concep����es de administra����o e administrador em tempos de capitalismo flex��vel: uma abordagem crítica

A tese trata de dois construtos s��cio-hist��ricos Administra����o e Administrador em face do capitalismo em sua fase flex��vel. Considerando as mudan��as do capitalismo, o texto estabelece como objeto de estudo as concep����es de Administra����o e Administrador, para o campo administrativo, na contemporaneidade. A tese �� suportada por uma pesquisa de campo cujo objetivo foi compreender criticamente as concep����es do campo administrativo sobre a Administra����o e o Administrador, em tempos de capitalismo flex��vel. Epistemologicamente, a pesquisa foi conduzida a partir da perspectiva crítica frankfurtiana, fundamentada em tr��s pares categ��ricos dial��ticos: (i) história versus naturaliza����o; (ii) pr��xis social versus sistema; e (iii) aliena����o versus emancipa����o; privilegiando o pensamento cr��tico vinculado �� primeira gera����o da Escola de Frankfurt. A literatura prevalente da ��rea de Administra����o foi revisada mediada pelas duas quest��es ontol��gicas que suportam a tese: O que �� Administra����o? e O que �� Administrador? para autores como Taylor, Fayol, Drucker, Ohno, Deming, Champy e Mintzberg. Metodologicamente, foi realizada uma pesquisa integralmente qualitativa, com uso de tr��s tipos de entrevistas: (i) entrevista narrativa com história de vida; (ii) entrevista com uso de elementos-est��mulo; e (iii) entrevista narrativa ficcional. Para compreens��o das narrativas, foi utilizada a t��cnica de an��lise hermen��utico-dial��tica. Os resultados indicam o predom��nio da concep����o pragm��tica-instrumental, no tocante �� Administra����o, pela qual ela continua a ser pensada e discursada como uma a����o tecnol��gica e teleol��gica, que utiliza saberes m��ltiplos e aprendizagens cambiantes como meios para alcance das finalidades do contexto organizacional mutante. Com rela����o ao Administrador, h�� a emerg��ncia da concep����o est��tica para apresent��-lo, quando vinculado ��s organiza����es. Por esta concep����o, h�� a migra����o do hist��rico estere��tipo do Administrador controlador e vigilante para a representa����o do Administrador como um profissional perform��tico. O segundo resultado, que se apresenta como o mais relevante em rela����o ao Administrador, �� o da fuga da profiss��o. A partir dos pares categ��ricos dial��ticos, esta tese prop��e algumas s��nteses provis��rias críticas: (i) história-naturaliza����o: os sujeitos tomam como naturais a organiza����o empresarial e suas demandas, naturalizando as recentes mudan��as que, entre outras coisas, reduzem os postos gerenciais; (ii) pr��xis social-sistema: pela concep����o pragm��tica-instrumental, as experi��ncias dos Administradores s��o concebidas a partir do confinamento funcionalista em uma organiza����o-sistema; (iii) emancipa����o-aliena����o: tanto a forma naturalizada com que especificam as organiza����es e sua Administra����o quanto a pr��xis interrompida velada em uma experi��ncia reificada mostram-se como fen��menos intrinsecamente e subjetivamente alienantes e contraemancipat��rios. Por outro lado, atrav��s do movimento de fuga da profiss��o, os entrevistados parecem (re)significar o sil��ncio fundador da aliena����o associada �� condi����o de Administrador: a de pensar como capital, e n��o se pensar como trabalho. Finalmente, o texto prop��e que as possibilidades de emancipa����o deste profissional residem na tomada de consci��ncia de sua condi����o como integrante da classe trabalhadora, mesmo em tempos de riscos e incertezas. Assumindo-se como trabalhador, o Administrador poder�� lutar pelo seu trabalho, repensando-o em novos termos, em que as dimens��es pragm��ticas-instrumentais que envolvem sua profiss��o possam ser dosadas e sempre mediadas por conte��dos substantivos e emancipat��rios

O ensino da história e o pensamento reflexivo-cr��tico da professora no 3�� ano do Ensino Fundamental

