Universo. We take as the basis for research, the relational experience reported by teacher and students in the chass. A first moment, we propose a return to the concept of transfer, considered by Freud, stressing also the reading of Lacan. In a second step, we deal with us about the possible connected between Psychoanalysis and Education, a focus on the focus on the transference relationship in everyday classroom. Then we expressed the views of participants, analyzing them across multiple categories. To complete the study, we believe that although the transfer Field is present so intrisceca in teacher-student relationship little can change that reality. It’s up to the educator to expand of himself and the student, over the view of psychoanalysis, thus, realize himself and his counterparty, as desiring subjects, constituted of a peculiar history and described with richness of details, constantly reprinted, in the intesubjectivity proper of the relations.

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Meyza, Xavier. "Relations microstructure-comportement face à l'injection de charges-rigidité diélectrique pour des alumines polycristallines : effet de la température et d'un vieillissement thermique." Saint-Etienne, EMSE, 2003. http://www.theses.fr/2003EMSE0003.

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Le claquage diélectrique se produit dès que la tension appliquée à un isolant exède une valeur critique et provoque localement la fusion et l'évaporation du matériau. Des alumines polycristallines sont étudiées (brutes de frittages, dégradées par choc ou fatigue thermique). La rigidité diélectrique Ec varie en fonction de la température et de la composition du joint de grains. Ec chute de 25 à 150°C et croît jusqu'à 500°C. Ec est optimisée à 25 °C par la présence d'anorthite CaAl2Si2O8 et à 500°C par la présence de verre. Pour interpréter les mécanismes contrôlant le claquage diélectrique, l'étude du comportement de l'isolant lors d'une injection de charges est réalisée par la simulation du transport et du piégeage des charges, et par la méthode expérimentale SEMME. L'optimisation de Ec sur un large domaine de température est contrôlée par la composition des joints de grains, permettant un piégeage des charges à faible température et leur écoulement à haute température Dielectric breakdown occurs when the applied voltage on an insulator exceeds the threshold value Vc. It generates locally the melting and the evaporation of the material. Polycrystalline aluminas were liquid sintered up to 1590°C and studied after sintering or thermal ageing. The dielectric breakdown Ec is both microstructure and temperature dependent. Ec decreases from 25° to 150°C and increases toward temperatures up to 500°C ; Ec is sensitive to the grain boundaries composition : positive effect of anorthite CaAl2SiO8 at 25°C and of glass at temperatures greater than 150°C. The understanding of mechanisms controlling the breakdown was achieved in a second part. The simulation of the charge transport and storage was an attractive way to analyse experimental SEMME measurements. The optimisation of Ec in a large temperature range requires good abilities for charges trapping within grain boundaries at low temperatures and for charges spreading within grain boundaries at high temperatures

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Narvaes, Andréa Becker. "A RELAÇÃO PROFESSOR-ALUNO: ENTRE E IMAGINÁRIOS, IDENTIFICAÇÕES E NEGOCIAÇÕES." Universidade Federal de Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/3475.

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This text is the result of a research developed during the Doctorate course in the Postgraduation in Education Program of the Federal University of Santa Maria, linked to the research line called Training, Knowledge and Professional Development. The central focus of research is the relationship between school subjects, teachers and students, and their influences on teaching. The teacherstudent relationship is seen here as the central element of teaching, seen as an interactive work. This research starts with a basic question: what is the influence, in the constitution of professional identification and imaginary teachers, of the different ways of relationships established between teachers and students in two diferent High Schools? To do so, the field research was conducted in two High Schools in the city of Rio Grande do Sul State, during the year of 2011. Therefore, the methodological working option was settle with narrative interviews with teachers as a way of gaining access to their perceptions of their career and professional socialization and the place that interactions with students occupy in their identity constitution and in their imagery. To understand the perspective of students, focus groups were conducted with two groups of high school students of the selected schools. The analyzes suggest that there are cultural trading relations in both schools, among various groups of students and teachers. Despite this common feature, it is possible to say that in the public school, the images and identifications between teachers and students are more divergent, and, in the private school, a little more convergent. It is possible to say that the trading relation between teachers and students influence and are influenced by the images and the attributed and acquired identifications by teachers and students. Este texto é o resultado de pesquisa desenvolvida durante o curso de Doutorado do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria, vinculada à linha de pesquisa denominada Formação, Saberes e Desenvolvimento Profissional. O enfoque central da investigação são as relações entre os sujeitos escolares, professores e alunos, e suas influências sobre a docência. A relação professor-aluno é encarada aqui como elemento central da docência, vista como um trabalho interativo. Esta pesquisa parte de uma pergunta básica: qual a influência, na constituição das identificações profissionais e dos imaginários docentes, dos variados modos de relações que se estabelecem entre professores e alunos em duas escolas de Ensino Médio? Para tanto, a pesquisa de campo realizou-se em duas escolas de Ensino Médio de um Município do interior do Rio Grande do Sul, durante o ano de 2011. Assim, fez-se a opção metodológica de trabalhar com entrevistas narrativas dos docentes como uma das formas de acesso às percepções dos professores sobre sua trajetória de socialização profissional e o lugar que as interações com os alunos ocupam na sua constituição identitária e no seu imaginário. Para a compreensão da perspectiva dos alunos, foram realizados grupos focais com duas turmas do Ensino Médio das escolas selecionadas. As análises levam a crer que relações de negociação cultural existem nas duas escolas, entre vários professores e grupos de alunos. Apesar deste aspecto comum, é possível dizer que, na escola pública, as imagens entre docentes e discentes são mais divergentes entre si, e, na escola particular, um pouco mais convergentes. É possível considerar que as relações negociadas entre professores e alunos influenciam e são influenciadas pelas imagens e pelas identificações atribuídas e reivindicadas aos docentes e aos discentes.

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Oyama, Daniela Kitawa. "A angustia do professor diante do aluno : um estudo com professoras das primeiras series do Ensino Fundamental." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251785.

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Orientador: Ana Archangelo Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Made available in DSpace on 2018-08-12T23:22:01Z (GMT). No. of bitstreams: 1 Oyama_DanielaKitawa_M.pdf: 972453 bytes, checksum: 75b6651fd0252cd53d7716ab7f0efc3b (MD5) Previous issue date: 2009 Resumo: A preocupação em relação aos professores deixou de ser exclusivamente com sua formação, dadas as indicações de que algumas dificuldades enfrentadas por eles têm envolvido a esfera afetiva, além das tradicionalmente consideradas, como a política e a cognitiva. Isso pode ser facilmente percebido atualmente pelo alto número de afastamentos e licenças de professores consequentes de problemas de saúde, grande parte deles, emocionais. Tendo em vista a dificuldade emocional enfrentada por eles, o trabalho trata da angústia sentida pelos professores diante dos alunos. Para tanto foi realizada uma análise psicanalítica do fenômeno da angústia com seis professoras de 1ª a 4ª séries do Ensino Fundamental de uma escola pública, análise essa baseada no conceito de angústia de Freud, que o define como reação a uma situação de perigo, ao desamparo psíquico ou físico diante de uma situação traumática. Foram considerados também os conceitos de ansiedade persecutória e ansiedade depressiva de Melanie Klein. O trabalho discute a pesquisa em psicanálise, o método psicanalítico, a sua importância em privilegiar o singular, a subjetividade dos sujeitos e a possibilidade de pesquisa por um não-analista, devido ao setting da pesquisa ser diferente do setting da análise. Discute ainda as angústias em nosso mundo contemporâneo, as mudanças ocorridas em nossa sociedade e como elas influenciam o psiquismo dos sujeitos de nossa época, a escola pública atual e o que é "ser professor" hoje. Traz o relato das seis entrevistas realizadas, suas análises e a partir delas, uma análise geral do fenômeno de angústia, com temas que atravessam esse fenômeno como a perda de autoridade, o ódio na relação professor-aluno e a forma como os professores lidam com esse sentimento. Alguns professores são dispersivos quanto à sua angústia, outros faltam às aulas para lidar com ela, negam os sentimentos que os alunos despertam neles, ou projetam a responsabilidade pelos alunos com dificuldade em outras figuras da escola. E por fim discute a importância da angústia na relação professor-aluno, pois quando a angústia é tolerada, é de grande importância para a realização do trabalho, pois é por sentir essa angústia que o professor pode se preocupar, questionar-se, pensar sobre o problema e tentar encontrar novos caminhos de atuação. Abstract: The concern about teachers is no long exclusively related to their formation, due to the indications of some difficulties that they have had to face which involve the dedicated position, besides those traditionally taken into consideration such as policy and cognitive. This can easily be seen today by the high number of dismissals and leaves of absence of teachers as a consequence to health problems, most of them emotional. Keeping in mind the emotional difficulties they face, this study deals with the anxiety felt by the teachers with students, through a psychoanalytical analysis of the anxieties of six teachers of 1st-4th grades of an elementary public school, based on Freud's concept of anxiety (this concept is defined as a reaction to a situation of danger referring to the physical or psychic helplessness when faced with a traumatic situation) and of Melanie Klein's concepts of demandable and depressive anxieties. The study discusses the investigation in psychoanalysis, the psychoanalytical method, and the importance of favoring the individual, the subjectivity of people and the possibility of research by someone who is not an analyst, due to the setting of the research being different from that of analysis. It discusses the anxieties in our contemporary world, the changes that occur in our society and how they influence the psyche of the subjects of our era, the public school nowadays and what it is to be a teacher today. There are the six interviews, the analyses and from them, a general analysis of the anxiety phenomenon, with themes which pass through this phenomenon such as, loss of authority, hate in the teacher-student relationship and how the teachers deal with this feeling. Some teachers are vague as to their anxieties while others miss classes in order to deal with them, deny the feelings that the students arouse in them or project the responsibility for the students with problems to other people in the school. Finally, the importance of anxiety in the teacher-student relationship is discussed since, when the anxiety is tolerated, it is of great importance for the completion of the work, because it is by feeling this anxiety that the teacher can worry about it, question him/herself, think about the problem and try to find new paths of action. Mestrado Psicologia Educacional Mestre em Educação

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Boutenel, Florian. "Comportement d’une matrice alumine-silice au cours de l’élaboration de composites à matrice céramique oxyde/oxyde." Thesis, Ecole nationale des Mines d'Albi-Carmaux, 2020. http://www.theses.fr/2020EMAC0011.

