Outorga onerosa do direito de construir e dinâmica do mercado imobiliário formal: planejamento e descaminhos na expansão urbana de Parnamirim RN (2008-2010)

The `Outorga Onerosa do Direito de Construir - OODC` (Public Concession of Building Rights), instrument instituted by The City Statute in 2001, has as main objective the recovery of urban property, seeking for a fair distribution the urbanization benefits. The possibility of usage of the OODC instrument is linked to the maximum utilization coefficient, determined to specific areas in accordance to existing infrastructure conditions, further taking into account the formal real estate market, expansion axis and crowding. Being an instrument which establishes values to be paid for a better use of land, it maintains a narrow relation to the real estate, incentivizing or discouraging the crowding in specific areas. The present study investigates the relationship between the criteria for the making of the Public Concession of Building Rights instrument and the dynamics of the formal real estate market. It takes as empiric universe Parnamirim (RN), part of the Natal Metropolitan Area (RN), focusing on the application of the OODC in the period of 2008-2010. It seeks to better understand the necessary basis for the formulation of the instrument, about how it works and its relation to the formal real estate market. It aims to depict the formal real estate market by presenting the production of urban space in Parnamirim in terms of intensity and nature of the real estate, furthermore identifying the licensed properties through the application of the municipality instrument. For the conclusion, it is discussed the criteria for the formation of OODC, its relationship to the dynamics of the formal real estate market and its influencing possibilities in the processes of usage and occupation of land in the context of urban planning

Outorga onerosa do direito de construir e dinâmica do mercado imobiliário formal: planejamento e descaminhos na expansão urbana de Parnamirim RN (2008-2010)

The `Outorga Onerosa do Direito de Construir - OODC` (Public Concession of Building Rights), instrument instituted by The City Statute in 2001, has as main objective the recovery of urban property, seeking for a fair distribution the urbanization benefits. The possibility of usage of the OODC instrument is linked to the maximum utilization coefficient, determined to specific areas in accordance to existing infrastructure conditions, further taking into account the formal real estate market, expansion axis and crowding. Being an instrument which establishes values to be paid for a better use of land, it maintains a narrow relation to the real estate, incentivizing or discouraging the crowding in specific areas. The present study investigates the relationship between the criteria for the making of the Public Concession of Building Rights instrument and the dynamics of the formal real estate market. It takes as empiric universe Parnamirim (RN), part of the Natal Metropolitan Area (RN), focusing on the application of the OODC in the period of 2008-2010. It seeks to better understand the necessary basis for the formulation of the instrument, about how it works and its relation to the formal real estate market. It aims to depict the formal real estate market by presenting the production of urban space in Parnamirim in terms of intensity and nature of the real estate, furthermore identifying the licensed properties through the application of the municipality instrument. For the conclusion, it is discussed the criteria for the formation of OODC, its relationship to the dynamics of the formal real estate market and its influencing possibilities in the processes of usage and occupation of land in the context of urban planning

Políticas de educação profissional técnica e de ensino médio no Brasil: a implementação no CEFET-RN (1998 2008)

This study has analyzed the high school and professional education policies (1998-2008) and their impacts on the Centro Federal de Educação Tecnológica do Rio Grande do Norte. It has presented an analysis and design of the productive restructuring process in the world of work and education, the technical, vocational education and high school policies in Brazil, referring to this period, as well as the changes in Cefet-RN for implementation of Political Guidelines of Vocational, Technical and High School Education. This study is guided by assumptions related to these policies, which are located in different historical moments. It is a study in which subjects are understood as historical and social beings, embedded in the economic, political and cultural rights which, by its actions, can be transformed. It was based on a theoretical framework consistent with the object of research to give it shape and meaning, serving as a parameter to address the problem outlined in research questions. It was used analysis of bibliographical material and specific documents from the Institution, semi-structured interviews with the subjects part of technical and high school. Results show that many of the recommendations in the present high school policies and vocational technical and high school education, implemented in Cefet-RN, for the period 1998-2002, show inconsistencies between what is said and what can be officially established in the pedagogical practice of teachers and professional practice of some graduates. Regarding the integration of vocational education with the high school (2005-2008) in this Institution, the study signaled that its prioritization failed to materialize in full, in Cefet-RN, although it was developed and implemented a Political-Pedagogical Project in 2005

