Choque de gest��o ou choque de racionalidades?: o desempenho da administra����o p��blica em quest��o

A partir dos processos de reforma gerencial colocados em pr��tica em ��mbito mundial, desencadearam-se propostas de reformas seguindo esta mesma l��gica, tamb��m em n��vel estadual. O programa Choque de Gest��o, implementado no Estado de Minas Gerais, �� um exemplo deste tipo de proposta e merece destaque por ser avaliado de maneira bastante positiva na literatura especializada, servindo de base para a cria����o de processos semelhantes em outros estados do Pa��s. Neste sentido, o objetivo da presente disserta����o �� analisar em que medida o programa Choque de Gest��o, do Governo do Estado de Minas Gerais, compreende as diferentes dimens��es de desempenho, segundo o modelo do paradigma multidimensional de Benno Sander. Este autor prop��e um conceito mais amplo de desempenho, que possui como crit��rio os seguintes conceitos: efici��ncia, entendido como a capacidade de produzir mais com menos recursos; efic��cia, tratado pelo autor como a capacidade de alcan��ar os objetivos estabelecidos; efetividade, entendido como a capacidade de atender ��s demandas da sociedade; e relev��ncia, pensado como um crit��rio que mede o desempenho a partir da import��ncia ou da pertin��ncia, sendo facilitado por um processo administrativo participativo e democr��tico. A partir dos conceitos de racionalidade instrumental, baseada no c��lculo utilit��rio das conseq����ncias, e substantiva, pautada em valores, apresentados por Guerreiro Ramos (1989), pensam-se os crit��rios de efici��ncia e efic��cia como crit��rios instrumentais, e os de efetividade e relev��ncia, como crit��rios substantivos. Optou-se pela pesquisa qualitativa e os dados foram analisados por meio do m��todo de an��lise argumentativa. Para a realiza����o da an��lise, foram utilizadas as categorias de substantividade e instrumentalidade, e foram criados indicadores, com base no referencial te��rico, de acordo com as categorias trabalhadas. Por meio destes indicadores, analisou-se o documento Plano Mineiro de Desenvolvimento Integrado (PMDI), que consiste no planejamento de longo prazo do programa Choque de Gest��o. A partir da an��lise realizada, pode-se observar, principalmente, que o conceito de desenvolvimento orientador do PMDI est�� impregnado de elementos substantivos, como a preocupa����o com a qualidade de vida ou com o atendimento das demandas sociais e, por isso, guia-se por uma vis��o de futuro que representa um Estado em que est��o presentes as duas categorias aqui trabalhadas. Entretanto, o conceito de desempenho em que est�� pautado, engloba aspectos predominantemente instrumentais, j�� que se acredita que para que a administra����o p��blica mineira melhore seu desempenho basta que ela adote medidas como a redu����o de custos ou o foco em resultados. Por isso, conclui-se que o conceito de desempenho em que se pauta o programa Choque de Gest��o n��o compreende as diferentes dimens��es de desempenho de forma equilibrada.

O papel de uma universidade corporativa no sistema de ensino policial do Brasil: um estudo de caso da Academia Nacional de Pol��cia

A Ci��ncia Policial, ainda que controversa sua real exist��ncia, pode ser um importante meio de prova da verdade, destinada a produzir a convic����o do julgador na decis��o de um crime, sendo uma especializa����o recente e muito pouco explorada pela literatura t��cnica nacional. O presente estudo visa caracterizar a forma����o e o desenvolvimento profissional dos Peritos Criminais Federais, lotados no Departamento de Pol��cia Federal. Para isso, foi realizado trabalho de pesquisa envolvendo um embasamento te��rico, o levantamento de dados colhidos a partir dos Peritos e suas chefias imediatas nos Setores T��cnico-Cient��ficos, al��m de entrevistas com dirigentes da Academia Nacional de Pol��cia, localizada em Bras��lia - DF. A primeira parte do trabalho apresenta uma introdu����o e a revis��o bibliogr��fica, com breve hist��rico do Sistema de Ensino Policial no Brasil, conceitos de Educa����o Corporativa e desenvolvimento de compet��ncias, assim como aspectos da forma����o e desenvolvimento policial na Academia Nacional de Pol��cia, do Departamento de Pol��cia Federal. A segunda parte trata justamente da forma como essa pesquisa foi organizada e de sua coleta dos dados. A metodologia empregada utiliza uma abordagem transdisciplinar, caracter��stica sempre presente na pr��pria forma����o e desenvolvimento do policial. A terceira, a an��lise dos dados, leva ��s conclus��es do estudo realizado e elenca as principais caracter��sticas da forma����o e desenvolvimento profissional do Perito Criminal Federal. Finalmente, a conclus��o encerra a disserta����o, apresentando sugest��es para futuras pesquisas a respeito da mat��ria.

