A produção do cuidado no per��odo grav��dico-puerperal: experi��ncia de mulheres usu��rias de servi��os p��blicos de sa��de

Despite numerous government projects aimed at reorganizing and qualifying obstetric and neonatal care in Brazil, it remains problematic, with repercussions for maternal and newborn mortality and humanized care of both the mother and child. The objective of this study was to analyze the care provided to women during the pregnancy-puerperium cycle, based on reports of public health service users regarding their pregnancy and delivery experiences, using comprehensiveness and humanization as reference. The study applied a qualitative approach and the methodological strategy consisted of listening to the women, in order to identify, based on the meanings of their discourse concerning their experiences with health services, continuities and discontinuities of care during the pregnancy-puerperium cycle. Study participants were women who gave birth at a municipal public maternity, residents of Natal, Brazil, who at the time of the interviews, were between 10 and 42 days postpartum. Seven women reported their pregnancy and delivery experiences at public services. As interviews and observation took place, the material produced was also analyzed, in order to achieve simultaneous production and data analysis. Using systematization, a dialogue was established between the women���s discourses and production in the field of Collective Health, with respect to concepts and discussion about obstetric and neonatal care as well as the Comprehensiveness and Humanization of such care. Participant discourses underscored aspects related to prenatal care starting at pregnancy and its repercussions as well as prenatal monitoring by health services; aspects associated with care during labor and delivery, as well as those involved in postpartum in the maternity, both with respect to newborn and maternal care�� and lastly, puerperium care after discharge from the maternity. Analysis of results sought to identify lines of continuity and discontinuity in the comprehensiveness and humanization of care. Based on these lines and as final contributions of the study, the following paths were proposed to achieve comprehensive and humanized production of health care for women during the pregnancy-puerperium cycle: Path 1- Reassess care in the maternal and newborn health network, aimed at comprehensiveness in terms of guaranteeing access to the various services and technological resources available to enhance health and life. Path 2- Reorganize work processes in order to attain comprehensive and humanized care for women in the pregnancy-puerperium cycle. Path 3 ��� Qualify the professional-user relationship in care management during the pregnancy-puerperium cycle. Path 4 ��� Invest in the qualification of communication processes in the different dimensions of care during the pregnancy-puerperium cycle.

Produção de sentidos sobre a milit��ncia pol��tica de mulheres vinculadas ao MST/RN

Studies show that the theme of gender relations within the MST (Rural Landless Workers Movement) has incorporated some feminist guidelines discussions in the set of its speeches and daily practices. Therefore, this study aimed to investigate the production of meanings about the political militancy of women linked to MST in Rio Grande do Norte. The specific objectives sought to identify the continuities and ruptures related to the women's role in the family of the militant women and to investigate the militant���s discursive positioning about their work. The study is configured as a qualitative research, which six women militants linked to the MST at the RN participated. These women occupy the coordination and leadership functions in the movement. We will use a semi-structured interview, initially guided by triggering questions that included, among others, the dimensions: political militancy, family and work as an access tool to the phenomenon. The reports were analyzed from an initial categorization, based on the guiding principles: militancy, family and work, and were based on theoretical perspective of studies about the production of meaning, discursive practices, social psychology and gender studies. The meanings of militancy point to: contribution, hope, recognition, transformation, awareness and fight. The results show that there is always a positivation speech of life, achievements of a formation and about a new place as a woman at stake. These results come justified by the collective investment of struggle, not only for the access to land, but for social rights achievements too. Finally, the MST stands with a discursive agency that contributes to produce in these women not only the way of political participation: but a way to be exercised with collective subjects and their rights.

