Monthly Archive: January 2013

Douglas McGregor

These systems exist in all the organizations, each one with its contextual and particular form of being. All possess a high possibility of success, since that duly planned to adjust it the new and emergent conditions of work. In the primrdios of organizacional psychology the systems of behavior in the companies had as objective to recognize, and to manipulate in the possible measure do, the 0 variable of the actions human beings more significant than affected the longed for results. This initial target migrou for the study, understanding and ampler concern of the directions and manifestations of the human being in its daily work, such as: organizacionais changes, interpersonal administration of people, qualification and development, conditions and hygiene in the work, and relations. The new set of concerns of organizacional psychology and the work leads more positive results and can be observed through the individual performance of each collaborator, for the personal and professional satisfaction, and above all, for the personal and interpersonal development.

The personal development, by the way, is very important, a time that the acquired knowledge and abilities spontaneously are lead for the particular life, thus generating so desired empregabilidade continued. According to MAILHIOT (1976, P. 66), the productivity of a group and its efficiency narrowly are related not only with the ability of its members, but, over all with the solidarity of its interpersonal relations. However, each organization differs in the nature of the adopted systems and in the resulted consequences reached for them. These results, deriving of the different models of organizacional psychology, constitute a system of certainties that dominate the thought and that they affect direct and instantaneously the administrative cases. It is necessity that the managers know to recognize the nature, meaning the effectiveness of its proper managemental models. Douglas McGregor was one of first the scholars to call the attention for the managemental models.

Reading Text

Literature is a not pragmatic speech. It does not have no immediate practical purpose. Already for Barthes (1997, p.16), literature is the only alternative that the man has to escape of the power of the language that is closed without exterior. It is the magnificent hoax. She is in the text that the language must be fought and not in the message, of who it is only instrument.

2,2 Reading The reading is one of the forms of knowledge of the reality and is presented with a possibility of interaction of the man. It must be understood as dynamic activity that transforms the reader into co-author of the workmanship. In literature, reader and author have the same importance, therefore the text alone has literary value for the significao that is attributed to it by the reader with the practical one of the reading. Such exercise rare is perceived by the reader in the act of the reading (ISER, 1996). The reading is an activity specifically human being, conscientious and intentional who if constitutes in a complex and difficult task of if investigating and if to analyze. To this respect, Jean Foucambert it places that it is difficult to define what is reading for if dealing with an eminently polimorfa activity. For it, to read is to attribute meant, a time that this does not meet in the ready and finished text, in way that can be extracted.

It is the work of partnership between author and reader whom the attribution of meaning to any text makes possible. The author of the indices of what he can be interpreted, but fits to the reader to attribute sensible what he reads. The reading, as any communication, assumes that who chore with the message invests in it a sufficiently superior amount of information to that it extracts (not to confuse with that the author already placed, conscientiously or not).


As Cury (2001) to improve the Brazilian education is necessary that it has an effort of all the society to construct to the education quality that is a basic right of each citizen, proclaimed in our Constitution as the first one of the social rights. In accordance with Gentili (2002, p176) in the educational field ' ' a new speech of the quality must be inserted in the radical democratization of the right to educao' '. To admit that in a fully democratic society, it does not fit to exist contradiction enters the access to the school and the offered type of education in this school. Still in Gentili (2002, p.176) it affirms that: As well as it does not have democratization without equality in the access, neither it will have without equality in the quality received for all the citizens and without definitive abolition of any type of differentiation or social segmentation. For the author (2002), this does not mean to lower the level of all, in contrast, means to raise the quality of the education not simply and transforming it into a right and into a vendida merchandise what to give the best one offers. Therefore it is in the space of the public school that this right is exercised and not in the market.

The quality alone will be possible if not to exist the social dualizao. Quality does not exist when it is discriminated, when the maiorias are submitted to the misery and condemned to the marginality, when the right to the citizenship is refused more than the two teros of the population. For Gentili (2002, P. 177) ' ' quality for few is not quality, is privilgio' '. Our great challenge is in constructing a society for all, eliminating the excluded ones so that all can enjoy of the right to an extremely democratic education.

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