CRISE DE IDENTIDADE EM ADOLESCENTES PORTADORES DO DIABETES MELLITUS DO TIPO I

A adolescência é um processo dinâmico entre a infância e a idade adulta: inicia-se com a puberdade e termina com a aquisição da identidade, da autonomia, bem como da elaboração de projetos de vida e de integração na sociedade. Os modelos de identidade são transferidos dos pais para os adolescentes, de modo a permitir a construção de idéias e afetos próprios. Este estudo tem como objetivo identificar como o adolescente vivencia tornar-se portador da doença crônica o diabetes. Para tanto, recorremos a abordagem qualitativa, utilizando como instrumento de coleta a entrevista semi-estruturada. Participaram do estudo cinco sujeitos, com idade variando de 10 a 17 anos, com diagnóstico do diabetes mellitus tipo 1 há pelo menos um ano. A partir das entrevistas, organizamos os dados em três temas: o impacto do diagnóstico no adolescente, convivendo com mudanças e a busca de identidade. Considerando-se que a adolescência é um período de vida marcado pela busca da identidade, no qual o adolescente esta revendo suas posições infantis frente a incerteza dos papéis adultos que se apresentam a ele, e aliado a este momento vem a doença crônica o diabetes. Parece-nos importante que haja compreensão, um grande apoio social e um efetivo trabalho de educação em diabetes que possibilitará a integração social e psicológica do portador do diabetes.

Heidegger e a técnica moderna

The general objective of this research is to clarify and discuss the original contribution of Martin Heidegger's philosophical reflection on the essence of modern technique. For this purpose, it was structured the interpretative course of this dissertation in two essential moments. At first, we present Heidegger's interpretation of the essence of the modern age which, in turn, will be recognized from the metaphysical foundation that establishes the essence of modern science: the subjectivity that represents, calculates, manages and produces the real. We will see which, in this context, modern science was still thought close to the modern technology, what will change considerably from the writings of the post-war, in which Heidegger thinks modern science from a much broader and essential process in that the essence of the technique has already been unfolding. Thus, in a second moment, we will analyze how, for Heidegger, the modern metaphysics of subjectivity reached its completion at the time of modern art from the principle of control and planning of entities in general (Gestell), revealing the nontechnical sense of the technique (beyond the anthropological, humanistic and instrumental view) as well as the threatening character of modern technique in its conversion project of the entity from the reserve fund (Bestand).

Desejo, estilo de vida e transgressão da identidade em Dancer from the dance de Andrew Holleran e Pela noite de Caio F.

From the research and awareness of literary work, this thesis discusses aspects related to the study of homoeroticism and lifestyles in the works Dancer from the Dance (2001) by Andrew Holleran and Pela noite (2010) by Brazilian author Caio Fernando Abreu. Whereas issues about beauty, desire and lifestyle shape cutouts important to the narrative, I propose a discussion by examining the works that mark from the first moments of sexual release party in New York with the peculiarities of their own styles that characterized the Andrew Holleran characters rostificadas by an ethos that he composed during this time opening for freedom of sexual deviant sexualities. In Pela noite, we reiterate a continuation of opening moment in Brazil for gay characters Caio , assuming the early 1980s for those characters is the first " shadows " of AIDS and knowledge of self , in which his characters living with fear, anonymity and reminiscences of homophobia as a backdrop to the discussions that are triggered off by the author . To compose a theoretical framework to subsidize this work , we selected the works of Michel Foucault (2007 , 2010a , 2010b ) , Eve Kosofsky Sedgwick (2008 ) , Didier Eribon (2008 ) , David Cartier (2004 ) , David Eisenbach (2006 ) and other contributions that were undoubtedly essential to this endeavor

Aprender e ensinar na escola inclusiva: desafios na construção da identidade de pedagogos

