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)

Experiências subjetivadoras no limite da pele: Uma análise de práticas discursivas inscritas em tatuagens

This research aims to study the constitution of subjectivities in discursive practices included in imagistic and verbal texts of tattoos. Seeks to grasp the effects of meanings which translate emotions, experiences and disaffection that marked and / or transformed the lives of tattooed subjects. This thesis was anchored in Foucault's theories (1990, 2010, 2012) that address ways of subjectivity from the writing itself, transgression technologies as overshoot, opening new possibilities for discursive subject producing care of itself. Still notions from this analysis of French discourse (AD), as interdiscourse and discursive memory are used. The nature of qualitative research intends to contribute to the understanding of discourse as social practice constitutive of meaning in ways of being of the subject, as well as production of discourses about social norms. The corpus is composed of testimonials and imagistic and verbal texts of five subjects, among the ten respondents who tattooed experiences in the skin. The results show data demonstrating the constitution itself through lived experiences and printed on the skin. The meanings generated in the skin are types of subjectivities that reflect happiness, resilience, protection and immortality. We conclude that our subjects are positioned discursively in order to rebuild their bodies and experiences as necessary and that the images and statements recorded in bodies produce effects felt around the reflection about the ways of life and the existence choices of each one of the tattooed subjects.

Nostalgia do espaço e do tempo: uma leitura da obra memorialística de Câmara Cascudo

This dissertation addresses the work of the memoirs of the potiguar writer Luís da Câmara Cascudo (1898 - 1986) from an integrated reading of four works that comprise: O Tempo e Eu (1968), Pequeno Manual do Doente Aprendiz (1969), Na Ronda do Tempo (1971) and Ontem (1972). Produced under the contingency of the modern movement and urban reform, memories Cascudo evoke the old landscapes of old, populated by those who belonged to the old romantic and provincial Natal that no longer exists, but which still survives in the idealized memory author and that is (re)constructed by him from a written permeated with touches of imagination and a sense of nostalgia. Seeking to analyze how is the process of building memoirist of Cascudo, as well as reflect on the role that memory plays in the (re)construction of a time and a lost space, we used the studies of Maurice Halbwachs (2006) and Ecléa Bosi (1994). Within this theoretical framework, we seek, above all, to understand not only how the lived experiences of Cascudo will work in this matter of his memory, but also as this will guide a writing that touches on the history and social frameworks of the past

Experiências de vida e a formação do compromisso pró-ecológico

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

A construção autobiográfica e memorialística em oiteiro: memórias de uma sinhá-moça

In this research, we intend to deliver a possible reading of the narrative Oiteiro: memórias de uma Sinhá-Moça (1958), by the writer Magdalena Antunes, placing it within the context of the Brazilian Literature of Rio Grande do Norte. The author’s personal and social relations described in her book as well as the outcomes within an autobiographical, memorialistic and fictional approach will be under inquiry here. Our intent is to reach an understanding of the autobiographical aspects in Antunes’ work that reveal the “writing of the self” and its probable fictional traits, by means of the tensions identified in the narrative. For this reason, we rely on contributions by Lejeune (2008); Amorim (2007; 2012); Walty (1985) and Iser (2002), among others. Aditionally, Antunes’ work is also constituted of a memorialistic nature, which emerges in the book through the reinterpretation of memories based on the author’s childhood and adolescence. For a theoretical description of those moments, we will utilize some conceptions on individual and collective memory and the thoughts of Henri Bergson (1999) and Le Goff (1984), as opposed to the contributions brought by Maurice Halbwachs (2006) and other authors.

Família e escola: memórias de letramento

The school has the social function of educating the individual, building knowledge, attitudes and values that make supportive, critical, ethical and participatory. It is understood, however, in this study, these functions will only be, in fact, met at school if the family engagement at school. As a result, the objective of this research is to rescue the stories of families literacies yesterday and today and their expectations forward to school literacy of children. Theoretically, this research is based on studies of literacy (STREET, 1984; KLEIMAN, 1995; TFOUNI, 1995; 2010; OLIVEIRA, 2008) and in research on family literacy (HEATH, 1982; 1983; DANTAS; MANYAK, 2010). Methodologically, it is a qualitative research which fall within the field of Applied Linguistics (MOITA LOPES, 2006), characterized as an approach of the kind interpretative (MAYRING, 2000; CRESWEL, 2010). It takes as research area Municipal School Councilman Jose Sotero - Igapó / Natal-RN, using data generation tools such as: interview, questionnaire, teaching sequence and conversation wheel, aiming to seek answers to the following questions: How important to recover the reading and writing practices of the parents? What are the relationships between the history of the parents and the reading practices prevalent in the family? Which way to articulate these two systems: family and school, giving new meaning to the literacy practices experienced in the family context and the implications of literacy in school literacy of children? From the analysis of the data generated is expected to understand the family-school binomial and its interference in the literacy process of the students.