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Les composites à matrice céramique oxyde/oxyde peuvent être considérés pour des applications structurales opérant, en continu, sous environnement oxydant à des températures comprises entre 500°C et 900°C, comme c’est le cas dans les zones proches des moteurs d’avions. En particulier, les composites reposant sur une matrice associant de l’alumine et de la silice présentent un fort potentiel. En outre, la mise en œuvre de ces matériaux comprend plusieurs étapes dont deux sont essentielles : l’imprégnation du renfort fibreux par la suspension et le frittage de la matrice. Cette thèse s’intéresse à l’élaboration de composites à matrice céramique oxyde/oxyde utilisant une matrice alumine-silice. Celle-ci est issue d’une suspension aqueuse dans laquelle les deux espèces sont initialement présentes sous formes de particules. Aussi, l’objectif de ces travaux est d’étudier le comportement d’un tel système au cours des différentes étapes clés de la fabrication, c’est-à-dire d’établir les relations procédé/microstructure/propriétés, afin de proposer une composition optimale de la matrice au regard du procédé et des propriétés visées. En particulier, la proportion de silice sera un paramètre crucial. Tout d’abord, étant donné que la réussite de l’étape d’imprégnation repose sur la capacité de la suspension à s’écouler au sein de la structure fibreuse, une caractérisation rhéologique des suspensions d’oxydes a été menée. Le comportement rhéologique a été interprété sur la base des domaines de prédominance des différentes interactions au sein de la suspension. Aussi, l’influence des différentes caractéristiques des suspensions, comme la concentration volumique en particules et la proportion alumine-silice, a été examinée. Ensuite, le comportement de ce système au cours du frittage a été étudié puisque ce traitement thermique doit permettre, entre autres, d’aboutir à une microporosité respectueuse du concept de composites à matrice faible. Les mécanismes de frittage ont été identifiés tandis que l’influence des différents paramètres sur la cinétique a été qualifiée. Aussi, des liens avec les propriétés mécaniques de la matrice ont été établis. Enfin, des composites à renforts Nextel™ 610 et à matrice poreuse alumine-silice ont été mis en œuvre et caractérisés Oxide/oxide ceramic matrix composites can be used for structural applications operating continuously at temperatures between 500°C and 900°C under oxidizing environments, such as in areas close to aircraft engines. In particular, composites based on a matrix combining alumina and silica are promising. In addition, the processing of these materials comprises several steps. Two of them are essential: the impregnation of the fibrous reinforcement with the suspension and the sintering of the matrix. This PhD thesis focuses on the processing of oxide/oxide ceramic matrix composites using an alumina-silica matrix. It is derived from an aqueous suspension in which the two species are initially present as particles. The aim of this work is to study the behaviour of such a system during the various stages of the manufacturing, i.e. to establish the relationships between processing/microstructure/properties, in order to propose an optimal composition of the matrix regarding the process and the required properties. In particular, the silica proportion will be a crucial parameter. Firstly, since the quality of the impregnation step is based on the ability of the suspension to flow within the fibrous structure, a rheological characterization of the oxide suspensions has been carried out. The rheological behavior has been interpreted on the basis of the domains of predominance of the different interactions within the suspension. Also, the influence of the various suspension characteristics, such as the solid fraction and the alumina-silica ratio, has been examined. Then, the behaviour of this system during the sintering has been studied since this thermal treatment should lead to a microporosity that respects the concept of weak matrix composites. The sintering mechanisms have been identified while the influence of the various parameters on the kinetics has been qualified. Also, relationships with the mechanical properties of the matrix have been established. Finally, composites with Nextel™ 610 reinforcements and a porous alumina-silica matrix have been fabricated and characterized

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Gaulke, Alvine Genz. "A relação professor-aluno-conhecimento na educação infantil : princípios, práticas e reflexões sobre protagonismo compartilhado." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/70597.

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Esta dissertação, vinculada à linha de pesquisa Estudos sobre Infâncias, propõe investigar como se constitui a relação professor-aluno-conhecimento na Educação Infantil. Inspirada em Meirieu (1998), identifico na educação – especialmente na Educação Infantil - a relação professor-aluno-conhecimento, compreendida como um triângulo pedagógico em que há sempre três lados em relação. Parto do pressuposto de que a relação professor-aluno-conhecimento se constitui de diferentes jeitos no dia a dia da Educação Infantil, pois reflete as diferenças, semelhanças e singularidades das pessoas que compõem o triângulo pedagógico e seus respectivos modos de participação. O fio condutor que permeou as reflexões ao longo da escrita desta dissertação é o protagonismo compartilhado, um enigma que emergiu do objetivo de identificar, em cinco livros que abordam práticas pedagógicas, a participação tanto do professor quanto das crianças na relação professor-aluno-conhecimento. Os diferentes livros analisados se referem a duas experiências brasileiras, em Freire (1983) e Junqueira Filho (1995); uma portuguesa, em Vasconcelos (1997); uma italiana, em Rabitti (1999); e outra espanhola, em Díez Navarro (2004). Identifico, nesses diferentes contextos, com aporte teórico principalmente de Meirieu (1998, 2002 e 2005) e Rinaldi (2012), que professor e crianças participam da relação professor-aluno-conhecimento na Educação Infantil a partir do protagonismo de cada um, o que na convivência no triângulo pedagógico se configura como protagonismo compartilhado. Esse modo de participação (protagonismo compartilhado) não acontece por acaso, mas é planejado, intencional, estudado, provocado, desejado, com base em princípios e práticas que incentivam e sustentam o protagonismo compartilhado entre professor e crianças na relação com o conhecimento. This essay, linked to the Studies on Childhoods research line, aims to investigate how the teacher-student-knowledge relation consists in early childhood education. Inspired by Meirieu (1998), in contrast to Houssaye (2007) and Nóvoa (1995), I identify in education - and, in this essay, especially in early childhood education - the teacher-student-knowledge relation, understood as a pedagogical triangle in which there are always three sides related. I start from the presupposition that the teacher-student-knowledge relation consists by different ways in the day-to-day, since it reflects the differences, resemblances and singularities of the people that compose the pedagogical triangle and of their respective participation in the relation. The thread that guides the thoughts of this essay is the shared protagonism, a puzzle that emerged from the purpose of identifying, in five books that approach pedagogical practices in early childhood education, both teacher's and children's participation in the teacher-student-knowledge relation. The books describe two Brazilian experiences, in Freire (1983) and in Junqueira Filho (1995); a Portuguese, in Vasconcelos (1997); an Italian, in Rabitti (1999); and a Spanish, in Díez Navarro (2004). I recognize in these different contexts, with the theoretical support of Meirieu (1998, 2002 and 2005) and Rinaldi (2012), that teacher and children take part of the teacher-student-knowledge relation in early childhood education based on the role protagonist of each, what in the living together of pedagogical triangle sets up as shared protagonism. This participation way (shared protagonism) doesn't happen by accident, but it’s planned, intentional, studied, caused, wanted, based on principles and practices that encourage and support shared protagonism among teacher and children in relation with knowledge.

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Cantarelli, Juliana Mezomo. "A LINGUAGEM COMO FORMA DE VIOLÊNCIA NA RELAÇÃO PROFESSOR-ALUNO EM SALA DE AULA." Universidade Federal de Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/7009.

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This paper is linked to the Line of Practical School Researches and Public Policies of the Post-Graduation Program at the federal University of Santa Maria. The current study belongs to the Moral Affection Research Group and its main project The conflicts and sentiments present in the pedagogical relationship and their networks in the construction of moral personality . The theme arises from my own experiences as a student of basic education and also graduation. Later, as a professor I started reflecting about the relations among teachers and students. Thus, this research aims to investigate how the language used by the teacher in classroom might be understood as a form of violence from the teacher to his/her pupils, to identify how the teachers understand how their languages might be a form of violence towards their students and to verify how the students see this violent language used in classroom. The methodology adopted presents a qualitative approach under the perspective of a study case with a teacher who teaches the third grade fundamental school and with her pupils. The study was carried out in a state school of basic education in the central region of Rio Grande do Sul state. The data collection was made by means of direct observations in classrooms. The data were recorded on a field diary and in a semi-structured interview with the class teacher and her students. The study was divided in three chapters: The first one: Delimitation and fundaments of investigation , which delimits and specifies the theme area of investigation, the questions of a research and their reasons as well as the methodological approach of it. In chapter 2: The construction of thinking, language and morality in children , where it was analyzed the construction and the development of language related to the thinking and notion of morality for children. To do so, it was used, as a theoretical support, the studies carried out by Jean Piaget. In chapter 3: The violence and its imbrications in teacher s and student s relations . It is divided into two sub-chapters. In the first one, it was checked out the relations of teachers and students in classroom. In the second one the violence inside this relation was highlighted. The theoretic fundament of this paper comes from: Alícia Fernandez, Julio Groppa Aquino, Maria Teresa Estrela, Ulisses F. de Araújo, Xus Martín Garcia, Josep Maria Puig e Yves de La Taille. Based on the data analysis, it is concluded that how language is used by the teachers, consciously or not, might be understood as a form of violence and that the students perceive this kind of language as a form of violence as well. However, for the teachers, their languages are not seen as a form of violence once they serve to shape their students behavior, to impose limits so that they become civilized and polite people. Acting like this is necessary, acceptable and, therefore, normal. Este trabalho está vinculado à Linha de Pesquisa Práticas Escolares e Políticas Públicas, do Programa Pós-graduação em Educação, da Universidade Federal de Santa Maria. O presente estudo insere-se ao Grupo de Pesquisa Afetos Morais e o seu projeto principal Os conflitos e os sentimentos presentes na relação pedagógica e seus entrelaçamentos na construção da personalidade moral . A temática em estudo surge a partir das minhas próprias experiências como aluna da educação básica e também da graduação e, posteriormente, como professora, fazendo-me refletir sobre a relação professor-aluno. Nesse sentido, a pesquisa objetiva-se em investigar como a linguagem utilizada pelo professor (a) em sala de aula pode ser compreendida como uma forma de violência praticada por esse (a) em relação a seus aluno, identificar qual a compreensão do professor (a) sobre a utilização da linguagem como uma forma de violência exercida por ele (a) em relação aos seus alunos (as) e verificar quais as significações construídas pelos alunos em relação à linguagem utilizada pelo seu professor (a) em sala de aula. A metodologia adotada apresenta uma abordagem qualitativa, sob a perspectiva de um estudo de caso, com uma professora do 3º ano do ensino fundamental e seus respectivos alunos. A pesquisa realizou-se em uma escola estadual de educação básica situada na região centro do Estado do Rio Grande do Sul. A coleta de dados foi realizada por meio de observações diretas na sala de aula, sendo os dados registrados no diário de campo, e em entrevista semiestruturada com a professora da turma e seus alunos. O estudo foi dividido em três capítulos: O primeiro - Delimitação e fundamentação da investigação - delimita e especifica a área temática da investigação, as questões da pesquisa e seus objetivos, bem como a abordagem metodológica da mesma. No capitulo 2 - A construção do pensamento, da linguagem e da moralidade na criança - foi analisada a construção e desenvolvimento da linguagem com relação ao pensamento e a noção de moralidade para as crianças. Para tal, foram utilizados, como aporte teórico, os estudos realizados por Jean Piaget. O capítulo 3 - As violências e suas imbricações na relação professor-aluno - está dividido em dois subcapítulos. No primeiro, foi analisada a relação professor-aluno em sala de aula. No segundo, foi enfocada a violência dentro dessa relação. Teve como fundamentação teórica, entre outros, Alícia Fernandez, Julio Groppa Aquino, Maria Teresa Estrela, Ulisses F. de Araújo, Xus Martín Garcia, Josep Maria Puig e Yves de La Taille. Os dados foram analisados sob aporte teórico dos autores citados. Com base nas análises dos dados, conclui-se que o modo como a linguagem é utilizada pelo professor, conscientemente ou não, pode ser entendida como uma forma de violência; os alunos percebem a utilização da linguagem também como uma forma de violência praticada pelos seus professores; porém, para os professores, a linguagem utilizada não é percebida como uma forma de violência quando praticada pelos mesmos, pois, ela serve para moldar o comportamento dos alunos, impor limites, ou seja, para que se transformem em pessoas educadas . Agir assim é preciso, necessário, aceitável e, portanto, normal.