The democratization of Brazilian education and discussion about the educational rights of persons with disabilities in refer to reflection on the conceptions of teaching and learning and the folding of these concepts in practice and in the formation of professional identity of the teacher educator. Thus, the proposed research in this dissertation aimed to describe educational processes developed by educators in classrooms in which they are enrolled students with disabilities a view to considering how these processes affect the construction of their professional identity of the pedagogue. As the methodology used to research is classified as Case Study. This methodological approach enables the analysis of singularities of educational contexts. In this work, the case investigated consisted of the analytical study of the pedagogical practices developed in classrooms where there are students with disabilities and their relation to the establishment of the professional identity of the teacher in a school linked to a non-governmental organization supporting people with disabilities in the city of Natal / RN. The Data were collected through the use of the following instruments: exploratory questionnaires, observation and respective registration in the field diary of research and interviews with educators in different professional cycles proposed by Huberman. The data reveal didactic and pedagogical aspects common in educational processes in the observed classes and differences concerning the specifics of pedagogues in the teaching profession in different moments of their professional careers. The analysis of the conceptions tell us the nuances of meanings constructed on teaching and learning and its interface with the reflection on teaching practice. As to the meaning assigned to be pedagogue research highlights the professional identification related to the meanings of teaching and learning in school. The experiences in the teaching profession according to the survey data point to changes in teachers conceptions about teaching and learning disabled people in the perspective of inclusion. Therefore, the study concludes that the pedagogical practices with students with disabilities the different experiences add up and can transform conceptions of teachers about teaching and learning interfering with constant reflection on practices and the construction of professional identities of pedagogues.

Cartilha do silêncio: sob o signo da modernidade e da memória

This research starts from the presupposition that Cartilha do Silêncio(1997), a novel by the Brazilian writer Francisco Dantas, has a double articulated shift. One of the moves is towards the modern experience, with the idea that modernity is filled with contraries, as remarked by Nietzsche; the other is linked to the livelihoods ashore on traditional experiences, which encompasses the notion of memory as individual and collective ownership. The aim here is to analyze such perspective, social and critical issues within the characters' life stories that regards the calling of past as clear example that tradition is not gone, though modern life presents its own signs. Such dynamics gives to the plot a paradoxal feature. This work is mainly grounded on Marshall Berman' s thoughts in All That Is Solid Melts Into Air: The Experience of Modernity (1982) as well as on Antoine Compagnon'sFive Paradoxes of Modernity (1994). Assuming that Francisco Dantas' Novel is set as a split narrative, outcome of social memory originated on individual experiences aside social process and patriarchal family, this research brings into play the concept of memory by Jacques Le Goff in History and Memory (1992) along EcléaBosi's study in Memória e Sociedade: lembranças de velhos (1979). Keen to check how Cartilha do silêncio adjoins modern livelihoods with aesthetics order, the method articulates text and context, literary and social life, according to Antonio Candido'sLiteratura e Sociedade (1965). Thus, after reading the novel, it is possible to notice how the identity of the characters are built throughout the plot and it is also kept against settling on its social context during the transition from patriarchal tradition to modernity, creating a taut mood between both registries.

Gustavo Barroso, o führer brasileiro: nação e identidade no discurso integralista barrosiano de 1933-1937

The purpose of this paper is to analyze how Gustavo Barroso sought to discursively construct what would be the Brazilian spatiality through an Interpretation of national history marked by the Jewish conspiracy theory, a racist doctrine in various aspects dialogued with Nazi doctrine, and the thought the Catholic Restoration. Writing that built a given image of the nation. Writing and producing product that is the source of other discourses that operate on the world, appointing him, enveloping him in a load of meanings. Interpretations of time and space that discursively construct realities and ways of being in the world. For the development of this work we will focus mainly on the analysis of the literature of the period integralist Gustavo Barroso since the year 1933 until the year 1937, as well as undertake an analysis of the Cohen Plan, which we understood to be the heir of a grid of thought that falls in line with the theories of political and racial anti-Semitic plot. Thus, we assume that it is necessary to think of the space also in their political and cultural dimensions, and with an barrosiana significance of national space, expressed in the discursive field, the result of a given historical moment and engaged with certain power relations, which unfold through complex relationships, we understand that Barroso made the reading of the Brazilian nation would be its own representation.

