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Violência em escolas com características de risco contrastantes
(Universidade Federal de São Carlos, 2009-02-09) Pereira, Ana Carina Stelko; Williams, Lúcia Cavalcanti de Albuquerque; https://lattes.cnpq.br/6962646759651464; https://lattes.cnpq.br/4721496386444127
The school context was pointed out as favorable in regards to violence prevention efforts. However, Brazilian studies revealed the existence of violence in the schools, in spite of the absence of valid instruments, and most studies without strict scientific methods. In addiction, these studies did not evaluate different violence risk schools, and few investigated its contributing factors. The present study encompasses two parts. Study 1 had as objectives: (a) to develop and conduct the apparent validity of an instrument to assess school violence, and (b) to develop and perform a pilot test of an instrument aimed at assessing school employees` perception about how a school violence prevention program should be. Study 2 characterized the violence experienced in three schools with diverse risk indicators, according to multiple informants, as well as the perception of the staff about school violence prevention, using the instruments developed in Study 1. Participants involved 706 students, from grades 5-8th, 88 employees of three public schools of Curitiba (Southern Brazil) and six researchers in the area of violence. The instruments were efficient and had good acceptance by the participants. Violence rates in the schools were high regardless of the risk that they were exposed to. Antecedents to aggressive behaviors were examined (i.e. to students victims the most frequent motive for aggressions was violent play). It was also shown that the most common modality of violent behaviors, according to victimized students, was name calling. Consequences to aggressive behaviors by students were also indentified, and the most frequent alternative in this regard was nothing happened . In general, students pointed out that the higher risk school did not differentiate from the intermediate risk school or from the minor risk school, although the minor risk school was more associated with violence than the intermediate risk school. According to staff, the higher risk school was more violent, followed by the intermediate school. The higher risk school was more associated with substance abuse by students, the existence of gangs, drug dealing, and possession of weapons. Staff considered relevant to prevent violence in the schools, but only the higher risk school employees declared it to be more important than other objectives. Psychologists and police officers, followed by parents, were the most frequent sources indentified in terms of involvement with school violence prevention programs. In conclusion, the present study was able to characterize how school violence presents itself, and to investigate contributing variables to the problem. Nevertheless, it is important to replicate the study, and to perform other steps in terms of validation of the instrument, as well as covering the aspects needed for intervention studies, in accordance with the literature.
O sistema de planejamento estratégico do Exército Brasileiro (SIPLEx) : uma análise da doutrina militar terrestre do Exército Brasileiro e do seu planejamento (2002- 2007)
(Universidade Federal de São Carlos, 2009-02-09) Silva, Carlos Eduardo de Melo Viegas da; Martins Filho, João Roberto; https://lattes.cnpq.br/5546295133411911
The object of this work is the land strategy of the Brazilian Army. It´s study is carried out by means of an analysis of the SIPLEx, which is the Brazilian Army Planning System, in use since 1985. As the purpose of an army´s planning system is the production of military power, the basics components that may generate this kind of power are discussed, among them the major the importance of military efficiency The Brazilian land strategy is detailed in terms of its doctrines. Are examined more closely the Alfa Doctrine (GLO Guarantee of the Law and the Order) and the Gama Doctrine (Amazon defense). It is discussed in what extent the Alfa Doctrine (GLO) represents a rupture with the strategicals concepts the Brazilian Army used to put in practice during the Cold War and it is also discussed the role of the guerrilla tactics in the Amazon defense.
Análise da aplicação de ferramenta computacional de modelagem e simulação humana no projeto de situações produtivas
(Universidade Federal de São Carlos, 2009-02-09) Moura, Daniel Braatz Antunes de Almeida; Menegon, Nilton Luiz; https://lattes.cnpq.br/5461487552981919; https://lattes.cnpq.br/5287608431146025
This research aims at presenting the human modeling and simulation contextualized by Ergonomic Work Analysis (EWA) and Probable Future Activities to assist in the design of new workstations. Two case studies in which human simulation was applied using the software Jack were analyzed. The first case study concerns the design of a new attendance counter in a Governmental Postal Company. The second concerns the design of a workstation in the production line of surgical needles in an industry of hygiene and medical products. The results indicate the contributions and challenges of using such technology in projects aiming envisaging issues of health and productivity. The use of simulation together with the Ergonomic Work Analysis (EWA) enabled predicting probable future activities and the participation and integration of actors involved in these social process.
A prática social da convivência escolar entre estudantes deficientes visuais e seus docentes: o estreito caminho em direção à inclusão
(Universidade Federal de São Carlos, 2009-02-09) Costa, Vanderlei Balbino da; Gonçalves Junior, Luiz; https://lattes.cnpq.br/9675106511430204
This piece of research entitled Social Practise in School Cohabit Between Blind Students And Their Teachers: The Narrow Path Towards Inclusion is the result of a work carried on between the years 2007 and 2008 in public primary schools from São Carlos, São Paulo State. In this study we found out that during decades people with disabilities have been marginalised, excluded and segregated. Thus, in this process there was no respect towards the other, the different one, the disabled. The reason for this study is that at school people with disabilities should be seen, considered, respected. In this work we sought to understand how the process of educational inclusion of regularly registered disabled students has been given in elementary and high schools of this municipality. In this scope our guiding questioning in this study was: What are the educational processes experienced by blind students in the social practise of school coexistence during compulsory education, especially in the dealings between teachers and students? The objectives of this study were: to comprehend the educational processes products of the social practise of school coexistence especially in the dealings between blind students and their teachers, particularly whether their teachers have contributed in a way that they might consider themselves as included students in the regular school teaching; and to investigate how the process of inclusion of blind students to the school regular teaching, where lessons are taught to students considered normal , has been carried out. Our methodological option in this study came to be qualitative research based on the philosophical principles of Phenomenology, which targets observation, comprehensive description of the experiences lived during the three months with the blind students and the dialogue relations between these individuals as well as with these individuals through participating observation. The proceedings were: getting close to the schools and surroundings; coexisting with these blind subjects in different educational contexts as well as in-classroom observation. Theoretical references are centred in the works of Dussel, Freire, Fiori, Brandão, among others, which made it possible for us to understand a little bit more about school education. We also made use of references which include the theme Inclusion, especially those referring to people with disabilities in the regular teaching. Finally for the Building of the Results there have been used the observations made in three of the schools of compulsory teaching, the data been systematically registered in field notes, as well as interviews with six blind students regularly registered in the schools observed. Results produced by this research led us to the conclusion that the process of Inclusion has been still carried out only in part, for we perceived the need for teacher formation, acquisition of didactic-pedagogical resources as well as adaptation of the school infrastructure to effectively receive the coming and staying of blind students to schools of São Carlos /SP.