Família e escola: memórias de letramento

The school has the social function of educating the individual, building knowledge, attitudes and values that make supportive, critical, ethical and participatory. It is understood, however, in this study, these functions will only be, in fact, met at school if the family engagement at school. As a result, the objective of this research is to rescue the stories of families literacies yesterday and today and their expectations forward to school literacy of children. Theoretically, this research is based on studies of literacy (STREET, 1984; KLEIMAN, 1995; TFOUNI, 1995; 2010; OLIVEIRA, 2008) and in research on family literacy (HEATH, 1982; 1983; DANTAS; MANYAK, 2010). Methodologically, it is a qualitative research which fall within the field of Applied Linguistics (MOITA LOPES, 2006), characterized as an approach of the kind interpretative (MAYRING, 2000; CRESWEL, 2010). It takes as research area Municipal School Councilman Jose Sotero - Igapó / Natal-RN, using data generation tools such as: interview, questionnaire, teaching sequence and conversation wheel, aiming to seek answers to the following questions: How important to recover the reading and writing practices of the parents? What are the relationships between the history of the parents and the reading practices prevalent in the family? Which way to articulate these two systems: family and school, giving new meaning to the literacy practices experienced in the family context and the implications of literacy in school literacy of children? From the analysis of the data generated is expected to understand the family-school binomial and its interference in the literacy process of the students.

A produção textual no ensino fundamental: processo de retextualização com o gênero memórias

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

O significado da educação popular na formação dos trabalhadores de saúde: estudo com base em experiências de extensão universitária

A Saúde do Trabalhador (ST) refere-se a um campo do saber que compreende as relações entre o trabalho e o processo saúde/doença de modo articulado a um corpo de práticas teóricas interdisciplinares. No contexto das possibilidades para se efetivar a ST na amplitude que exige este conceito, diferentes iniciativas de Educação Popular em Saúde se articulam com demandas do Controle Social em Saúde, permitindo novas abordagens para configurar a formação crítica e ativa de trabalhadores de saúde e movimentos sociais no mosaico das políticas de ST. Nessa direção, os projetos de extensão universitária orientados pela Educação Popular têm desvelado caminhos metodológicos e novas possibilidades teóricas de pensar a Atenção à Saúde do Trabalhador, de forma articulada com a necessidade de re-significar o processo de formação dos profissionais da saúde, com ênfase no cuidado integral na atenção à saúde. O estudo promovido por ocasião do Doutoramento em Ciências da Saúde propiciou a avaliação do impacto e da potência das ações destes projetos na reorientação do cuidado guiado pela educação popular no campo da saúde do trabalhador. A sistematização foi utilizada como principal estratégia metodológica para a produção dos dados analisados, além de estratégias de pesquisa qualitativa como constituintes da fase exploratória do estudo, tendo como técnica central, nesse sentido, o grupo focal. Os resultados mostraram mudanças significativas no processo do cuidar em saúde guiado pela educação popular, A reorientação de práticas e saberes, coadunadas aos princípios fundamentais do Sistema Único de Saúde, foi observada nos sujeitos que participaram da experiência. A sistematização da experiência permitiu ainda concluir que estratégias de diálogo, organização político-social e troca de experiências de vida se apresentam como cenário significativo no compartilhamento de cultura e saúde do trabalhador, oportunizando crescimento coletivo e melhor qualidade de vida.

Processo identitário profissional: as experiências formativas de licenciandos do curso de Física - UFPI

In this research, we have as study object the identification process with the profession of students of the Undergraduate course for preparing professors for teaching Physics of the Federal University of Piauí. We start from the following question: - What relationships can be established among the senses given by the students to the group of the experiences lived in their initial formation and the identity construction as teacher? The presupposition is that the process of identification with the profession can contain formative experiences that are impossible to be reduced to the situations of disciplines learning. We considered that, in the development of the process of professional identification, the articulations and the connections that the students established with themselves, with the others - their formative teachers, managers - and with the world - the University, the public school - they should be understood in the interdependence relationships, consubstantiated in the experiences lived during the initial stage of their formation. Therefore, our objective is to understand the process of identification of the students with the teaching profession, based in the senses given to their formative experiences. In order to get this aim, we used the methodology of the Comprehensive Interview, and we chose as methodological and theoretical principles: the multi-referential theoretical framework, 'configuration and interdependence', the relationship among 'identity and alterity', the sensitive hearing and the 'intellectual craft'. The study is organized in two parts: the first, contains two chapters, that have introductory character. The second part is unfolded in five chapters, and it constitutes the development of the thesis. In the "paths", we revealed, starting from the actions and intentions that mobilized the students, processes involved in the choice of the course, and, this way, the initial identifications with the being an university student. We looked for to identify possible dissonances among the curriculum 'instituted and instituting', as well as the implications of its management of the formative experiences of future teachers. In short, we tried to capture, through the speeches of a group of students, the signs, the images and the senses of their formative experiences, which indicate as a vision of how their teaching profession is built. With this study, we sought to contribute for the researches on the field of degrees, taking as axis the formative processes that configure those courses. Finally, that the proposition of professor formation politics should be fundamentally based in internal demands, lived in the formative processes.