A céu aberto: garimpando a memória e a identidade dos mineradores de Brejuí

The Brejuí Mine, situated in the municipality of Currais Novos (RN), was responsible for the local economy growth between the years of 1943 and 1990, causing the interest of miner's working class to its urban center. After the end of scheelita extraction, the mine became a "theme park", in 2004. The company left its mark on the city by building several monuments in reference to the mining activity and the company's founder, Tomaz Salustino. However, there are no written records that describe such activities on its early years, nor their pioneers in the mining subject. Therefore, it is important to investigate the miner’s memories and ask if, along the more than five decades that lasted the heyday of mining, an identity linked to the profession was built; the extent to which workers make reference to this history as membersand what are the symbols that are being triggered in the development of a working class identity. Further, I investigate what memory was mad concerning the pioneers, mostly farmers attracted by miner work. To do so, I make use of audiovisual archival resources and oral records of the interlocutors that were filmed in the preparations of the documentary “Lembranças de velhos garimpeiros". We have noticed that, in the script of the official history of the Brejuí Mine, the "boss" figure overlaps the workers and that the forms patronage, originated from the rural world, followed punctuating the social relations in the mine. Today, with the resumption of the mining activity, it is possible that the strengthening of the working class and the Seridó miner identity desire reborn.

O direito fundamental à igualdade no contexto da identidade sexual no Brasil: um estudo da situação jurídico-constitucional com ênfase no exame da suposta inconstitucionalidade por omissão do legislador civil

This dissertation analyses the Brazilian Supreme Court’s judgement in the Non-compliance Action of the Fundamental Precept 132/RJ and in the Direct Action of Unconstitutionality 4277/DF, which created in the country the same-sex civil union. In This decision, the STF interpreted according to the constitution Article 1.723 of the Civil Code, invoking several fundamentals reaffirmed in the Constitution. From all these laws invoked by the Supreme Court to support the pretorian creation, the content of consitutional Law regarding equality is the only that corresponds, and it is sufficient to evidence the necessity of the creation, by legislator, of the institute for civil rights, since the Constitution forbids distinctions that is not expressly provided for in the Constitution (Art. 3º, IV, of Federal Constitution). In this way, Article 226, § 3º is not an exception capable of satisfying the condition of the consitutional foresight because although it protect, according its content only the civil union “between the man and the woman”, it is not able to forbid the creation, by legislator, of another kinds of families, including the same-sex civil union. As such, the reasoning, now legitimate according to the legislator, is not support the creation of institute by Constitutional Court, because the Court may enforce the Law, interpreting in the purviews allowed by the legal text and its constitutionality. In regard to the civil union of individuos of the same sex, the Court could not deduce that such union was implied by Law, like the interpretation according to the Constitution given by judges, on grounds of semantic purviews of the words man and woman, existents in both articles. The Court could not created it either, exceeding the legal system role. So, upon the institute creation, the STF, exceeded two limits: the interpretation and Law enforcement.

Representações sociais da identidade docente na formação inicial de professores de sociologia da UFRN