This collaborative research is a qualitative approach, from historical and cultural perspective, made about a teacher of third grade of basic education in the area of history, in the municipality of Caic�� / RN. It has as objective to investigate, in a collaborative action, if the design process of teaching and learning the discipline of history based on the relationship before / after allows the development of critical reflective thinking of the teacher in school practices. The theoretical and methodological approaches are supported in the postulates of Vygotsky (1998), Rubinstein (1973) and Linblinskaia (1979), among others, whose understanding has led us to reflect if the teacher develops the reflective critical-thinking in history discipline classes. The complexity of the study led us to an analysis exercise, using different methodological procedures, such as: bibliographic review of the literature, considering also the literature of the history area, interviews, observation in the classroom, video recordings and reflective sessions, enabling clarify the construction and reconstruction of thought that the teacher had been developing during the process of teaching and learning. The test results point to a dichotomy between theory and practice, and also to a certain fragility in the position of professor in teaching and learning the discipline of history, at the third grade of basic education. The teacher recognizes that she requires a theoretical deepening with more intensity, as a process of continuous training to improve the practice of teaching in history school, though, stating in her speech that her teaching practice is based on critical reflection. However, she presents serious limitations in classroom practices. We conclude that, although she has shown willing to work on a critical perspective of reality, showed also poor change at school practices, starting to reflect about her own actions, pointing her limits and the changes needed that didn t become reality yet. It s necessary a formative process for her. The study therefore showed that even with the sessions and reflective of deepening theoretical studies, the teacher does not change its profile, while maintaining its traditional vision in any pedagogical action. This research recommends the formation of school groups for further studies and discussion on the practices of education in history area from a reflective-critical thought perspective as a mean of personal and professional development

História da ci��ncia como estrat��gia did��tica no ensino m��dio: um breve olhar de conte��dos da ��ptica

From a critique of aspects of the current teaching of physics, we propose in this paper an investigation into the conceptions of Nature of Science (NOS) submitted by students from the high school level, as well as the inclusion of discussions about some elements of NOS, through the History and Philosophy of Science, understanding them as facilitating strategy for more effective learning of Physics and, more specifically, the contents of optics. Based on the historical period corresponding to Greek antiquity to the mid-nineteenth century, built and applied a teaching unit to a high school class at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) Ipangua��u campus. Our teaching unit involved the reading and interpretation of texts with historical content, observation and assembling five experimental activities, among other activities. Data analysis occurred through questionnaires investigative applied before and after the completion of the teaching unit, as well as questionnaires for content present in the texts. Although not significant, the results indicated that the application of the teaching unit allowed the (re) construction of some conceptions about NOS targets students present in our work, and contribute to a better learning content and greater optical science approach and its nature

Trocando Olhares: o desejo, o amor, a ang��stia e a dor na poesia de Florbela Espanca

In this work, Florbela Espanca poetry is analyzed. The objective is to prove that the loving thematic in her poetry tissues a connection among wish, love and sorrow. The psychoanalitic boarding is the basis to elucidate this connection,which begans with the sight, since mythology, passing by the portuguese literature begining periods and repeating itself in Florbela contemporanian poets. If Florbela poetry corroborates the portuguese literature tradiction, otherwise, it exposes the subject human being face, being a wishful creature

Da poesia ao poema: uma leitura do poema-Processo

Caract��risation du "Poema-Processo" au long de sa trajectoire entre les ann��es 1967 et 1972, au regard d��une lecture visant son insertion dans le mouvement d��avant-guarde de la deuxi��me moiti�� du XX�� si��cle, au Br��sil. On v��rifie la fa��on dont le mouvement du "Poema-Processo" s��est form��, comme d��doublement de l��art concret, ainsi comme ses ad��quations �� la conjoncture de son apparition au Br��sil, s����tablissant une comparaison entre la pratique du po��me et les propositions des manifestes lanc��s. L��analyse des po��mes s��lectionn��s d��montre leur co-relation avec les travaux visuels initi��s par les avant-guardes historiques, ainsi comme les r��ponses de la pratique po��tique �� la th��orie developp��e par les principaux repr��sentants, Wlademir Dias-Pinto, ��lvaro de S�� et Moacy Cirne. La production po��tique et culturelle de Moacy Cirne est abord��e en observant sa pratique sur trois points fondamentaux: la production po��tique, la critique litt��raire donnant de l��emphase �� la culture locale et au texte du "Poema-Processo", et la recherche du language des bandes dessin��es.