Estudoda sismicidade na região de Sobral - CE em 2008

The town of Sobral is located at the northwest part of the Ceará State, 250 km away from its capital, Fortaleza. In January 2008, an intense seismic activity began near Sobral with one event with magnitude 4,2mb on May 21. Since the start of its seismic activity, all events were recorded by the SBBR station (located on EMBRAPA Caprinos Farm), which operates in the region since August 2007. After this event, monitoring the seismic activity was carried out with the deployment of a local three component digital seismographic network, from June 5, 2008 until September 24. Initially, this network was composed of six seismographic stations. Later additional five stations were deployed until August 26 2008. This local network detected approximately 2,800 earthquakes. In this study we analyzed 581 earthquakes recorded by at least three stations for hypocentral and focal mechanism determination, and to contribute to a better explanation of the seismicity which in this region. To determine the hypocenters, we used a half-space model, with vP = 6,00 km/s and vP/vS = 1,71. From the hypocentral determination, it was revealed an active seismic zone with depth ranging between 1 and 8 km, 6 km long in E - W direction. The determination of fault planes and focal mechanism was obtained using the programs FPFIT and PLAN, which allowed comparison between their respective results in order to obtain more accurate results. A set of 24 earthquakes were selected to determine fault using PLAN planes and focal mechanisms using FPFIT. With the aid of detailed map of hypocenters this set, it was possible to identify three structures. Therefore, the set of 24 earthquakes were divided into three subsets. The type of mechanism was predominantly strike-slip with a dextral direction. Although the region has two tectonic structures near the site of the study area: the Café- Ipueiras Fault (normal fault) and the Sobral-Pedro II Lineament (dextral strike-slip fault) it was not possible to correlate the seismicity founded with those structures

Televisão universitária do RN (TVU): contribuição para a democratização da informação e a difusão do conhecimento científico produzido pela universidade

In this thesis we propose to investigate the contribution that the Universitary Television from Rio Grande do Norte state, Brazil (TVU RN), offers to democratization of information and diffusion of the scientific knowledge produced by the Federal University of Rio Grande do Norte (UFRN) from the perception of their own students. We adopt the basic assumption in wich the TVU RN needs to be connected with the scope of the current UFRN policy, since plays an important role regarding democratization and social inclusion policies in UFRN. We support the thesis that TVU UFRN offers important information for those who are part of academic culture (COULON, 1995a; 1995b, CHARLOT, 2000; BOURDIEU, 2007, 2005, 1997, 1996, 1975), as well as for society in wich it is inserted, since it contributes to the dissemination of scientific knowledge and relevant information about the university. We consider TVU RN a Public Sphere (HABERMAS, 2002; 2003a, 2003b; 2003c; 1999; 1989) conducive to discussion of issues involving higher education. Researches on Universitary Television are recent and some studies on it advanced in the way to define it and present it as a means of dissemination of scientific knowledge (ROCHA, 2006; COUTINHO, 2006; CALLIGARO, 2007; AIRES, 1999; PORCELLO, 2002; PRIOLLI, 2003, 2008, 2009; MAGALHÃES, 2002, 2008; RAMALHO, 2008; 2010; CARVALHO, 2006). For our investigation we chose the combination of quantitative and qualitative methods, both equally valid and accepted by many authors (FLICK, 2009; BAUER; GASKELL, 2002; RICHARDSON, 1999; LAVILLE; DIONNE, 1999). We developed a questionnaire initially with objective questions ending up with open questions of free text. The questionnaire was developed and hosted from a tool of Google Docs and the link to the webpage containing those questionnaires was sent by e-mail by the Permanent Commission of Vestibular of UFRN, COMPERVE, for all university students who were with their registration (status) active in the COMPERVE registers of the second half of 2010. The analysis of this material was performed using the techniques of content analysis and, within this mode was chosen thematic analysis considered appropriate for both qualitative and quantitative research (BARDIN, 2004; MINAYO, 2002). The investigation found that although most students consider that the TVU RN contributes to the democratization of information and dissemination of scientific knowledge produced in university, and moreover to arouse the interest of the academic community, still has not yet become an object of interest of the entire academy. Therefore, the research highlights the relevance and abrangency of further studies on the TVU RN due to the strategic role it plays in this new reality of public universities in the country. In addition, we suggest to the UFRN managers that they put TVU within the hall of discussions in order to receive the so much needed investment for any university organ