Comit��s de investimento em fundos de investimento em participa����es utilizados como ve��culos para a ind��stria de Private Equity

A an��lise sobre se a exist��ncia de comit��s de investimentos que concedam poderes de inger��ncia aos cotistas �� uma vari��vel levada em considera����o pelos potenciais investidores de fundos de investimento em participa����o (���FIPs���) utilizados como ve��culos de investimento em Private Equity (���FIPs PE���) no mercado brasileiro �� o objeto do presente trabalho, cujo objetivo �� verificar se h�� competi����o entre gestores de FIPs PE pela inclus��o de tais comit��s em seus regulamentos, com vistas a prospectar um maior n��mero de cotistas. Por meio da realiza����o de pesquisa emp��rica, na qual ser��o analisados os regulamentos de FIPs PE que foram registrados desde o ano de 2006 at�� o ano de 2011 perante a Comiss��o de Valores Mobili��rios (���CVM���), com vistas a examinar se houve aumento no n��mero de regulamentos que previssem comit��s de investimento e no n��mero de gestores que adotam comit��s de investimento usualmente nos fundos que gerem, se pretende comprovar a hip��tese de que os comit��s de investimento s��o uma vari��vel que interfere na decis��o dos investidores sobre em qual FIP PE investir��o seus recursos e, portanto, que os gestores de FIPs PE tendem a estabelecer este mecanismo nos regulamentos dos fundos que gerem. Os pressupostos te��ricos que justificam a ado����o de mecanismos de governan��a pelos FIPs PE, com base na literatura sobre a teoria da ag��ncia ��� enfatizando-se os temas da assimetria de informa����o, risco moral, sele����o adversa e custos de ag��ncia - e, ainda, os mecanismos de governan��a mais usuais na ind��stria de FIPs PE s��o apresentados de forma a conferir ao tema o devido embasamento te��rico. A relev��ncia deste trabalho decorre da import��ncia que a ind��stria de Private Equity possui na economia, por atuar em determinado est��gio de um empreendimento onde o acesso ao financiamento �� via de regra escasso. Al��m disso, o tema se revela atual, j�� que houve, apenas no ano de 2011, capta����es recordes de fundos de Private Equity no Brasil, que somaram um montante de US$ 8,1 bilh��es.

Rela����es entre conhecimento e trabalho no contexto de uma institui����o financeira : a experi��ncia no Banco do Brasil

O tema desta tese �� a Gest��o do Conhecimento, abordagem em evid��ncia crescente nos meios acad��micos e empresariais, espa��os em que o conhecimento come��a a ser visto como recurso substituto do trabalho. A discuss��o da ruptura entre os conceitos de conhecimento e trabalho vigora desde a antiguidade at�� os dias de hoje. E foi esse argumento de ruptura que impulsionou a defini����o do foco desta pesquisa: a discuss��o das rela����es entre conhecimento e trabalho, e a forma como esses conceitos interagem no contexto das organiza����es. A pesquisa de campo foi realizada em uma institui����o financeira brasileira de grande porte, o Banco do Brasil, diante do contexto do sistema financeiro. Buscou-se construir um quadro referencialte��rico das rela����es entre conhecimento e trabalho nessa empresa. Para o desenvolvimento da tese, foi utilizado um referencial te��rico multidisciplinar baseado nas interfaces da Gest��o do Conhecimento com a Filosofia (concep����es de vita contemplativa e vita activa) a Sociologia (o conhecimento como constru����o social e hist��rica) e a Psicologia (o conhecimento associado ao desenvolvimento humano). Para a realiza����o da pesquisa, optou-se por um m��todo de orienta����o p��s-moderna, que se admite o uso das t��cnicas cient��ficas mais recentes, sem excluir o uso de abordagens tradicionais. Entende-se que a vis��o p��s-moderna transcende a modernidade, sem exclu��-la. Para a coleta de informa����es, foi utilizada uma abordagem multim��todos, que abrangeu a aplica����o das seguintes t��cnicas: question��rios fechados, entrevistas em profundidade, observa����o participante e an��lise documental. Os question��rios foram aplicados, exclusivamente, junto a profissionais do Banco do Brasil. As entrevistas em profundidade foram realizadas com profissionais do Banco do Brasil e de outros bancos p��blicos e privados (das cinco regi��es do pa��s) e tamb��m com representantes do Sindicato dos Banc��rios de Bras��lia e com um t��cnico do Instituto de Pesquisa Econ��mica Aplicada - IPEA. Como resultados da pesquisa, foram identificadas seis categorias anal��ticas (Concep����o de Gest��o do Conhecimento, Ambiente de Trabalho, Compartilhamento de Conhecimento, Aprendizagem, Identidade Profissional e Identidade Corporativa) as quais s��o necess��rias para a compreens��o das rela����es entre conhecimento e trabalho no ��mbito da institui����o finaceira pesquisada. A partir desses resultados, foi constru��do um modelo te��rico da Gest��o do Conhecimento.