Produção de sentidos sobre a milit��ncia pol��tica de mulheres vinculadas ao MST/RN

Studies show that the theme of gender relations within the MST (Rural Landless Workers Movement) has incorporated some feminist guidelines discussions in the set of its speeches and daily practices. Therefore, this study aimed to investigate the production of meanings about the political militancy of women linked to MST in Rio Grande do Norte. The specific objectives sought to identify the continuities and ruptures related to the women's role in the family of the militant women and to investigate the militant���s discursive positioning about their work. The study is configured as a qualitative research, which six women militants linked to the MST at the RN participated. These women occupy the coordination and leadership functions in the movement. We will use a semi-structured interview, initially guided by triggering questions that included, among others, the dimensions: political militancy, family and work as an access tool to the phenomenon. The reports were analyzed from an initial categorization, based on the guiding principles: militancy, family and work, and were based on theoretical perspective of studies about the production of meaning, discursive practices, social psychology and gender studies. The meanings of militancy point to: contribution, hope, recognition, transformation, awareness and fight. The results show that there is always a positivation speech of life, achievements of a formation and about a new place as a woman at stake. These results come justified by the collective investment of struggle, not only for the access to land, but for social rights achievements too. Finally, the MST stands with a discursive agency that contributes to produce in these women not only the way of political participation: but a way to be exercised with collective subjects and their rights.

Produção de narrativas escritas no ensino fundamental: estudo de casos

This paper focuses on the construction of the narrative for elementary school students, searching to identify strategies they employed in the production of narrative texts representative of miniconto genre. Therefore, we take a sample forty texts produced by students of 6 and 9 years of basic education, twenty in the 6th year students (ten public school and ten private school) and twenty students in 9th grade (distributed similarly between public education and private). In general, we aim to understand the mechanisms by which producers build their narratives, as well as providing input for analysis of textual production of this genre. This research is based on Functional-Linguistic assumptions of the American side, inspired by Giv��n (2001), Thompson (2005), Hopper (1987), Bybee (2010), Traugott (2003), Martelotta (2008), Furtado da Cunha (2011), among others. In addition, from the theoretical framework presented by Labov (1972) about the narrative, coupled with Bator��o contribution (1998), we observed the recurring elements in the structure of narratives under study: abstract, orientation, complication, resolution, evaluation and coda. Also approached, but that in a complementary way, the notion of gender presented in Marcuschi (2002). This is a research quantitative and qualitative, with descriptive and analytical-interpretive bias. In corpus analysis, we consider the following categories: gender discourse miniconto; compositional structure of the narrative; informativeness (discursive progression, thematic coherence and narrative, topical-referential distribution); informative relevance (figure / ground). At the end of the work, our initial hypothesis of the better performance of students in 9th grade, compared to 6, and the particular context of education in relation to the public context, not confirmed, since, in the comparative study revealed that the groups have similar performance as the construction of the narrative, making use of the same strategies in its construction.

Produção de narrativas escritas no ensino fundamental: estudo de casos

This paper focuses on the construction of the narrative for elementary school students, searching to identify strategies they employed in the production of narrative texts representative of miniconto genre. Therefore, we take a sample forty texts produced by students of 6 and 9 years of basic education, twenty in the 6th year students (ten public school and ten private school) and twenty students in 9th grade (distributed similarly between public education and private). In general, we aim to understand the mechanisms by which producers build their narratives, as well as providing input for analysis of textual production of this genre. This research is based on Functional-Linguistic assumptions of the American side, inspired by Giv��n (2001), Thompson (2005), Hopper (1987), Bybee (2010), Traugott (2003), Martelotta (2008), Furtado da Cunha (2011), among others. In addition, from the theoretical framework presented by Labov (1972) about the narrative, coupled with Bator��o contribution (1998), we observed the recurring elements in the structure of narratives under study: abstract, orientation, complication, resolution, evaluation and coda. Also approached, but that in a complementary way, the notion of gender presented in Marcuschi (2002). This is a research quantitative and qualitative, with descriptive and analytical-interpretive bias. In corpus analysis, we consider the following categories: gender discourse miniconto; compositional structure of the narrative; informativeness (discursive progression, thematic coherence and narrative, topical-referential distribution); informative relevance (figure / ground). At the end of the work, our initial hypothesis of the better performance of students in 9th grade, compared to 6, and the particular context of education in relation to the public context, not confirmed, since, in the comparative study revealed that the groups have similar performance as the construction of the narrative, making use of the same strategies in its construction.

