As práticas de gestão de conhecimento nas organizações públicas: o ministério da justiça

Este estudo teve como interesse principal o desenvolvimento de um modelo de Gestão do Conhecimento - GC, que pudesse ser aplicado em uma organização pública, contribuindo de maneira pragmática na evolução dessa abordagem. Para isso buscouse obter uma maior compreensão do fenômeno que representa um conjunto de processos que governa a criação, armazenagem, disseminação e a utilização do conhecimento para atingir a excelência organizacional, a partir do estudo de suas principais características, da melhor forma de compartilhamento dos conhecimentos individuais para a formação do conhecimento organizacional, da motivação como questão-chave para uma bem sucedida Gestão do Conhecimento, as competências essências, habilidades e tecnologias, e a metodologia para disseminar o conhecimento. O estudo foi desenvolvido sob um enfoque qualitativo, pretendendo-se analisar as abordagens e modelos atualmente existentes, sinalizando para gerentes e executivos de organizações públicas aspectos relevantes em sua implantação, trazendo, assim, um panorama sobre a temática que gera novas alternativas para esse público, na adoção de ações em relação ao assunto. Foi realizada uma revisão da literatura sobre a aprendizagem individual e organizacional sobre a gestão do conhecimento, cujo conteúdo, nesta última, se apresenta ainda reduzido. O estudo criterioso e a análise atenta de todo o material de pesquisa coletado nortearam a proposição desse modelo~ que poderá ser implantado no Ministério da Justiça e, por que não, Serviço Público Federal.

Programa de Promoção da Igualdade de Oportunidade para Todos: experiências de ação afirmativa do Ministério Público do Trabalho (2003-2012)

Nos últimos anos o Brasil tem avançado no sentido de enfrentar as desigualdades raciais. Em 1995, o então Presidente da República Fernando Henrique Cardoso reconheceu oficial e publicamente não apenas a existência da discriminação racial e do preconceito de cor no País, mas também a necessidade de se adotar medidas públicas e privadas para fazer face ao problema. Naquele mesmo ano foi criado o Grupo de Trabalho Interministerial, que teve por incumbência propor ações integradas de combate à discriminação racial e recomendar políticas para a consolidação da cidadania da população negra. Para encaminhar as ações relacionadas ao mercado de trabalho, foi criado em 1996, no âmbito do Ministério do Trabalho, o Grupo de Trabalho para a Eliminação da Discriminação no Emprego e na Ocupação, cuja missão foi definir programas de ações que visassem ao combate da discriminação no emprego e na ocupação. Desde então, temos presenciado uma maior permeabilidade do Estado às demandas e proposições dos movimentos sociais negros. Marcos nesta trajetória foram a criação da SEPPIR – Secretaria de Promoção da Igualdade racial, em 2003, a aprovação do Estatuto da Igualdade Racial, em 2010, e a aprovação, por unanimidade, do sistema de cotas para negros no ensino superior brasileiro, pelo Superior Tribunal Federal, em 2011. Essas, dentre outras, são conquistas inquestionáveis e que revelam que o País vive um período de inflexão no encaminhamento de soluções para os problemas raciais que o assolam. Mas, se por um lado essas conquistas representam grandes vitórias, especialmente quando analisadas sob uma perspectiva retroativa, visto que desde a abolição da escravatura nenhuma ação estatal havia sido direcionada à solução de desigualdades raciais, por outro, muito ainda temos que avançar. Um olhar prospectivo revelará que o fosso criado ao longo desses séculos não poderia ser superado em apenas 20 anos. Muita desigualdade racial ainda resta. E muito ainda resta a ser feito para o seu enfrentamento. Ao “mobilizar conhecimento para a resolução de problemas sociais relevantes” (FARAH, 2012) esta tese busca contribuir para o avanço das políticas de igualdade racial no País, particularmente daquelas voltadas para o mercado de trabalho. Ela se constitui em um estudo de caso do Programa de Promoção da Igualdade de Oportunidade para Todos, uma iniciativa do Ministério Público do Trabalho, que teve por objetivo levar as organizações privadas a adotar ações afirmativas para o enfrentamento das desigualdades de gênero e raça nas relações de trabalho. Para a condução do estudo de caso único, empreendemos uma pesquisa qualitativa, adotando diversas técnicas de pesquisa, como a observação participante, conversas, entrevistas semiestruturadas e análise de documentos e outras materialidades, tendo o pós-construcionismo como sua perspectiva epistemológica (SPINK, 2005). Analisamos o Programa da Promoção da Igualdade de Oportunidade para Todos a partir das seguintes variáveis: sua concepção, implantação e primeiros resultados. Essa análise conduziu-nos a uma revisão da literatura nacional e estrangeira sobre a gestão da diversidade, e da literatura sobre desigualdade categórica durável. Os resultados deste estudo sugerem que, em que pesem as resistências enfrentadas para a sua implantação, o Programa já produziu efeitos positivos, embora também apontem seus limites e ajustes necessários para futuras políticas que visem à redução de desigualdade racial no mercado de trabalho no País.

