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Um estudo sobre o processo de institucionalização da responsabilidade social empresarial : estudo multicaso em montadoras de automóveis instaladas no Brasil e em Portugal
(Universidade Federal de São Carlos, 2011-11-11) Sousa, Leila Araújo de; Côrtes, Mauro Rocha; https://lattes.cnpq.br/9175620680035718
This research is aimed to break down into steps and analyze the process of institutionalization of Corporate Social Responsibility (CSR). Therefore, a bibliographical survey of the New Institutionalism in its sociological perspective was performed in an attempt to describe and characterize the steps of the institutionalization process, since the referred literature fully explains the adoption of social and environmental practices in the business environment. Subsequently, a bibliographical survey of CRS, as a subject of analysis, and of the main social and environmental variables (internal and external) that are part of the referred subject, was performed, based on the most accurate indexes and reports in Portugal and Brazil. Thus, considering the conceptual frameworks and case studies developed it has been possible to analyze the degree of institutionalization of each variable that composes the social and environmental responsibility in the studied companies, as well as the most important factors in the institutionalization process of CRS. In this context, car assembly plants set up in Portugal and Brazil were analyzed in order to verify the similarities and differences in the institutionalization process in the two countries. The results demonstrate that institutionalization can be broken down into additional and consecutive steps, demystifying the characterization of the process of institutionalization of organizational forms and practices as something that exists for the only purpose of determining whether something is or is not institutionalized. Besides, it was concluded that the most privileged dimensions and variables depend on the specific demands of each organizational field.
A exploração-investigação matemática: potencialidades na formação contínua de professores
(Universidade Federal de São Carlos, 2011-11-11) Lamonato, Maiza; Passos, Cármen Lúcia Brancaglion; https://lattes.cnpq.br/9619359782586567
This thesis work evaluated the formative potentialities in mathematical explorationinvestigation for the professionals teaching mathematics for children from six to eleven years old pre-school teachers, teachers of the elementary school, and a professor of mathematics (student in pedagogy) focusing: (a) the development of exploratoryinvestigative activities in a group of teachers which periodically meet together for share new professional experiences, and (b) professional pedagogic practices developed with reference to the mathematical exploration-investigation. The main question was described: What are the formative potentialities of the mathematics exploration-investigation for teachers engagement in developing mathematics teaching? . The context of this work was to obtain the data collection of a continuous forming group involving the participants and the researcher, in order to investigate this thesis qualitatively in narrative style evaluating the life experiencing representation, valuing the perspectives of the group participants, producing a text based in a continuous movement for life, representing, evaluating, and representing again. The material analyzed was composed by: video recordings transcribed by the researcher; written and oral narratives from researcher and participants; researcher´s diary notes; written data of teacher and their students and pictures. According with the data of the authors who analyze the mathematics explorationinvestigation, the professional apprenticeship, and formation in their life we could conclude that the explorative-investigative activities were the responsible for the increasing teachers knowledge of geometrical contents in their substantive and syntactic structures, and reflections about didactic resources. Besides, it was possible to evidentiate elements that relate tasks in a sequence, and the activities developed as promoter of problematization of professionals practices of the teachers. In the classroom of the first years of the elementary school, the activities were transformed in opened problems and explorationinvestigativon, with encouraging the creation of an environment of negotiation of meaning and communication of ideas with the children. This has enabled teachers apprenticeship for improve their knowledge about their students and how they might arguing, questioning and establishing investigative positions in geometry class and in other contents and about way of teacher s intervention to enable such situations.