Submitted by Priscilla Araujo (priscilla@ibict.br) on 2016-08-10T18:57:33Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Pesquisa_Andre_Appel_2014-06-26_final.pdf: 1939404 bytes, checksum: 6982e0d84650c64e682e9739977b6ccf (MD5) / Made available in DSpace on 2016-08-10T18:57:33Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Pesquisa_Andre_Appel_2014-06-26_final.pdf: 1939404 bytes, checksum: 6982e0d84650c64e682e9739977b6ccf (MD5) Previous issue date: 2014-03-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho teve como objetivo analisar a relação entre novas práticas de produção colaborativa de conhecimento científico e o desenvolvimento e uso de plataformas tecnológicas de amparo à pesquisa colaborativa, movimento conhecido como e-Science, levando-se em consideração as diferentes visões, perspectivas e interesses dos atores atuantes nessas práticas, suas opções de uso e adesão às plataformas de pesquisa de e-Science e as definições quanto aos direitos de acesso e uso dos dados e resultados de pesquisa em tais práticas. O uso do termo e-Science diz respeito a um movimento que prevê a concepção de uma ciência atuante no uso intensivo de dados e na colaboração por meio do uso de plataformas de pesquisa baseadas em computação avançada. Como proposta metodológica deste trabalho, desenvolveu-se uma primeira fase documental, baseada em levantamento na literatura, para a exploração do histórico, de conceitos e práticas relacionados à e-Science. Em um segundo momento, desenvolveu-se uma abordagem empírica, com o estudo de uma experiência em e-Science, mais especificamente, o caso do Conseil Européen pour la Recherche Nucléaire (CERN). Para desenvolvimento desse estudo de caso foram entrevistados pesquisadores e especialistas atuantes em colaborações junto ao CERN e em demais pesquisas e iniciativas relacionadas à e-Science. Os resultados das entrevistas foram analisados com base em categorias e conceitos-chave elencados a partir dos questionamentos iniciais da pesquisa e do referencial teórico. Dentre os principais resultados e considerações destacados ao longo do trabalho está a percepção da governança como uma dimensão significativa no contexto da e-Science. Ganham destaque também as implicações referentes às condições de financiamento à pesquisa e às formas de organização dos atores e dos grupos de pesquisa para viabilizar a colaboração, além da descoberta dos dados como ativos importantes nos processos de produção de ciência, e como isso afeta as estruturas de avaliação e mensuração de resultados nesses processos. Em linhas gerais, destaca-se convergência dos objetivos propostos e temas abordados, apresentando-se como principal desafio a carência de estudos e publicações brasileiras sobre o assunto. Como perspectivas futuras de estudo, destaca-se a potencialidade de desenvolvimento de um framework para análise e estudo da governança em e-Science, com foco na abertura dos processos de geração e tratamento de dados derivados de pesquisas colaborativas, ou de iniciativas por parte da comunidade científica brasileira alinhada a esses processos, garantindo-lhe um posicionamento estratégico no campo das colaborações em e-Science. / This study aimed to investigate the relationship between new practices of collaborative production of scientific knowledge and the development and use of technological platforms for support to collaborative research, a movement known as e-Science. This was done considering the divergent views, perspectives and interests of actors within these practices, also considering their options of use and adherence to the e-Science platforms as well as the definitions related to the rights of access and usage of research data and results in those practices. The concept of e-Science explored here is related to a movement that requires the design of a data-intensive science and collaboration through research-based advanced computing platforms. The methodological approach involved a literature research to explore the history, concepts and examples of practices related to e-Science. As a second step, an empirical approach was developed, with the study of an e-Science experience, the case of Conseil Européen pour la Recherche Nucléaire (CERN). We interviewed a group of researchers who collaborate in CERN based projects and other research programs related to e-Science. The interviews were analyzed based to categories and key-concepts evidenced from the primary research questions and the supporting literature. One of the main results highlighted throughout the work is the perception of governance as a significant dimension in the context of e-Science. Another highlighted result is the discovery of implications regarding the conditions of research funding and forms of organization of actors and research groups to enable collaboration, as well as the discovery of data as important assets in the processes of science production and how it affects the structures assessment and measurement of outcomes in these processes. In general, it was possible to observe the convergence of the proposed objectives and covered topics and as major challenge to the work is the lack of Brazilian studies and publications on the subject. As future prospects of study, there is the potential for developing a framework for analysis and study of the governance in e-Science focusing on opening up the processes of data creation and processing, and the proposal of Brazilian scientific community initiatives aligned to these processes, guaranteeing to it a strategic position in the field of e-Science collaborations.

