Reestruturação produtiva e terceirização : o caso dos trabalhadores das empresas contratadas pela Petrobrás no RN

This thesis is inserted on the discussion about the productive reframing and its reflexes concerning the world of work, in the current crisis stage in the capitalist way of production. This study deals with the impacts of outsourcing in relation to workers of companies subhired by Petrobras, in the State of Rio Grande do Norte, since decade of 1990. It is demonstrated that outsourcing in the oil sector, used mainly as a way to reduce costs of production, contributed to the raising of precarious conditions and relations of work. The transformation to the way of organization in the production, has intensified with the outsourcing, represented to the companies a bigger gain in productivity and a better control over the workers. These changings, that reconfigure the profile of the oil work force, allowed, among other things, reduction in numbers of the effective workers in the table of employees of Petrobras, the raising of relation concercing instable works, the raising in numbers of young workers, with a little or none qualification, reduction in the salary pattern of the professional class, illegal withholdment of labourite rights and the raising of risks to the health and security of the workers

Habitus docente e representação social do ensinar Geografia na Educação Básica de Teresina - Piauí

The literature about the Geography teaching has shown that most male and female teachers of this subject go on guiding their teaching practice based on the traditional Geography fundamentals, whose main characteristic consist in the description of places. The incorporation of scientific standards that change the old principles and concepts have not been happening, unless in a punctual way. The overcoming of the traditional Geography, related to the aspects accepted by the scientific field have not happened in Brazil yet, not only because of certain obvious obstacles, as the literature has been pointed out but also by symbolic obstacles, which block the incorporation of the new, of the non habitual action. One of those obstacles that motivated the accomplishment of this study was the social representations that are theoretically studied here under the perspective developed by Serge Moscovici. Then, the focus of this doctorate study is concentrated in the apprehension of the content and structure of the social representation of teaching of Geography and its relation with the habitus that gives form and social visibility to the ones who are teachers of that subject in Teresina. The consecution of this work was especially based on the Pierre Bourdieu´s praxiology, mainly on the concepts of social field, habitus and capital, as well as the theory of social representations, specifically on the approach of central nucleus developed by Jean-Claude Abric and Jean-Claude Flament. The initial hypothesis pointed out the existence of a Geographer´s primary habitus built through the development process of the geographic science field in Brazil, as a basis of production of a social representation of teaching geography . That representation, however, would act as a symbolic obstacle to the incorporation of the new scientific contents and pedagogical practice, which require from the teacher investigative and questionable attitude in the presence of the reality and contents approached in the classroom. That initial hypothesis laid on the theoretical purpose that it has been developed by Domingos Sobrinho (1997), which states that there is a narrow relationship between the habitus and social representation. The study was developed with male and female teachers of Geography from public schools of Teresina. The methodology involved the use of a questionnaire, the free-word association technique and deep interviews. The achieved results showed the presence of a complex process of representational construction and its articulation with a habitus produced by the synthesis of several situational and cultural referents, from among of them we can point out an insertion in a social field of practice exclusively related to the teaching and the reproduction of a professoral teaching (SILVA, 2003), built through the school development process, which those male and female teachers were exposed. The initial hypothesis that considered the local reproduction of a primary habitus of the Geography was denied, therefore, it was verified that there is not in Teresina the production/reproduction of the structures, rules and practice of the national scientific field, in which this subject is inserted. Hence, the incorporation of the new patterns of the geographic scientific knowledge is difficult because of the inexistence of a scientific habitus, that is, mental schema systems that would let the teachers mentioned above connect themselves appropriately to the science and its practices. So, it has gotten a social representation of teaching geography based on contents strictly related to the reproduction of structures, mental schema from the educational field which attach themselves to the hegemonic pedagogical practices in the national scope

Habitus, representações sociais e construção identitária dos professores de Maracanaú