Uso da informação por profissionais de vendas - estudo de caso do varejo brasileiro

Ao entender os processos organizacionais e humanos que transformam a informação em percepção, conhecimento e ação, uma organização é capaz de perceber como investir mais adequadamente na captação, manutenção e desenvolvimento de suas fontes de informação. Esse cenário pode ser ainda mais crítico num setor de mão de obra intensiva como o varejo, onde o elo primário da relação com seus consumidores é a força de vendas. O objetivo principal deste trabalho é identificar como e por quê os profissionais de vendas que atuam no varejo usam a informação em sua rotina profissional, atentando para as limitações que cercam esses profissionais no desempenho de suas atividades. Para tanto, foi desenvolvido um estudo de caso em organização varejista brasileira de grande porte, com foco no lançamento do novo conceito de loja voltado para a comercialização de produtos de tecnologia móvel, quais sejam celulares, smartphones, tablets e acessórios, tendo a teoria do uso da informação de Choo (2003) servido de alicerce principal para o estudo. O uso da informação pelos profissionais de vendas foi analisado em três arenas estratégicas: sensemaking, construção de conhecimento e tomada de decisão. Nossas descobertas nos levam a acreditar que o profissional de vendas usa a informação nas referidas arenas, no entanto, tal uso parece apresentar gradações, com maior ou menor intensidade, de acordo com a arena em questão.

Universidade e educação ambiental

The society consists of the inter-relations between diverse symbolic fields of performance, where some agents if identify for values, habits and goals. The present thesis analyzed, taking for base the Theory of the Social Field of Pierre Bourdieu, the ambient field and the university, leaving of the principle that the university is one of the propitious places for the quarrel, study, knowledge elaboration, and that the ambient education is one of the ways of dissemination of knowledge and action in favor of the ambient question. It was looked to contextualize and to identify the main factors that configure the university while a social field, and to evidence the conflict and connector links with the ambientalism. It is perceived university as space of tensions, whose produced capital stock in the academic scope must be enough convincing in the direction of the social transformation, of the expansion of conscience, the critical matureness, and thus to appear as agent of social transformation. The joint between the diverse social fields, promoted for the university, will be able to contribute for knowledge formularization that can consist base for elaboration of politics and programs to answer to the problems of the society contemporary. It has the inter-relationship between the two fields, however, this relation still is fragile, needing that a continuity practical social that they make possible that the ambient question is part of the culture of the university. This will be able to give with the intensification of the actions and the inclusion of the ambient questions in the communication mechanisms and administrative management. To surpass discontinuities caused for changes of groups leading and for interests politician conjunctural are necessary that they create habitus, what passes for the institutionalization of practical and the constitution of a culture that the agents allow if to reorganize defending the interests of social transformation front to the economic interests, as much in the university how much in the ambient field

Autoconhecimento e práticas corporais: para uma educação transpessoal integradora do saber ao ser no processo de formação inicial dos alunos de educação física

