EXPERIÊNCIAS AFETIVAS NO CONTEXTO ORGANIZACIONAL E SEU IMPACTO SOBRE O BEM-ESTAR NO TRABALHO

Em ambiente de elevada pressão, competição e necessidade de criação de diferenciais consistentes que venham contribuir com a longevidade das organizações, nota-se a busca e, às vezes, radicais transformações nos modelos de gestão de negócios e gestão do ser humano no meio empresarial. No campo central dos estudos atuais acerca do comportamento humano e de suas relações com as diversas instituições em que o homem se vê inserido, figuram os esforços voltados à compreensão do papel e valor da contribuição do ser humano ao ambiente de trabalho e fortalecimento das organizações. Crescentes se mostram a preocupação e o entendimento sobre os fatores que impactam o bem-estar geral, o bem-estar no trabalho, a saúde dos trabalhadores e as variáveis emocionais oriundas das relações interpessoais comuns a todo organismo social. A combinação de temas emergentes e ricos em significância como bem-estar no trabalho, satisfação e envolvimento com o trabalho, comprometimento organizacional afetivo, emoções, afetos e sentimentos, caracterizam-se como um vasto e instigante campo de pesquisa para uma adaptação mais ampla do ser humano ao ambiente organizacional. O presente estudo teve como objetivo submeter ao teste empírico as relações entre experiências afetivas no contexto organizacional e três dimensões de bem-estar no trabalho - satisfação no trabalho, envolvimento com o trabalho e comprometimento organizacional afetivo. A amostra foi composta por 253 profissionais de uma indústria metalúrgica de autopeças na grande São Paulo, sendo 213 do sexo masculino e 29 do sexo feminino, com maior freqüência na faixa etária compreendida entre 26 a 30 anos, distribuída entre solteiros e casados. Para a coleta de dados foi utilizado um questionário de auto-preenchimento com quatro escalas que avaliaram afetos positivos e negativos, satisfação no trabalho, envolvimento com o trabalho e comprometimento organizacional afetivo. A análise dos dados foi feita por meio do SPSS, versão 16.0 e diversos sub-programas permitiram realizar análises descritivas bem como calcular modelos de regressão linear para verificar o impacto de afetos positivos e negativos sobre bem-estar no trabalho. Os resultados deste estudo revelaram que o principal preditor das dimensões de bem-estar no trabalho foram os afetos positivos. Assim, parece ser adequado afirmar que bem-estar no trabalho seja um estado psicológico sustentado, em especial, pela vivência de emoções positivas no contexto organizacional. Sugere-se que a promoção da saúde e do bem-estar dentro das organizações sejam focos de estudos futuros, representando valiosa contribuição aos campos de conhecimento da psicologia da saúde e da psicologia organizacional, bem como ao conseqüente fortalecimento dos vínculos entre empresa e trabalhadores.(AU)

Concepções sobre os livros didáticos de geografia: narrativas autobiográficas de professores do ensino fundamental

