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Estratégia de operações e gestão ambiental: estudo multi-casos em empresas industriais certificadas ISO-14001
(Universidade Federal de São Carlos, 2018-08-14) Ribeiro, José Roberto Soares; Alves Filho, Alceu Gomes; https://lattes.cnpq.br/7885557554922569; Torkomian, Ana Lúcia Vitale; https://lattes.cnpq.br/2321084184622795; https://lattes.cnpq.br/1770447254018648
The aim of this doctoral thesis was to verify if the environment could be considered in the Operations Strategy (OS) as a new competitive priority of the Operations, together with Cost, Delivery, Flexibility and Quality. For this, it was analyzed how the Environmental Management (EM) and the OS are related in ISO-14001 certified industrial companies. Data were collected through bibliographic research, semi-structured interviews, systematic observations and documentary consultation. It was a research with a qualitative approach using the case study technique in the companies Natura Cosméticos S/A, Tilibra Produtos de Papelaria Ltda. and companies X and Y. The results pointed out that the environment can be considered in the OS a new competitive priority of Operations, thus constituting a factor of competitive differentiation, but in conjunction with Innovation and Sustainability or Triple Bottom Line. EM, on the other hand, constitutes an infra-structural decision area of the OS, being able to base the Competitive Strategies (CS) of differentiation or of low cost. That is, the company can work the environment as a factor of competitive differentiation or only of qualification next to the consumer market, being able to extrapolate the objective of complying with the legislation or corporate guidelines. In any case, the environment may be in the Mission, Vision and Values of the company and its OS, having the potential for competitive differentiation, for to leverage of the company in your market, also for to reduce cost through continuous improvement projects involving consumptions of imputs, such water and energy.
Mecanismos de compensação fisiológica e alocação de recursos no desenvolvimento de Canavalia ensiformis DC. (Leguminosae, Papilionoideae)
(Universidade Federal de São Carlos, 2018-08-14) Curiel, Aline Cristine; Agostini, Kayna; https://lattes.cnpq.br/5894768661755535; https://lattes.cnpq.br/3713950623917859
Vegetative and reproductive phases of plant growth differ in their metabolic activity, which is greater during the reproductive period and consequently, requires more energy. Physiological compensatory mechanisms are alternatives used by plants when the energy demand is greater or resources are scarce, in order to obtain the necessary energy. The main examples are: increase the photosynthetic rates or allocate resources from other organs. This study aimed to verify what physiological compensatory mechanisms Canavalia ensiformis uses to supplement the greater energetic demand during the reproductive phase. The photosynthetic activity was evaluated measuring the parameters: sub-stomatal CO2 concentration, CO2 stomatal conductance, transpiration rate, photosynthetic rate, and leaf temperature. The data collection was done throughout the day using a portable photosynthetic measurement system (LCi-SD). The resource allocation dynamics of the species was evaluated by quantifying the biomass accumulation in plants harvested in the early stages of flowering, fructification and physiological maturity. Canavalia ensiformis flowering was premature and although the leaf number increased, the leaf area decreased between flowering and fructification. The photosynthetic activity parameters were higher during the reproductive phase, except for photosynthetic rate, which was slightly higher during the vegetative phase. The high temperature observed during the data collection suggests that the photosynthetic activity variation is related to climatic conditions and not to the phenological phase. The dry mass values were greater in the fructification stage and the biomass accumulation decreased between this stage and the physiological maturity period, indicating that the energy produced was allocated to the seed production instead to the vegetative growth. There is no evidence of resource allocation from roots, suggesting this species balances resources distribution, not using physiological compensatory mechanisms to obtain the energy required during the reproductive phase.