This thesis deals with the self-knowledge importance and corporal practices and the contribution of the Transpersonal Education for the initial formation process of students of Physical Education. In this context, students are stimulated to come in contact with the bases of learning to know, to make, to live together and to be for the promotion of integral education. We give priority to holistic conception of educating based in Emergent Paradigm. In this conception, student in initial formation is led to get back the view of integral being, life and love as education basis. We had as starting point, the essential dimensions to the learning geared toward the embodiment integration, autopoiesis and trans-disciplinarity. This work presents tracks for the teacher formation of Physical Education. It deals with the unfolding of teaching experiences in 2006, in Graduation Course in Physical Education of Universidade Federal do Rio Grande do Norte, in subject of Corporal Conscience, offered to undergraduate students which can be characterized as an action-research. This process was chosen as knowledge and intervention method because it allowed knowing and acting at the same time, studying the conditions and results of accomplished experience. In shared meetings with reflected experiences, we appeal to the experiences of situations that had mobilized the corporal, emotional, mental and spiritual dimensions of participants. The data collected through observations, accounts, questionnaires and interviews of learning processes had been starting points for the beginning of dialogue along with students of Graduation Course in Physical Education. The findings had been interpreted through of hermeneutics and discourse analysis. In this research, participants are considered as protagonist and boosters of educative process. The theoretical basis was supported by Transpersonal Education which contributed for a peace culture and respectful relationship. In its initial formation process, this research protagonists had evidenced of the importance of transpersonal education, geared toward action and changing, new ways of being and living together, facing the daily conflicts from a human and rational perspective. The research emphasized the importance of a new look on the teacher formation of Physical Education to face the limits of fragmented formation. Thus, we recognize that through the teacher education process, the transpersonal education provided wide significant changes reported during research, extending and re-meaning different learning levels such as: cognitive, emotional, attitudinal, and behavioral geared toward the personal and transpersonal development, reiterating the relevance of self-knowledge for development and establishment of pedagogical practice which prioritizes the life direction. The necessity of integrating knowledge to being in the initial process of teaching formation was emphasized in all the transpersonal meetings

Representação social do ensinar: a dimensão pedagógica do habitus professoral

Teaching is an activity inherent to the human condition. Historically, from the institutionalization of education, the key role to pursue that activity has been attributed to the teacher, who is required to adapt to the demands of each historical conjuncture. Currently, according to the new paradigmatic requirements, the teacher must possess various skills in order to handle the complex and challenging act of teaching. Assuming the existence of a gap between what the State and the scientific discourse recommend the teacher act upon in the classroom, a decision was made to identify the configuration and structure of social representation in the act of teaching, put forth by elementary school teachers in the public schools of Natal, RN, Brazil. Therefore, the research relied on the theoretical model developed by Domingos Sobrinho (1998, 2000, 2003), which articulates the praxeology of Pierre Bourdieu with the theory of social representations of Serge Moscovici (1978). It was intended to demonstrate how teachers habitus, in its due historical context, directs the construction of social representations in the act of teaching which guides the actions of the teacher, particularly in the classroom context. At the methodological level, the following methods and techniques were used: bibliographic and documentary review in order to identify the scientific discourse on the subject matter and the official parameters of educational regulation and the act of teaching; the Procedure of Multiple Classifications PMC in order to capture the configuration and structure of the representational content in focus, the direct observation of the classroom to identify in actual terms the social representation as "guide to action" as the theory preaches. From the standpoint of the analysis, quantitative data were analysed through Multidimensional Scaling MDS, covering in this study the Multidimensional Scale Analysis MSA and Smallest Space Analysis SSA; and non-parametric statiscal techniques. Additional data of qualitative value had to undergo categorical content analysis. It was then concluded that the teachers investigated guided themselves by social representation, the product of collectively constructed and shared assumptions about the act of teaching, forming a synthesis of different sources of information and knowledge acquirement, involving elements of common sense, religious habitus, pedagogic models considered outdated, the agencies responsible for teacher training and the hegemonic discourse about education today

Alfabetizar letrando: investigação-ação fundada nas necessidades de formação docente