A produção textual no ensino fundamental: processo de retextualiza����o com o g��nero mem��rias

Teaching Portuguese language in Brazilian public schools is still limited mostly to studying decontextualized text fragments, memorizing classifications and cult of grammar rules. Considering the language as a social, cultural practice which emerges from the intersubjective interaction, we sought to propose an educational intervention that prioritizes the retextualization processes from speech to the writing of memoirs as a textual genre, so as to contribute for improving learner���s discursive performances. Therefore, paying attention to these concerns and in attempt to contribute for improving the teaching of Portuguese language in elementary school, we chose as privileged locus a 9th grade class from a state school in Bento Fernandes, RN. The corpus is formed by texts produced and retextualized by students from the elders��� oral reports within local community. We sought thus to understand what memory is, its importance for registering local spoken language and culture, as much as to carry out didactic actions that favor students��� learning in the activities of textual production. In light of the theoretical overviews about linguistic-discursive relations, based on Marcuschi���s (1993, 1997, 2001, 2002, 2006, 2008, 2010) conception of oralitiy-writing continuum and the debates proposed by Antunes (2003, 2014), Alves Filho (2011), Koch (2012) and Bakhtin (1992, 2011), we aimed to understand, by analyzing the retextualized memoirs, how these practices complement each other within the process of orality and writing. As for the proposal of didactic sequences, the study has been oriented by Dolz and Scheneuely (2004); as for the memoirs, by the guidelines of Coracine and Ghiraldelo (2011) and Le Goff (2010, 2013). In this way, this work followed the action-research methodology in a qualitative approach, considering the teacher (researcher) as an active agent involved in the process of knowledge production in his own educational practice, so as to interfere in the mediation, knowledge production and its dissemination in classroom context, which is the privileged locus for constructing and transforming process. There is much to be research within the area of retextualization. Yet we verified that this educational intervention, based on discursive operators of retextualization, has been proven viable as an efficient path so that we teachers can work the peculiarities of usages and functions of textual genres in oral and written modalities of a language, without grasping both as a dichotomy. This accredited us to strengthen a discourse that undoes many myths still present in that order, especially the one that causes more damage for the learners of Portuguese language ��� that writing is a representation of speech.

Desenvolvimento profissional de futuros professores: travessias que se entrecruzam em contextos formativos

This study aimed to understand how the educational context contributes to the professional development of future teachers on introduction to teaching practice. To this end, we seek to characterize what the learning and the difficulties experienced in training contexts by future teachers, as well as the intrinsic elements to the training contexts that enable professional development. The investigated contexts were the Institutional Program Initiation Grant to Teaching (Programa Institucional de Bolsa de Inicia����o �� Doc��ncia ��� PIBID), specifically the sub-projects of Chemistry and Physics of the Federal University of Rio Grande do Norte (Universidade Federal do Rio Grande do Norte ��� UFRN) and Masters in Teaching of Physics and Chemistry of the University of Lisbon (MEFQ ). In both contexts, the future teachers are in contact with the school in a systematic way. The methodology used in our study is rooted in qualitative research with interpretative guidance and the design in the study of multiple cases with instrumental purpose. Participated in this study as the main subject, 40 future teachers PIBID of Physics, 24 PIBID future teachers of Chemistry and 5 future Master Teachers in Teaching Chemistry and Physics. As supporting subjects, participated in 3 PIBID Area Coordinators, the teacher of Introduction to Professional Practice of MEFQ, and 8 teachers who teach chemistry and / or physics in public schools. Multiple data collection tools were used: naturalistic observation, descriptive questionnaire, individual interviews, focus groups, reading of written records and official documents. In analyzing the data, we used the method of questioning and constant comparison. The results showed that the main learning of future teachers are related to the strategy employed in class, the change in the understanding of the role of teacher and student in the classroom, the construction of the professional profile and the development of collaborative practices. The main difficulties were related to the development of activities, the management of time and group, the dynamics of the classroom and the material conditions of work. The characteristics inherent in training contexts investigated for professional development are: the practice itself of the research, the collaboration, the focused reflection on practice, focus on student learning and the improving public schools. From the results, it is evidenced that the training contexts centered at school have the capability to resize the practice based on the analysis of actions, in a collaborative work as well as create opportunities for awareness of the concepts, the acting and the way to understand the profession. It is needed for effective mediation trainers, so that future teachers undertake their own practice and, therefore, they can build teaching strategies that promote learning which, in addition to increase the quality of education, favor the professional development throughout life.