Paradigms in health care and its relationship to the nursing theories: an analytical test

DANTAS, Rodrigo Assis Neves; N��BREGA, Walk��ria Gomes da; MORAIS FILHO, Luiz Alves; MAC��DO, Eurides Ara��jo Bezerra de ; FONSECA , Patr��cia de C��ssia Bezerra; ENDERS, Bertha Cruz; MENEZES, Rejane Maria Paiva de; TORRES , Gilson de Vasconcelos. Paradigms in health care and its relationship to the nursing theories: an analytical test . Revista de Enfermagem UFPE on line. v.4,n.2, p.16-24.abr/jun. 2010. Dispon��vel em < http://www.ufpe.br/revistaenfermagem/index.php/revista>.

A forma����o do professor alfabetizador em cursos de Pedagogia: contribui����es e lacunas te��rico-pr��ticas

To the we assume the disciplines of the area of Literacy of the course of Pedagogy, our intention has been the one of working the literacy, the reading and the writing as alive processes, as social practices inserted in the history, continuators of the subjectivity, done in the culture and producing of culture. The importance of the course of Pedagogy in the teachers' formation is unquestionable; however our goal is to highlight, in this work, the paper of that course in the formation of the teacher alphabetized, while mediator of the literacy process with an inclusive vision. In that to walk, it appeared us the following subject: which the contributions and the gaps theoretical-practices - of degree courses in Pedagogy - experienced for the exits of that course, in the specific pedagogic work of alphabetizing children, young adult and/or our study aims at to investigate, under the perspective of teachers alphabetizer licensed in courses of Pedagogy, the contributions and the theoretical-practical gaps of those courses, in the formation of the educator alphabetizer. In this sense, our work if it bases on the presuppositions of the qualitative investigation that leaves of the foundation that there is a dynamic relationship among the real and subjective world, an alive interdependence between subject and object, an entail indissoluble between the objective world and the subjective (CHIZZOTTI, 1998, p.79). The research is characterized as a descriptive and interpretative study and for the collection of data; the questionnaire, the semi-structured interview and the documental analysis were used. We took the following providences for the choice of Locus and of the subject of the research: it visits to the schools; compatibility of the criteria previously defined for choice of Locus and of the Subjects. For the choice of those schools, we defined the following criteria: that, in your individuality / totality, they were located in integral neighborhoods of, at least three of the four administrative areas of the city of Natal; that, in your individuality / totality, they contemplated the public spheres and private of attendance; that, in the year of accomplishment of the research - 2004 - they were offering infantile education and/or fundamental teaching; this last one gone back to the children of the initial years and/or for the youth and adult of the first levels of the modality of EJA; and that made possible the researcher's access. Front to the particularities of our study object and considering the criteria of choice of the locus, four public schools and three private schools were selected. Like this being, in those schools, we would look for the subject of our work that they would owe: 1) to be working, in 2004, with children's literacy, youths or adults: they as teacher (the), it as coordinator (the) that guides teachers alphabetizer, in public schools or peculiar of the city of the Natal-RN; 2) to be exit (the) of the degree course in Pedagogy, supplied by institutions of superior level (public or matters) of the city of the Natal-RN; 3) to have concluded your course of Pedagogy in the period of 1990-2004; 4) to have, at least, 01(one) year of experience in literacy rooms (TARDIF, 2002). The subjects interviewees concluded your courses of Pedagogy, in the period from 1990 to 2004, in institutions different from the city of Natal/RN, being five to the whole: two public IES and three deprived IES. Of the analysis of the data, the theme emerged, ' teacher's Alphabetizer Educational Formation in Courses of Pedagogy', with the following categories: contributions of the courses of Pedagogy; More important disciplines in the educational formation; Areas / Aspects lacunars of the courses of Pedagogy. The pedagogic practice of the teacher alphabetizer demands a formation from him found in you know educational, requested in the children's literacy, youths and adults. In that work, we defended the thesis that the course of Pedagogy is the locus, par excellence, for that formation, in spite of possible structural limitations and curricular of the referred course. In spite of the countless contributions of the pedagogy course for the formation of the teacher alphabetizer, our data appear for the need of a revision of the proposals curricular of that course, getting the attention for the importance of a proposal formation curricular more gone back to the literacy process / literate and for the social inclusion. We thought that, although insufficient, the teacher's formation in that perspective is a fundamental condition for a practice pedagogic alphabetizer to be promoted, in fact, inclusive and promoter of the school success