O livro didático é um complexo objeto cultural, haja vista ser ao mesmo tempo elemento de intermediação nos processos de ensino e aprendizagem, produto comercializado que contém o conhecimento para a formação do aluno e objeto de compra, pelo Governo Federal, para ser distribuído para escolas em todo o Brasil. Configura-se, assim, como um produto cultural composto, híbrido, que se encontra no “cruzamento da cultura, da pedagogia, da produção editorial e da sociedade”. (STRAY,1993, p.77-78). Outrossim, o livro didático, tradicionalmente, é “um dos lugares formais do conhecimento escolar, pelo menos daquele saber julgado necessário à formação da sociedade e dos seus indivíduos” (MEDEIROS, 2006, p.34) e a materialização do seu uso pelo professor encontra-se interconectada pelas representações e conceitos construídos nas múltiplas transições na história de vida docente, tendo em vista que a práxis humana constrói-se numa perspectiva retroativa (do presente para o passado), numa hermenêutica social dos atos individuais. É nesse contexto que se situou a pesquisa, entendida como uma possibilidade de contribuição significativa ao debate da educação geográfica, ao propor a compreensão das concepções construídas nas múltiplas transições na narrativa de vida do docente com o livro didático de Geografia. A pesquisa se definiu como um estudo qualitativo, ancorado nas entrevistas narrativas, o qual abrangeu um levantamento de dados sobre as Histórias de vida de professores/professoras dos anos iniciais do Ensino Fundamental de uma escola da rede pública, no intuito de recorrermos às suas memórias escolares, acadêmica (formação inicial) e profissional para situarmos no espaço-tempo as suas concepções sobre o livro didático de Geografia. O livro didático de Geografia foi a área de interesse escolhida, sendo problematizada a partir do seguinte questionamento: quais as concepções atribuídas pelos professores do Ensino Fundamental aos livros didáticos de Geografia? As ideias dos professores expressas nas entrevistas narrativas da nossa pesquisa confirmam a conjuntura de indefinição e superficialidade teóricometodológica sobre o livro didático de Geografia, cujas concepções ficaram restritas aos seus aspectos descritivos, evidenciando a ausência de atribuições de significados pertinentes a uma reelaboração teórica do narrar produzido, como também, de questionamentos dos princípios organizadores das concepções sistematizadas. Desse modo, as ideias apontadas pelos professores em foco, restringiram-se à enumeração dos aspectos característicos do fenômeno em questão – o livro didático de Geografia – na sua superficialidade, isto é, não expressaram elementos que possibilitassem ver as concepções numa perspectiva macro, destacando-se mais as explicações das partes e das percepções isoladas, do que níveis mais abrangentes de generalidade do referido objeto de estudo. Enfatizamos, por fim, a necessária continuidade da pesquisa, e consequentemente, desse processo permanente de reflexão sobre as concepções do livro didático de Geografia, sendo mister explicitar, portanto, a razão histórica que as norteiam para que se possa buscar uma prática docente mais crítica e propositiva.

Histórias de adoção tardia: considerações a partir da analítica existencial heideggeriana

Adoption establishes a filiation status, resulting from a legal act, which attributes to the child and parents the rights and obligations associated with such condition, being legally irrevocable. Nevertheless, in practice there are adoptions that do not concretize and the child returns to justice during or even after the legal process is closed. Late adoption is the denomination of the adoption of children over two years and it is still permeated by myths and stigmas, leading to a frequent return of the child to justice in these cases. The late adoption involves a process of building a unique relationship with a child whose backstory is commonly marked by the dissolution of the relationship with the family of origin, due to violation of rights and, in some cases, the experience of institutional care. Given such a scenario, this research, based on the Existential Analytic proposed by Martin Heidegger, seeks to understand the experience of mothers and children in the process of late adoption, in order to obtain subsidies to psychological attention in this context. This is a qualitative, phenomenological study with a comprehensive focus. The participants were two mothers and two children who have gone through late adoption for about two years. The procedures of data generation contemplated narrative interviews with mothers and individual meetings with children, in which ludic resources were used as mediators of expression (free drawings, unfinished children's story and "Story-Drawings" on late adoption). The procedures were audiotaped and transcribed. Data analysis was grounded in Heidegger's hermeneutics. The late adoption process, permeated by historical, social and cultural determinants and the web of meanings that create the historical singularity of each person involved have proved to be complex as seen in the narratives. The construction of the meanings of parenthood and filiation has been developing in the families in the study, from the experience of being-with-the-other, caring and dwelling in their peculiar modes of expression. The family of origin and the adoptive family mingle and differentiate by means of the experience of children, especially because of the existence of biological siblings. Data point to the importance of psychological care to family core in late adoption processes

Iniciação docente na educação infantil: cenários de uma cultura profissional

This paper focalizes the initial teacher socialization in the Infantile Education from the acknowledgement about that as a phase of a professional life cycle on distinguish of other steps in the teachers’ carrier. It is based on the studies of sociological and anthropological mark with the comprehension that the professional reality is equally constructed by daily practices of social interactions in the work environment. It aims understanding how the initial process of professional culture building of beginners in the infantile education occurs under a view toward to the organizational and dynamics aspects of the teacher activity (events, interactions, practices, wisdoms, tensions and dilemmas). This investigation assuming the orientations of an ethnographic type approach has been developed in a Municipal Center of Infantile Education (Centro Municipal de Educação Infantil) in the city of Natal, with daycare and pre-school. The participant subjects are four female teachers with less than five years in Infantile Education career. It has used a participant observation and a semi-structured interview in the data building that had interpreted through a content analysis and sources triangulation. It delineates three dimensions to the professional culture scenarios: the personal and formative profile of the subjects, the school daily and the teacher work management. The multiform character of the finds evidences that the professional culture of the novice teachers has been constituted from the confrontation with different situations of unpredictably in their emotions, routines and pedagogical and administrative difficulties, simultaneously to the dilemmas of child care and educate. The solitude feeling has been generating from the institutional and scholar organization, which offers no material and pedagogical conditions to the peers collaboration and discussion. Finally it means that teaching in the Infantile Education must been based on an expanding network relations, been indispensable to the beginners the support and orientation related to doubts, wistfulness and expectations as means of socializing and redefining their teaching practice