Na trilha do po��tico: um caso de ang��stia da influ��ncia

Diese These besteht aus der Analyse der Enteignungsverh��ltnisse und der Misselung, welche in den Texten der Ursprung des Kunstwerkes und die Hymnen H��lderlins vorkommen. Germanien und der Rhein sind in den 30en-Jahren letzten Jahrhunderts von Martin Heidegger verfasst worden. Ab anwendung der kritischen Methodologia von Harold Bloom und der starken Texgestaltung von Richard Rorty wird es deutlich, dass die Heideggers Lesungen der H��lderlins Poesia als ei Ersatzversuch der von Hegel entwickelte Kulturgeschichte ab deutescher ��berlieferung klassicher Studien, die das tragische Erlebnis der alten Griechen als grundlegender Punkt des Westen Daseins vorbringen, verstanden werden k��nnen. So verlegt Heidegger die Aufbauachse der Entstehungserz��lung des Abendlandes in Richtung Dichtkunst, indem er in seiner Wendung zum Dichterischen gleichzeitig auf der Suche nach einer abweichenden Feststellung der vorherrschaftlichen These ist, in welcher die Trag��die das grosse Antrittsereignis der westlichen Zivilisation darstellt, und dar��ber hinaus noch der Herstellung einer innigen Verbindung zwischen der Poesie von H��lderlin und Hesiudus, um die Enge der dichterischen ��berinstimmung zu zeigen, welche die alten Griechen und die zeitegem��ssigen Deutschen verbr��nde. Dieser geistige Aufbau Heideggers hat man somit als ein ��berholungsversuch Hegels Einfluss und Denkungsart zur Vollendung der von Nietzsche begonnenen ��berwindungsaufgabe des Hegelianismus��zu verstehen

Das rela����es entre imagin��rio e poesia na obra de Orides Fontela: o regime diurno da imagem

The present work seeks essentially to demonstrate how some anthropological structures of the imaginary, theorized by the French thinker Gilbert DURAND, projected themselves in a noticeable manner in the poetic work of the Brazilian poet Orides FONTELA. Chiefly we will demonstrate with great care in what way this projection and vivification occur through an imagination that not only materializes some fundamental archetypes of the human imagination, but also seeks to organize them through original poems in its form of presenting the poetic discourse, giving here a different contribution of the mythical or religious discourse, privileged places, since always, where the symbolic functions also manifest themselves

Pelo escuro: a poesia afro-brasileira de Oliveira Silveira

O presente estudo traz uma reflex��o sobre os discursos culturais afro-brasileiros e o lugar ocupado pela poesia em meio a uma sociedade racista. A pesquisa tem como prop��sito fazer um estudo da poesia de Oliveira Silveira (1968, 1970, 1977, 1981, 1987). Leva-se em considera����o a rela����o da produ����o po��tica de Oliveira com as propostas do movimento da Negritude e o di��logo l��cido que o mesmo estabelece com poetas vinculados ao referido movimento e como Silveira sugere dentro da literatura a negritude como uma forma de intersec����o na poesia brasileira. A proposta aqui apresentada observa tamb��m o hibridismo na po��tica de Oliveira Silveira ao se enfatizar um olhar sobre uma escrita comovida pelo tra��o do entre-lugar do discurso. Analisa-se a caracteriza����o de uma literatura gerada pelo tom de den��ncia ao desconstruir historicamente o que h�� muito tempo se estabelece como democracia racial . Em cumplicidade com a poesia regional do Rio Grande do Sul, a poesia de Oliveira vem permeada pela diversidade de ritmos que traduzem o legado da cultura negra mundo afora. Essa pesquisa sustenta-se nos estudos de Eduardo de Assis Duarte (2005, 2011) e Kabengel�� Munanga (2008, 2009) sobre Negritude e Identidade na literatura afro-brasileira, que se caracteriza como um movimento de consci��ncia pela reconstru����o ou mesmo revis��o hist��rica do que foi apagado no calabou��o dos navios negreiros. As leituras de Eduardo de Assis Duarte fomentam novos questionamentos, p��em em d��vida a exist��ncia de uma identidade essencialista. Aponta-se nessa travessia para uma pluralidade de identidades, constru��das por in��meros grupos culturais na encruzilhada dos diversos momentos hist��ricos. Analisam-se, portanto, a partir da crítica que Stuart Hall (2011) faz ao considerar as ideias de di��sporas, as fronteiras das margens no universo da p��s-coloniza����o. Por fim, h�� uma encruzilhada ao se pensar a partir de Kabengel�� Munanga, o discurso da negritude e da identidade negra nas rela����es sociais e culturais afrodescendentes

Coer����o e ruptura estil��sticas na poesia potiguar: a constru����o do ethos inventivo do poeta Jorge Fernandes