SINAES: as diferentes faces da avalia����o na UFRN

This thesis entitled SINAES: the different faces of the evaluation at UFRN, aims to analyze the configuration that the national policy for assessment in higher education has taken on UFRN. We assume that in recent years there are an oscillation between the concepts of evaluation, according with the logic of public administration it has preferred an approach that presents itself as a promoter of quality, sometimes with regulatory aspects, sometimes with educational ones. The text discusses the use of the new assessment tools for higher education placing them under the new demands on state reform context in which this is to promote and measure quality based on the values of excellence and competitiveness. This movement arises from the redefinition of the role of the State that has been taking features of Evaluator State. From a historical review of government initiatives in the field of evaluation, we analyze the characteristics of assessment policies outlined over the past decades. We are based on the theoretical method that aims to examine the multiple determinants that shape a particular reality from the larger movement of totality. To identify, in this case, connections and ruptures that have emerged over the history of assessment policies aimed at higher education by checking their determinants in order to better explain the reality. To investigate the object of this study we used as instruments: the research literature and research documents, the semi-structured interviews and non-participant observation. The study revealed that there are different practices of evaluation and that before to establishment the SINAES program, the UFRN already had a culture of an institutional assessment, more participatory and democratic, opposing to the rigidity of the self-assessment in SINAES program that it was instituted by the Commission for assessment (CPA). We also noticed that the implementation of the SINAES at URFN has been performed very slowly and the breadth and complexity of the evaluation process has contributed to hinder its implementation in all dimensions provided by MEC. Although it was observed that in its operationalization the SINAES has assumed a more normative assessment and directed to establish rankings between courses and higher education schools than to establish a more qualitative assessment in this system. As regards the evaluation of the undergraduate course studied on this research and subjected to the three dimensions of evaluation proposed by SINAES (self-assessment, Evaluation of Courses and ENADE) it was not possible to verify an effective integration between the methods of assessing conducted. The results are considered separately, in only a partial view of the course evaluated the proposal what pits the SINAES as a system that involves the totality

O processo ensino-aprendizagem de hist��ria no ensino fundamental: seus limites, suas possibilidades

Study about the teaching-learning process in History, which intents to point limits and possibilities to this process, starting from its characterization and analysis and understanding of the concepts of history, time, society and culture, used by teachers and students. The field research was performed in the Municipal School of Basic Education Zumbi dos Palmares, located in the city of Jo��o Pessoa, Para��ba State, in the period between 1996 and 2006. To achieve the objective of the study, a number of research instruments were used, amongst which, interviews, questionnaires and exercises emphasizing conceptual learning. The theoretical-methodological premises of the qualitative research justify the use of these various instruments, and serve as base for the interpretation and analysis of the data. This study demonstrated that some limits and possibilities that are found in the teaching-learning process in History are originated in the school context of the 1st phase of basic education and remain in the 2nd phase of this education level, partly, because of the understanding that teachers and students have regarding the concepts of history, time, society and culture

A hist��ria escolar e a teoria da atividade: rela����es e possibilidades formativas no ensinar e aprender