Trajet��rias constru��das em caminhos (n��o) planejados: os sentidos formativos da escrita no est��gio supervisionado obrigat��rio do curso de Pedagogia da UFMA

This research is taking as study aim the mediatory teaching action, its involvement with educational guidance reports of Supervised Obligatory Student Teaching in curriculum managing by formal teachers is more related to the form as each one understands the mediatory action of the pedagogy teaching activities than to the adherence of a common project, that is: the Course Pedagogy Project (CPP). Thus, our aim is meant to understand the attribution from the formal teachers to curriculum managing process, having as forms its action in the supervised obligatory student teaching at UFMA Pedagogy Course. On one side, we look for traces about established relation by them between their professional experience and their report guidance in current course. On the other hand, a research concern comes up to us on the forming meaning of the report writing by UFMA Pedagogy Teachers Course. In order to do that, we used interviews interpreted by means of methodology understanding interview. Starting from oral speeches, we understand that the managing formation in this course is linked to postures not identical and adjustable to conditions the teachers have access. We identify a curriculum subject group and a group that by their conformation adapted is considered as object group of curriculum practices. As for the mediatory action in writing formation process, we noticed that they contribute to teacher information at UFMA in the reflexive critic perspective and or in the bureaucratic reproduction perspective. The report writing at the end of the Supervised Obligatory internship is characteristic of quality quantity assessment display, as bureaucratic process and as reflexive display and didactic pedagogy activity intervention. We defend that the teachers�� guidance under critical reflections, where the writing has a social role, must overcome individual dimension, they must be debated as collective and organized practices. We hope to contribute with such a research on teacher mediatory actions and their implementing with help of reporting writing guidance in the Supervised Obligatory Student Teaching in the Curriculum Teacher managing process.

Oficina educomunicativa de produção de v��deos: constru����o de significados sobre problemas socioambientais

This research aims to analyze the meaning making by Elementary Education students from public schools of Uberl��ndia (Minas Gerais, Brazil) about the social and environmental problems of their surroundings as of audiovisual reading and expression skills. The theoretical framework is based on constructivism, through the study of contributions about: cognitive development; meaningful learning; cognitive processes and types of knowledge; principles of learning with technology; educommunication focused on critical media literacy; and critical environmental education. The study object is a video production workshop organized in nine meetings, from September to November 2015, attended by 15 students. The following data collection instruments were used: the materials produced by the participants, specifically guided critical media literacy, agenda, script and final video; researcher observations from his role as a mediator; and focal interviews. The analysis was divided into two axes: procedural knowledge ��� technical skills of critical media literacy and production; and conceptual and metacognitive knowledge ��� representation of social and environmental problems and metacognitive skills of critical media literacy. Data were coded in the form of a skill evaluation rubric and also in the form of graphs. Thus, despite the time constraints, it is inferred that the workshop helped students to deepen their understanding about the discussed content, which is reinforced by observing in the graphs how the constant progressive differentiation of more inclusive concepts occurred along the meetings. It is further considered that the workshop contributed to the students reflect on their way of learning through critical use of techniques of media literacy and production, which can be seen from the satisfactory learners performance in most elements evaluated by the rubrics, as well as from the success in identifying interlocutors, values and actions in the read and built texts, something revealed by the graphs.