Família-escola: curso de formação para professores pré-escolares de alunos do público-alvo da educação especial
(Universidade Federal de São Carlos, 2018-08-14) Borges, Laura; Cia, Fabiana; https://lattes.cnpq.br/5999108571365402; https://lattes.cnpq.br/4828937301601338
The family and school relationship has been pointed out by many researches as one of the factors favoring the development and learning of students of the target audience of special education (TAEE), especially in childhood. However, the lack of training and information on part of professionals who work with these children on how to attract and involve the family in the school are also highlighted by the studies in the area by turn the relationship difficult. Therefore, this study has as a general objective to plan, implement and evaluate a family and school relationship training course for teachers of pre-school students in the targeted public of special education. The specific objectives were: (a) analyze the family and school relationship, according to the teachers opinion before and after the training course; (b) analyze the family and school relationship according to family members opinion before and after teachers in the training course; (c) analyze the relationship between family and teachers throughout the training course; and (d) assessing the social validity and structure of the training course. Fifteen family members and 15 pre-school teachers from TAEE students from public, private and special schools participated in the study. The data collection took place in three stages: the first one, the pre-test, carried out through a questionnaire to the teachers and their families; the second, the training course, held at the university's premises, consisting of 10 meetings lasting two hours each, applied only to the teachers; and the third stage, the post-test, in which the questionnaire used at the beginning of the research was again applied, in order to verify possible modifications. To perform data collection and respond to the research objectives, in addition to the questionnaire used for the pre- and post-test, field diaries were also used which the teachers completed weekly reporting the established contacts with the relatives of their target student, and the intervention evaluation questionnaire, applied at the last meeting of the course. The qualitative data were analyzed by content analysis and the quantitative data were analyzed through measures of central tendency and dispersion. The results of the pre and post-test of the teachers indicated a discrete increase in the frequency and duration of the meetings with the families. They also started to have more contact with family members, however, the frequency with which they planned these meetings decreased. The variety of media used diminished, prevailing personal contacts. There was an increase in the evaluation of the personal participation, the participation of the family members and the relation established, except for the evaluation of the posture of the families who did not present expressive change. As for the pre and post-test of the families, it was verified an increase in the frequency and duration of the meetings with the teachers, variation in the subjects treated and greater initiative on the part of the teachers for the contact. Teachers started to plan meetings less, while family members began to plan more often. Time is a question present in the factors that hinder and prevent the establishment of contact, being pointed as a factor that could be modified aiming to improve the meetings. In addition, both participants pointed to school-related factors as harmful or impeding the contact, and in the post-test, the families indicated more questions related to themselves. In general, the evaluations of the postures and the productivity of the meetings will vary because of events in the relationship; however, the positive ones remained more frequently. It was noticed that the family had a more positive perception of the teachers, than these had of the relatives. In several situations, the family's satisfaction with the family and school relationship was higher compared to the teachers. In relation to the monitoring of the relationship of dyads through the field diaries, there is a marked individuality and specificity in the cases, preventing generalizations. No substantial changes were identified in the quantities, frequency, and duration of the contacts, and the subjects dealt with the specific situations by which the dyads were passing. The analysis of the teachers regarding the posture of the family and the contact established varied according to the subject treated and the responsible involved. Evaluations were found to be more positive and favorable over the period, with specific cases in which the evaluation decreased due to events in the family. Evaluations were found to be more positive and favorable over the period, with specific cases in which the evaluation decreased due to events in the family. Regarding the social validity and structure of the course, most of the participants stated that they were satisfied, indicating that the course helped in the teaching practice and in the relationship with the families of the student. The negative aspects of the course were punctual and diversified, indicating the group's heterogeneity regarding their preferences and needs, in order to meet the needs that interfered with their practice at that time. By means of the specific modifications identified in the post-test and in the established practical relation, and by the evaluation carried out by the teachers, it is considered that the applied training course model is an interesting and feasible strategy in order to train and inform teachers about the relationship with the families of his students.
Na semente já existe um baobá: capoeira, educação e transformação socioambiental
(Universidade Federal de São Carlos, 2018-08-14) Ferrari, Maíra Miller; Logarezzi, Amadeu José Montagnini; https://lattes.cnpq.br/6153358744019882; https://lattes.cnpq.br/6412888658400402
Every social experience produces and reproduces knowledge, this circle of actions presupposes one or more epistemologies. Considering the current social-economic crisis it is essential to rethink the knowledge process and its connection with the reality consisted of the knowledgeable subject and the sensible object. On this matter, this thesis questions. For what reason has the hegemonic epistemology eliminated the cultural and political contexts of knowledge production and reproduction from its reflections? What are the consequences of this decontextualization?Are other epistemologies possible today?How to build knowledge despite the european thinking monopoly? Which are the possible contributions of Capoeira to establish other epistemologies valuing brazilian social and environmental reality and transforming it? We’ve tried to identify how capoeira, as a afro-brazilian social practice, can engender emancipatory educative processes which will contribute to the development of sustainable societies. A field research was developed at the Kilombo Tenendé, a capoeira angola a nd permaculture center, coordinated by master Cobra Mansa and located in the city of Valença in Bahia State. Also at the Corrégo do Mel a research center of education, health and sustainability through capoeira angola , permaculture and spagyric, which is coordinated by master Índio a nd located in the São Gonçalo do Rio das Pedras, in Minas Gerais state. And finally at the Associação de Capuêra Angola Paraguassú, c oordinated by master Jaime from Mar Grande in Itaparica island, in the Bahia state. The results, analyses, and developments of the research are presented in the II part of this work through articles. The investigation is guided by the critical communicative methodology grounded in Paulo Freire’s and Junger Haberman’s theories. Guided by dialogue and assessments the work is a process built collectively by the researcher and all individuals involved in the researched contexts. Beyond observation, interpretation, description, and comprehension of the social and environmental reality we sought to transform it. We identified in the Capoeira universe educative processes grounded on the afro – brazilian knowledge diversity, therefore those are emancipatory processes since they arouse reflections on consumption, ethnic-racial relations, folk wisdom, food production, ancestral heritage, etc. Thus, these educative processes grounded in african epistemologies are fundamental to the intentionality and intelligibility of socially fair and environmentally sustainable societies.