In the last three decades, the subject of the teacher's social identity has been discussed under various theoretical focuses, not only in Brazil, but also beyond our borders. In this thesis, the theme is approached starting from the theoretical proposal that has been developed by Domingos Sobrinho (1994), which is strongly based in the epistemological approach between Pierre Bourdieu’s praxiology and the Theory of the Social Representations formulated by Serge Moscovici. It presupposes that this would make it easier to apprehend the process of construction of social identity of the investigated social group. The universe of the research is constituted by teachers of the fundamental teaching of the municipal district of Maracanaú, state of Ceará, that were active in class-room work there during at least three years, and were registered or had concluded the Course of Educational Formation promoted by UECE in that municipal district. Taking into account that the teacher's social identity is a process in permanent construction, resulting of their daily experiences and of the interferences originated from of the social context, the investigative tasks were implemented in two different stages, although they complement each other. Initially, with the objective of putting in evidence the genesis of the formation of that group’s habitus, an analysis of the family and school lives of eleven teachers who participated in the course was made, using as main sources of data: thematic memorials, semi-structured interviews and observations - inside and out of the class-room – during four school semesters. In the second stage a test of free association of words was applied to 426 teachers, seeking to apprehend the structure of the social representations of family and school – a methodological strategy considered necessary to enhance and identify certain outlines of the habitus in study, besides being in agreement with the theoretical model followed. It became evident from the results that the identity of Maracanaú’s teachers is molded and transformed into a multifaceted dynamic unit that shows successes and mistakes, certainties and doubts. For instance, besides an innovative speech seeking to reassure that teaching is a profession and not a simple vocation or mission, some discourse and attitudes are identified that point to the opposite direction, extolling the school as extension of the family, defending a parental relationship with the students, and looking at certain aspects of daily school life as “sacramental”. However, in the light of science such ambiguities and incoherences are inherent to common sense discourse, where the influences of the patterns and cultural references are present in the process of identity construction of the group, which was confirmed by the research of their social representations of family and school

Representação social do ensinar: a dimensão pedagógica do habitus professoral

Teaching is an activity inherent to the human condition. Historically, from the institutionalization of education, the key role to pursue that activity has been attributed to the teacher, who is required to adapt to the demands of each historical conjuncture. Currently, according to the new paradigmatic requirements, the teacher must possess various skills in order to handle the complex and challenging act of teaching. Assuming the existence of a gap between what the State and the scientific discourse recommend the teacher act upon in the classroom, a decision was made to identify the configuration and structure of social representation in the act of teaching, put forth by elementary school teachers in the public schools of Natal, RN, Brazil. Therefore, the research relied on the theoretical model developed by Domingos Sobrinho (1998, 2000, 2003), which articulates the praxeology of Pierre Bourdieu with the theory of social representations of Serge Moscovici (1978). It was intended to demonstrate how teachers habitus, in its due historical context, directs the construction of social representations in the act of teaching which guides the actions of the teacher, particularly in the classroom context. At the methodological level, the following methods and techniques were used: bibliographic and documentary review in order to identify the scientific discourse on the subject matter and the official parameters of educational regulation and the act of teaching; the Procedure of Multiple Classifications PMC in order to capture the configuration and structure of the representational content in focus, the direct observation of the classroom to identify in actual terms the social representation as "guide to action" as the theory preaches. From the standpoint of the analysis, quantitative data were analysed through Multidimensional Scaling MDS, covering in this study the Multidimensional Scale Analysis MSA and Smallest Space Analysis SSA; and non-parametric statiscal techniques. Additional data of qualitative value had to undergo categorical content analysis. It was then concluded that the teachers investigated guided themselves by social representation, the product of collectively constructed and shared assumptions about the act of teaching, forming a synthesis of different sources of information and knowledge acquirement, involving elements of common sense, religious habitus, pedagogic models considered outdated, the agencies responsible for teacher training and the hegemonic discourse about education today

Habitus, representações sociais e construção identitária dos profesores de Maracanaú

In the last three decades, the subject of the teacher's social identity has been discussed under various theoretical focuses, not only in Brazil, but also beyond our borders. In this thesis, the theme is approached starting from the theoretical proposal that has been developed by Domingos Sobrinho (1994), which is strongly based in the epistemological approach between Pierre Bourdieu s praxiology and the Theory of the Social Representations formulated by Serge Moscovici. It presupposes that this would make it easier to apprehend the process of construction of social identity of the investigated social group. The universe of the research is constituted by teachers of the fundamental teaching of the municipal district of Maracanaú, state of Ceará, that were active in class-room work there during at least three years, and were registered or had concluded the Course of Educational Formation promoted by UECE in that municipal district. Taking into account that the teacher's social identity is a process in permanent construction, resulting of their daily experiences and of the interferences originated from of the social context, the investigative tasks were implemented in two different stages, although they complement each other. Initially, with the objective of putting in evidence the genesis of the formation of that group s habitus, an analysis of the family and school lives of eleven teachers who participated in the course was made, using as main sources of data: thematic memorials, semi-structured interviews and observations - inside and out of the class-room during four school semesters. In the second stage a test of free association of words was applied to 426 teachers, seeking to apprehend the structure of the social representations of family and school a methodological strategy considered necessary to enhance and identify certain outlines of the habitus in study, besides being in agreement with the theoretical model followed. It became evident from the results that the identity of Maracanaú s teachers is molded and transformed into a multifaceted dynamic unit that shows successes and mistakes, certainties and doubts. For instance, besides an innovative speech seeking to reassure that teaching is a profession and not a simple vocation or mission, some discourse and attitudes are identified that point to the opposite direction, extolling the school as extension of the family, defending a parental relationship with the students, and looking at certain aspects of daily school life as sacramental . However, in the light of science such ambiguities and incoherences are inherent to common sense discourse, where the influences of the patterns and cultural references are present in the process of identity construction of the group, which was confirmed by the research of their social representations of family and school