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Attie, João Paulo. "Relações de poder no processo de ensino e aprendizagem de matemática." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20062013-142704/.

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A sala de aula de matemática é um contexto no qual são tecidas as relações de poder entre professor e aluno, ainda que esse possa não ser um fenômeno consciente para os sujeitos diretamente envolvidos. Consideramos que a ocorrência dessas relações não é, por si, um acontecimento que mereça um julgamento moral. O objetivo deste trabalho é investigar as Relações de Poder estabelecidas entre professor e aluno na aula de matemática e discutir suas implicações para o ensino e a aprendizagem dessa disciplina. Para esse objetivo ser alcançado, nos aprofundamos nos conceitos de poder e de relações de poder e em algumas características das relações de poder, que fundamentamos principalmente nos escritos de Foucault e Bourdieu. Detivemo-nos também no processo histórico de institucionalização da matemática na sociedade. Foi realizado um trabalho de campo, que desenvolvemos com a aplicação de entrevistas, semiestruturadas, no caso de professores e pais de alunos, separadamente, e utilizando as técnicas de Grupo Focal, com alunos, em duas escolas com algumas características distintas. No trabalho de campo, obtivemos de cada grupo elementos que ampararam nossa análise. Dos alunos, alcançamos elementos que nos permitiram perceber como são descritas por eles as modalidades instrumentais, o sistema de diferenciações e as formas de institucionalização do exercício do poder nas relações entre estes e seus professores; dos pais, obtivemos suas impressões sobre a importância que atribuem ao desempenho em matemática para a vida dos filhos, configurando uma das formas de institucionalização do poder atribuído à disciplina; por fim, dos professores, vislumbramos a presença do formalismo, as modalidades instrumentais e os graus de racionalização que são produzidos em suas práticas pedagógicas. The mathematics classroom is a context in which are woven the power relations between teacher and student, although this may not be a conscious phenomenon for subjects directly involved. We consider that the occurrence of these relationships is not, in itself, an event that deserves a moral judgment. The objective of this study is to investigate the relations of power established between teacher and student in math class and discuss their implications for the teaching and learning of the discipline. For this goal to be achieved, we delve into certain concepts, such as power and power relations and some characteristics of power relations, that we base in the writings of Foucault and Bourdieu and we studied also the historical process of institutionalization of mathematics in society. We conducted a field study, we developed the application with interviews, semi-structured, in the case of teachers and parents separately, and using the techniques of focus group with students in two schools with some distinct characteristics. During the fieldwork, each group got elements that bolstered our analysis. Students, elements that have allowed us to reach realize how they are described by the terms instrumental in the exercise of power relations between them and their teachers; parents, got their impressions of the importance they attach to mathematics performance for the life of the children, configuring a form of institutionalization of power assigned to the discipline; finally, the teachers, we see the degrees of rationalization that are produced in their teaching.

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Rguini, Noureddine. "Modélisation informatique de propriétés moléculaires." Nancy 1, 1988. http://www.theses.fr/1988NAN10209.

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Étude des possibilités offertes par les méthodes semi-empiriques de la chimie quantique, en matière de modélisation moléculaire. Étude du caractère acidobasique d'une molécule (amine, alcool). Étude du phénomène de liaison hydrogène. Modélisation de la surface des alumines amorphes

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Lerman, Tatiana Gottlieb [UNIFESP]. "O significado de saúde e doença para o aluno de medicina ao longo da graduação." Universidade Federal de São Paulo (UNIFESP), 2010. http://repositorio.unifesp.br/handle/11600/9868.

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Made available in DSpace on 2015-07-22T20:50:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-09-29 No início da graduação a compreensão sobre saúde e doença do aluno depende de seus conhecimentos e experiências prévias bem como, do grau de contato com a prática médica e a realidade que envolve tal tema. Pretendeu-se neste estudo compreender a visão de saúde e doença que permeia a mente dos futuros médicos e traçar que relações são estabelecidas entre a noção de saúde e doença com o currículo escolar e com as experiências pessoais e a trajetória social e profissional do aluno ao longo da graduação. Foi realizado um estudo qualitativo, utilizando-se um questionário psicossocial e entrevista semi-estruturada com alunos do primeiro, terceiro e sexto ano de 2008 da Universidade Federal de São Paulo (UNIFESP-EPM). O material foi submetido à análise de conteúdo. As experiências e as características pessoais de cada participante, assim como as experiências curriculares e extracurriculares, e o currículo oculto influenciam tanto na visão que possuem de saúde e doença quanto na escolha profissional. Notou-se certo esfriamento na relação médico-paciente, uma postura de maior desconfiança em relação aos pacientes, ao longo da graduação. Os graduandos demonstraram uma necessidade de se protegerem dos sentimentos despertados pelas vivências durante o curso de medicina. Ficou claro que os alunos possuem o conhecimento de uma visão mais global e humana do paciente. No entanto, é como se cognitivamente os mesmos detivessem esse conhecimento, mas emocionalmente não conseguissem colocá-lo em prática. Essa problemática estaria vinculada ao fato de terem dificuldade de entrar em contato com esses aspectos em si mesmos. The concepts of medical students about health and illness in the early graduation depends on your knowledge and past experiences as well as the degree of contact with medical practice and the reality that surrounds this issue. The aim of this study was to understand the vision of health and illness that pervades the minds of future doctors and delineate the relationships established between the notion of health and illness, the school curriculum, personal experiences and trajectory of social and professional student throughout the course. It was conducted a qualitative study, using a psychosocial questionnaire and semi-structured interviews with students from first, third and sixth year 2008 the Federal University of São Paulo (UNIFESPEPM). The material was subjected to content analysis. The experiences and personal characteristics of each participant, as well curricular and extracurricular experiences, and the hidden curriculum influence both the vision they hold for health and disease as their career choice. We can note certain coldness in the doctor-patient relationship, and greater distrust of patients throughout the course. Students graduating demonstrate a need to protect the feelings aroused by the experiences during the medicine course. It is clear that students have the knowledge of global and human care patients. However, it seems that they know cognitively, but emotionally they could not put it into practice. This issue would be linked to fact that they are having difficulty contacting these aspects in themselves. TEDE BV UNIFESP: Teses e dissertações

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Engelberg, Marcel Francis D\'Angio. "A invenção cotidiana do aluno: relações de poder, experiências escolares e possibilidades de existência." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-11112010-162524/.

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O aluno é uma invenção. Nem sempre existiu na história essa categoria que entendemos por aluno. A partir apenas do final do século XIX é que se pode falar em sua emergência. Assim, é também a partir daí que se inicia o processo de produção de uma nova subjetividade das crianças e dos jovens. A escola, instituição responsável por acolhê-los, é o principal agente dessa produção. Fabricar alunos torna-se sua especialização. O presente trabalho procurou discutir, ao mesmo tempo, dois aspectos dessa questão: a) a invenção do aluno como algo não acabado e definitivo, sendo produzida diariamente no cotidiano escolar; b) a associação da invenção do aluno não ao poder possuído pela escola, mas às relações de poder exercidas no seu interior. Para isso, foi desenvolvida uma pesquisa de campo no intuito de observar práticas e discursos escolares que tomavam o aluno como questão. Uma escola pública estadual de ensino médio foi escolhida e o trabalho de campo realizado no decorrer dos anos de 2008 e 2009. Conversas com os alunos foram registradas no final de cada um dos anos e completaram o material de pesquisa. Inspirada na concepção de relações de poder do pensador francês Michel Foucault (1926-1984), elaborou-se uma análise que pretendeu explorar algumas das possibilidades e dos efeitos das relações de poder estabelecidas no interior da escola em termos de uma invenção cotidiana do aluno. Uma das ideias que pôde ser extraída daí é que a invenção do aluno não necessita de práticas e discursos fixos e específicos para sua realização, mas pode ser pensada como inúmeras invenções que seriam possíveis a partir de jogos, disputas, imprevisibilidades e possibilidades de inversão, abertas pelas relações escolares de poder. Ademais, procurou-se experimentar um olhar e uma escrita aberta ao acaso, ao singular, ao imprevisto, ao variado e ao repetido, multiplicados pela concepção de poder que foi assumida. The student is an invention. Such category has not always existed in History. Only after the late 19th century it is possible to speak not only of its emergence but also the process of producing a new subjectivity of the child and the young. The school, responsible for welcoming them, is the principal agent of this production whose expertise is to make students. The present study outlines two aspects of that at the same time: a) the invention of the student as a non-ending process, being produced daily in the school routine, b) the association of the student invention not with the power possessed by school, but with the power relations exercised inside of it. In order to do so, a field research has been developed to observe practices and student discourses which took the student as an issue. A state high school was chosen and the field work conducted during the years 2008 and 2009. Conversations with students were registered at the end of each year and completed the research material. Inspired by the conception of power relations developed by French philosopher Michel Foucault (1926-1984), an analysis has been carried out which sought to explore some of the possibilities and the effects of power relations established within the school in terms of an everyday invention of the student. This brought the idea that the invention of the student does not require fixed and specific practices and discourses to its implementation. Instead, it can be thought of an array of inventions made possible through games, contests, unpredictability as well as possibilities of inversion, that would possible by the school power relations. Furthermore, we have tried to adopt a look and a written open to fortuitousness, the singular, the unexpected, the varied and repeated, multiplied by the conception of power that was hereby assumed.