Crenças e experiências de professores no PIBID de Língua Inglesa : interação e ressignificação?

There are diverse studies about beliefs in Applied Linguistics since 1970 or so (BARCELOS, 2004), especially beliefs about teaching and learning Foreign Languages. The research about beliefs and experiences of English language teachers, who take part in a program of teaching incentive (Pibid), and, therefore, are immersed in public schools for elementary education, is relevant, once the (ac)knowledgment of these beliefs related to their teaching and learning experiences allows these teachers to reflect about the aspects that involve their teaching practice and their role as teachers of English language. The present work aims to investigate the interaction of beliefs and experiences related to foreign language teaching and learning of teachers who are participants of Pibid, in the subproject of English Language at the Federal University of Uberlândia (UFU), in 2013. The objective is to identify the beliefs and experiences about teaching and learning that the pre-service teachers (PI), the coordinator teacher (PF) and the supervisor teachers (PS) of the program show and how their beliefs and experiences influence each other and can or cannot be redefined. This is a qualitative and interpretative master’s research, in which I analized one narrative of each PI, one interview of PF and another of each PS, and, also, two meetings – the first between the PF and the PIs, and the second between all the participants in the subproject. All the data was collected at the end of their participation in Pibid, approximately one year and six months later. Therefore, I raised some beliefs and experiences about English language teaching and learning present in the teachers’ discourse and analized excerpts in their speech that evidenced the interaction with other participants and its influence to the formation, confirmation, demystification and redefinition of their beliefs. The results of this analysis bring elements that may help the constant reflection of university teachers, teachers in practice and pre-service teachers about the aspects that involve the teaching experiences in public schools.

Entre Grande Otelo e Sebastião: tramas, representações e memórias

A versão impressa está dividida em volume 1 e 2.

NARRATIVAS DE EXPERIÊNCIAS VIVIDAS POR DOCENTES E DISCENTES COM USO DE TECNOLOGIA DE INFORMAÇÃO E COMUNICAÇÃO – TDIC NA EDUCAÇÃO BÁSICA

Vivemos um período de transformações políticas, econômicas, sociais e culturais que, a todo instante, nos impõe desafios. Neste contexto, nas últimas décadas, o uso da tecnologia tem sido ampliado na realização de diversas atividades cotidianas, na divulgação de informações, na comunicação, como forma de expressão e organização da sociedade. A escola, enquanto instituição social, precisa reconhecer esta nova realidade, esta diferente possibilidade de aquisição e transformação de saber, para que possa intervir, ressignificar e redirecionar sua ação, a fim de atender as demandas de seu tempo. O objetivo geral desta pesquisa, a partir da apresentação e análise de experiências realizadas com o uso de Tecnologias da Informação e Conhecimento, é o de refletir sobre como inserir estas ferramentas no processo de ensinar e aprender na escola a partir da visão de professores e alunos, visando a formação integral do educando. Deste modo, no desenvolvimento, entendemos como necessário conhecer e considerar o contexto histórico, bem como as perspectivas relacionadas a escola e seus protagonistas (professores e estudantes) na chamada Sociedade da Informação e do Conhecimento. Ressaltamos a importância do docente (sua formação) e seu papel de mediador nos processos de aprendizagem, assim como a recepção à tecnologia, observando função e espaço de atuação desta. Destacamos experiências com a utilização de TDIC, realizada por professores e alunos, como a produção de game, revistas científicas, escrita de histórias, produções artísticas, blogs, vlogs, discussões em grupos presentes em redes sociais. A metodologia utilizada nesta pesquisa é qualitativa, na modalidade de pesquisa-ação e narrativa, em função do envolvimento com o grupo e com as atividades desenvolvidas, nas quais os participantes compartilham com o pesquisador suas histórias pessoais e de aprendizagem relacionadas às ações ou às atividades que realiza, fornecendo informações e indícios relevantes sobre o seu processo de formação ao longo do tempo. A revisão de literatura foi realizada por meio de análise bibliográfica e documental em livros, teses, dissertações, periódicos específicos sobre o assunto, além de artigos publicados na Internet. A coleta de dados foi realizada a partir de conversas informais, entrevistas semiestruturadas e filmagem dos relatos. A análise foi realizada a partir da abordagem hermenêutico-fenomenológica, que busca descrever e interpretar fenômenos da experiência humana, a fim de investigar a essência por meio da identificação de temas. Os resultados apontam para a necessidade e possibilidade da ampliação da utilização de TDIC como recurso no processo de ensino e aprendizagem, por meio de formação, diálogo, interação, intencionalidade, expectativas, esperança e seus desdobramentos.

Anais do II Congresso Internacional de Marcas/Branding : conexões e experiências

Organização: UNIVATES, Instituto Politécnico de Leiria e Observatório de Marcas