O programa de aquisição de alimentos (PAA) e as transformações socioterritoriais no Rio Grande do Norte

The Acquisition Food Program (Programa de Aquisição de Alimentos – PAA) is one of the governmental public politics proposed, in the year of 2003, that has the focus in the family-run farm in Brazil. This Program has as objectives: commercialize the familyrun farm products, bought by the government agencies; to encourage production, and promoting actions that improve quality food of people facing starving risk. This Program has been working, to some extent, as complement to the Program of family-run farm Enhancement (PRONAF). The present study has as its focus to analyse the social territorials changes observed in the state of Rio Grande do Norte, as a result of the PAA implementation. In this sense, it was promoted a discussion between territory and rules. I this work, public politics are understood as rules. This procedure was important in order to understand how the rules have influenced territorial changes, creating new social and territorial relations. In the research process was used scientific and institutional texts on the subject. It was applied a quiz with 97 PAA’s supplying farmers, and interviews were done with the Program managers in Federal (MDA), State (CONAB and EMATER) and municipal (local office of EMATER and Departments of Agriculture) levels. Social public politics were also analyzed with the aim of understand the context where PAA is situated in relation with the public politics directed to familyrun farm as a whole since 1980, within new Brazilian democratization process. With the information collected in the field, plus the secondary data, maps, charts, tables and cartograms were made. With all of this, a socio-economical profile of the family-run farm in the Rio Grande do Norte was traced, as well as the included in this research. Before this picture, we concluded that PAA indeed represents a forward in public politics directed to family-run farm. However, in spite of the importance of the Program for the family-run farmers to come of age, but in order to the rural and family-run farm reality in the Rio Grande do Norte come to present meaningful changes much still remain to be done.

Avaliação de impactos não esperados: estudo de caso sobre o uso alternativo de crédito no Pronaf B

This Doctoral Dissertation deals with the evaluation of impacts, through the Case Study on deviations or redirects present in contracts Pronaf B, at Governador Mangabeira - BA , from 2011 to 2013. From the questioning about the expected impacts not contribute to the effectiveness of the program ? It was possible the measurement of the hypothesis that the effectiveness of unexpected impacts stems from the logic of family farming, unique socio-economic conditions of individuals and family units. The methodology is structured in the theoretical framework regarding the impact assessment and family farming, data collection, questionnaires among redirected contracting credit in PRONAF B and interviews with institutional actors involved . The results confirmed the existence of a logic family farm, able to take own decisions their mode of reproduction of life. As for the impact assessment, we added the importance of the unexpected in the evaluation of public policy impacts , while study of effectiveness with the beneficiaries and the significant contribution of their views.