La presencia hodierna de la Sociología en la educación básica brasileña es un elemento nuevo para los sujetos que a ella están relacionados y, para el grupo investigado en este estudio, los licenciandos y licenciandas del curso de Ciencias Sociales de la Universidade Federal do Rio Grande do Norte (UFRN), la situación no es diferente. Con el intuito de comprender cómo los saberes aprehendidos durante la formación inicial de profesores influencian el proceso de construcción de la identidad, se investigó las representaciones sociales que eses sujetos construyen cerca de la identidad docente, intentando comprender cómo estos representan las profesoras y profesores de Sociología. Por lo tanto, se hizo una comparación entre los elementos que compusieron los núcleos centrales de las representaciones sociales de los licenciados ingresantes y de los licenciandos en práctica del referido curso, además de un examen del plan de estudios de esa licenciatura. Se adoptó la Teoría de las Representaciones Sociales y el Abordaje Estructural como aporte teórico y de la Técnica de Asociación Libre de Palabras como recurso metodológico. Al llevar a cabo el análisis de los datos obtenidos durante la investigación, se hizo evidente que la memoria, mientras un conjunto de experiencias del sujeto, desarrolla un papel esencial en los procesos de construcción representacional e identificación, pues la familiaridad con la asignatura de Sociología en la Enseñanza Mediana trajo nuevos e importantes elementos para la composición del perfil de los actuales ingresantes en la licenciatura investigada. De este modo, al asociar representaciones sociales, identidades y formación de profesores en la tríade conceptual que condice esa investigación y teniendo as experiencias anteriores de los sujetos como un enlace, el objetivo fue demostrar cómo eses elementos componen partes de procesos sociales análogos e indisociables. Sin la acumulación de experiencias memoriales no hay representación, mucho menos identidad. Por el contrario, los datos muestran que las discusiones, erigidas por la reciente obligatoriedad de la Sociología en la Enseñanza Mediana, no encuentran eco en el cotidiano formativo de los licenciados permaneciendo alejado del currículo de la licenciatura en Ciencias Sociales de UFRN. Esa coyuntura se refleja en construcciones representacionales tanto de los licenciados ingresantes como de los estudiantes en práctica, asociados a una noción intervencionista de la asignatura de Sociología. Esta noción se convierte nebulosa una definición clara de la representación de la identidad docente de profesora y de profesor de Sociología para los licenciandos en formación. La intensa relación de esta representación con la asignatura y no con el hacer pedagógico, con la presencia intervencionista de una probable transformación y no con la compresión de las problemáticas y juegos sociales demuestran que la identidad docente del profesor de Sociología todavía es un objeto que está siendo basado por eses sujetos, que está siendo ajustado a partir de otras representaciones existentes y que la formación inicial de profesores necesita estar atenta a esas representaciones y adecuarse más apropiadamente a la realidad de enseñanza de Sociología que subvierte a docencia de esta asignatura en Rio Grande do Norte.

Viver e esperar viver: corpo e identidade na transição de gênero de homens trans

This work seeks to understand how trans men build their identities and live the transsexual experience in the relationships they establish daily onto “man” category. It could be observed that for it they engenders a specific gender transition in the midst of male transsexuality. Despite being under a complex amalgam of relations of exploitation and disciplinary domination, ways of being man are brokered for a living and entry into spaces where they are expelled for not conform the bodies that gender norms require. It is understood that gender transition is a process at the same time of organic and prosthetic body management and the assumption of your own identity. Thus, they build a politic of identity that creatively fixes a person's category as rights holder. The "transition" is therefore to transact from nonexistence to a place of humanity. This dissertation describes how this process takes place in the experiences of the speakers, observing the practices that bring out the male, front of class positions on the labor market, access to health, hormonization and own identity. Thereby, theories that fix them as expressing female masculinities or marginal to the hegemony do not find exactitude in their lives. The research methodologically started performing "multilocated ethnographies" that gave possibilities to in-depth interviews with 15 stakeholders from the Northeast, Midwest, Southeast and South of Brazil. Between 2014 and 2015, from the applying of network technique to the first dialogues in research, it was possible to build a participant observation by the trans men’s everyday life. Wherewith I was capable to behold their own private activities, as well as their public agency amid a trans activism collective in northeast, and the follow-up actions in which they were involved during the XII Encontro Nacional em Universidades de Diversidade Sexual e de Gênero (ENUDSG) held in Mossoró/RN. Therefore, the thesis engages to describe and understand the different ways of constructing trans male gender transitions in access to transsexuality and therefore a way of explaining their own trajectories in terms of people that exist as such, even though in the midst of narratives marked by emotions linked to "not live", to suffering and dehumanization.

A construção da identidade profissional de licenciados em Música da UFRN: um estudo de narrativas autobiográficas

Aims to understand the construction of the professional identity of undergraduate in Music UFRN, through the study of autobiographical sources of these subjects, checking their formative dimensions and their (re) meanings established throughout life stories. To do so, shows a brief presentation of the study and the main motivations of the author to do it; expresses the life story of the researcher and their training courses in music career; analyzes the historical overview of the route Search (Auto) biography as research and training approach (JOSSO, 2010; NÓVOA; FINGER, 2010; SOUZA, 2007; PASSEGGI; SILVA (2010b) and DELORY-MOMBERGER, 2012); It presents some reflections and discussions about the construction of identity, beyond the concepts and perceptions of the training and professional representations of this building (DUBAR, 2005); discusses the historical background regarding teacher training in Brazil and Music Education; describes the ways and methodological resources used for data collection and implementation of this research, namely, a reflective open questionnaire and autobiographical essays; It presents the life stories of the undergraduate students of the Music course and its educational and musical dimensions; Lastly, it presents a reflection about the paths taken. The results indicated that the autobiographical essays make it possible to understand the ways and social relations in the various identified training dimensions, in addition to realize that the family contexts and the first musical social contacts in informal settings, enable the licensees, an identification with the possible career lecturer in Music, as well as the main reasons for this choice. We conclude, therefore, that the experiences and musical experiences throughout life favor the construction of professional identity and that in the course of training, such experiences make ways to (re) define the musical experiences, as well as the (re) thinking their professional career.