Habitus, representações sociais e a construção do ser professora da educação infantil da cidade de Campina Grande - PB

We present here the results of a study whose objectives were to identify the social representation of being a professor of early childhood education in Campina Grande - PB, in the public state and municipal levels, and detect structural diagrams of a possible mental habitus of professorial faculty of education child, which would form the basis for the construction of this representation. As a theoretical base, we adopted the model developed by Domingos Sobrinho (1998, 2000, 2003, 2010, 2011), which articulates the Theory of Social Representations, Serge Moscovici, and the foundations and concepts of Pierre Bourdieu praxiology. It is based also on the Central Nucleus Theory, which focuses on the structural approach of social representations. Thus, puts in evidence the relational dynamics and symbolic, through which individuals come into contact, describe, understand and reproduce the outside world in his image and likeness. 199 teachers participated in the study of child care and pre-schools of Campina Grande - PB and 109 of the state. The methods and techniques used were: a) participant observation of everyday life of teachers of kindergartens and preschools, b) semi-structured interview, c) free associations of words with inducing the expression 'being a professor of early childhood education is ...' and d) semi-structured questionnaire. The data were analyzed in the case of interviews through the categorical content analysis, as proposed by Bauer (2010); free-associations, using the software Ensemble L'Analyse des Programmes Permettant evocations (EVOC), developed by Vergès (2002), which combines frequency and average order of recall (or association) and the questionnaire data, the Statistical Package for the Social Sciences (SPSS). It was verified the existence of a unique social representation shared by the population studied, but its content is structured differently. For local teachers, the centrality of the content is given by the elements commitment, dedication, responsibility, and rewarding teachers for this state revolves around the elements of love, patience, and rewarding responsibility. However, it is constructed mainly based on the related produced by a religious habitus and maternal habitus, which are part of the genesis of the establishment of professorial habitus in focus, among other cultural references of secondary influence. We conclude that a teacher of early childhood education actually researched, is materialized in the practices of educating and caring, in a clear fusion of the role of teacher and mother

Programa de apoio a planos de reestruturação e expansão das Universidades Públicas Federais (REUNI): repercussões na UFRN

El presente trabajo tiene como objetivo analizar la implantación del Programa de Apoyo a Planes de Reestructuración y Expansión de las Universidades Federales (REUNI) así como su papel en la reconfiguración de la Universidade Federal do Rio Grande do Norte, resaltando sus repercusiones en la gestión y organización de la universidad. Para la realización del trabajo, entre los procedimientos técnicos, utilizamos la revisión de literatura, el análisis de documentos y las entrevistas semiestructuradas. La revisión bibliográfica ha permitido profundizar en conceptos importantes sobre la temática, priorizando los contenidos referentes a los conceptos de globalización y neoliberalismo; La reforma del Estado y sus repercusiones sobre las políticas de educación superior brasileña; directrices de documentos internacionales y nacionales que definieron la organización de este nivel de enseñanza. Los estudios indican, en relación a la expansión de la UFRN, que las metas pactadas del REUNI fueron atendidas casi en su totalidad. Sin embargo, cualitativamente, no se puede afirmar que el REUNI haya tenido un impacto positivo, pues además del incremento de plazas y de la creación de cursos nuevos, que en su mayoría fueron cursos nocturnos, ha habido un aumento sustancial en relación a la cantidad de alumnos por profesor, lo que demuestra que dicho incremento también se da por la racionalización de los recursos humanos y de la estructura físca existentes. Desde esta perspectiva, el REUNI originó varias modificaciones en la forma de gestionar los servicios en la UFRN, mereciendo especial atención la intensificación del proceso de transformaciones en la concepción de una gestión burocrática a una gestión desde la gerencia, resaltando la cultura instituída con el contrato de gestión. En ese sentido, la utilización de las metas y de los indicadores de desempeño pasa a adquirir cada vez más importancia como forma de acompañar y evaluar el cumplimiento de las acciones pactadas, pues de este cumplimiento depende la concesión de recursos financieros. Dentro de este contexto, el Programa se ha caracterizado por dar continuidad a las políticas de privatización para la expansión de la educación superior brasileña, provocando la inserción en las universidades públicas federales, de un modelo de organización fundamentado en el paradigma de la gerencia y la administración, que conlleva así, a la mercantilización de los bienes y servicios académicos