Orientador: Jorge Megid Neto / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-17T03:10:58Z (GMT). No. of bitstreams: 1 Cruz_LilianPereira_M.pdf: 1148458 bytes, checksum: 728f3933b46c10a18de290d24caafd71 (MD5) Previous issue date: 2010 / Resumo: O Projeto "Flora Fanerogamica do Estado de Sao Paulo" (FFESP) teve inicio em 1993, com o objetivo de estudar a vegetacao paulista. Em 1997, foi apresentado aos professores de duas escolas publicas de Ensino Fundamental: uma de Campinas e outra de Santos, e duas escolas, tambem publicas, de Ensino Medio: uma de Sao Carlos e outra de Sao Paulo. Em Campinas, o projeto foi desenvolvido com a participacao de professores das disciplinas de Ciencias, Portugues, Artes, Historia e Geografia em uma escola da rede municipal. Um dos desafios colocados aos botanicos do FFESP foi de tornar os resultados do estudo acessiveis a um publico mais amplo e que chegasse principalmente aos professores das referidas escolas. Mediante revisao de literatura da area de Educacao, constatamos a nao existencia de pesquisas ou publicacoes que procuraram avaliar o Programa de Ensino do Projeto Flora Fanerogamica nas escolas participantes e, em especial, as contribuicoes que o projeto trouxe para a formacao dos professores e pesquisadores participantes alguns anos apos seu desenvolvimento. Consideramos de grande relevancia academica analisar as influencias do referido projeto, no que se relaciona as praticas realizadas pelos professores, ao abordar temas de botanica nas diferentes disciplinas envolvidas na pesquisa e como estes permanecem na atuacao pedagogica dos participantes nos dias atuais. Nesse sentido, o problema da pesquisas assenta-se na seguinte questao: A participacao dos professores no Programa de Ensino do Projeto Flora Fanerogamica promoveu mudancas de concepcoes e de praticas pedagogicas, e quais foram? Desenvolvemos a pesquisa por meio de entrevistas realizadas com cinco professores e tres pesquisadores participantes do PEPFF, alem de analisar livros, relatorios e outras publicacoes decorrentes do mesmo. Os dados obtidos foram analisados com base nas seguintes categorias: Permanencia do projeto e Relacao Universidade-Escola. Como referencial de avaliacao foram utilizadas as tecnicas de analise de conteudo. Os resultados mostraram que foi desenvolvida uma pesquisa colaborativa entre os professores e pesquisadores. Detectou-se, tambem, que existem algumas condicoes para que esses projetos sejam realizados de forma efetiva, sendo considerados a concessao de bolsas de estudo para os professores, os espacos para as reunioes entre os professores e pesquisadores das universidades, e os institutos de pesquisas, a formacao de um grupo de professores e gestores plenamente interessados no desenvolvimento de projetos desta natureza. Os resultados reforcam o que a literatura sugere: que sejam elaboradas propostas de formacao continuada dos professores, com base nos principios da reflexividade e do desenvolvimento de pesquisas colaborativas entre escolas, universidades e institutos de pesquisa, buscando aproximacao dos professores com as pesquisas recentes e capacitacao para desenvolverem suas aulas de forma mais aprimorada. / Abstract: The project "Phanerogamic Flora of the State of Sao Paulo" (FFESP) began in 1993 with the objective of studying Sao Paulo's vegetation. In 1997 the project was presented to some public elementary school teachers of Campinas and Santos and others two public high schools, one from Sao Carlos and other from Sao Paulo. In Campinas the project was developed in an elementary school and counted on Science, Portuguese, Arts, History and Geography teachers. One of the challenges placed to the FFESP botanicals was to make the results of this study accessible to a large public, and specially that composed by teachers from schools. Throughout a revision of the literature of education we found there are no researches or publications aiming to evaluate the Teaching Program of Phanerogamic Flora Project in participants' schools, and specially the contributions of the project to the formation of participant teachers and researchers some years after their enrollment. Thereby, we considered of great academic relevance to analyze the influences of the referred project over teachers practices when dealing with botanic themes on different disciplines involved in the project and how those impacts have remained in their pedagogical actuation nowadays. Therefore, the problem of the research relies in the following question: Have teachers' participation in the Teaching Program of Phanerogamic Flora Project, promoted changes in conception and pedagogical practices, and which ones? Thus, we'fve conducted this research by means of interviews