This study investigates the manner in which the Activity Theory by Alexei Nikolaevich Leontiev contributed to the performance of a teacher who teaches History at the 8th year of elementary school, Escola Estadual Coronel Fernandes, in Lu��s Gomes - RN city. Her goal is to analyze the contributions of this theory in her teaching practice. It was opted by collaborative approach as formative strategy and was used as procedures for training of knowing the courses of study and thoughtful reflection sessions. It was used as techniques in the development of these cycles, the semistructured interview and the reflection sessions, the autoscopy and observation in real life. Regarding the theoretical foundation, held in these cycles, the teacher demonstrated to have appropriated some contributions from Activity Theory, besides relating them to her practice and understanding her importance to the improvement of teaching and learning of History. Concerning to the reflection sessions, the analysis showed that the participant has used of constructions of this theory and improved their practice, developing lessons of History so as to encourage student participation in oral and promote his integral development. The educational process, carried out on the practice of teacher, has shown an increase in her conscious learning that contributed to the improvement in their professional development. Before these findings, as needs for new thinking, this research recommends, especially the organization of teaching activities, based on this theory, which allows the teacher to improve the teaching and learning process contributing to student's full education

Um estudo sobre a aprecia����o do racioc��nio matem��tico na forma����o inicial de professores

The present work focused on developing teaching activities that would provide to the student in initial teacher training, improving the ability of mathematical reasoning and hence a greater appreciation of the concepts related to the golden section, the irrational numbers, and the incommensurability the demonstration from the reduction to the nonsensical. This survey is classified itself as a field one which data collection were inserted within a quantitative and qualitative approach. Acted in this research, two classes in initial teacher training. These were teachers and employees of public schools and local governments, living in the capital, in Natal Metropolitan Region - and within the country. The empirical part of the research took place in Pedagogy and Mathematics courses, IFESP in Natal - RN. The theoretical and methodological way construction aimed to present a teaching situation, based on history, involving mathematics and architecture, derived from a concrete context - Andrea Palladio s Villa Emo. Focused discussions on current studies of Rachel Fletcher stating that the architect used the golden section in this village construction. As a result, it was observed that the proposal to conduct a study on the mathematical reasoning assessment provided, in teaching and activity sequences, several theoretical and practical reflections. These applications, together with four sessions of study in the classroom, turned on to a mathematical thinking organization capable to develop in academic students, the investigative and logical reasoning and mathematical proof. By bringing ancient Greece and Andrea Palladio s aspects of the mathematics, in teaching activities for teachers and future teachers of basic education, it was promoted on them, an improvement in mathematical reasoning ability. Therefore, this work came from concerns as opportunity to the surveyed students, thinking mathematically. In fact, one of the most famous irrational, the golden section, was defined by a certain geometric construction, which is reflected by the Greek phrase (the name "golden section" becomes quite later) used to describe the same: division of a segment - on average and extreme right. Later, the golden section was once considered a standard of beauty in the arts. This is reflected in how to treat the statement questioning by current Palladio s scholars, regarding the use of the golden section in their architectural designs, in our case, in Villa Emo

Os jogos com regras na perspectiva do desenho universal: contribui����es �� educa����o matem��tica inclusiva

To think about a school that is for everyone has been a challenge for many people connected to education worldwide demanding from researchers of each level of knowledge an association to such effort. The study presented on this paper unites itself to the voices, movements and researches of these scholars, seeking to contribute on building possibilities on which mathematics can be thought and worked on schools in order for every student to learn, whether they have some sort of deficiency, disorders, syndromes or not. This essay has the goal to investigate the possibilities of inclusive pedagogical practices mediated by math games with rules, developed and used throughout the Universal Design perspective; a qualitative research took place with a collaborative methodology that involved managers, teachers and students from a public school situated on the city of Natal/Brazil. On the investigation math games with rules were developed and made according to the Universal Design concept, starting from initial studies which articulated theoretical groundings to the reality of school and the teacher s conceptions. After that, classes using these tools were planned collectively which oriented inclusive pedagogical practices of classes from the 1st to the 4th year of elementary school. Throughout the process many instruments such as: tape recording, video footages, notes from the researcher; the teachers and the students were used for constant work evaluation and also to record the research data. In the end, the data indicated effective contributions of the mediated pedagogical practices by games with rules under the perspective of Universal Design for Inclusive Mathematics Education

O atendimento educacional especializado no processo de inclus��o escolar, na rede municipal de ensino de Mossor��/RN

