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[pt] O estudo O nó da rede: percepções dos agentes formuladores e implementadores sobre a política de correção de fluxo da/na alfabetização busca compreender as percepções que os agentes implementadores de nível da rua e de médio escalão possuem sobre as políticas de correção de fluxo e, principalmente, sobre o Projeto Carioquinha, implementado pela Secretaria Municipal de Educação do Rio de Janeiro no ano de 2019. Como referencial teórico este trabalho apoia-se nos estudos da burocracia de nível da rua, inaugurados por Lipsky. Numa perspectiva interdisciplinar, aproxima-se da Sociologia da Educação, olhando para os efeitos do fracasso escolar e da desigualdade educacional. A investigação, realizada por meio de uma abordagem qualitativa, se concentra na análise dos documentos pertinentes à política. Em seguida, examinou-se as bases de dados do Censo Escolar das escolas selecionadas. Finalmente, foram coletadas as percepções dos professores, coordenadores e gestores vinculados ao Projeto Carioquinha das escolas analisadas através de entrevistas semiestruturadas. Estas entrevistas foram realizadas no ambiente virtual em decorrência do distanciamento social imposto pela pandemia. A pesquisa confirma resultados anteriores de outros estudos da influência de variáveis como cor, origem social, participação familiar sobre o processo de ensino e aprendizagem. Além disso, em 2020, o acesso ao aparato tecnológico e a tecnologia despontam como fatores limitantes e desafiantes ao trabalho com os alunos matriculados no Projeto Carioquinha. Discute-se ainda a percepção dos agentes implementadores sobre suas expectativas na recuperação e/ou alfabetização dos estudantes do 3º. ano do Ensino fundamental dos Anos Iniciais inscritos no Programa de Correção de fluxo bem como suas potencialidades. / [en] The network node: perceptions of the formulating and implementing agents on the flow correction policy of/in literacy study seeks to understand the perceptions that street-level and middle-level implementing agents have on the flow correction policies and, mainly, about the Carioquinha Program, implemented by the Municipal Education Secretary of Rio de Janeiro in 2019. As a theoretical reference, this work is based on the studies of street-level bureaucracy, inaugurated by Michael Lipsky (1980). In an interdisciplinary perspective, it approaches the Sociology of Education, looking at the effects of school failure and educational inequality. The investigation, using a qualitative approach, concentrates on the analysis of the relevant policy documents. Next, the databases of the School Census of the selected schools were examined. Finally, the perceptions of the teachers, coordinators and managers linked to the Carioquinha Program were collected from the analyzed schools using semi-structured interviews. These interviews were conducted virtually due to the social distancing imposed by the pandemic. The research confirms previous results by other studies of the influence of variables such as color, social origin and family participation on the teaching and learning process. Furthermore, in 2020, access to the technological apparatus and the technology emerged as limiting and challenging factors in the work with students registered in the Carioquinha Program. It also discusses the perception of the implementing agents about their expectations in the recovery and/or literacy of the students from the 3rd year of the Elementary Education in the Early Years enrolled in the Flow Correction Program, as well as its potential.

The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach. A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom. A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods. It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach. / EDUCATIONAL STUDIES / MED (DIDACTICS)

The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach. A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom. A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods. It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach. / EDUCATIONAL STUDIES / MED (DIDACTICS)