Within the poetic scenario of Rio Grande do Norte the publication of Livro de Poemas de Jorge Fernandes, in 2007, marks, in the imagery of the Potiguar community of poetry readers, producers and critics, the beginning of the social circulation of an inventive ethos associated with the poet Jorge Fernandes de Oliveira (1887-1953). Regarding the event mentioned earlier as a point of reference, this research investigates the construction of such ethos based on the counterpoint between the poet s individual stylistic choices and the stylistic options that prevailed in the lyric production of the Twenties in the 20th Century. The corpus comprises poetic texts (by the poet under discussion and by other poets who were, then, regarded as icons of the poetry of Rio Grande do Norte) and texts representative of local literary criticism (produced both during the Twenties and in other decades of the last century). Support to this analysis is grounded in Mikhail Bakhtin s theory of the utterance (mainly regarding style) and in Dominique Maingueneau s theory of the utterance (mainly regarding ethos). During the course of this investigation, the research has outlined an inventory of the prevailing individual stylistic choices of Jorge Fernandes de Oliveira and the reasons why such choices point out towards the inventive ethos associated with the poet.

Sinto uma infinita nostalgia do Oculto : vida e poesia, solid��o e morte de Walflan de Queiroz

El objetivo de esta Tesis es la investigaci��n literaria de la vida y la obra del poeta potiguar Walflan de Queiroz (1930-1995). Despu��s de m��s de 17 a��os de su muerte, su poes��a clama por una suerte crítica capaz de identificar sus caracter��sticas formales y est��ticas. En ese sentido, se realiza el rescate de la producci��n po��tica de Walflan de Queiroz, con el fin de ofrecer los elementos que motivaron su discurso, su lirismo. Se pretende demostrar sus principales temas, como por ejemplo, el tenor metaf��sico, la angustia existencial, las pasiones plat��nicas, la muerte, la soledad, el silencio y la influencia de los poetas extranjeros, especialmente de la tradici��n rom��ntica y simbolista, as�� como la manifestaci��n de la religiosidad, de lo sagrado desde siempre encadenada a diversas tradiciones religiosas del mundo. Siendo as��, la Tesis tiene como base te��rica los fundamentos de la tradici��n po��tica y del imaginario religioso diluidos a lo largo de todo el estudio

Eensino de l��ngua portuguesa: da forma����o do professor �� sala de aula

La reflexi��n crítica sobre la escuela y los quehaceres docentes ha favorecido la producci��n y la sistematizaci��n de nuevos saberes basados en fundamentos cient��ficos, principalmente sobre las pr��cticas pedag��gicas. En la ense��anza de Lengua Portuguesa, las investigaciones buscan comprender lo qu�� y c��mo se ense��a y se aprende durante la escolarizaci��n. En esa perspectiva, realizamos un estudio sobre la formaci��n del profesor de Lengua Portuguesa y sus implicaciones en la clase, buscando observar la actuaci��n de los alumnos-maestros en el contexto escolar, durante la realizaci��n de las Pr��cticas. Para tanto, elegimos como objetivo general, investigar c��mo la carrera de Filolog��a de la UFRN/CERES/Campus de Currais Novos promov��a la formaci��n de futuros profesores para atender a las expectativas de las pol��ticas p��blicas para la ense��anza de Lengua Materna. Como referencial te��rico, estudiamos los PCN, el proyecto pol��tico pedag��gico de la carrera y autores del ��rea de ense��anza de Lengua Portuguesa y de Educaci��n, entre ellos, Geraldi (1996), Travaglia (1996, 2003), Antunes (2003, 2007, 2009 y 2010), Lomas (2003), Figueiredo (2005), Marcuschi (2001, 2008), Oliveira (2010), Riolfi et al. (2008), Possenti (2003), Alarc��o (1996, 2001) Imbern��n (2011), Pimenta y Lima (2010) y Sch��n (1993). El estudio est�� situado en el ��mbito de la Ling����stica Aplicada y se caracteriza como investigaci��n cualitativa de naturaleza interpretativista, a partir de un abordaje de inspiraci��n etnogr��fica del ambiente de las Pr��cticas. En los resultados constatamos que los alumnos-maestros privilegian la ense��anza prescriptiva, fundamentado en una concepci��n de lengua como sistema, direccionando la ense��anza de la lengua para la direcci��n contraria al abordaje funcionalista (lengua / uso), distanci��ndose considerablemente de la propuesta de formar un alumno cr��tico y agente de transformaci��n. Respecto a la visi��n de los alumnos-maestros sobre la carrera, fueron listadas algunas cuestiones relevantes, entre ellas, los contenidos que hacen parte de la carrera, la distribuci��n de la carga horaria de los componentes curriculares, la revisi��n de las ementas, la oferta de asignaturas de inclusi��n social, la reorganizaci��n de las actividades de la pr��ctica en relaci��n al acompa��amiento y orientaci��n a los alumnos-maestros y, especialmente, la desarticulaci��n teor��a / pr��ctica que fue considerada como responsable por muchas de las dificultades encontradas por los referidos alumnos en la fase de regencia de clase en la ense��anza de Lengua Portuguesa en los niveles de ense��anza fundamental y media. De ese modo, a partir del an��lisis de estos significados construidos por los alumnos-maestros sobre el proceso de formaci��n en esa carrera de Letras, constatamos la necesidad de una revisi��n del proyecto de la carrera, pues ��ste presenta esas fragilidades que necesitan ser analizadas en funci��n de la mejor��a de la calidad de la ense��anza de la graduaci��n