A construção da identidade profissional de licenciados em Música da UFRN: um estudo de narrativas autobiográficas

Aims to understand the construction of the professional identity of undergraduate in Music UFRN, through the study of autobiographical sources of these subjects, checking their formative dimensions and their (re) meanings established throughout life stories. To do so, shows a brief presentation of the study and the main motivations of the author to do it; expresses the life story of the researcher and their training courses in music career; analyzes the historical overview of the route Search (Auto) biography as research and training approach (JOSSO, 2010; NÓVOA; FINGER, 2010; SOUZA, 2007; PASSEGGI; SILVA (2010b) and DELORY-MOMBERGER, 2012); It presents some reflections and discussions about the construction of identity, beyond the concepts and perceptions of the training and professional representations of this building (DUBAR, 2005); discusses the historical background regarding teacher training in Brazil and Music Education; describes the ways and methodological resources used for data collection and implementation of this research, namely, a reflective open questionnaire and autobiographical essays; It presents the life stories of the undergraduate students of the Music course and its educational and musical dimensions; Lastly, it presents a reflection about the paths taken. The results indicated that the autobiographical essays make it possible to understand the ways and social relations in the various identified training dimensions, in addition to realize that the family contexts and the first musical social contacts in informal settings, enable the licensees, an identification with the possible career lecturer in Music, as well as the main reasons for this choice. We conclude, therefore, that the experiences and musical experiences throughout life favor the construction of professional identity and that in the course of training, such experiences make ways to (re) define the musical experiences, as well as the (re) thinking their professional career.

Do ancoradouro à sala de espera: as obras de melhoramento do porto e a construção de uma Natal moderna (1893-1913)

Through the nineteenth century, it was constant in the discourse of the local norte-rio-grandenses (Natal city, Brazil) administrators, the appeal for subsidy to the central government for the works of the port of Natal upgrade. The port in the capital, the main route of the Rio Grande do Norte communication, because of the limitations attached to it, as the dunes surrounding the city spreading sand in the riverbed, and several reefs located along the coast, did not allow the entry in his berth larger ships. These difficulties brought major problems the province, who could not hold the flow of production coming from the inside, resulting in the north of Rio Grande political scene, questioning the centrality of Christmas position in the province. Only Republican scheme had been approved credit by the federal government for the improvement works of the port. The port became the Republican political discourse Potiguar one of the main promises to bring "progress" the Potiguar land, being placed as a central issue of which depend on the "future" of the state. The objective of this study is to analyse the emergence of a new port concept in speeches and interventions of the local ruling groups in the early twentieth century. We analyse the emergence of a modern notion of port, marked by the organizing effort, rationalization and regulation of port activities by the state, and the new relationship assumed by the harbour front to the city resulting from this new perception. The port has become for local leaders to groups of capital "waiting room", requiring change of the composition of urban space for integrating the port to the city. The Port of Natal became endowed with a pedagogical function, incorporating the urban fabric, codes, values and practices considered by local managers as modern and civilized. This new city space, considered a "waiting room", caused conflicts between the local ruling groups and influential figures in the Potiguar political field, which sought to encourage with the process of organizing the harbour front undesirable regarded figures in the city views as an impediment to the image of progress and modernity that the dominant groups intended to expose the port.

Padrões de diversidade α (alfa) e β (beta) zooplanctônica em lagos tropicais: a importância da estrutura do habitat e da identidade das espécies

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Padrões de diversidade α (alfa) e β (beta) zooplanctônica em lagos tropicais: a importância da estrutura do habitat e da identidade das espécies

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)