[pt] Nesta dissertação foram desenvolvidas técnicas de controle por aprendizado acelerado e Neuro-Fuzzy, aplicadas em um sistema servo-hidráulico para ensaio de fadiga. Este sistema tem o propósito de fazer ensaios em materiais para prever a resistência à fadiga dos materiais. O trabalho envolveu quatro etapas principais: levantamento bibliográfico, desenvolvimento de um controle por aprendizado acelerado, desenvolvimento de um controle por aprendizado Neuro-Fuzzy, e implementação experimental dos modelos de controle por aprendizado proposto em uma máquina de ensaios de materiais. A implementação do controle por aprendizado acelerado foi feita a partir do modelo de controle desenvolvido por Alva, com o objetivo de acelerar o processo de aprendizagem. Esta metodologia consiste em fazer um controle do tipo bang-bang, restringindo a servo-válvula a trabalhar sempre em seus limites extremos de operação, i.e., procurando mantê-la sempre completamente aberta em uma ou outra direção. Para manter a servo-válvula trabalhando em seus limites de seu funcionamento, os instantes ótimos para as reversões são obtidos pelo algoritmo de aprendizado, e armazenados em tabelas específicas para cada tipo de carregamento. Estes pontos de reversão dependem de diversos fatores, como a amplitude e carga média da solicitação, e são influenciados pela dinâmica do sistema. Na metodologia proposta, a lei de aprendizado inclui um termo de momentum que permite acelerar a aprendizagem dos valores das tabelas constantemente durante a execução dos testes, melhorando a resposta a cada evento. O desenvolvimento de um controle por aprendizado Neuro-Fuzzy foi motivado pela necessidade de ter um agente com a capacidade de aprendizado e armazenamento dos pontos ótimos de reversão. Este modelo de controle também consiste na implementação de um controle do tipo bang-bang, trabalhando com a servo-válvula sempre nos seus limites extremos de operação. O instante de reversão é determinado pelo sistema Neuro-Fuzzy, o qual tem como entradas a gama (dobro da amplitude) e o valor mínimo do carregamento solicitado. O processo de aprendizado é feito pelas atualizações dos pesos do sistema Neuro-Fuzzy, baseado nos erros obtidos durante a execução dos testes, melhorando a resposta do sistema a cada evento. A validação experimental dos modelos propostos é feita em uma máquina servohidráulica de ensaios de fadiga. Para este fim, o algoritmo de controle proposto foi implementado em tempo real em um módulo de controle CompactRIO da National Instruments. Os testes efetuados demonstraram a eficiência da metodologia proposta. / [en] In this thesis, accelerated learning and Neuro-Fuzzy control techniques were developed and applied to a servo-hydraulic system used in fatigue tests. This work involved four main stages: literature review, development of an accelerated learning control, development of a Neuro-Fuzzy control, and implementation of the learning control models into a fatigue testing machine. The accelerated learning control was implemented based on a learning control developed in previous works, introducing a faster learning law. Both learning control methodologies consist on implementing a bang-bang control, forcing the servovalve to always work in its operational limits. As the servo-valve works in its operational limits, the reversion points to achieve every peak or valley in the desired history are obtained by the learning algorithm, and stored in a specific table for each combination of minimum and mean load. The servo-valve reversion points depend on a few factors, such as alternate and mean loading components, while they are as well influenced by the system dynamics. In the proposed accelerated methodology, the learning law includes one momentum term that allows to speed up the learning process of the table cell values during the execution of the tests. The developed Neuro-Fuzzy control also consists on a bang-bang control, making the servo-valve work in its operational limits. However, here the instant of each reversion is determined by the Neuro-Fuzzy system, which has the load range and minimum load required as inputs. The learning process is made by the update of the Neuro-Fuzzy system weights, based on the errors obtained during the execution of the test.The experimental validation of the proposed models was made using a servo-hydraulic testing machine. The control algorithm was implemented in real time in a C-RIO computational system. The tests demonstrated the efficiency of the proposed methodology.

Secondary Education reform efforts have focused on perpetual achievement gaps for more than a decade, highlighting the essence of state level standardized test scores in reading and math, among diverse student groups in relation to their white peers. The reauthorization of ESEA (2013), is a reform effort described as the Student Success Act, whereby the expectation of student success is described in terms of all students graduating from high school, both college and career ready. The concept of no child left behind remains at the base of the law, which designates federal funds for education programs designed to ensure equal access to educational opportunities for all students regardless of their demographics. In the 21st century, a major challenge of secondary school reform efforts is to guarantee equal access while supporting overall student success in accelerated learning environments. The major purpose of this study was to explore the perceptions of African American high school students’ on their experiences of success in accelerated learning programs, including Advanced International Certificate of Education (AICE), Advanced Program (AP), and International Baccalaureate (IB). Other key interest areas of influence on their perceptions of success included academic efficacy, ethnic identity awareness, and future aspirations. The theoretical frameworks of Bandura’s social cognitive theory (1986), Erikson’s (1968) identity development theory, McClelland’s (1961) human motivation theory, Benard’s (1993) resiliency theory, and Phinney’s ethnic identity development model (1992) framed this research study. Using a qualitative design, in-depth interviews were conducted to obtain thick, rich, detailed materials to gain a deep understanding of the self-concepts, beliefs, and views of how African American high school students think about key influences on their success in accelerated learning programs. Data analysis applying a thematic approach through an inductive and interactive systematic process of data coding and analysis generated themes regarding knowledge strengths, academic and cultural diversity, resource systems, stereotypical expectations, future focused, commitment to give back to the community, and networking for progress. Implications for secondary education policy makers include the need for a more comprehensive resource system, to address opportunity gaps in accelerated learning programs, and expectations gaps in the preparedness of diverse students for college and careers. Understanding African American high school students’ experiences of success may assist in fostering an environment of wholeness and inclusion, in turn possibly leading to a full health approach to student success, including the physical, psychological, mental, and spiritual/inspirational aspects of human development for optimal learning and increased academic and overall life success among African American high school students and all diverse student groups.

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