RESUMO

We revisit the optimal control problem with maximum cost with the objective to provide different equivalent reformulations suitable to numerical methods. We propose two reformulations in terms of extended Mayer problems with state constraints, and another one in terms of a differential inclusion with upper-semi-continuous right member without state constraint. For the latter we also propose a scheme that approximates from below the optimal value. These approaches are illustrated and discussed in several examples.

RESUMO

The article is focused on applications of the differential inclusions to the models of economic growth, rather than the model building. The models are taken from the known literature, and some modifications are introduced to reflect an additional inertia. The aim is to treat the uncertainty in the model parameters by using differential inclusions instead of the stochastic approach. The reachable sets for the models are shown, to assess the possible ranges of the outcome with given parameters uncertainty. The approach may be interpreted as a generalization to the system dynamics methodology, providing attainable sets instead of single model trajectory and simple sensitivity analysis. A comparison with Powersim risk analysis is provided. The models of Solow and Swan, Mankiw, Bhattacharya, Romer and Weil are used. A brief review of the models is given, and several examples of simple simulations, differential inclusion applications and optimization are presented.

RESUMO

Este artigo apresenta parte das reflexões efetuadas na pesquisa de mestrado "Políticas inclusivas no chão da escola: usinagens e rebeldias no front-dabatalha" realizada em duas escolas de um município situado na região norte do estado do Espírito Santo. Por meio de conversações buscou-se cartografar os processos de inclusão gestados nas práticas educacionais. Nosso temário geral foi a Educação Inclusiva, campo de intervenção usualmente associado à idéia de inclusão de pessoas com Necessidades Educacionais Especiais (NEE) no ensino regular. Abordamos o tema utilizando especialmente os instrumentos analíticos oferecidos por Michael Hardt e Toni Negri, e Michel Foucault acerca das práticas sociais, dos processos de inclusão e do biopoder. A pesquisa realizada apontou que os modos instituídos que tecem a Educação produzem o chamado fracasso escolar, invisibilizando recusas e inventividades. Apontou ainda, que modos de educar podem revolucionar processos de inclusão diferencial compondo alianças que fortaleçam essas vidas "marginais".(AU)

This article presents some reflections made on the masters degree research known as "Políticas inclusivas no chão da escola: usinagens e rebeldias no front-da-batalha" (Inclusive policy on the school floor: machining and rebellion at the battlefront). This research took place in two schools from a city at the north region of the state of "Espírito Santo" in Brazil. The inclusion processes managed by the educational system were mapped through reasoning. The main theme considered in the research was the Inclusive Education. This intervention field is usually associated to people with special educational needs who study at regular schools. The themes were approached following Michael Hardt, Toni Negri and Michel Foucault ideas regarding social practices, inclusion processes and biopower. The research showed that the school failure is produced by the established Educational ways. It also showed that the way people educate can revolutionize the differential inclusion processes, making alliances which strengthen these marginal lives.(AU)

Assuntos

RESUMO

Este artigo apresenta parte das reflexões efetuadas na pesquisa de mestrado "Políticas inclusivas no chão da escola: usinagens e rebeldias no front-dabatalha" realizada em duas escolas de um município situado na região norte do estado do Espírito Santo. Por meio de conversações buscou-se cartografar os processos de inclusão gestados nas práticas educacionais. Nosso temário geral foi a Educação Inclusiva, campo de intervenção usualmente associado à idéia de inclusão de pessoas com Necessidades Educacionais Especiais (NEE) no ensino regular. Abordamos o tema utilizando especialmente os instrumentos analíticos oferecidos por Michael Hardt e Toni Negri, e Michel Foucault acerca das práticas sociais, dos processos de inclusão e do biopoder. A pesquisa realizada apontou que os modos instituídos que tecem a Educação produzem o chamado fracasso escolar, invisibilizando recusas e inventividades. Apontou ainda, que modos de educar podem revolucionar processos de inclusão diferencial compondo alianças que fortaleçam essas vidas marginais.

This article presents some reflections made on the masters degree research known as "Políticas inclusivas no chão da escola: usinagens e rebeldias no front-da-batalha" (Inclusive policy on the school floor: machining and rebellion at the battlefront). This research took place in two schools from a city at the north region of the state of "Espírito Santo" in Brazil. The inclusion processes managed by the educational system were mapped through reasoning. The main theme considered in the research was the Inclusive Education. This intervention field is usually associated to people with special educational needs who study at regular schools. The themes were approached following Michael Hardt, Toni Negri and Michel Foucault ideas regarding social practices, inclusion processes and biopower. The research showed that the school failure is produced by the established Educational ways. It also showed that the way people educate can revolutionize the differential inclusion processes, making alliances which strengthen these marginal lives.

Assuntos