Navegando por Data de Publicação, começando com "2015-08-17"

Filtrar resultados por ano ou mês

Agora exibindo 1 - 3 de 3

O documentário venezuelano contemporâneo (2005-2013) paradigmas, práticas e formas de representação
(Universidade Federal de São Carlos, 2015-08-17) Maggi Balliache, Daniel Vicente; Gamo, Alessandro Constantino; https://lattes.cnpq.br/8208629144314123; https://lattes.cnpq.br/7831407411763165
This work presents the results of a survey on narrative features found on contemporary Venezuelan documentary, specifically, the feature and medium length (over 30 minutes) films released in Venezuelan theaters between 2005 and 2013. We go through the work of several film critics who have written about Venezuelan documentary from the 1960s to the 1990s. In the critical review of this framework, we distinguished paradigmatic moments of documentary activity in the country, which unfold in particular forms and practices of representation. These paradigms, practices and forms dialogue with our contemporary corpus and allow us to identify three sets of films: one of leftist and militant documentaries; another, of works revolving a nationalist-populist paradigm; and finally, one we call of "ideological diversity", which moves away from the representation of Venezuelan working classes and the popular culture. The thesis describes ideological, aesthetic, narrative and thematic peculiarities of these three groups of films, and produces a film analysis of three titles, each of them belonging to one of these groups.
Gestão estratégica de Tecnologia da Informação (TI) no serviço público: estudo de caso do Comitê Gestor de Tecnologia da Informação (TI) do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP)
(Universidade Federal de São Carlos, 2015-08-17) Prando, Elton Cesar; Ferraz, Maria Cristina Comunian; https://lattes.cnpq.br/2893153253924855; Rigolin, Camila Carneiro Dias; https://lattes.cnpq.br/2388584081961836; https://lattes.cnpq.br/0416951746820483
The purpose of this work is to check if and how the strategic planning of information technology occurs in organizations of the Federal Public Administration (FPA) from the case study of the elaboration, implementation and control of the Director of Information Technology Plan (DITP) in the Federal Institute of Education, Science and Technology of Sao Paulo. The mandatoriness of preparing this strategic plan comes from the planning needs in public authority in the Federal Constitution of 1988 and also from the prerogatives of the Reform of the Public Management of 1995, which introduced the New Public Management (NPM) character of management from the results in the FPA. The methodology consisted of a case study with members of the Information Technology Committee from the Federal Institute of Education, Science and Technology of São Paulo, whose members are Coordinators of Information Technology (CIT) of all campuses of the organization. This committee is responsible for IT policies and preparing the DITP. The data collection procedure as well as the bibliographic and documentary research were the field research, by carrying out in-depth interview with the Chair of the IT Committee and the questionnaire application with the CIT. The main focus of this research is to verify the perception of the CIT campuses in the studied institution because they are responsible for disseminating the goals prescribed in this planning and for the checking if the goals are being fulfilled in the units in which they work as IT professionals. The main results found that many of the interviewed people are not aware of the DITP and the strategic issue that is linked to this document and that they make it just an operational document reduced to a mere instrument for the legal and bureaucratic compliance with the acquisition of goods and IT services.
Educação e assistência social : interfaces para o atendimento de alunos com deficiência
(Universidade Federal de São Carlos, 2015-08-17) Marchesini, Isadora González; Rose, Tânia Maria Santana de; https://lattes.cnpq.br/3726292298571344; https://lattes.cnpq.br/3584759794146965
Characterization studies on how are being conducted the educational service and the service of social assistance provided to people with disabilities, as well as the way it has been taking place the relationship between these services are still rare. Studies with such outbreaks could contribute to a better understanding of how the sessions are taking place and if they are in line with public policies, achieving the expected goals with people with disabilities and provide insight for the improvement of care. The research aimed to characterize and analyze the educational service and social assistance offered to a group of students with disabilities, from the parents’ perspective and of the teachers of room of resources. Participants were seven mothers of disabled students attending schools in the state system of public education and two resource room teachers, one active in teaching disabled hearing and visually impaired and other disabled in intellectual education. Among the seven students attending the resource room, four were enrolled in primary school and three in high school, aged between 10 and 17 years. Among the students two have hearing loss, two have learning difficulties, one has visual impairment, one has intellectual disabilities and one has multiple disabilities. To collect data we used two interview scripts containing questions regarding the characteristics and assessments of mothers and resource room teachers on the educational service and social assistance provided to students. The results for the educational services indicate that mothers perceive the Specialized Educational Services (SES) held in the resource room as the main teaching condition for the children learning guarantee, moreover, expressed satisfaction with care and with close contact with the SES of teachers. The teachers' reports indicate that the SES seek help students over come difficulties and to support academic learning; indicate the need more time and frequency to meet each student; report that communication with teachers of regular classes is infrequent and the contact from the school personnel with the social worker does not occur, and the teacher considers that the family should be responsible for seeking the service of social assistance. The results show that 57% of students receive social assistance benefits as the Continuous Cash Benefit (CCB) and benefits of Bolsa Família Program (BFP). Discusses the improvements required for the actions of those involved in care remain in line with the actions and objectives set forth in the special education policy and social assistance policy.