Corpo, força e potência: Nietzsche e Spinoza no pensamento de Deleuze

This dissertation aims at showing the importance of the Nietzsche s and Spinoza s philosophy in Deleuze thought, about body, force, and potency concepts. The search starts from Deleuze texts around two authors of his inspiration, reaching understand in the plan of immanence of the relationship between concepts and the way life as ethics and political affirmation. The first goal is the concept of rhizome; propose by Deleuze in what manner to walk the ways traced by philosophers and at the same time to create self ways. The second chapter examines the body in Nietzsche as force s relations. Find to show the genesis of the force in its determination as relative quantity strong or weak, and as absolute quality active or reactive; and for other side the genesis of the force from two poles of the will to power affirmation or negation, examining the consequences for life and thought. In the third chapter explained the definitions of body in Spinoza. The body, in Spinoza, defines itself complex relation of movement and repose, velocity and slowness and by it s to affect and be affecter s power. Find to show understanding the mediums for to amplify the power of to exist or the potency of to act, in what manner ethics of to live. The fourth chapter makes one parallel between the war and the thought in the constitution of socials body and collectives agenciamientos, for understand in the fifth chapter the body as war s machine of the thought, from the relationship between nomad way life and war s machine showed in Tractate of Nomadologia. Wait like this to show the importance of the ethics and political thought than affirm the existence in the world through active force from that body s power.

Estimativa da poluição emitida pelos ônibus das linhas troncais da cidade de Uberlândia, MG

The transport of people and goods contributes to the deterioration of the environment in urban areas because of the generation of pollution, such as, air, noise, soil, water or visual degradation. The heavy vehicles that use diesel as fuel are mainly responsible for the emission of nitrogen oxides (NOx) and particulate matter (PM), contributing to participation of the transport sector in air pollution. In addition, there is emission of Greenhouse Gas (GHG) whose main component is carbon dioxide (CO2). In most major cities, public transportation is often considered as a less polluting alternative compared to the private vehicle, in view of the potential to reduce, per passenger, the emissions of GHG and air pollutants. The study area was the city of Uberlândia and the objects of study were the trunk lines of the Sistema Integrado de Transporte (SIT). The emissions of NOx, PM and CO2 were estimated through the bottom-up approach which used the route of each bus line and also fuel consumption obtained through simulation from the TSIS software. The software has some result limitations, there are no report about the emission of pollutants by bus, and it is not able to change specifications for the fuel used by the fleet. The results obtained through calculations of pollutants and GHG emission by the bottom-up approach show that the emission is higher when using fuel comsuption obtained in simulation than using distance. For the results considering fuel and distance there was a reduction in emissions comparing ethanol and diesel.

Contradições como força de mudança: o processo de formação continuada de professores do ensino médio enquanto potencializador da práxis transformadora à luz da teoria histórico-cultural

The intervention research proposed was based on the Cultural-Historical Theory based on the laws and logic of materialism historical-dialectical. Therefore, we tried to design a research process that involved all as responsible for the process. In the field of continuous teacher's training usually has been found dualistic relationship / paradoxical processes as a result of the adopted training models which are characterized by individualist human processes. The teacher training work sought to overcome this dualism, to promote the unveiling of the contradictions with regard to teaching models. As a hypothesis, we imagined that immersed in this process, teachers recognize such contradictions, and this recognition would make the contradictions become the driving force of change in teaching practice, realizing the teaching-learning-development triad as the basis of praxis. Aiming to develop a process of continuing education to bring results to the professional teachers development looking for answer the following research question: How and what the changes of teachers who participated in the Didactic-Formative Intervention process raised the quality of their teaching practices? In this context, the objective of the research was to develop a process of Didactic-Formative Intervention from the perspective of Cultural-Historical Theory with high school teachers in order to theorize about the changes in pedagogical practices of teachers and learn aspects that transform the essence teaching practice. The research involved two high school teachers of a public school in Uberlândia-MG. The training meetings took place at the school through a collective study group between the years 2013 and 2015. As procedures were used two interconnected aspects: classes observations, and a theoretical and methodological training, both for diagnosis and for the process evaluation, the second aspect has a formative dimension, and a didactic dimension (double meaning) to form didactically the teacher and to elaborate didactic procedures. The collected data were analyzed by observing the assumptions of the method, analysis by units and the processuality. As results teachers showed changes in their teaching practices regarding the organization of the pedagogical work and also centered their design educational actions based on learning and development of the students. The presence of continuous diagnosis during the classes, work with a systems of concepts and their conceptual links, problematization as a teaching method can be pointed as meaningful changes in their praxis. Regarding the training activities that emerged from the analysis of the compiled materials and analyzed throughout the process can be emphasized: forming a collective group of school teachers continuous training, diagnostics, development of practical activities, increase relationships among participants, the choice of scientific material used should have direct relation to the needs of the participants, promoting conditions that enable the emergence of contradictions between the pedagogical practice of teachers and teaching based on the perspective of the Cultural-Historical Theory. This research craved to develop and design a teachers' training processes that increase the quality of teachers life and ways of teaching in the Brazilian public school.