Cartografia da Arte

O presente trabalho apresenta as bases te��rico-conceituais que fundamentam o processo de constru����o de um objeto gr��fico de comunica����o sobre o mercado de arte na contemporaneidade e apresenta o desenvolvimento de sua concretiza����o, assim como seu produto final. Trata-se da elabora����o de uma ferramenta de gest��o cultural com caracter��sticas cartogr��ficas: A Cartografia do Sistema de Arte na Contemporaneidade ��� CA, �� um objeto de comunica����o te��rico-imag��tico sobre o mercado de arte que tem como objetivo comunicar - de forma sint��tica e sin��rgica, r��pida, intuitiva e totalizadora - a complexidade desse sistema de arte. O m��todo utilizado para seu desenvolvimento envolveu pesquisa bibliogr��fica sobre bases te��ricas nas ��reas de gest��o, filosofia, design e comunica����o (dentre outras). Envolveu tamb��m a elabora����o de uma an��lise sobre os elementos recolhidos, os modos de opera����o e o estabelecimento de nexos dentro do mercado contempor��neo das artes; al��m da elabora����o de estudos pr��vios e diretrizes para a constru����o do objeto comunicacional: Por fim, incluiu o acompanhamento e concretiza����o do projeto em parceria com uma profissional do design. Como produto, foi desenvolvida a CA, um objeto impresso que representa graficamente a estrutura e o funcionamento do sistema. Durante a execu����o do projeto, identificou-se a possibilidade de construir uma complementa����o para detalhamento do conte��do da CA e disponibiliz��-lo ao p��blico interessado no sistema do mercado de arte na contemporaneidade, em formato eletr��nico, na world wide web, para o qual o mapa direciona seus leitores. Concluiu-se que este �� um campo aberto a novos estudos, inova����es e empreendimentos e continua-se a acreditar, principalmente agora que adquiriu materialidade, que a CA possa ser ��til a estudantes, ao p��blico, aos profissionais das artes e da gest��o cultural que desejam conhecer o funcionamento do mercado de arte contempor��neo.

Consumo, cen��rios comunicacionais e subjetividades juvenis

Esta comunica����o articula reflex��es das pesquisas "Imagens limiares e visualidades juvenis: imag��tica do consumo", sediada na ESPM/SP, e ���Imagens de presen��a e de aus��ncia: sentidos midi��ticos da subjetividade juvenil���, sediada na UFRN. O consumo �� refer��ncia de uma epistemologia dos processos comunicacionais/midi��ticos apoiada em investiga����es multimetodol��gicas. Buscam-se crit��rios para pens��-lo como sistema midi��tico com implica����es em processos materiais e produtivos, e tamb��m como regime afetual, din��mica est��sica e est��tica de produção de sentido vinculado a dimens��es simb��licas. S��o investigadas pr��ticas de consumo dirigidas ao corpo e relevantes nos processos de subjetiva����o de jovens urbanos tanto pela reprodução de padr��es como pela cria����o de novas formas de apropria����o de bens simb��licos

A Produção Cient��fica em Inova����o: an��lise da Base Scielo no per��odo de 2005 a 2012