The accomplished researches in the education field focus on the importance of the accomplishment of actions involved in the analysis of the needs to graduate teachers as a way to adequate to socialcultural changing that require more and more a creative activity to prepare teachers in their graduation perspective. The worry with a fail at school linked to public school students lead us to make this thesis which goals are: investigate the needs of the graduation of teachers at public Elementary Schools concerning to the subjacent knowledge to the development of a pedagogic practice of alphabetizing with literacy and (re)create, with some teachers as active participants in the researches, knowledge regarding the process of alphabetization with literacy , based on the graduation of teachers. The study was accomplished in a municipal Elementary School in the Ceará-Mirim city, located in the state of Rio Grande do Norte, which offers both I and II levels of the Elementary School, 7 teachers and the principal of the school were subjects of our researches. The starting point was the needs of the graduation as subject phenomena, socially created and that allow people to be aware of the goals of a graduation. The investigative broach is qualitative, whose fundamental purpose is the understanding of the meanings, symbols, values and intentions of the mankind actions, as regards to other humanbeing and the contexts in which they interact. Within this context, we chose the investigation-action for we consider this kind of research a place for investigation and professional graduation, in which teachers and the researcher herself assume responsibility of problematizing, build the needs of graduation and think about their practices. As proceedings to create and analyze data, we developed participant observations during the activities in classroom; semi-structured interviews (individual and in groups) with teachers and the principal; analysis of documents and meetings at school for reflexive studies that enabled us to gather data in a pyramidal panoramic view and analyze the contents. The research revealed that the analysis of necessities to graduate teachers is a resource able to contribute to the planning of projects of keeping on graduating more properly, and thus create a critical and reflexive identity for teachers. This way, it was possible the graduation necessities could be revealed and also the knowledge of teachers as regards to alphabetization inserted in a perspective of literacy. Nowadays, conceptualized needs upon difficulties of teachers, there is a tendency to translate them into theorization of problems, without application to these knowledge of teachers, as well as their wishes for changing, especially when those needs are built to analyze and consider concrete practices. Therefore, the graduation experiences have enabled the abandon of a mechanical broach for teaching reading and writing. It has also lead teachers to assume a posture of providing their students the understanding about the reading and writing processes and their functions as social instruments. The graduation theme contents allowed the knowledge to conceive reading and writing in new perspectives, according to their social functions, so that they can improve the education with literacy quality. This theoretical construction has enabled us to understand and consider the necessities of the graduation as progressive process, and has given us the possibility of re-think our own learning processes at the university and review the pedagogical practices of public school teachers. Our conclusion is that once teachers consider their own graduation needs, it contributes to change their concepts and practices in education and literacy, even though there used to be many difficulties in their graduation and organization of the pedagogical work

Estágio Supervisionado na formação de professores em serviço dos anos iniciais do ensino fundamental

This report aims to present the results of research on the possibilities and limits of Supervised Traineeship in a the course of Training of Teachers in Service of the early years of primary education conducted through an agreement between the Federal University of Piauí and the Teresina city council (PI) UFPI/PMT, offers subsidies to teaching practices that address the reality of students who live, work and/or studying in school located in rural areas. The research is based on a theoretical and methodological approach that places the object of study in the critical perspective and using procedures such as: literature (bibliographical research), documentary analysis, semi-structured interview and photographic record. We researched 10 (ten) teachers of the course promoted by UFPI graduating in 2006 and who develop teaching activities in schools located in rural areas in the city of Teresina-PI, 02 (two) teachers who are trainee supervisor of UFPI and the coordinator of the course. The analysis evidenced that the object, historically, educational policies have changed, but did not break the traditional patterns of teacher education, enough, especially in the curricular proposals in light of the changes required by the information and global society. We also note that in the supervised training, the process of critical reflection on teaching practice was made possible, in part, and raised the reconstruction of specific knowledge to make teaching in order to conduct the teaching-learning process articulating different realities of primary teaching and facing situations due to conservative practices in relation to education in rural areas. It contributed, therefore, this curricular component to resize, in part, the pedagogical action of the teachers graduated. The study also drives the research toward to similar studies in the perspective of overcoming the current model of teacher training that does not correspond to the demands of society in change and to the crisis of capital, with immeasurable consequences in the workplace. The contemporary claims for a University to form professionals capable of directing the destiny of society, where teacher training is a social and political demands on which is co-responsible

The informational turn in Philosophy: any novelty in the study of Mind?