Ingressar na ufrn: trajetórias escolares e universitárias de estudantes egressos da educação básica da rede pública

On the beginnings of the XXI century the brazilian universities was claimed by the Government and by the society to rebuild your ways of selecting students. Many questions are behind this theme, that goes since the concernings of the higher education institutions about select and graduate students, and now also students from disadvantaged sectors of the society; but also about personal issues, like concerns of the everyday of millions of youngs that integrates the brazilian society and that need to decide about your professional future after the finish of the Basic Education. The present thesis has as objective analyse the processes of the transition between the Basic Education and Higher Education on the point of view of students that achieved a place on the public university. This study was accomplished on the Federal University of Rio Grande do Norte [UFRN on the original language], that implemented an Access and Social Inclusion Policy (PAIS [on the original language]) on the year of 2003, and since than a series of social actions had been developed. Among the main, we highlight the Inclusion Score action, an adicional score [on the entrance selection exam] for graduated students from public schools, which considers social and economic criteria and the academic development of these candidates on your Basic Education. Through quizzes and interviews with the graduated university students from public network, we could know the social, economic and academic profile of the students that entered on the UFRN by the time of the development of your PAIS, your schools and university trajectories, revealing some of the dilemmas, strategies, difficulties and personal cost of those that try to remain on the educational system besides the adversity conditions of schooling. For the theory foundation, we use authors like Bourdieu (1992, 1996, 2003); Coulon (1993, 2008); Ramalho (2004, 2007, 2008, 2010); Ramalho, et al (2011); Charlot (2001, 2003, 2005); Zago (2011); Nogueira, Romanelli e Zago (2011), among others, that contributed for a better analysis and understanding of thought and actions of the students in your own formative trajectories. Although we know that the educational inequalities are many, we found that the UFRN policy brought and is bringing many significant results, on the perspective of contribute with the increase of access for graduated students from the public network, and with the inclusion of these on the university

A (não) assunção da responsabilidade enunciativa no gênero acadêmico artigo científico produzido por alunos do curso de Letras

This research is inserted in Textual Analysis of Discourses (from now on, TAD), elaborated by linguist J-M Adam and developed nowadays by scholars from Brazilian textual linguistic. ATD consists of a theoretical and descriptive perspective from Textual Linguistics that is concerned about a theoretical and methodological position which sets Textual Linguistics in the most extensive Discourse Analysis panorama. In this work, on the enunciative level of text we investigate: the enunciative responsibility (ADAM, 2008) in 14 examples of the academic genre paper published in the journal Ao Pé da Letra and written by university students from degree in Language. The research is oriented by the studies about enunciative responsibility by Adam (2008, 2010), Rabatel (2010), Guentchéva (1994), the perspective of discursive heterogeneity by Authier-Revuz (2004). We established as general objective: (1) Analyzing the occurrence of the (not) assumption of enunciative responsibility in the academic genre paper . The analysis followed the qualitative paradigm on an interpretative basis. The conclusions show, therefore, the excerpts of the discursive genre used to present the analysis reveal a particular nature of using the recourse to the discourse of several knowledge sources that many times can (not) be assumed by the enunciator.