Reestruturação da disciplina "Física I" do Curso de Tecnólogo em Gerência de Obras de Edificações do CEFET/PB

The aim of the present paper is to reorganize a discipline on technological physics so that the construction site of civil engineering becomes a natural environment of learning, providing the learner with the association between theory and practice as well as allowing the subject to process, in real time, information generated from his cognitive constructions and his contextualizations. Thus, a sequence of actions was taken into account: firstly, the programme was developed in the classroom, sharing with its contextualized information through experiments done under supervision by the learners in laboratories; secondly, the data which associate physics with construction were collected and, to do so, technical visits to construction sites were realized, providing the learner the association between the theory and the practice in a suitable site to the constructivist approach. As a result, the first discipline on physics of the Curso de Tecnólogos em Gerência de Obras de Edificações do CEFET/PB was re-structured in terms of syllabus, methodology, application and evaluation. In fact, this work deals with a dynamic process that gathers and gives emphasis to teaching, learning, technology, information, creativity, competence and abilities in a constructivist learning process and, as a consequence, having allowed institutional engagement

A percepção dos docentes da UFRN sobre o programa de apoio a planos de reestruturação e ampliação das universidades federais - REUNI

In recent decades higher education in Brazil has gone through several changes. The Programa de Reestruturação e Expansão das Universidades Federais REUNI has been the greatest overhaul performed by the government in public universities in the last years. REUNI is presented as the biggest reform in tertiary education in contemporary times, having as the main goal a gradual increase in the average rate of conclusion in live learning graduation courses up to 90%, as well as a rate expansion of graduating students in face to face classes per professor. This research aims at studying the perception of professors from UFRN concerning the REUNI program in execution from 2008 until 2012. The study seeks to understand how professors evaluate the program and what the dimensions that most influence in this evaluation are. The study made use of a research tool (survey) which was sent through the internal system of the university, SIGAdmin, to all professors of superior teaching from UFRN. The answers generated by the survey were processed using SPSS statistical software (Statistical Package for Social Science). Factorial Analysis and Multiple Linear Regression were used as an analysis technique. 180 answers were obtained, reaching all UFRN Centers and some academic units, as well as some campuses in the countryside of the state. Through the research was possible to analyze how professors from UFRN perceive the REUNI program implemented in the institution. The results point to the program approval by the professors. Statistical tests showed that the average values obtained in the Centers and academic units are basically the same. It was demonstrated that the extent that most influenced in the answers is linked to practical outcomes of the program, whereas the knowledge of REUNI goals was the least that impacted on the marks given to the program. Another dimension which influenced the perception of professors relates to the influence of REUNI in their activities. It was observed that professors from UFRN don t see REUNI as an impediment to them

A motivação e o significado do trabalho de bancários: estudo comparativo entre dois momentos do processo de reestruturação produtiva