Este artigo analisou a produção cient��fica sobre inova����o registrada e disponibilizada na base SciELO no per��odo de 2005 a 2012. Os discursos governamentais dos ��ltimos anos t��m destacado a inova����o como um caminho necess��rio para o crescimento da ind��stria e da competitividade nacional. Iniciativas como a implanta����o da Pesquisa de Inova����o Tecnol��gica, cuja primeira edi����o ocorreu em 2000; o reconhecimento do Centro de Gest��o e Estudos Estrat��gicos, vinculado ao Minist��rio de Ci��ncia, Tecnologia e, mais recentemente, Inova����o, como um l��cus de reflex��o e de orientação da estrat��gia tecnol��gica nacional em 2002; a cria����o do Pr��mio FINEP de inova����o, entre v��rias outras iniciativas, oferecem um quadro da import��ncia e da contemporaneidade desta pesquisa. Sendo a ��rea cient��fica um difusor de novos conhecimentos e sendo a SciELO uma base de dados qualificada e multidisciplinar, este artigo a toma como refer��ncia para examinar as caracter��sticas dos trabalhos publicados relacionados �� inova����o. Dessa forma, trata-se de uma pesquisa qualitativa, documental, com delineamento de estudo bibliom��trico. O resultado da pesquisa identificou 213 peri��dicos com 604 publica����es que incluem em suas palavras-chave o termo ���inova����o���. Verificou-se que as ��reas de maior investiga����o sobre o tema s��o: inova����o em Medicina e Sa��de, 33%; inova����o em Administra����o, Contabilidade e Economia, 30%; enfoque especializado sobre inova����o, 20%; inova����o em Tecnologia e Produtos, 13%; estudos sobre inova����o em outras ��reas, 4%. Os resultados desta pesquisa contribuem para aumentar o conhecimento sobre a literatura gerada, examinar como os conceitos v��m sendo difundidos e estabelecer uma rota pela qual o tema ���inova����o��� trafega nas diferentes ��reas do conhecimento.

O Servi��o Social e seu Significado nos Servi��os de Psicologia e Orientação do Minist��rio da Educa����o

Esta disserta����o resulta das reflex��es desenvolvidas no ��mbito de uma pesquisa explorat��ria qualitativa, cujo objecto de an��lise, o significado pol��tico e profissional da inser����o do Servi��o Social nos Servi��os de Psicologia e Orientação (SPO) do Minist��rio da Educa����o, foi abordado segundo o quadro te��rico conotado com a corrente do Servi��o Social Cr��tico, donde retir��mos os contributos anal��ticos de v��rios autores de que destacamos os de Baptista, Faleiros, Iamamoto, Martins, Netto, Negreiros, Henriquez, YasbecK etc. De acordo com esses modelos, foram definidas tr��s dimens��es anal��ticas no sentido de enquadrar e conceder significado(s) ao nosso objecto emp��rico(os SPO): i) a conjuntura s��cio pol��tica do contexto europeu e nacional que precedeu e concorreu para a defini����o das pol��ticas educativas e, consequentemente, para a cria����o destes Servi��os - an��lise das rela����es sociais globais; ii) as diferentes posturas te��rico metodol��gicas da Sociologia da Educa����o, Sociologia das Profiss��es e do Servi��o Social que t��m sustentado as pr��ticas educativas em geral e em particular as pr��ticas da actividade profissional (intimamente articuladas �� primeira dimens��o) - an��lise dos paradigmas te��ricos e iii) as caracter��sticas essenciais do perfil profissional que foi e �� requisitado pelas demandas do poder pol��tico no ��mbito destes servi��os, mais especificamente, no que se refere ��s pr��ticas do quotidiano dos profissionais de Servi��o Social - an��lise das rela����es de poder entre as diferentes profiss��es e entre estas e o Estado. Partindo do pressuposto que o Servi��o Social, enquanto actividade profissional, conhece um processo de desvaloriza����o gradual na ��rea da educa����o, adopt��mos como objectivo central desta pesquisa, tentar perceber as raz��es desse processo de desvaloriza����o e, em consequ��ncia,tentar compreender o lugar / significado que foi atribu��do ao Servi��o Social nos SPO. Das conclus��es a retirar h�� que situ��-las, de entre outras, nas transforma����es ocorridas nos anos 80 e 90 nos contextos nacional e europeu. Isto ��, na emerg��ncia de pol��ticas neoliberais que proclamam a redu����o de encargos para o Estado, de entre eles, os encargos destinados ��s pol��ticas sociais, nomeadamente na educa����o. Esta redu����o passar�� pela restri����o de pol��ticas colectivas e universais substitu��das por pol��ticas fragmentadas destinadas a determinadas categorias espec��ficas da popula����o atendendo a situa����es individuais (caso a caso), reduzindo-se assim o espa��o destinado �� profiss��o de Servi��o Social. Por outro lado, ao n��vel dos paradigmas te��ricos da educa����o, parece existir uma recupera����o por parte do poder pol��tico, de uma concep����o de educa����o e sucesso escolar assente em pressupostos individuais (capacidades individuais) negligenciando-se os aspectos s��cioculturais, para os quais os assistentes sociais estariam mais sensibilizados. A conjuga����o destas duas tend��ncias, aliadas a outras, permitem estabelecer um quadro compreensivo da perda de espa��o e poder por parte do Servi��o Social na ��rea da educa����o, logo da desvaloriza����o da actividade profissional neste campo de interven����o. Por��m, pretende-se com este quadro contribuir para pensar os pressupostos da actividade de Servi��o Social na educa����o e num futuro pr��ximo.