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Gavassi, Marina Alves. "Papel do ABA nas relações hídricas em espécies sensíveis ao Al3+ /." Rio Claro, 2020. http://hdl.handle.net/11449/191450.

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Orientador: Gustavo Habermann Resumo: O alumínio (Al) é o metal mais abundante na crosta terrestre. Em solos ácidos (pH < 5,0) é encontrado principalmente na forma de Al3+, tóxico à maioria das plantas. Nas plantas sensíveis a esse metal, o primeiro e mais conspícuo sintoma de toxicidade é a inibição do crescimento das raízes, onde a maior parte do Al é covalentemente retido. Além disso, o Al também causa sintomas indiretos, reduzindo o crescimento da parte aérea. Tal redução tem sido associada à assimilação de CO2 (A), e evidências sugerem o comprometimento das reações fotoquímicas, além da redução de 30 a 80% da condutância estomática (gs). Além disso, o Al também tem sido associado à redução na hidratação do mesofilo, como ocorre em condições de limitação hídrica. Baseado nestes fatos, testamos a hipótese de que parte dos sintomas de fitotoxicidade ao Al em plantas sensíveis, sobretudo aqueles relacionados ao baixo crescimento e desenvolvimento da parte aérea, bem como menos trocas gasosas, ocorrem em resposta à ativação de mecanismos associados à percepção de deficiência hídrica, principalmente à biossíntese de ácido abscísico (ABA). Utilizamos duas espécies sensíveis ao Al, mas cujos sintomas de toxicidade são induzidos por concentrações significativamente distintas, como Solanum lycopersicum (100 M Al) e Citrus limonia (1480 M Al). As plantas foram cultivadas em solução de nutrientes com e sem Al, em experimentos independentes com duração de 10 e 90 dias, para S. lycopersicum e C. limonia, respectivamente... (Resumo completo, clicar acesso eletrônico abaixo) Abstract: Aluminum (Al) is the most abundant metal in the Earth's crust. In acidic soils (pH < 5.0) it is found mostly as Al3+, which is toxic to most plants. In Al-sensitive plants, the first and most conspicuous symptom is the inhibition of the growth of the root system, where most of Al is covalently retained. Aluminum also causes indirect symptoms, such as reduced shoot growth. In Al-sensitive plants, Al-reduced CO2 assimilation rate (A) is observed, and there is evidence suggesting the impairment of photochemical reactions, as well as 30 to 80% reduction in stomatal conductance (gs). In addition, Al has also been associated with a reduction in mesophyll hydration, as occurs under water-limited conditions. Based on these facts, we tested the hypothesis that part of Al symptoms in sensitive plants, especially those related to low shoot growth and development, as well as low gas exchange, occur in response to activation of mechanisms closely associated with the perception of water deficiency, especially as signalled by abscisic acid (ABA) biosynthesis. We used two Al-sensitive species, whose symptoms of toxicity are induced by significantly different concentrations, such as Solanum lycopersicum (100 M Al) and Citrus limonia (1480 M Al). Plants were grown in nutrient solution with and without Al, in independent experiments of 10 and 90 days, for S. lycopersicum and C. limonia, respectively. In the experiments with both species, biometric parameters, root system morphology, biomass, ... (Complete abstract click electronic access below) Doutor

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Parreira, Adriana Martins. "O PROCESSO DE APRENDIZAGEM DO ALUNO COM NECESSIDADES EDUCACIONAIS ESPECIAIS NO ENSINO SUPERIOR - UCG." Pontifícia Universidade Católica de Goiás, 2007. http://localhost:8080/tede/handle/tede/1181.

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Made available in DSpace on 2016-07-27T13:53:55Z (GMT). No. of bitstreams: 1 ADRIANA MARTINS PARREIRA.pdf: 683773 bytes, checksum: 26d350fbdecaa8988deaa5ccbb89a6e3 (MD5) Previous issue date: 2007-09-26 This dissertation discusses the inclusion of special educational needs students in higher education, aiming at understanding how their learning process occurs at this level of education. It focuses on the social role of University in face of the movement for inclusive education, having UCG (Catholic University of Goiás) as the field of research and the students with special educational needs, enrolled in this university, as the subjects of investigation. This reflection is based upon he analyses of Sacristán (1993) about academical apprenticeship and its role in social mediation; upon the analyses of Coelho (1999) regarding the organization, didactic structure and commitment of both professors and students in building a University project and, finally, upon the proposals of Chauí (2001) over the democratic and social character of University. With the purpose of understanding the learning process of special educational needs students, the following items were considered in the Inclusive Education proposal: the studies of Charlot (2000), regarding the relations with knowledge, and Freire (1980) over consciousness and autonomy. For this study, qualitative research has been chosen as the methodology approach, with the use of two procedures for data collection: bibliography research and field research, through interview and observation. The data were interpreted based upon content analysis, using Learning and Inclusive Education as analysis categories, with the purpose of evidencing how these students perceive inclusion, how they see themselves in the learning process, the difficulties they faced and, finally, how they learn. Esta dissertação discute a inclusão do aluno com necessidades educacionais especiais no ensino superior, buscando entender como ocorre seu processo de aprendizagem neste nível de ensino. Focaliza o papel social da Universidade frente ao movimento pela Educação Inclusiva, tendo a UCG como campo e os alunos com necessidades educacionais especiais, nela matriculados, como sujeitos da investigação. Essa reflexão fundamenta-se nas análises de Sacristán (1993) sobre a aprendizagem acadêmica e seu papel de mediação social; nas análises de Coêlho (1999) referentes à organização, estrutura didática e comprometimento de professores e alunos na construção de um projeto de Universidade e nas propostas de Chauí (2001) do caráter social e democrático da Universidade. Para compreensão do processo de aprendizagem dos alunos com necessidades educacionais especiais, na proposta da Educação Inclusiva foram considerados os estudos de Charlot (2000) das relações com o saber e Freire (1980) sobre conscientização e autonomia. Para este estudo optou-se pela pesquisa qualitativa como abordagem metodológica, sendo utilizados dois procedimentos para a coleta de dados: a pesquisa bibliográfica e a pesquisa de campo, por meio de entrevista e observação. Os dados foram interpretados com base na análise de conteúdo, sendo utilizadas como categorias de análise: Aprendizagem e Educação Inclusiva, buscando evidenciar como os alunos percebem a inclusão, como se vêem no processo de aprendizagem, as dificuldades enfrentadas por eles, e, finalmente, como os alunos aprendem.

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Gherman, Vasile-Daniel. "Recherches sur les relations entre populations microbiennes et minéralisations des spéléothèmes dans les mines d'Oravita (Roumanie) : le problème des transformations du soufre et du fer." Thesis, Tours, 2008. http://www.theses.fr/2008TOUR4043/document.

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The walls of the old mine Kiesberg (Oravita, S-W Romania) of auriferous sulphides are supplied by rain water that percolate from the surface. Various microbial associations live on these walls. The life of these consortia is based on the sulphide oxidation ; this oxydation leads to the precipitation of oxidized mineral compounds (iron hydroxides, jarosite, amorphic aluminium compounds) that are accumulated in large quantities at the living cell exterior. In order to understand how these micro-ecosystems work and induce the genesis of the mineral deposit, a microbial inventory has been done (classic techniques and genetic methods), and the evolution of the microorganism population has been followed in parallel with the solution chemistry. The temporal and spatial relationships between the minerals and the organisms have been established with the help of macroscopic and microscopic observations by using electron microscopy (TEM ; SEM ; CRYO- SEM) Les parois de l'ancienne mine d'or de Kiesberg (Oravita, SO Roumanie), alimentées par les eaux météoriques qui percolent par les microfissures, sont colonisées par des consortiums microbiens diversifiés. Leur fonctionnement repose sur la chimiolithoautotrophie, impliquant l'oxidation de minéraux, essentiellement des sulfures abondants dans la roche, d'ou la formation de différents composés minéraux (hydroxydes de fer, jarosite, composés alumineux amorphes) qui se déposent à l'extérieur des cellules vivantes et forment des accumulations de divers types. Comprendre le fonctionnement de ces microécosystèmes et la génèse des dépôts minéraux induits nécessitait un inventaire microbiologique (techniques classiques et méthode génétique), le suivi au cours du temps des populations des microorganismes en parallèle avec la chimie des solutions, et l'établissement des rapports spatiaux et temporels entre minéraux et organismes, nécessitant des observations macroscopiques et microscopiques par l'utilisation de la microscopie électronique (MET, MEB-EDS, CRYO-MEB)

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Prado, Patricia Dias. "Contrariando a idade : condição infantil e relações etarias entre crianças pequenas da educação infantil." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252587.

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Orientador: Neusa Maria Mendes de Gusmão Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Made available in DSpace on 2018-08-08T00:08:45Z (GMT). No. of bitstreams: 1 Prado_PatriciaDias_D.pdf: 13091883 bytes, checksum: 52034ccd416893f1e06718339f12e90d (MD5) Previous issue date: 2006 Resumo: Esta pesquisa tem como objetivo investigar e compreender a condição infantil através das relações de idade e da produção das culturas infantis entre crianças pequenas em contexto educativo, buscando trazer para o debate novas questões de um tema ainda incipiente que começa a ser pensado. Para tanto, esta pesquisa buscou, através do estudo etnográfico, observar, descrever e analisar o cotidiano de crianças pequenas (especialmente de 3 a 6 anos de idade) em uma instituição de Educação Infantil pública da cidade de Campinas/SP. O centro das preocupações nesta investigação, portanto, refere-se à necessidade de ampliação do conceito de infância para além das concepções teóricas da psicologia do desenvolvimento infantil, no campo do conhecimento das Ciências Sociais, em especial, na Antropologia, articulada às produções brasileiras e italianas no campo da Educação Infantil, para além de um recorte etário, em espaços privilegiados de relações diversas (de classe, de etnia, de gênero, etc.) entre crianças da mesma idade e de idades diferentes e suas implicações na construção de uma Pedagogia da Educação Infantil que conheça quem são as crianças e o que elas estão produzindo para além das determinações etapistas e delimitações cronológicas impostas, contrariando a idade Abstract: This research aims at investigating and understanding the childhood condition through age relationships and production of childhood culture among small children in educational context, raising new questions related to a budding issue. Therefore, through ethnographic studies, the focus of this research was to observe, describe and analyze the everyday life of small children (mainly from 3 to 6 years old) at a public institution of Early Childhood Education in Campinas/SP. Thus, the core of the concern in this investigation is related to the necessity for a broader concept of childhood beyond the theoretical concepts of child developmental psychology, towards Social Sciences knowledge, mainly Anthropology. This broader concept, intertwined with Brazilian and Italian productions in the Childhood Education field, involves children in different age groups, in privileged spaces of a variety of relationships (including social class, ethnic, gender, etc¿) among children in the same and in different age groups, and its implications in the construction of a Pedagogy of Early Childhood Education that knows who these children are and what they are producing beyond any stage theory determinations and imposed chronological demarcations, as opposed to their age Doutorado Educação, Sociedade, Politica e Cultura Doutor em Educação

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Mendes, Helena Isabel Calado. "Relatório no âmbito da unidade curricular prática de ensino supervisionada." Master's thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/17447.