This master s dissertation deals with motivation and the meaning of work amongst bank employees. This is done considering a cognitive perception. Work is understood here under a social and subjective comprehension, once it deals with significance attribution. Motivation is the process that rules choice of the different possibilities of individual behavior, all of which according to the Expectation Theory. This study aims to analyze the implications of the productive restructure, since it is related to technological innovation, organizational changes and management, in motivation and work significance. Thus, the objective of the research is to verify motivational differences and the meaning of work amongst bank employees. This is done in two distinct moments of the productive restructure of bank employees in Natal-RN. The research is divided in two parts. In the first one, changes that occurred in banks between 1999 until 2005 were identified by the means of interviews with 7 bank managers. The analyzed perspective was training intensifying, quality emphasis of customer attendance, the use of automation/technology, staff stabilization, change in staff profile, work intensification, etc. In the second study the Inventory of Motivation and Work Meaning was applied. Thus, questions related to work focus, social demographic data, in 187 bank employees were dealt with. The collected data was compared to data from previous work. It was observed that productive restructure has a reflection in the meaning of work increasing self-expression, economical reward, and responsibility in work conditions. All of the item mention beforehand maintain the level of inhumanness and consummation and respond as being the characteristics of the real work environment. On the other hand, bank employees value less justice, self-expression and more the survival perspective, implying instrumental values to work. As for motivation, it is increased among bank employees. These employees have greater expectations that their work produce results since they believe in their interference in work results

Uso de lodo de esgoto na reestruturação de solo degradado

O uso do solo nem sempre dá lugar a um novo sistema ecológico sustentável, seja de lavouras, seja de pastagens. Com isso, solos utilizados intensamente e de forma inadequada são levados à degradação. Nesse sentido, este trabalho teve como objetivo estudar a influência do lodo de esgoto na recuperação de propriedades físicas de um Latossolo Vermelho degradado, cultivado há 2,5 anos com eucalipto (Eucalyptus citriodora Hook) e braquiária (Brachiaria decumbens) no município de Selvíria, MS. O delineamento experimental utilizado foi em blocos casualizados com seis tratamentos e quatro repetições. Os tratamentos foram: 1-vegetação de Cerrado; 2-solo exposto sem tratamento para recuperação; 3-solo cultivado com eucalipto e braquiária sem uso do lodo de esgoto e adubação mineral; 4-solo cultivado com eucalipto e braquiária com adubação mineral; 5-solo cultivado com eucalipto e braquiária com uso de 30 Mg ha-1 de lodo de esgoto; e 6-solo cultivado com eucalipto e braquiária com uso de 60 Mg ha-1 de lodo de esgoto. Nas camadas do solo de 0,00-0,05; 0,05-0,10; 0,10-0,20; e 0,20-0,30 m, foram estudadas as propriedades físicas do solo: macroporosidade, microporosidade; porosidade; e densidade do solo. Na braquiária foram avaliadas as matérias verde e seca e, no eucalipto, a altura média de planta e o DAP (diâmetro à altura do peito). Concluiu-se que o solo estudado está sendo recuperado por meio dos tratamentos estabelecidos. Dentre eles, destacam-se os tratamentos com a utilização do lodo, que influenciaram as propriedades físicas do solo, proporcionaram mais rendimentos de matérias verde e seca da braquiária e promoveram maior crescimento das plantas de eucalipto. O crescimento vegetal, a densidade do solo, a porosidade total e a macroporosidade foram os melhores indicadores da recuperação do solo.

A newly recognized syndrome of marfanoid habitus; Long face; Hypotelorism; Long, thin nose; Long, thin hands and feet; and a specific pattern of language and learning disabilities

Here, we report on a newly recognized syndrome in a Brazilian family with three affected women, who had a Marfanoid habitus; long face; hypotelorism; long, thin nose; long, thin hands and feet; and language and learning disabilities. The disorder is compatible with autosomal dominant inheritance. (C) 2007 Wiley-Liss, Inc.

Trabalho e reestruturação produtiva no Brasil neoliberal: precarização do trabalho e redundância salarial

O objetivo do artigo é tratar das mutações sociais que ocorrem no mundo do trabalho a partir da era neoliberal no Brasil. Examina-se a precarização do trabalho como sendo elemento compositivo do novo metabolismo social que emerge com a reestruturação produtiva do capital e a constituição do Estado neoliberal. Apresenta-se como bases objetivas da precarização do trabalho, a intensificação (e ampliação) da exploração (e espoliação) da força de trabalho, o desmonte de coletivos de trabalho e de resistência sindical-corporativa; assim como a fragmentação social nas cidades em virtude do crescimento exacerbado do desemprego em massa.

A reestruturação do território da região fumageira de Alagoas (1890-2013)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Da escola de ofício a profissão educação física: a constituição do habitus profissional de professor

Study addresses the question of elements that constitute the habitus of professional teacher, and the construction of teacher identity the starting point. As a result it was concluded that the professional habitus consists of a grammar-generating practices, routines and schemes involving didactic actions, hexis body and posture.