Pau e lata para uma educação musical: uma partitura de vidas

The field of experience and reflection in this dissertation is the Pau and Lata: Artisticpedagogical project and its activities in the field of music education It was created in 1996, by the Community School Sementes da Luz, located on Tabuleiro do Martins district, Maceió / AL. The work extended to the Rio Grande do Norte and later returned to Alagoas, keeping their activities in both states, involving approximately 280 people. The issues that moved us front the experience of Pau e Lata were: What are the main references and theoretical-methodological elements that constitute the formation of the musician in Pau e Lata? How members perceive this project and include themselves in the educational process of music formation? How it works and what is the meaning of the use of instruments and the learning of musical writing and reading? These questions lead us to undertake this dissertation, in order to deepen reflection on the processes of musical training on Pau e Lata, relating the experiences of its members in the process and the theoretical references governing their educational practice. In this sense, we outline the research objectives, which are: describe the Pau e Lata project, focusing on their context of action and their methodological processes; investigate the relationship between the effective participation of its members in the process of composition of the artistic and pedagogical repertoire and its performance in the field of cultural militancy in the environment where it operates. The writing process of this research is based on the phenomenological perspective. Therefore constitute our methodological research path two roads that communicate: 1) the organization and description of historical record of Pau e Lata (supporting documents, certificates, posters, etc.) and memories of the researcher and from other members of the group. 2) the formation of focal groups and writing and sending, via online, testimonials the participants of Pau and Lata relating to issues scrap and onomatopoeia, respectively. Participated in this process 11 components, adding the presence of the researcher, with the age between 21-45 years, all members of Pau e Lata, Core UFRN. The results of this research are focused on the discussion of three axes that describe and guide the work of the Pau e Lata: collective work, the use of the scrap as instrument and the onomatopoeia as base of a methodological process of musical training. This score was composed of three parts. The first part is presented from a collection of references from Pau e Lata, composed of printed and videographic records. The second part refers to the instrument used by Pau e Lata, and the perception of group members on these instruments, which occurs so that they are integrated in the training of the musician.The third axis tells how and what it means learning of music writing and reading, that occurs in two related aspects: the teaching-learning process and the body as a musical element in this process, associated with other actions characterized as studies and theoretical deepening

O erro produzido pelo aluno no contexto pedagógico: uma luz ou uma pedra no meio do caminho?

Student’s mistakes as viewed in a didactic and pedagogical perspective are a phenomenon inevitably observed in any context in which formal teaching-andlearning processes are taking place. Researchers have shown that such mistakes are viewed most of the times as undesirable and often as a consequence of lack of attention or poor commitment on the part of the student and rarely considered didactically useful. The object of our reflections in this work is exactly those mistakes, which are born in the entrails of the teaching-and-learning processes. It is our understanding that a mistake constitutes a tool which mediates knowledge and may therefore become a strong ally of the instructor’s actions in her/his teaching tasks and thus should be taken into the teacher’s best consideration. Understanding a mistake as so, we postulate that the teacher must face it as a possibility to be exploited rather than as a negative occurrence. Such an attitude on the part of the teacher would undoubtedly render profitable didactic situations. To deepen the understanding of our aim, we took a case study on the perception of senior college students in the program of Mathematics at UFRN in the year 2009, 2nd term. The reason of this choice is the fact that Mathematics is the field presenting traditionally the poorest records in terms of school grades. In this work we put forth data associated to ENEM1 , to the UFRN Vestibular2 and the undergraduate courses on Mathematics. The theoretical matrixes supporting our reflections in this thesis follow the ideas proposed by Castorina (1988); Davis e Espósito (1990); Aquino (1997); Luckesi (2006); Cury (1994; 2008); Pinto (2000); Torre (2007). To carry out the study, we applied a semi-structured questionnaire containing 14 questions, out of which 10 were open questions. The questions were methodologically based on the Thematic Analysis – One of the techniques for Content Analysis schemed by Bardin (1977) – and it was also used the computer program Modalisa 6.0 (A software designed by faculties the University of Paris VIII). The results indicate that most of the teachers training instructors in their pedagogical practice view the mistakes made by their students only as a guide for grading and, in this procedure, the student is frequently labeled as guilty. Conclusive analyses, therefore, signal to the necessity of orienting the teachers training instructors in the sense of building a new theoretical contemplation of the students’ mistakes and their pedagogical potentialities and so making those professionals perceive the importance of such mistakes, since they reveal gaps in the process of learning and provide valuable avenues for the teaching procedures.

Conselho estadual de meio ambiente do Rio Grande do Norte: paradigmas, proposições e atores sociais