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Relatório no âmbito da unidade curricular Prática de Ensino Supervisionada O presente relatório enquadra-se no âmbito da unidade curricular Prática de Ensino Supervisionada do Curso de Mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e Ensino Secundário e de Espanhol dos Ensinos Básico e Secundário. Em primeira instância é feita uma reflexão crítica dos principais documentos legais e orientadores que regem a atividade docente seguida de um enquadramento teórico sobre algumas temáticas indispensáveis a essa mesma atividade, nomeadamente: planificação, avaliação e ensino de línguas estrangeiras. Por último, é feita uma análise reflexiva da minha prática docente no ano letivo de 2012/2013 e que se foca na preparação e execução das atividades letivas e avaliativas na disciplina por mim lecionada; Abstract: Report within the scope of the curricular unit Supervised Teaching Practice This report was written in the scope of the curricular unit Supervised Teaching Practice included in the Masters in Teaching Portuguese in the 3rd Cycle of Basic Education and Secondary Education and of Spanish in the Basic and Secondary Education. Firstly, a critical reflection of the main legal and guiding documents that rule the teaching activity is done followed by a theoretic framework on some of the most important topics related to that activity, such as: planning, evaluation and teaching a foreign language. The last part is a reflexive analysis of my teaching practice in the school year of 2012/2013 and it focuses on the preparation, implementation of the teaching activities and also on its evaluation.

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Santos, Regina Rodrigues Pereira. "O EXERCÍCIO DA AUTORIDADE PEDAGÓGICA: MÚLTIPLAS SIGNIFICAÇÕES." Pontifícia Universidade Católica de Goiás, 2007. http://localhost:8080/tede/handle/tede/1171.

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Made available in DSpace on 2016-07-27T13:53:51Z (GMT). No. of bitstreams: 1 Regina Rodrigues Pereira Santos.pdf: 1808561 bytes, checksum: 5f95b90ff543a974256114000852e796 (MD5) Previous issue date: 2007-08-31 This research had as an aim to reflect about the concept of pedagogical authority concerning to the analysis of discourses of a local teacher and her students, by apprehending some of the multiple meanings that enabled us to get from them in relation to what has been lived in the teaching practice. The studies were accomplished from a text production elaborated by the students about the thematic topic that has been already mentioned, followed by sessions of semi-structured interviews with them, as well as the referred teacher. In order to accomplish this study a theoretical procedure was used the Analysis of the Discourse (AD) based on the works of renowned French scholars, who have the purpose to consider the social and historical determination of the individuals, concerning to what the say, and attempting to the productive conditions in which the discourses were constructed. They also constituted the theoretical base of this research with the contribution of eminent philosophers such as Hannah Arendt (2000) and Michel Foucault (1989-2001), who enabled us to discuss about the concepts of authority and power, and theorists like Pêcheux (1988), Orlandi (1987-2000) and Roure (1996-2003), helping us in the well-thought creation of the AD. Concerning to the purpose of this research, the analysis showed us that among the innumerable meanings about authority given by the reported individuals, we observed the presence of relation word/ knowledge/ power, in which the power of the master is assured by a mediatorial knowledge of the discourse, which is sustained through his work, commitment and responsibility while practicing it, which enables us to transmit the experiences for future generations. Esta pesquisa teve como objetivo refletir sobre o conceito de autoridade pedagógica a partir da análise dos discursos de uma professora e de seus alunos, apreendendo alguns dos múltiplos sentidos apresentados por estes, em relação ao exercício da prática docente vivenciada. O estudo foi realizado a partir de uma produção de texto elaborada pelos alunos sobre a temática em questão, seguida de sessões de entrevistas semi-estruturadas com os mesmos, bem como com a referida professora. Para fins de efetivação desse estudo, foi utilizado o dispositivo teórico Análise do Discurso (AD) da escola francesa, que tem como objetivo considerar a determinação histórico-social dos sujeitos na apreensão dos sentidos de seus dizeres, atentando para as condições de produção nas quais os discursos foram construídos. Também constituíram a fundamentação teórica da pesquisa contribuições de filósofos como Hannah Arendt (2000) e Michel Foucault (1989, 2001) que possibilitaram a discussão dos conceitos de autoridade e poder; de teóricos como Pêcheux (1988), Orlandi (1987 2000) e Roure (1996 2003) no engendramento conceitual da AD. Quanto ao objetivo, as análises mostraram que dentre os inúmeros significados dados pelos referidos sujeitos ao termo autoridade, observamos o comparecimento da relação palavra/saber/poder, em que o poder do mestre é assegurado pelo saber mediado pela palavra, e mantido mediante o seu trabalho, compromisso e responsabilidade no exercício de sua prática, possibilitando a transmissão da experiência às gerações futuras.

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Aung, Lei Lei. "Preparation of activated kaolin for bleaching rice bran oil and synthetic kaolinites to assess sorption properties of these particles in relation to their morphology." Thesis, Poitiers, 2014. http://www.theses.fr/2014POIT2262/document.

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Cette étude a fait l'objet de deux parties. L'une porte sur l'effet de différents types d'activation (chimique, thermique, mécanique) de kaolins (géo-matériaux riches en kaolinite) sur leurs propriétés de décoloration vis-à-vis de l'huile de riz. L'autre traite de l'effet de la taille et de la morphologie de kaolinites de synthèse sur leurs propriétés d'adsorption.Cette étude a montré que lorsque le kaolin était chauffé à plus de 100°C avant de subir une activation acide en milieu sulfurique, citrique ou oxalique, la capacité de décoloration vis-à-vis de l'huile de riz était fortement réduite. Cet effet a été directement mis en relation avec la destruction partielle ou totale de la structure de la kaolinite, associée à une forte lixiviation de l'aluminium de l'échantillon et à la précipitation de silice amorphe. Il s'est donc avéré que la préservation des sites aluminols présents sur les surfaces externes des particules de kaolinites semblait être un critère primordial à conserver en vue d'obtenir de bonne capacité de décoloration. Dans ce contexte, les meilleures capacités de décoloration (82% environ) ont été obtenues en utilisant conjointement un traitement thermique modéré (<100°C), un broyage mécanique de l'échantillon avant l'étape d'activation acide, une concentration en acide de l'ordre de 0.3 à 0.5 mol/L et un rapport (argile)/(solution acide) de l'ordre de 1/50. Notons que les plus fortes valeurs de surfaces spécifiques n'ont pas forcément été associées aux échantillons présentant les meilleures capacités de décoloration en raison de la présence de silice amorphe et de la non-préservation des sites aluminols de la kaolinite ; sites responsables de l'adsorption des pigments de molécules de chlorophylle-a.Par ailleurs, aucune étude à notre connaissance ne reliait directement les morphologies de particules de phyllosilicates à leurs propriétés d'adsorption vis-à-vis de deux cations inorganiques. Dans le cas des kaolinites naturelles, une charge permanente souvent significative et attribuable à des impuretés minéralogiques empêche toute tentative de relier directement la forme des particules à un coefficient de sélectivité entre deux cations pour des sites latéraux donnés. Des kaolinites ont donc été synthétisées par voie hydrothermale en considérant différentes conditions physico-chimiques, afin d'obtenir des morphologies variées (hexagones plus ou moins anisotropes). Pour ces échantillons synthétiques pour lesquels aucune impureté minéralogique et charge permanente n'a été détectée, des isothermes expérimentales d'adsorption entre Na+ et H+ ont été mesurées. Ces cations ont été choisis étant donné leur présence ubiquiste dans les eaux naturelles et leur fort pouvoir compétiteur par rapport aux cations traces métalliques. Grâce aux surfaces spécifiques des sites latéraux et des densités de site issues de la cristallographie des différentes faces présentes dans nos échantillons ((010), (110), (1-10)), un coefficient de sélectivité entre Na+ et H+ sur l'ensemble des sites latéraux d'une morphologie donnée a pu être estimé à l'aide d'un modèle de complexation de surface. Les résultats ont montré que le coefficient de sélectivité Na+/H+ dépendait très fortement de la morphologie de la particule, et que par conséquent les propriétés d'adsorption des kaolinites ne pouvaient pas être obtenues avec précision sans une connaissance fine de la morphologie des particules The dissertation consists of two main parts; the first part is devoted to the effect of physical/thermal and chemical activation of kaolin on bleaching of rice bran oil. In this study, samples were prepared from natural Ranong kaolin. This study focused on the effects of both thermal treatment (from 100 to 900°C) and chemical activation (sulfuric acid, hydrochloric acid, citric acid and oxalic acid using different acid concentrations or different clay/acid ratio) on the capacity of kaolins to bleach rice bran oil. When kaolin was treated with high temperature (>100°C) prior to reflux and with a high acid concentration during reflux, the kaolinite structure was partially or completely destroyed associated to a dramatic leaching of alumina, and amorphous silica dominated the samples. The measured maximum bleaching capacity obtained was not consistent with the highest specific surface area and pore volume; rather, it depended on the alumina contents in the samples. Thus, the partial preservation of the kaolinite structure is crucial to obtain an appropriate bleaching capacity of kaolin. This is directly related to the preservation of the aluminol sites present at the kaolinite surface. XRF analysis showed that the alumina contents of 28-34% were values to reach in order to obtain optimum bleaching capacities of kaolin, independently of the different acid used. Finally, optimum bleaching of ~83%, ~82% and ~81% were achieved by grinding the kaolin prior to reflux with low acid concentration of hydrochloric acid (0.5 M), sulfuric acid (0.3 M) and citric acid (0.5 M), respectively with clay/acid ratio of 1:50.The second part of the thesis aims to elucidate the influence of morphology of kaolinites on their sorption properties. For that, Na+/H+ sorption isotherms in water saturated conditions of synthetic kaolinites and natural well crystallized kaolinite, called KGa--1b commercialized by the Clay Mineral Society, were performed and interpreted. Kaolinites used in this study were hydrothermally synthesized from partially crystallized kaolinite as a function of different final pH (pHF) ranging from 0.8 to 8.3. Results obtained for KGa--1b were compared with data obtained in literature for this mineral, in order to fully validate this approach. This study found that cation exchange capacity, due to both isomorphic substitutions in the crystals (permanent charge), and silanol and aluminol edge sites were highly variable. Typically, CEC at pH=9 varied from ~0.8 cmolc/kg for well crystallized kaolinite (pHF 0.8) to ~33 cmolc/kg for disordered lath-shaped kaolinite (pHF 8.3). Na+/H+ sorption isotherms were obtained for all synthetic kaolinites as a function of pH ranging from pH 3 to 11. Results showed that sorption of Na+ increases dramatically with pH. Typically for all kaolinite samples except for the one synthesized at pHF=8.3, Na+ sorption is rigorously equal to zero when pH<7, indicating no permanent charge in the samples (in contrast to natural KGa--1b kaolinite), and increases when pH>7 due to sorption on edge sites. The amount of dissolved silica measured during Na+/H+ isotherm is higher for experiments performed with kaolinites synthesized in basic conditions (for pHF 7.4 and pHF 8.3) than for kaolinites synthesized in acid conditions (for pHF 0.8 and pHF 3.3). These latter results lead to conclude that sorption site density can be considered constant when pH is between 4 and 10, independently of the morphologies of particles. In this context, a thermodynamic modeling procedure using a complexation model was applied to interpret the data obtained with hexagonal- and lath-shaped particles. During this procedure, selectivity coefficient between Na+ and H+ cations were obtained considering the total edge site densities calculated from lateral specific surfaces estimated for synthetic kaolinites and crystallography data