The concept of information is analyzed starting from Adams' hypothesis in The Informational Turn in Philosophy, according to which there has been a far-reaching turn in Philosophy following the publication of Turing's article "Computing Machinery and Intelligence". Adams maintains that new guidelines are being indicated in philosophical research, having the concept of "information" as the basis for treatment of classical problems, such as the relationships between mind-body, perception-action, and the nature of knowledge, amongst others. Partially agreeing with Adams, we believe, however, that his hypothesis faces difficulties, the most fundamental of which concerns the different meanings given to the concept of information. We argue that even though the concept of information underlying the mechanicist proposal of Turing, according to which "to think is to compute", is indeed being employed in Philosophy, this is not because of its mechanistic nature, but mainly due to the representationist presupposition dominant in this area. From this point of view, the informational turn in philosophy would not provide any great novelty, given that since the earliest days philosophical approaches to the nature of mind have always been mainly representationist. The novelty would not lie specifically in the Turing thesis, but in reflections on the nature of information, especially ecological information, and its relation to action.

Uso de medicações por via subaracnóidea no tratamento da dor crônica

JUSTIFICATIVA E OBJETIVOS: A dor crônica é um desafio para a Medicina atual. Novos métodos e medicamentos têm sido propostos com o intuito de controlar os sintomas álgicos. A via de administração subaracnóidea tem se mostrado como uma alternativa viável e segura, embora necessite continuamente ser objeto de estudo de muitos pesquisadores. O objetivo deste trabalho é fazer uma revisão dos medicamentos disponíveis no arsenal terapêutico já consagrados pelo uso e os que se mostram promissores na atualidade para a prática clínica diária. CONTEÚDO: Nesta revisão são avaliados vários fármacos que apresentam ação analgésica quando utilizada via neuroeixo. Opióides, anestésicos locais, agonistas alfa2-adrenérgicos, antagonistas dos aminoácidos excitatórios e inibitórios, acetilcolina, inibidores da acetilcolinesterase, bloqueadores dos canais de cálcio, adenosina, serotonina, antidepressivos tricíclicos e inibidores da síntese de prostaglandinas são analisados no que concerne aos seus efeitos farmacológicos, incluindo os indesejáveis. CONCLUSÕES: Muitos avanços foram registrados no controle dos sintomas álgicos após a utilização das substâncias citadas por via raquidiana, onde certamente algumas serão aproveitadas e enriquecerão o arsenal terapêutico e outras relegadas temporária ou definitivamente. Entretanto, ainda serão necessários muitos estudos clínicos e experimentais para que estes conhecimentos possam ser incorporados e utilizados com segurança pelos profissionais que lidam com o tratamento da dor crônica.

Dentists' level of knowledge of the treatment plans for periodontal ligament injuries after dentoalveolar trauma

This study investigated the level of knowledge held by dentists about the possible treatment plan procedures for periodontal ligament injuries after dentoalveolar trauma. A 5-item self-applied questionnaire was prepared with questions referring to the professional profile of the interviewees and to the treatment plan they would propose for periodontal ligament injuries secondary to dentoalveolar trauma. The questionnaires were filled out by 693 dentists attending the 23rd Annual Meeting of the Brazilian Society for Dental Research, and the data obtained were subjected to descriptive analysis. Either the chi-square test or Fisher's exact test was applied to assess associations among variables, at a 5% level of significance. The results revealed that dentists experienced difficulty in establishing a treatment plan for subluxation, and for extrusive, lateral and intrusive luxations. In general, holding a dental specialty degree had no influence on the knowledge about treatment plan procedures for the most severe injuries. It could be concluded that the dentists participating in this study, whether specialists or not, did not have sufficient knowledge to treat most of the periodontal ligament injuries resulting from dentoalveolar trauma adequately.

Produção coletiva de conhecimentos sobre qualidade de vida: por uma educação ambiental participativa e emancipatória

Unir produção de conhecimentos à ação educativa é a grande responsabilidade da pesquisa em educação ambiental na perspectiva crítica e emancipatória. Percepções e conhecimentos coletivos são essenciais na construção desse novo saber ambiental. Neste artigo, a qualidade de vida é colocada no centro da discussão, mais do que para reivindicar melhorias para o ambiente, mas buscando demonstrar como a participação é seu fundamento e constrói os mecanismos necessários para a ação educativa ambiental.

Structural change and productivity growth, 20 years later: old problems, new opportunities

Includes bibliography

Globalizing talent and human capital: implications for developing countries

Includes bibliography

Structural change and productivity growth 20 years later: old problems, new opportunities. Summary

Includes bibliography