This dissertation aims to analyze the specialized educational services(AEE, Portuguese) implemented in four municipal schools of Mossor��/RN, with attention to the process of collaboration between regular classroom teachers and multifunctional resource classroom teachers. We use as theoretical reference the works of Vygotsky and others authors that write about education and collaboration. To accomplish the research we chose a qualitative approach, using as a methodological resources: study of cases, bibliographical, documental and field research. For the field research we make observations in regular and multifunctional classrooms. We produce group intervieus with regular and multifunctional teachers. From the analysis performed we identify that the concepts and the practices of teachers in regular classrooms changes, with integrationist predominance. The AEE s teachers had more inclusive conceptions and greater investment in continuing education than the regular classroom teachers. The practices of regular classroom teachers are more traditional, what makes the learning process more difficult for the students, even more for the students with disabilities and pervasive developmental disorders. Teachers of AEE was more interactive and creative, however, the attention to the students was more individual. In three of the four schools surveyed stand out the efforts of the teachers of specialist classroom to collaborate with regular school teachers, by notes, e-mails, phone calls and resource sharing. In one of the four was noted a good collaborative interactive between the AEE teachers and the regular school teachers. The school with the worst improvement was that in which the actions of the teachers of the AEE were limited to actions in multifunctional resource classroom. The resistance to these professionals was identified in the statements of the regular classroom teachers. Another issue raised was the lack of time for teachers to conduct AEE actions that contribute to the process of school students, because their working hours is restricted to the opposite turn in school. Transport difficulties for the students to attend the resource classroom multifunctional and the lack of dialogue with the health sector was challenges for the four schools. The families were with a practically constant interest to interact with the AEE teachers in the four schools. Thus, we believe that the presence of AEE school can make contributions to the educational process, however, it is necessary more attention to the collaborative process between teachers and the school community

A concep����o de ensino sob medida na obra hygiene mental e educa����o (1927), de Luiz Ant��nio dos Santos Lima

This dissertation examines the concept of the personalized teaching proposed by the physician and educator from Rio Grande do Norte Luiz Antonio dos Santos Lima, in his doctoral thesis "Mental Hygiene and Education," published in 1927. To do so, we start from the assumption that this thinker appropriated part of the educational theory formulated by ��douard Clapar��de - specifically, in the case of the teaching concepts of the personalized teaching and comprehensive education designed by the Swiss intellectual - and, considering the Brazilian social reality of early twentieth century, reframed these concepts, adapting them to the country context. To implement the proposed idea, the bibliographical study was the option chosen, and so was done through a theoretical research which had as a reference authors whose studies referred to the Brazilian historical moment in the late nineteenth and early twentieth century, our examined time frame. As for the understanding and the methodological analysis of discourse, seen as socially constructed, the Foucault postulations were studied under an analytical approach, in which the disciplinary society is analyzed from the relations of power and knowledge that exist in it. The main source of this research was the work of "Mental Hygiene and Education," published as a requirement to the obtainment of Luiz Antonio s medical degree by the Rio de Janeiro Medicine School. Thus, it was found that the conception of personalized learning to the comprehensive education of students, as proposed in the doctoral thesis of Luiz Antonio dos Santos Lima, was related to abnormalities of mental character that children could present. School education was thought in a way by the potiguar thinker that it could be applied as deep as the moral, intellectual and behavioral deviations of the individual were, making use of hygiene practices of the minds through a normalizing process towards a civilized and developed future of the Brazilian nation which would manage, watch and fix the thoughts of the school students

Contribui����es da investiga����o em sala de aula para uma aprendizagem das sec����es c��nicas com significado

In this work, the didactical possibilities of investigation use in classroom, through an experience with high school students from Federal Center of Technological Education of Para��ba, as well as the study of conic sections were analysed. In order to fulfill our goals the theoretical conceptions concerning the meaninful learning in conection with the investigation of mathematics history were taken into account. The classroom research occurred by means of activities which encouraged the learner to investigate his own concepts on the conic sections. The results of the proposed activities showed the effectiveness and the efficiency of such a methodology as regards the making up of the required knowledge. They also reveal that the investigation in the classroom guides the ones involved, in this process, to have a wider look at the origins, the methods used and the several representations presented by mathematics that certainly lead, specially the students, to a meaninful learning

Considera����es hist��ricas sobre a difus��o do pensamento Kleiniano no Brasil

This article describes the different moments that characterized the diffusion of Kleinian thought in psychoanalytic societies in Brazil. The article results from qualitative historical research based on interviews with thirteen psychoanalysts who participated in this process of diffusion. The first influences appeared in 1950, v pioneers trained either in Britain or in Argentina. The areas in which the Kleinians were pioneers -psychoanalysis of children and of psychotics - were the first aspects dealt with by this group in Brazil. Between 1950 and 1970 very dogmatic approaches were taken toward Kleinian ideas. As of 1980, with the publication of new, translations of Melanie Klein work and with the introduction of contemporary Kleinian thought, a more balanced use of this theoretical-technical model could been seen.