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Sousa, Jorge Guerreiro Rego Bispo. "Percepções dos professores acerca da sua motivação docente e da indisciplina dos seus alunos na sala de aula : um estudo realizado com professores das escolas básicas e secundárias da cidade de FaroJorge Guerreiro Rego Bispo de Sousa." Master's thesis, Universidade de Évora, 2009. http://hdl.handle.net/10174/20715.

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Várias são as causas, apontadas por diversos autores e também pelos professores inquiridos neste estudo, para a (des)motivação dos professores (pessoais, pedagógicas, económicas, políticas, administrativas, históricas, massificação e democratização do ensino, etc.) e também para a (in)disciplina dos alunos em contexto de sala de aula (pessoais, familiares, nível sócio-económico, relação com professores, relações com colegas, culturais, raciais, drogas, etc.). Apesar de não serem estatisticamente significativos, os resultados encontrados na presente pesquisa apontam no sentido de não haver relação entre a motivação do professor e a indisciplina dos seus alunos na sala de aula, ficando o estudo em aberto para novas investigações. Esta tendência manifestou-se nas amostras globais do pré-estudo (30 professores) e do estudo (116) e nas subamostras do estudo por tipos de escola (básica e secundária), por cada uma das seis escolas estudadas, por ciclos e anos de escolaridade e por áreas disciplinares. ABSTRACT: There are several causes, mentioned by many authors and also by the teachers inquired in this study, for the (none)motivation of teachers (personal, educational, economic, political, administrative, historical, massification and democratization of education and so on) and also for the (in)discipline of the students in the context of the classroom (personal, family, social economic level, relations with teachers, relations with colleagues, cultural, racial, drugs and so on). Although not statistically significant, the results of this research suggest there is no relation between teacher's motivation and their pupils' indiscipline in the classroom, so the study remains opened for new researches. This trend manifested itself in the global samples of the first study (30 teachers) and the main study (116) and in partial samples of this study for type of school (basic and secondary), for each one of the six studied schools, for cycles and years of schoolarity and for discipline areas.

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Santos, Nalzira Medalha dos. "Os processos circulares como instrumento para a investigação dos elementos que contribuem para a relação harmoniosa entre professor e aluno." Universidade de Taubaté, 2015. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=788.

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This work is related to a research about teacher-student relationship developed with seventeen teachers from a public school, from a country town in São Paulo State. The aims are: from the educator point of view, investigate which elements contribute to a harmonious relationship between teacher and student and inquire, from the same point of view, which are the obstacles that challenge the current teacher-student relationship. For that, the circular process technique was used as a methodology, where some questions related to the teacher and student relationship were proposed, they were recorded and then transcribed for further analysis, according to the model of Bardin. The theoretical basis was mainly from Vygotsky concerning to: the close relation between cognition and affectivity, to the importance of the environment as a source for the individual development, and still considering the relation between thinking and language, the meaning of words, being all this together with the concept of perezhivanie, fundamental inputs for this research. According to the analysis of the collected answers, reported by the subjects of the research about their emotional experiences relating to the memories of the elements that characterize the good relationship between teacher and student, it was observed that the subjects value the human and emotional aspects, but do not stop to consider the aspects of technical and pedagogical character, which also represent the appreciation and respect of teachers by students, resulting in personal appreciation that enables to create affective bonds. As for the difficulties and challenges of teacher-student relationship today, a large percentage of answers showed factors outside the school (lack of values in the family and society) as the main responsible. These responses encourage a reflection on how to solve this problem. In the view of the surveyed teachers, the found alternatives take again the importance of human and affective aspects. It is believed that this work will contribute to the reflection on the harmonious coexistence between teachers and students, as this relationship becomes a key factor in the educational process. Este trabalho diz respeito a uma pesquisa sobre a relação professor-aluno realizada com dezessete professores de uma escola municipal de uma cidade do interior paulista. Os objetivos são: investigar, segundo o ponto de vista docente, quais elementos contribuem para uma relação harmoniosa entre professor e aluno e inquirir, segundo o mesmo ponto de vista, as dificuldades que caracterizam os desafios da atual relação professor-aluno. Para tanto, utilizou-se como metodologia a técnica do Processo Circular em que foram propostas algumas questões referentes à relação professor-aluno, as quais foram gravadas e posteriormente transcritas, a fim de serem analisadas segundo os constructos da análise de conteúdo de Bardin. A fundamentação teórica apoiou-se sobretudo em Vygotsky no que diz respeito à indissociação entre cognição e afetividade, ao papel do ambiente como fonte de desenvolvimento, abordando ainda a relação entre pensamento e linguagem, o sentido da palavra, sendo estes, juntamente com o conceito de perezhivanie, aportes fundamentais para esta pesquisa. De acordo com a análise das respostas colhidas a partir do relato das experiências emocionais dos sujeitos de pesquisa referentes às memórias acerca dos elementos que caracterizam a boa relação entre professor-aluno, foi possível observar que os sujeitos valorizam os aspectos humanos e afetivos, mas não deixam de considerar os aspectos de caráter técnico-pedagógico, os quais também representam o apreço e o respeito do professor pelo aluno, traduzindo-se em valorização pessoal, capaz de criar vínculos afetivos. Quanto às dificuldades e desafios da relação professor-aluno nos dias atuais, um grande percentual de respostas apresentou os fatores externos à escola (falta de valores na família e na sociedade) como os principais responsáveis. Essas respostas incentivam uma reflexão acerca de como resolver essa problemática. Na visão dos professores pesquisados, as alternativas encontradas retomam a importância de aspectos humanos e afetivos. Acredita-se que esse trabalho poderá contribuir para a reflexão sobre a convivência harmoniosa entre professores e alunos, uma vez que tal relação torna-se um fator fundamental no processo educativo.

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Leão, Maria Catarina Coelho. "Relatório no âmbito da unidade curricular prática de ensino supervisionada relativo ao ano letivo 2015/2016, na Escola Secundária/3 Rainha Santa Isabel, Estremoz." Master's thesis, Universidade de Évora, 2016. http://hdl.handle.net/10174/19948.

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O presente relatório enquadra-se no âmbito da unidade curricular Prática de Ensino Supervisionada do Curso de Mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário, sob a orientação da Professora Doutora Ângela Balça. A reflexão sobre o processo de ensino-aprendizagem é a temática central deste relatório. Pretendemos refletir sobre as práticas educativas desenvolvidas na Escola Secundária/3 Rainha Santa Isabel, em Estremoz, nas disciplinas de Português e de Espanhol. Com a noção de que o professor deve, permanentemente, refletir sobre todas as suas escolhas pedagógicas, abordaremos os cinco principais aspetos que regulam o desempenho docente: preparação científica, pedagógica e didática; planificação e condução das aulas e avaliação das aprendizagens; análise da prática de ensino; participação na escola e desenvolvimento profissional; Report of Supervised Teaching Practice for the academic year 2015/2016 at the Secondary/3 Rainha Santa Isabel School in Estremoz Abstract: This report was written in the scope of the curricular unit Supervised Teaching Practice included in the Masters in Teaching Portuguese in the 3rd Cycle of Basic Education and Secondary Education and of Spanish in the Basic and Secondary Education, under the guidance of Professora Ângela Balça. The main of this written report is to make an attentive reflexion about the teaching-learning process. We intend to reflect on the educational performance carried out over the previous year at Rainha Santa Isabel School, in Portuguese and Spanish language classes. Departing from the concept that the teacher must, constantly, reflect on all His pedagogical choices, we will focus on the main five aspects that regulate the teaching practice – scientific, pedagogical and didactic preparation; planning and development of the lessons, as well as assessment of the learning; analysis of the teaching practice; participation at school activities and professional development.

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Freitas, Cristiane Spada. "Ação escolar junto aos alunos com necessidades educacionais especiais em situação de inclusão." Universidade Presbiteriana Mackenzie, 2007. http://tede.mackenzie.br/jspui/handle/tede/2682.