Letramento no trânsito: eventos e práticas na formação de condutores de veículos

In the contemporary society, the language is presented in all social spaces and assumes many different purposes in order to meet the needs that emerge from each of these sphere. In traffic, this reality is not different. To guide vehicles, it is necessary to know, by means of reading artifacts, what the legislation establishes in what concerns the way to act in this domain. Thus, this works aims at describing the practices of literacy held in events of driver trainings and know the expectations generated by drivers/learners from this training. In theoretical terms, it anchors in Literacy Studies, comprehended here as social practices (BARTON; HAMILTON, 1998; KLEIMAN, 1995, 2008; MORTATTI, 2004; STREET, 1984; OLIVEIRA, 2008, 2010; ROJO, 2009; PAZ, 2008). Genre Theory (BRONCKART, 2004, 1999; OLIVEIRA, 2010) and in your multimodal instance (KRESS; VAN LEEUWEN, 1996; DIONÍSIO, 2006). In terms of methodology, it follows the bias of qualitative research, because of its ethnographic nature (BOGDAN; BIKLEN, 1994; MINAYO, 2010; CANÇADO, 1994; CHIZZOTTI, 2005). The research corpus was generated by reading the Brazilian Traffic Code, by observing the literacy events held in Drivers Training Centers of Natal, analysis of course books used in these events, plus questionnaires with open and closed questions and semistructured interviews. The collaborators are constituted of drivers in training, and instructors who work in this field. The analyses show significant contributions regarding the placement more committed of future drivers with the welfare and safety of those who use the public roads, from the practice or reading done during the traffic training. The contribution of this work lies in the possibility to expand the discussion about the language practice uses regarding the training for the traffic, more specifically, the training of drivers of vehicles

A responsabilidade enunciativa em Itinéraire d un Voyage en Allemagne

Nossa pesquisa se circunscreve nos estudos da Análise Textual dos Discursos, proposta pelo linguista Jean-Michel Adam. Nosso foco principal está voltado para o fenômeno da Responsabilidade Enunciativa (doravante RE). Além das categorias de análise para se estudar a RE, conforme Adam (2008, 2010, 2011), também seguiremos outros estudiosos no assunto, como Oswald Ducrot (1984), os teóricos Teoria Escandinava da Polifonia Linguística, (2004), Zlatka Guentchéva (1994), Jean-Pierre Desclés (2009) e Jacqueline Authier-Revuz (1998, 2004). Utilizaremos os pressupostos apresentados por Alain Rabatel (2004, 2008, 2009, 2010), sobretudo, no que concerne às noções de locutor/enunciador, ponto de vista ou vozes que podem ser encontradas em um texto. Para tanto, analisaremos um relato de viagem, Itinéraire d un Voyage en Allemagne (doravante Itinéraire), escrito no século XIX por Nísia Floresta, uma norte-rio-grandense que fez residência na França e ficou conhecida como uma das primeiras feministas do Brasil. O relato de viagem é um gênero diferenciado para se analisar a RE, sobretudo o Itinéraire, pois nele também podemos encontrar a presença de outros gêneros, quais sejam: epistolar e autobiográfico. Assim, percorreremos, primeiramente, algumas abordagens sobre gêneros de discurso, utilizando-nos, principalmente, dos pressupostos de Mikhail Bakhtin (1992, 2003), Geneviève Bordet (2011), Jean Michel Adam (2011) e Luiz Antônio Marcuschi (2008) e, posteriormente, apresentaremos algumas características que envolvem os gêneros citados. Por fim, para análise dos dados, estamos seguindo a abordagem qualitativa de natureza interpretativista. Nossa pesquisa comprovou que o Itinéraire apresenta muitas marcas de assunção da RE, mas que, apesar de Nísia Floresta ser locutora e enunciadora, é possível encontrar marcas de não assunção da RE, ou seja, outros PDV

AI, LA, ALI e AQUI: gramaticalização de um paradigma emergente no domínio funcional da especificação nominal