Os desdobramentos do feminino na poesia de Florbela Espanca

This work has the purpose to analyze the female images unrolled at the Florbela Espanca (1894 -1930) poetry of her three books published, Livro de M��goas (1919), Livro de S��ror Saudade (1923) e Charneca em Flor (1931, posthumous), showing how the female mythic constituents Eve and Lilith advance among the books, delineating the female image which culminates to the female poet image, free of moral conventions and social principles in the beginning of 20th century. For this exam, we will apply the Imaginary criticism, and realize a short explanation about mythic archetypes theories from C.G. Jung, Mircea Eliade, E. Melet��nki and Gilbert Durand, theories that will lead us to make the connection between the mythic constituents and Nietzsche tragic constituents, from which we will explain how these female mythic images associated to reason and unreason mythic constituents, unrolled at the Florbela poetry, also reveal the tragic esthetic at her work

Sujeitos e atores sociais nas representa����es discursivas de docentes da rede estadual de ensino em Sergipe: uma an��lise crítica em tempos de Ideb

According to the studies in Applied Linguistics, this thesis is based on an interdisciplinary perspective (Critical Discourse Analysis, Sociology towards Social Change, Cultural Studies and Systemic-Functional Linguistics). The overall objective of the research was to analyze the discourses of Elementary School teachers in the state of Sergipe, by means of the discursive representations of the social actors, the processes of subjectivity and their fragmented identities in the context of standardized evaluations before the requirements of globalized pedagogical practices, based on the result-based management. The critical analysis of such discourses was motivated by the rapid pace with which the demands of innovation become part of the classroom, aiming at reaching the target in what concerns the indexes of the rankings which characterize the globalized discourse of the national education management, like Ideb (Basic Education Development Index), which makes teachers change their discourses, become silent or keep resistant. The work was initially endorsed by the theoretical lines of the Critical Discourse Analysis (FAIRCLOUGH, 2001, 2006), and poses a proposal for such purpose: the ASCD Discourse Sociological and Communicative Approach (PEDROSA, 2012, 2013). This is an interpretative-qualitative study of the Critical Discourse Analysis (FAIRCLOUGH, 2001, 2003; RAMALHO ; RESENDE, 2011) and to carry it out, semi-structured interviews were used as instruments of data generation (BAUER; GASKELL, 2011; GILL, 2011). Its corpus is composed of thirteen accounts of teachers from the Elementary school who teach Portuguese and work in the fifteen schools which were chosen to be the universe of the research at the Regional Board of Education (02) in the state of Sergipe. Such narratives are related to their impressions, expectations and actions which favor the management of results to which they have to submit themselves. The analytical overview of sociological and discursive line comes from the pan-semiotic categories (Inclusion and Exclusion) which appear in the theory of Representation of Social Actors (VAN LEEUWEN, 1997, 2008). To present the processes of subjectivity of these teachers, this work is based on the socio-analytical proposal of the classification of the subjects, which stems from the individual s work in the Gest��o Relacional de Si , which comes from the Applied Sociology (towards) Social Change (BAJOIT, 2006, 2009). The discursive analyses were guided word for word, in their majority, by having the Systemic Functional Grammar as their theoretical basis, specifically by the processes of the Transitivity System postulated by Halliday, (1985); Halliday and Mathiessen, (2004); Eggins (2004); Cunha and Souza (2011). The work makes the field of Cultural Studies emerge towards the dialogue and the presentation of the fragmented identities of the teachers in the context of late modernity (GIDDENS, 2002; HALL, 2011). The thesis promoted a reflection over the teacher s condition, who is immerse in this context of knowledge construction of the present Brazilian educational system, the standardized evaluations, the indexes of development, the targets and the rankings. The considerations and outcomes of such a research dealt with the teachers emerging social practices and the need of planned initial and continuing teacher education towards the new moment which is foreseeable