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Made available in DSpace on 2016-04-18T21:11:09Z (GMT). No. of bitstreams: 2 Cristiane Spada Freitas1.pdf: 366249 bytes, checksum: 0239492c19004eefddf32af97007bd19 (MD5) Cristiane Spada Freitas2.pdf: 570029 bytes, checksum: ce581c6f4f6c96d190fed735a2d5659e (MD5) Previous issue date: 2007-02-27 With the aim of analyzing the school actions which have been developed with students who own special educational needs as far as inclusion is concerned, a bibliographic and documentary analyses and research has been made, followed by qualified branch and ethnographic related research. All the acquired data has been raised through surveys which have been developed in five public schools in the city of Mairiporã, situated in the Great Metropolitan area of São Paulo, with the support of the Governor s Education Bureau. It has also been shown and discussed taking into consideration the infra-structure features and the types of access conditions these students have. In addition, there have been interviews with each school principals and primary regular school teachers so as to find out criteria to distinguish and identify these special types of students in order to describe the elements which may make this inclusion process in the public city schools easy or hard. The interest for this branch has been grounded on the need of checking the ethic principles of equality and justice which must be guaranteed. Although there has been development, the present study has indicated a huge gap between the speech and the steps which have been taken, and that s why this process values must be checked, as something historic which has already begun and will certainly not end up soon. So, it must be deeply thought and understood within a dynamic focus. The results which have been found out might provide outstanding assistance for possible and necessary changes so as to lead to steps which shall be taken in the above-mentioned city schools. Com o objetivo de estudar ações escolares desenvolvidas junto aos alunos com necessidades educacionais especiais em situação de inclusão, foi realizada pesquisa bibliográfica e análise documental, além de pesquisa de campo qualitativa e de caráter etnográfico. O estudo de campo envolveu cinco escolas públicas do município de Mairiporã, situado na Região Metroplolitana de São Paulo. São apresentados e discutidos os dados coletados através de levantamentos junto à Secretaria da Educação e observações nas escolas com vistas às condições de acesso bem como aspectos físicos e materiais. Foram também realizadas entrevistas com os diretores das cinco escolas e professores do ensino regular procurando averiguar os critérios norteadores da identificação dos alunos com necessidades educacionais especiais, como também descrevendo os elementos facilitadores e dificultadores da inclusão desses alunos na rede de educação municipal. O interesse pelo estudo surgiu da necessidade de analisar nas escolas a garantida ação fundamentada nos princípios éticos de eqüidade e justiça clamados pela inclusão escolar. Embora pesem seus avanços, o estudo indicou que ainda existe uma distância entre o discurso e a ação. Por isso a inclusão orientada por valores, como processo histórico que não se iniciou hoje e nem terminará tão cedo, deve ser pensada e entendida dentro de um enfoque dinâmico e processual. Os resultados encontrados poderão significar importante subsídio para possíveis e necessárias reformulações e orientação das ações nas escolas da rede municipal do referido município paulista.

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Prandato, Emeline. "Relations structure-propriétés et résistance à l’endommagement de vernis acrylate photo-polymérisables pour substrats thermoplastiques : évaluation de monomères bio-sourcés et de nano-charges." Thesis, Lyon, INSA, 2013. http://www.theses.fr/2013ISAL0103/document.

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L’objectif de ces travaux a été de développer des vernis acrylate photo-polymérisables à 100% d’extrait sec, destinés à protéger des pièces thermoplastiques en polycarbonate contre les endommagements mécaniques, en particulier contre la rayure. Les relations entre la composition, la structure et les propriétés de ces revêtements ont été explorées. Pour ce faire ont été étudiées la morphologie, les propriétés thermomécaniques ainsi que la résistance à la rayure des matériaux. Cette dernière a été évaluée par des tests de micro-scratch. La cinétique de formation des réseaux polymères a elle aussi été étudiée, par photo-DSC. Tous les matériaux étudiés présentent, en analyse thermomécanique dynamique, un module élevé à l’état caoutchoutique ainsi qu’une large relaxation mécanique. Un vernis pétro-sourcé à 100% d’extrait sec, qualifié de standard, a servi de point de départ à ces travaux. Il a tout d’abord été comparé à un vernis commercial solvanté photo-polymérisable, spécialement conçu pour la protection de pièces thermoplastiques. Celui-ci s’est avéré être plus efficace en termes de résistance à la rayure. Dans un deuxième temps, a été étudiée l’influence sur les propriétés du vernis standard pétro-sourcé d’un monomère multicyclique entrant dans sa composition. La modification de son pourcentage n’a permis d’apporter aucun bénéfice en termes de résistance à la rayure. Des nanoparticules de silice, d’alumine ou de zircone, disponibles sous forme de dispersion dans un monomère acrylate, ont ensuite été incorporées dans le vernis standard pétro-sourcé. Une organisation particulière de la nano-silice et de la nano-alumine au sein des matériaux étudiés a pu être observée par microscopie électronique en transmission. Il a été constaté que le taux de charge doit être élevé pour observer une augmentation du module élastique et une amélioration de la résistance à la rayure du vernis (≥15% massique dans le cas de la nano-silice). Par ailleurs, l’ajout de 5% massique de nano-silice dans le vernis n’a conduit à aucune modification de sa cinétique de photo-polymérisation. Enfin, une partie des composés acrylate pétro-sourcés du vernis standard a été substituée par des acrylates bio-sourcés disponibles industriellement. La cinétique de photo-polymérisation des deux types de vernis est similaire. Les conclusions de la comparaison entre les vernis bio-sourcés et le vernis standard pétro-sourcé en termes de résistance à la rayure dépendent de l’épaisseur des revêtements étudiés. L’ajout d’un composé monoacrylate bio-sourcé à la formulation des vernis tend à améliorer la recouvrance élastique des revêtements de faible épaisseur. L’acrylate d’isobornyle est en particulier intéressant, car il a aussi tendance à retarder l’apparition des craquelures au cours de la rayure The aim of this work was to develop 100% solids photo-polymerizable acrylate coatings, intended to protect thermoplastic pieces made of polycarbonate against mechanical damage, in particular scratches. The relationships between the composition, the structure and the properties of these coatings were examined. For this purpose the morphology, the thermomechanical properties and the scratch resistance of the materials, assessed by micro-scratch tests, were studied. The kinetics of the polymer network formation was also studied by photo-DSC experiments. All the materials feature a high elastic modulus and a broad mechanical relaxation in dynamic thermomechanical analysis. A 100% solids petro-based coating (standard) constituted the starting point of this work. First it was compared to a commercial photo-polymerizable coating containing solvents, specially designed to protect thermoplastic pieces. This commercial coating turned out to be more efficient against scratches. In a second time was studied the influence of the percentage of a multicyclic monomer, taking part in the composition of the standard petro-based coating, on the properties of the latter. The modification of its proportion does not bring any advantage concerning the scratch resistance. Silica, alumina and zirconia nanoparticles, dispersed in an acrylate monomer, were then incorporated in the standard petro-based coating. A particular organization of the silica or alumina nanoparticles in the materials could be observed by transmission electron microscopy. A high filler content is required to observe an increase in the elastic modulus and an enhancement of the scratch resistance of the coating (≥15% by weight for the nano-silica). Moreover, no change of the photo-polymerization kinetics was noticed through the addition of 5% by weight of nano-silica in the coating. Finally, some of the petro-based acrylate compounds of the standard coating were substituted by commercially available bio-based acrylate monomers. Both types of coatings feature similar polymerization kinetics. The conclusions concerning the comparison of the scratch resistance of the bio-based and standard petro-based coatings depend on their thickness. The incorporation of a bio-based monoacrylate compound in low thickness coatings tends to improve the elastic recovery. Isobornyl acrylate is particularly interesting since it also tends to delay the apparition of cracks along the scratch

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Reginato, Valdir. "Contribuição ao estudo do perfil do aluno de primeiro ano de medicina da grande São Paulo: aspectos familiares e suas implicações no âmbito vocacional e do desenvolvimento profissional." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/5/5144/tde-14102014-115851/.

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Foram avaliados 487 estudantes do primeiro ano de seis escolas médicas da Grande São Paulo no ano de 2003 por intermédio de dois questionários: um de personalidade (16PF) e outro referente à experiência e convivência familiar e suas implicações no âmbito vocacional. Foram agrupadas em Públicas (FMUSP e UNIFESP) com 143 alunos e 101 alunas; e Particulares (FMSCSP, UNISA, FMABC e FMJundiaí) com 110 alunos e 133 alunas;e estudadas as possíveis semelhanças e diferenças do perfil destes alunos. Ocorreu predomínio de homens nas Públicas e mulheres nas Particulares (p=0,003). A idade predominou entre 18 e 21 anos, sendo que os mais jovens entravam mais nas Públicas (p=0,001)., com menor número de tentativas (p=0.003), que oscilaram entre duas ou três para a maioria dos estudantes. Foram elaborados três escores para avaliação do histórico do estudante nos aspectos: profissionais prévios; vivências ambientais em saúde e vivência com o sofrimento. Verificou-se que são alunos que buscam conhecimento prévio com a profissão, sendo que as alunas demonstraram maior disponibilidade para o trabalho voluntário (p=0,001). Consideram que tanto a vivência em ambientes de estabelecimentos vinculados a saúde, como experiências com o sofrimento favoreçam a escolha profissional, ainda que acusem pouco contato com a dor. São estudantes que valorizam muito seus laços familiares sem diferenças para gênero ou faculdades. Mais de 50% deles tem parentes médicos próximos, onde a figura paterna tem especial influência., e sentem-se relacionados a estímulos e desmotivações para a sua escolha profissional, onde as alunas percebem maior desmotivação (p=0,029) e falta de importância por parte dos pais. (p= 0,004). São jovens que decidem precocemente pela profissão, sendo 33% \"desde que se conhecem por gente\".; e pouco questionam a sua decisão. No seu cotidiano os alunos em relação as alunas preferem os esportes (p= 0,002)e as alunas o teatro (p=0,015), a religião (p=0,035) e as artes pláticas (p=0,035) Na caracterologia destacam-se como alunos preferencialmente ativos e emotivos, sendo que nesta última as alunas com muito mais intensidade (p<0,001).No teste 16PF apresentaram estenos dentro da faixa na população normal, exceto na Inteligência, que superou os nove pontos. A diferença no grupo melhor assinalada diz respeito ao gênero (independente da faculdade) em destaque pela maior Brandura para o sexo feminino segundo o 16PF. Os resultados revelaram que o fator Inteligência tem sido avaliado como principal diferencial nos candidatos submetidos ao vestibular, sendo maior para as Públicas do que para as Particulares, o que reflete o critério técnico classificatório atual. Conclui que a população de estudantes quanto a sua procedência no ambiente familiar e comportamentos são bastante semelhantes, não se podendo fazer deste um critério de melhor juízo classificatório.Sugere que novos fatores como experiência de vida pessoal, e a participação voluntária em estágios de locais referentes à área da saúde possa vir a ser utilizada associada a uma maior valorização das ciências humanas para melhor avaliação da classificação do candidato enquanto futuro profissional 487 freshman students from six Medical Schools in the Greater São Paulo area were evaluated during the 2003 school year by means of two questionnaires: a personality one (16PF) and another referring to experience and family life and their implications on the vocational scope. The colleges were grouped in Public (FMUSP and UNIFESP) with 143 men and 101 women; and Private (FMSCSP, UNISA, FMABC e FMJundiaí) with 110 men and 133 women; and the possible similarities and differences of the students\' profiles were studied. There are more men in the public colleges and more women in the private colleges (p= 0,003). Age varied and the majority ranged between 18 and 21. There was a preponderance of younger students in the public colleges (p=0,001), with smaller number of attempts (p=0,003), which varied between, two or three for the majority. Three fundamental contexts were evaluated: (a) the contact the students had had with the profession before college,(b) the experience the students had had in environments involved helth care,(c) experience involve suffering. The students have had contact with the professional contact itens , and female students participated expressively more in philanthropic activities than the male (p<0,001).The students believe that experiences in environments involved helth care , and experiences involve suffering can influence on career decision, although it was observed that most students had few points with pain. Most students think that the family is very important for their personal growth, without difference for colleges or gender. Concerning the existence of physicians in the family, more than 50% had physicians, and the father had a special influence. The students received incentive and discouragement for the chosen profession, and the women were more discouragement (p=0,029) and the importance given by the parents is smaller (p=0,004).They decided to enter Medical School early , which 33% \"ever since he can remember\"; and the students question their decision less frequently than not. Themes linked to family daily life , the men preferred sports (p= 0,002) , and the women preferred drama (p=0,015), religious (p=0,035) and fine arts (p=0,035). In the Characteriology the students were considered the prominence of Activity and Emotionality, and there is a highly difference in Emotionality aspect, very strong in women (p<0,001).In the 16PF the results collect in the group indicate that they are within the stens of the population in general.The most highlighted difference concerns gender (regardless of the college) with emphasis on higher Sensitivity levels for women according to the 16PF. Results revealed that the Intelligence factor has been analyzed as the main differential in applicants who take the entrance exam (vestibular) for it is higher in the public colleges. That confirms the current technical classification criterion. Results also show that the populations of students are highly similar concerning their origin in the family environment and behaviors, thus making this criterion not applicable for a better classification judgment. They suggest that new factors like personal life experience and volunteer participation in internships where health care activities take place may come to be used together with a better appreciation of the humanities to best evaluate the applicant\'s classification as a future professional