A satisfa����o profissional e a cultura organizacional : uma an��lise a partir do modelo ASH no Centro Federal de Educa����o Tecnol��gica do Rio Grande do Norte

With the need of the companies in becoming more competitive within the market, it arises an incessant search for selective human potential, with a high level of capacity and low rotativity, which motivation results in production raise, quality optimization and waste reduction. This scenario requires a strategy development which advantages the Human Resources Quality Management. This way, the model of the Human System Audit (HSA), developed by the Spanish researchers Ouijano and Navarro, presents itself as an important tool to diagnosis and evaluation, contemplating the environment where the organization is inserted, its strategies, its organizational design, its processes and its organizational effectiveness. In this sense, the present study has identified the existent relation between the professional satisfaction and the Organizational Culture, based in the model HSA. The research has been a quantitative-descriptive one and has had as population the technical-administrative workers from the Federal Center of Technical Education of Rio Grande do Norte (CEFET RN). The data collection has occurred during May, 2008, by means of the application of a questionnaire in the HSA model. The sample was composed by 167 subjects, distributed among the Five units of the institution. It was used the factorial analysis, with the extraction method of main components and orthogonal rotation varimax, in order to extract the dimensions of the satisfaction and of the organizational culture and the calculation of Cronbach s Alpha coefficient, to evaluate the reliability of these dimensions. The factorial analysis of the satisfaction indicators has identified four factors,, all of them showing significance: gratefulness and relationship , self-realization , stability and security and physical conditions and social benefits . The result of the factorial analysis with the indicators of the organizational culture has extracted four factors and among them, three of them have obtained significance: Personal Satisfaction Style , Competitive-Denial-Power Style and the Conventional-Dependent Style . After identifying the dimensions of the satisfaction and culture found at CEFET-RN, it has been notice the existence or not of relation among them, through the application of Pearson s coefficient. It has been verified that all of the dimensions of the Professional satisfaction are correlated with some dimension of the organizational culture, having in outstand position, with higher intensity, the relation between the culture style of Personal Satisfaction and the satisfaction factor referring to the self-realization

Import��ncia da avalia����o baseada na atividade para o estudo da exposi����o ocupacional a part��culas: o caso da produção de pranchas de surf

Na avalia����o da exposi����o profissional a agentes qu��micos a monitoriza����o do ar do ambiente de trabalho �� a metodologia mais utilizada e o valor-limite mais frequentemente utilizado �� a Concentra����o M��dia Ponderada. Recentemente alguns estudos t��m sido realizados recorrendo a uma avalia����o da exposi����o profissional baseada na atividade desenvolvida pelo trabalhador. O principal objectivo do estudo �� demonstrar a import��ncia da avalia����o da exposi����o profissional ser realizada por actividade quando se pretende seleccionar as medidas de elimina����o e/ou controlo da exposi����o mais adequadas e priorit��rias. Pretendeu-se igualmente demonstrar a utilidade do conhecimento detalhado da actividade para definir a melhor estrat��gia de avalia����o ambiental.