In the light of the Functional Linguistic Theory, in its North-American version (HOPPER, 1987, 1991, 1998, 2008, 2010; GIVÓN, 2001; LEHMANN, 2002; HOPPER; TRAUGOTT, 2003; FURTADO DA CUNHA; OLIVEIRA; MARTELOTTA, 2003, among others), the general objective of this research is to demonstrate, based on morphosyntactic and semantic-pragmatic properties, that AQUI (HERE), AÍ, ALI and LÁ (THERE) are part of an emerging paradigm in Brazilian Portuguese recently constituted and still developing of forms indicating specificity in indefinite noun phrases (NP). The data that make up the corpus of this research were collected in the following large Brazilian oral corpora: the Corpus Discurso & Gramática: a língua falada e escrita na cidade de Natal (FURTADO DA CUNHA, 1998), the Banco Conversacional de Natal (FURTADO DA CUNHA, 2010), the Projeto Variação Linguística no Estado da Paraíba VALPB (HORA, 2005) and the Projeto Variação Linguística Urbana na Região Sul do Brasil VARSUL (VANDRESEN, 2002). Firstly, the behavior of the specificity markings AQUI, AÍ, ALI and LÁ is described with respect to many factors of morphosyntactic and semantic-pragmatic nature: type of construction in which the markers appeared; existence or not of intervening material between the specificity marker item and the NP s nuclear noun; type of noun to which AQUI, AÍ, ALI and LÁ are linked; syntactic function of the specified SN; informational status of the NP to which the specificity markers AQUI, AÍ, ALI and LÁ are attached; occurrence of conversational implicatures (GRICE, 1982) in the context of use of these specificity markers. Next, a possible grammaticalization trajectory is outlined, according to which AQUI, AÍ, ALI and LÁ would had gone from an early spatial deictic indication to the specificity indication. The results point to the existence of forms with varying degree of emergence in this new paradigm of nominal specification, with AÍ being, probably, the item most grammaticalized, followed by LÁ, then ALI and AQUI, which permanence in the paradigm do not yet appear to be consolidated

O ciclo indiano de Marguerite Duras à luz da comparação diferencial: a reconfiguração de um personagem

La présente recherche a pour objectif analyser la reconfiguration d'un personnage dans deux romans et dans un texte dramatique de l’écrivaine française Marguerite Duras, qui font partie du Cicle indien. Ils sont : Le Ravissement de Lol V. Stein (1964), Le vice-consul (1965) e India Song (1975). Adoptant la perspective de la Comparaison Différentielle comme approche littéraire, proposée par Ute Heidmann (2008, 2010, 2012), professeur-docteur de l'Université de Lausanne (Suisse), ce travail cherche étudier le personnage Anne-Marie Stretter présent dans ces trois œuvres. On cherche comprendre de quelle manière se produit la réécriture du personnage à partir de trois axes d'analyse : les modalités de l'énonciation, en considérant l'analyse et la comparaison de l'œuvre littéraire comme un événement énonciatif, partant du concept de la scène d'énonciation, proposé par Dominique Maingueneau (2010) ; les modalités d'inscription générique, étroitement liées aux modalités énonciatives, avec un fondement théorique en Todorov (1980) et Heidmann (2012) ; et les modalités de dialogisme intertextuel et interdiscursif, considérant dans la relation dialogique des nouveaux et différentes propositions de sens. Para la compréhension de cela nous partons de Bakhtine (2010), Kristeva (1974), Todorov (1981) et de l'idée de dialogisme et intertextualité, pour arriver à l'idée d'interdiscours proposée par Heidmann (2010, 2012). À partir de cette étude, nous pouvons observer dans l'œuvre d'un même auteur différentes manières de construction d'un personnage, chacun avec ses spécificités et complexités, variant dans le genre et espaces discursifs. L'intérêt de la comparaison différentielle dans cette étude, partant d'un trait commun entre les trois œuvres, est de rendre visible les différences épistémologiques et les nouvelles propositions de sens.