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Pierre, Cláudia Maria Moura. "Convivência democrática e relações de paz: estudo na Escola Municipal de Ensino Fundamental Desembargador Amorim Lima." reponame:Repositório Institucional da UFC, 2016. http://www.repositorio.ufc.br/handle/riufc/21047.

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PIERRE, Cláudia Maria Moura. Convivência democrática e relações de paz: estudo na Escola Municipal de Ensino Fundamental Desembargador Amorim Lima. 2016. 176f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2016-11-14T12:48:53Z No. of bitstreams: 1 2016_tese_cmmpierre.pdf: 1916108 bytes, checksum: 066801a905a5b66300c4d4502c0cf123 (MD5) Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-11-14T12:59:04Z (GMT) No. of bitstreams: 1 2016_tese_cmmpierre.pdf: 1916108 bytes, checksum: 066801a905a5b66300c4d4502c0cf123 (MD5) Made available in DSpace on 2016-11-14T12:59:04Z (GMT). No. of bitstreams: 1 2016_tese_cmmpierre.pdf: 1916108 bytes, checksum: 066801a905a5b66300c4d4502c0cf123 (MD5) Previous issue date: 2016 O presente trabalho tem como objetivo apresentar as dinâmicas dos modos de convivência democrático e autoritário e averiguar a expressão de alunos e professores da Escola Municipal de Ensino Fundamental Desembargador Amorim Lima, no que se refere à convivência democrática e às relações de paz e conflito na escola. Esta comunidade escolar tem, como um de seus princípios, a democraticidade. Por adotar um modo diferenciado de ensino que modifica as relações com os estudantes, escolhemos esta instituição como locus de nossa investigação. Verificamos, também, a satisfação ou insatisfação dos jovens com a instituição. Relações aluno-professor no contexto da democraticidade, satisfação dos alunos com a escola e a resolução dos conflitos são o foco da pesquisa.A Escola Amorim Lima adotou um modelo inspirado na Escola da Ponte, em Portugal. Fizemos uma pesquisa de campo, com enfoque qualitativo para análise dos dados. Utilizamos a observação sistemática, entrevistas e pesquisa bibliográfica e documental. Cremos que os resultados serão um contributo para os estudos sobre democracia na escola e esclarecimento de fatores que favorecem ou obstaculizam a Educação para Paz no ambiente escolar. Os marcos teóricos que norteiam esta pesquisa são a Cultura de Paz e a Biologia do Conhecimento. Esta teoria lança luz sobre modos de convivência, provê-nos uma compreensão sobre conflitos e propicia uma base teórica às práticas pedagógicas que compreendem a liberdade, o respeito e o amor como fundamentais no ato educativo. A Cultura de Paz oferece-nos um entendimento sobre paz e conflitos e aponta-nos caminhos para uma Educação para a Paz. Os resultados demonstraram que os alunos sentem satisfação com seu ambiente escolar. Atribuímos isto à existência da democraticidade, exercida pela participação e Rodas de Conversa. O estudo demonstrou que a democracia não impede conflitos, mas gera relações humanas nas quais há maior possibilidade de resolução não-violenta e que quando não há encontro na emoção, há problemas relacionais. Percebemos que a existência das Tutorias é um fator que favorece a relação entre professores e alunos e pode amenizar ou impedir conflitos.

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Kim, Leila Maria Vieira. "Estudo da contratransferência do professor na inter-relação com o grupo de alunos." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/47/47133/tde-28042009-083456/.

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Abstract:

Este estudo psicanalítico aplicado ao campo educacional busca a compreensão e articulação teórica de respostas contratransferências do professor diante das manifestações do grupo de alunos dentro da sala de aula. Com isso, se propõe a oferecer um conhecimento original, através de contribuição clínica-psicanalítica, para melhorar a eficácia pedagógica da inter-relação professor-aluno, em escolas de educação infantil e de ensino fundamental. Considera que o fenômeno da transferência pode ser desencadeado em diversas disciplinas e práticas onde transitem processos internos psíquicos; e que pode ser observado, analisado e explicado através da dinâmica de trânsito dos conteúdos presentes nos vínculos afetivos estabelecidos em grupos. Nestes espaços psicossociais, o fenômeno da transferência considerado como modelo pulsional de construção distorcida da realidade em transformação constante, medeia dois planos de interação oscilatória: um consciente voltado para a execução de uma tarefa, por exemplo, e outro inconsciente guiado pelas fantasias inconscientes semelhantes, que se constitui como história da realidade psíquica dos indivíduos que se inter-relacionam. Esta investigação parte da hipótese de que respostas contratransferências do professor podem perturbar o grupo de trabalho centrado na tarefa de aprender e ensinar, tornando-o um grupo de suposto básico de dependência, ataque-fuga ou de acasalamento. Considera que a intervenção terapêutica breve individual do professor pode clarificar seu envolvimento inconsciente em conluios estabelecidos com o grupo de alunos dentro da sala de aula (contratransferência) e, revertê-lho em um instrumento de empatia e intuição. Para a sua realização, propõe-se que situações empíricas sejam descritas sob a forma de estudos de caso, derivando o objeto de análise através do método de observação em sala- de- aula. A observação da recorrência de manifestações da contratransferência em nove professores de préescola e primeira série do ensino fundamental com grupos de crianças de quatro a oito anos de idade, implicou em um segundo momento, na realização de intervenções terapêuticas individuais junto aos professores, fora das salas de aula. A partir da aplicação da Escala Diagnóstica Adaptativa Operacionalizada, realizou-se montagem e planejamento de intervenção terapêutica breve, com rastreamento das situações-problema nos vários setores de adaptação, para encontrar o núcleo e encaminhar as soluções mais adequadas, e sua derivação no setor produtividade. Durante a intervenção utilizou-se o psicodrama como uma técnica de psicoterapia, articulada ao método psicanalítico, para facilitar a figuração e expressão concreta do mundo interno do professor, de suas identificações e de seus conflitos. Com isso, verificaram-se possíveis efeitos desta intervenção, na direção de uma evolução eficaz (recompor um grupo de trabalho) ou ineficaz (falta de cumprimento de sua função naquele momento). Ao estabelecer uma correspondência entre alguns dados obtidos, sua análise e compreensão interpretativa fundamentada nas teorias psicanalíticas propostas por Melaine Klein, Wilfred Bion e Ryad Simon; concluiu-se que através do método de trabalho desenvolvido neste estudo, houve uma melhora significativa na inter-relação professor-aluno derivando maior eficácia no desenvolvimento e resolução de tarefas pedagógicas. Portanto, supõe-se que este estudo possa ser heurístico no que se refere à psicanálise aplicada ao conhecimento do desconhecimento do sentido das relações mais profundas, em processos educativos manifestos nas relações interpessoais entre professor-aluno em salas de aula. This psycho analytical study applied to the educational field has the objective of comprehending and articulating in theory, counter-transference answers from a professor while dealing with a group of students inside the classroom. With this, proposes to offer an original knowledge through a clinical psycho analytical contribution in order to improve the efficiency of the interrelation between professor and students, in Primary and Elementary Schools. Considers that the phenomena of transference could be turned over in several disciplines and practices where internal psychic processes are found; and that could be observed, analyzed and explained by the dynamic of transit of the contents found in affective connections established by groups. In these psycho social spaces, the phenomena of transference considered as a pulsing model of distorted construction of the reality that is constantly changing, outlines two plans of oscillatory interaction: one that is conscious, directed to the execution of a demand, for example, and the other unconscious guided by similar unconscious fantasies, that constitutes a history of the psychic reality of the individuals inter relating. This investigation considers the hypothesis that countertransference answers of the professor can disturb the work group that is concentrated in learning and teaching, transforming it into a group with a basis supposition of dependence, attack-run or even coupling. Considers that the brief therapeutic intervention of the professor can clarify its unconscious involvement in disturbs established by the group of students inside the class room, and convert it into an instrument of empathy and intuition. For its practice, proposes that empirical situations should be described through case studies, deriving the object of analysis in the method of in-class observation. The observation of the recurrence of counter transference manifestations in nine pre-school and elementary school teachers with classes of children aging four to eight years, implied, in a second moment, in individual therapeutic interventions with the teachers, outside the class room. By applying the Operational Scale for Diagnosing Adaptation, was made a plan and design of the brief therapeutic intervention, tracking the trouble-situations in the several adapting moments, to find the nucleus and perform the adequate solutions, and its derive in the productivity sector. During the intervention, psycho drama was used as a psycho therapeutic technique, articulated to the psycho analytical method, to make easier the figuration and concrete expression of the inner world from the teachers, from its identifications and its conflicts. With that, possible effects of this intervention were verified, in the direction of an efficient evolution (recompose a work group) or inefficient (lack of filling its function in that moment). By establishing a correspondence between some data obtained, its analysis and interpretative comprehension based on psycho analytical theories proposed by Melanie Klein, Wilfred Bion and Ryad Simon, was concluded that through the method of work developed in this study, there was a significant improvement in the inter relation between professor and student, deriving higher efficiency in the development and resolution of pedagogical demands. Therefore, supposes that this study can be heuristic as it refers to psycho analysis applied to knowledge of the unlearned of the sense of deeper relations, in educational processes manifested in interpersonal relations between professors and students in the class room.

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