The environmental movement rises up strongly in the year 1972 with the Stocolmus Conference, in the middle of pressions concerning the environmental preservation, in consequence of the environmental catastrophes. In spite of the fact that, in Brazil, the environmental movement has is institutionalization with the 1988 Constitution, in a way that the councils became democratic spaces, and provided the society’s participation in the management of public policies. In this way, we propose a discussion about the participation and the exercise of the citizenship in the State Council of Environment of Rio Grande do Norte (CONEMA), focusing the glance about the decisory process, as from the expression of the social actors. For that, our research compilate documents of the meetings of the referring council, transcribing the main discussions about the environmental necessities which were important in the potiguar society, and checking how these agents defend their interest during the meetings. We understand, with these informations, the role of CONEMA/RN as a communicative mechanism between State and Society. With the analysis of the informations of the extraordinary meetings from 2007 to 2014, we concluded that the CONEMA is a council where the civil organized society takes part on the decisory process, despite the great influence of the representative actors of public power over the representative actors of civil society. The results of this research confirm the discrepancy between the participation of representative councilors of civil society in CONEMA/RN. The conclusion point out that the civil society representative don’t, yet, assimilate the citizen duty, the responsibility of it1s action, producing, in this way, damages for the legal structure of the potiguar environmental legislation, with serious consequences on the public policy implementation

Gestão de recursos hídricos: governança e gerenciamento de conflitos pelo uso da água em região do Semiárido Nordestino

The water being vital natural resource and factor of economic and social development requires effective management and protection by the State. This thesis examines the panorama of National Water Resources Policy and the establishment of an effectively integrated management, shared and participative, contextualizing the principles foreseen in the policy. The work is focused on the discussion of public policies of access to water, analyzing the Fresh Water Program in semi-arid region of Brazil as a strategy of coexistence and permanence of a public policy that ensures the priority use, which is for human consumption. The conceptual framework of this study relies primarily on the contributions of authors in the field recognized as governance and water management. A study on the process of implementation of the various "institutions and policies" related to water management was promoted, contextualizing the change of paradigm in the transition from the centralized model to the one that takes into account the social participation, opening in this way broader perspectives for the analysis of the contents and of the impacts of these policies. The development of this study was conducted by the follow-up – both face-to-face as documentary-field – of the activities carried out while consultant of the Fresh Water Program. The history of water management in the semi-arid region was studied, depicting conflict movements and cooperation among actors. Despite the great obstacles to accomplish the shared and decentralized management, the study of this thesis points to a gradual improvement in the formulation of public policies that take into consideration governance and participatory management of water resources, with positive prospects towards the implementation of coordinated and cooperative actions in the region that mainly suffers from the shortage of rainfall, hence of shortage of water for irrigation and human consumption

A formação da habilidade de explicar no contexto do ensino médio: o que dizem os livros? o que pensam os professores?

The discussion about explanation in knowledge has been made for decades. Through this course, we present different ways of understanding about what is to explain the history: the primitive ethnographic description, the chronicler, the positivist construction of a historical science and historiography of the second half of twentieth century. Nowadays this discussion needs to be continued both in the general framework of scientific practice as within educational institutions as cognitive - linguistic ability. The focus of our research is by the second approach, which is the explanation as cognitive - linguistic ability. The formation of skills, among them, the explaining one, has been studied by the authors as: (NÚÑEZ 2012; JORBA et al, 2000; SANMARTÍ and IZQUIERDO 2000). This research had as general purpose: to study the processes of formation of the ability to explain social revolution in history classes in high school, by teachers opinion and by content as this theme among history books, in order to support the continuing education of history teachers for high school. Th e qualitative based research used instruments of data collection and analysis protocol for the books prepared for this study, and interviews with teachers. For this, the techniques of content analysis and discourse referenced in Bardin and Orlandi , respec tively were used. At first, the instruments for data collection were developed and validated, while in the second, the data were collected, organized and analyzed. From the answers to the questions of the study results shows that: a) in the analyzed books - do not express the work with the definition of Social Revolution, considering the processes for the formation of this definition, the predominant type of explanation has characteristics of multicausality; proposals for teaching are characterized as eclec tic; b) while teachers speech - it is important the students know the definition of Social Revolution, the ability to explain is more linked to didactic explanation in the classroom than the explanation through epistemological sense. These results indicate that the formation of the ability to explain Social Revolution based in Cultural History approach, are not expressed in the analyzed books, but they can serve as an important resource for this purpose. The discourse of teachers has a potential pointing to the possibility of teaching organization and learning process, based on training or upgrading the explanation skill from the theory of stepwise formation of mental actions and concepts by P.Ya. Galperin. For this purpose, the research constitutes a contri bution to support the continued education of history teachers in high school.