Mediação biográfica: propostas para a formação docente

This work aims at studying the biographical mediation taken as the progress of people in formation process who develop a biographical work on their own experiences with the help of a former (PASSEGGI, 2006, 2011). The research was carried out on a curricular component from Curso de Formação Inicial e Continuada (initial and continuous process of formation of teachers) with teachers from public schools developed by Instituto Federal de Educação do Rio Grande do Norte (IFRN/ Ipanguaçu). The target audience featured diversity of professionals and experiences of formation. The general objective studied the potentials of procedures and devices used to mediate the reflection about the necessary knowledge to teaching practice based on their own experiences (auto-biographical) and the experience from the others (hetero-biographical). The study tried to respond to the following questions: how do teachers in formation relate themselves to the knowledge from experience? What procedures and devices contribute on the teachers‟ formation on the three different dimensions of biographical mediation (initiatory, maieutic, hermeneutics)? How to provide the auto-formation and hetero-formation? The theories and methods of this work are based on studies and researches that place the person in formation in the center of investigation and formation and analyze their reflective, re-inventive and self-re-inventive capacity. (FREIRE, 1987, 1996, 2001, 2011; JOSSO, 2008, 2010, 2012; DELORY-MONBERGER, 2006, 2008, 2012; CHARLLOT, 2000; CATANI, 2001; PASSEGGI, 2008; 2010; 2011; 2012). We selected six teachers who participate entirely on the meetings of the program. They discussed on the study topics, shared narrations that integrate their formation and the themes related to the course. The empirical material is composed by the narrations of the six participants and hearing boards done by themselves at the moment of the narration sharing process. The analysis followed three steps: a) the path of the program and the procedures of biographical mediation; b) the relations former/teacher on the three dimensions of biographical mediation; c) the hearing board as a device of biographical mediation. We concluded that the procedures and devices used for biographical mediation made possible specific learnings that are sources for the practice of initial and continuous teachers‟ formation, as well as for the formation of the former-researcher about the work with autobiographical narrations. Thus, it allow the co-investment of participants into the process of auto-formation and hetero-formation.

Ateliê biográfico de formação profissional: prática socioeducativa em Escola Judicial

In recent decades, debates have intensified about (auto) biographical narratives as devices of socio-educational practices, aligned to the educational setting of the XXI century which have stimulated a new educational perspective woven with epistemological and methodological training throughout life. Towards that scenario, the continued training in Judicial School has occupied important space for constitutional effectiveness and, on the other hand, has grown the demands of expanding knowledge and enhancing training practices, in turn, judicial practices. The aim is to analyze the reflective Group through "Professional Training biographical Workshop" with Bailiffs such as socio-educational practices in socio Judicial School, in the city of Natal /RN. It has highlighted the questions that guided this study: 1. What paths of experiences and knowledge shared by the Law Officials, Federal Appraisers in "Professional Training biographical Workshop" as reflective Group? 2. How is organized the reflective Group as practice in socio-professional training setting? 3. What contributions narratives of themselves bring to the bailiff in reflective Group on Judicial School? The theoretical assumptions are supported in the lifelong training in methodological and epistemological dimension of (auto) biographical knowledge (JOSSO, 2008, 2010, 2012; PINEAU, 2005, 2006; DOMINICÉ, 2010; DELORY-MOMBERGER, 2006, 2008; FREIRE, 1987, 1996, 2001; PASSEGGI, 2008; 2010; 2011; 2012). In 2009, 09 (nine) civil servants in post of Federal Appraiser Justice Official, law graduates participated in this research through eight (08) "Biographical Workshops of Professional Training", consisting of biographical practices and scenarios, enabling oral and written narratives about a memory that has meaning, relationship and tessituras between files, facts and feelings that reveal the perception of self and other, as well as mobilize and weave the training process. The experiences of speaking, writing and reading were constituted of spaces that facilitating the reconstruction of the trajectory of training and career awareness-making, helping to re-signify labor relations and lead to their own professional design. From this study, the reflective properties of groups have emerged, consisting of Reflexivity, Experience, Historicity, Reversibility, dialog and formability processes, with paths to social and educational practices in which professionals identify the meaning and significance of self and of the profession that are exercising. The expectation is to continue with the spirit of research to emerge from the participants responses to training practices in Judicial School, aligned with the new knowledge of understanding the human being, not only an object of his work, but also a social subject, co-participant in the process of re-signifying life and work in a permanent way.