Papel do município e relações federativas: atuação de municípios cearenses nas políticas de formação continuada de alfabetizadores

The investigation analyze s the role of the municipalities in the ongoing development of literacy teachers, having as a field of study the municipalities of Jaguaruana and Palhano, both in the State of Ceará. The political - educational space adopted as a sample of the study is the p eriod between the years 2003 and 2006, when the emphasis on cooperative action among the federated entities is observed in the Government’s guidelines and Brazilian educational policies, showing the municipal presence in the implementation and execution of these policies. T he historical - dialectical materialistic perspective, understood as an analysis of the social reality as historical elaboration and product of the human praxis, is expressed as the required theoretical - methodological path. The investigatio n is operationalized through interconnected stages: one that involves bibliographical and documental analysis, in which the theoretical input of the research is added, as well as the Federal, State and M unicipal documents accessed ; and another, regarding t he field work, studying the specific character of the object and its mutual rela tionships in the municipalities . The research brings the notion of intergovernmental relationships and cooperative mechanisms as central theoretical tools and, dialoguing with them, ideas such as decentralization, municipalization and municipal autonomy are inserted into a theoretical/practical body, through which the historical and logical aspects of the object are detailed. The study describes and interprets the policies of on going development of literacy teachers with focus on the national guidelines formulated since the 1990’s and on the govern mental incorporation in the national and subnational spaces. In this sense, the analysis is based on the comprehension of the interrel ationship between the municipal policies and the p olicies created by the S tate or Federal G overnments in order to offer ongoing development of literacy teachers. Considering the investigated sample, it shows how the municipal role and the relationships bet ween the State and municipalities of Ceará have emerged, as well as their characteristics regarding the education management policies, taking into account the practices of municipalization and cooperation between the State and municipalities in their histo rical composition. It shows the practices which aim at the ongoing development of literacy teachers observed in the researched municipalities, pointing out the realities and specific marks left by municipal presence in the area, demonstrating the assigned role and the role played. Based on the points of view of the managers interviewed in the municipalities of Jaguaruana e Palhano, it is possible to note the meaning and effectiveness of the policies carried out. With such elements, it discusses the municipa l asymmetries in their homogeneities and heterogeneities rega rding the execution of their federative role. The analysis shows that th e role of the municipalities vary according to the historical, political and social interventions in each municipality. In the fields of formulation and execution of educational policies, the actions of the municipal governments, situated and with expressive interferences, reveal asymmetries in the sense that some municipalities have bigger autonomy and participate more effect ively in the production and distribution of policies than others. In terms of the researched realities, the study shows that taking care of the policies of ongoing development of literacy teachers is not a task that should be assigned exclusively to the mu nicipalities, nonetheless it is a role that they play with varying degrees of success. This role is in fact a joint competence of the federated entities, in the scope the Brazilian cooperative federalism.

Concepções de formação profissional técnica de nível médio adotadas pelo IFRN: especificidades e (des)continuidades

The thesis deals with the concepts of technical tra ining of middle level adopted by the Federal Institute of Education, Science and Technology of R io Grande do Norte (IFRN). Discusses these concepts from the four political-pedagogical projects built in the period 1970 to 2010, spanning three institutionalities: Federal Technica l School of Rio Grande do Norte (1970- 1998), Federal Center of Technological Education of Rio Grande do Norte (1999-2008) and IFRN (from 2008) as well as three important politic al contexts of the country: Civil-Military Dictatorship, New Republic and Period of neoliberal ideas in Brazil. The goal is to analyze the configuration of the conceptions of training adopte d in the political-pedagogical projects IFRN, with emphasis on the specificities and (dis) contin uities, placing them in the context of political, economic and educational change in development in t he country. Addresses the relationship work, education and human development in capitalist society, in order to grasp the concept of employee training engendered by that company as wel l as the possibility of a counter- hegemonic formation. We analyze the formation of mi d-level concepts outlined in the educational reforms implemented in the country. We investigate the concepts of training outlined in the political-pedagogical projects IFRN . Makes use of the historical-dialectical materialism, the literature review, the documentary research and interviews were conducted with subjects who participated in the working group coordinator of the drafting of the political- institutional educational projects. The results sho w that the training of workers in capitalist society has a unilateral character; that the traini ng required by the working class is the omnilateral training; that the formative ideas that permeated the educational reforms in the country between 1970 and 2010 were all envisaged by unilateral training; that, in certain contexts, conceptions of technical training medium level outlined in the political-pedagogical projects IFRN reflect the formative perspectives th at guide educational reforms in the country (unilateral training) and, at other times, the inst itution adopts concepts (training omnilateral) that are not consistent with such prospects; and th at between the political-pedagogical projects built from 1970 to 2010 there are more continuities than breaks in relation to the concepts of training adopted. We conclude that the challenge is to institutionalize the IFRN their educational actions omnilateral designing training undertaken in the political-pedagogical project 2009.