Um estudo do gênero ata de audiência na esfera jurídico-trabalhista

The activities in labor judicial sphere are permeated by the use of diverse text genres, which are indispensable instruments to the accomplishment of actions that involve the jurisdictional realm. Among the genres that circulate in this domain, we selected the genre minutes of hearing as the object of study of this research, because it is a document supporting the actions, procedures and deliberations agreed, in hearings, by members involved in work-related litigation. In this study we aim to describe the elements that constitute the referred genre in what concerns its pragmatic, organizational and linguistic dimensions. Therefore, we use the postulations of Sociodiscursive Interactionism as theoretical framework, through the writings of Bronckart (2006; 2007; 2012), supported by Marcuschi studies (2008; 2010; 2011), Koch and Favero (1987), Elias Koch (2011; 2012) and Zanotto (2012). In methodological terms, it is characterized as a qualitative approach research (BOGDAN; BIKLEN, 1994; CHIZZOTTI, 2000; MOREIRA; CALEFFE, 2006) with aspects of an ethnographic work (ANDRÉ, 1995; CANÇADO, 1994). The discussion proposed inserts into the field of Applied Linguistics for it focalizes ―social issues and creates intelligibility about the social practices in which language plays the main role‖ (MOITA LOPES, 2006, p.14). The analyses indicate – regarding the pragmatic dimension – that the genre in focus constitutes artefact that enables the register of actions, deliberations, testimonials, procedures and occurrences established during the hearings and has as its interlocutors judges, litigants and their legal representatives. Concerning the organizational dimension, despite the genre in scope present a proposal of standardized writing, their examples contemplate variations and flexibility especially with regard to the development and outcome of the text. As for linguistic aspects, it is noticeable the presence of lexical choices inherent in the language used by labor law discourse community. Lastly, stand out the relevance of the research lies in the fact that it approaches, from the perspective of the Applied Linguistics, the forensic writing and, consequently, offers contributions to the understanding of such genre.

Currículo escolar e inclusão de estudantes com deficiência: diálogos com uma escola pública

This work of qualitative approach, has as its study object the school curriculum, resulting from the implementation of public policies for inclusion in the Brazilian educational field and of the teaching organization in State School Despertar. While we acknowledge advances in government discussions and proposals related to school inclusion in our country, it is still important to develop studies and interventions in the context of basic education focused on the curriculum. With methodological basis in collaborative-critical action research and contribution by Barbier, the survey was conducted in 2013, in a state school in the Natal - Rio Grande do Norte - school system, and aimed to analyze the curriculum of the State School Despertar, in particular issues related to the inclusion of students with disabilities in common teaching classes expressed in the school and in collective situations of continuing education with teachers and interpreter of Brazilian Sign Language (Libras). The school was previously chosen because it had already been locus of research in a study conducted by a professor at the Federal University of Rio Grande do Norte promoting the knowledge of their formative needs. The study subjects were 26 teachers in the early years and the end of elementary school and a Libras interpreter. The instruments were direct observation, semi-structured interviews, document analysis and a proposal for continuing education called Collaborative Group on School Inclusion (GCEI), established with the participating subjects and the other research collaborators. The analyzed data showed eight dialogues built with the State School Despertar, being basic the contributions of Goffman (1988) on stigma and of Forquin (1993) on school culture. As a theoretical framework, there were important contributions on School Curriculum (SACRISTÁN, 2000; 2007; APPLE, 2006; 2008), School Inclusion (BUENO, 2008), Continuing Education (NÓVOA, 2002; GATTI, 2003) and the existing studies on the dialogues between Curriculum and Special Education (MAGALHÃES, 2002; SILVA, 2008; 2010; OLIVEIRA, 2004; VIEIRA, 2012). The study highlighted the importance of extending the dialogue, the theoretical deepening of GCEI for the understanding of school curriculum and the specifics of any students, with or without disability. It will be necessary to revisit the school teaching practices that do not correspond to the students, for instance the formation of classes made in classrooms. It is also important to consider the organization of the school day and its interface with the pedagogical functions of each member of the school in building curriculum practices consistent with the diversity of modes and learning styles. Subliminal aspects of the curriculum should be reviewed, given its implications in the context of the classroom and management. However, significant changes identified in the practices of some teachers, such as the use of audio description, stimulus to the participation of students with disabilities and use of images, favored the development of other students, who benefit of more exciting and participatory classes. Based on the conducted research, we conclude on the importance of collectively discuss the conditions for / in schooling of different students and the (re)thinking of curriculum practices in the school as a whole, and therein lies a paradox because, on the one hand, it is not about minimizing the specific knowledge in dealing with the needs of students with disabilities, on the other, we are not interested in distancing these needs from those inherent in human nature, therefore peculiar to the other students. The questioning of our own practices is the challenge imposed, not to special education, or its target audience, but this is undoubtedly task of education.