O processo de inserção dos psicólogos na assistência social em Natal/RN no período de 1972-2003

Since the rules of the National Social Assistance (PNAS) and the Unified Social Assistance System (SUAS) in 2004/2005 the psychologist action as an essential professional teams in the services offered in this field. Althoug, there are indications of psychologists who worked on the assistence prior this time. This insertion had not systematized in the literature, not allowing the establishment of records of this linear trajectory. The objective of this paper is investigate the entrance and a psychologist working in social care services in Natal / RN , as well as the activities undertaken by them in the period 1972-2003 . This temporal boundary is justified because Natal initiate to have a psychologist from 1972 to 2003 was immediately prior to the landmarks of the 2004/2005 year. The research was divided into two stages: documentary and oral history. The first was through the consultation of 86 monographs of the Sector Documentation Social Service Department of the Federal University of Rio Grande do Norte , its intend identify what were the services that characterized the health care field and evidence of the presence of psychologists in these spaces. In the second stage, interviews with psychologists who worked 13 trailers to social assistance in order to investigate its performance, activities undertaken, the insertion process in the area, among other things were done. The material analysis was based on themes from a historical perspective. The results point to three major areas of integration of psychologists : in child exceptionality in which psychologists were linked to Brazilian Legion Social Assistance (LBA); the field of the minor through the State Foundation for the Well Being of Minors (center), and occupying positions of management and coordination in some welfare programs.

O papel da violência interpessoal compreendida como a manifestação de uma endemia social: uma análise geográfica sobre o fenômeno no Brasil e Rio Grande do Norte

En Brasil, la violencia interpersonal (homicidios) se ha incrementado de forma significativa, convirtiéndose en una preocupación cada vez mayor en todos los ámbitos políticos de la sociedad. Hoy es uno de los más graves problemas sociales y de salud pública. Se refiere a los problemas sociales, ya que interfiere en la distribución de la oferta de bienes y servicios a los ciudadanos; sino también un problema de salud, porque la violencia es uno de los fenómenos que causan gran impacto en la morbilidad y mortalidad del país, y genera un alto costo para el Sistema Único de Saúde (SUS). Esta es una crisis social, que es el resultado de un mundo capitalista globalizado, que exige a todos sus instrumentos de dominación (dinero, poder y competitividad en estado puro), en virtud del cual la violencia y los conflictos interpersonales se materializan en el territorio. El Río Grande do Norte (RN) ha estado siguiendo esta realidad que es nacional, con el aumento de las tasas de mortalidad por homicidios. En este sentido, este estudio tuvo como objetivo analizar la violencia interpersonal (agresión / homicidio), en Brasil y en el estado del RN, para entender cómo esto afecta a su población, en la morbilidad y mortalidad durante los años 2001 a 2011. Para ambos hicimos uso de método descriptivo / cuantitativo para determinar la magnitud, el tamaño, el perfil de las víctimas y los costos del SUS generados por el problema. Como resultado, podemos diagnosticar que en Brasil, la violencia se ha presentado una nueva dinámica regional, promovida por un proceso de interiorización del fenómeno en todo el país, este proceso de internalización se ha reflejado en la última década, el crecimiento de la violencia en el estado del RN, que ha causado un gran impacto en las tasas de la mortalidad del estado. Acerca la victimización, se puede ver que hay un perfil vulnerable formado por, varón, baja instrucción joven, sola y negro. Con respecto a los datos de morbilidad hospitalaria, la demanda creciente del fenómeno genera costes para el sistema de salud, y las graves consecuencias humanas, como la escalada del miedo y la destrucción de una generación de jóvenes brasileños. Por lo tanto, la falta de una política pública para afrontamiento, prevención y mitigación del problema revela el fracaso de la gestión pública, con consecuencias sociales y de salud, tanto individual como colectivamente.