realized with five teachers and three researchers participants of PEPFF, besides analyzing books, reports and other publications arising from the project. The obtained data was analyzed based on two categories: Permanence of the Project and University-School Relationship. The content analysis technique proposed by Bardin was used as an analysis referential. The results analyses have shown that a collaborative research was developed between teachers and researchers. We'fve also detected there were some necessary conditions to the realization of this project in an effective way, among them: the concession of scholarship to the teachers, room for meetings between teachers and researchers of universities and institutes of research, the formation of a group of teachers and managers fully interested in developing a project of this nature. The results reinforce what the literature suggests that proposals be prepared for continued training of teachers, based on the principles of reflexivity and the development of collaborative research between schools, universities and research institutes, teachers seeking rapprochement with the recent research and training fordevelop their classrooms so much improved. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

This thesis will study how scientific research environments should be designed, specifically addressing the issues beyond mere needs of research scientists. Assuming that the purpose of research is to create new knowledge and foster discoveries, as well as positively influence the community in its processes and results, this thesis will explore the potential of the influence of this building typology that has not been previously considered enough. The objectives of the thesis are on one hand, the changes in science disciplines and their reflections in the evolution among this building type, on the other hand, the impacts of research environment on scientific evolution. The question is, beyond support, can architecture promote and nurture science and enlighten scientists toward a new understanding of scientific activities? Based on this research, it is assumed that good science happens in spaces that are transparent and dynamically communicative. The methodologies, which will be used to address these objectives, include literature review, exploration of case studies, surveys and interviews with scientists about their use of the laboratory buildings, and the design of a prototype building for scientific research.

The purpose of this descriptive and exploratory study was to obtain insight into collaborative partnership trends between educational psychology researchers and teachers, in order to inform participatory theory and practice in future methodology studies. The Community of Practice Framework theoretically framed the study, describing professional communities and the way in which meanings, beliefs and understandings are negotiated and reflected in communal practices. Five symposium and two reflection session presentations were purposefully selected and transcribed for qualitative content analysis in terms of a trend analysis. Findings indicate that collaborative partnerships between educational psychology researchers and teachers differ from other partnerships in that collaborative partnerships between teachers and educational psychology researchers appear to be directed by an overarching philosophy of “care”. Also, collaborative partnership studies between teachers and educational psychology researchers favour methodologies encouraging participation in identifying and addressing school-community issues. In this way, knowledge exchange and the co-creation of knowledge is promoted. These partnerships focus on how education, as well as teacher and learner experiences can be enhanced and be meaningful, rewarding, enabling and supportive. Finally, benefits and challenges in collaborative partnerships between teachers and educational psychology researchers are similar to those experienced by other professionals participating in collaborative partnerships. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

This narrative ethnography is based on seven years of research collaboration with the Walpole Island First Nation (WIFN). The study focuses on local perceptions of risk as they relate to ecosystem integrity, human health and well-being. Discourse analysis of generic and nuanced community narratives reveals diverse yet complementary situated knowledge that are firmly rooted in Anishinaabeg (Ojibwe) cultural teachings, values and practices. Gerald Ryle and Clifford Geertz's conceptualization of thin and thick description is used to parse out the various components of what I've identified as a community genre of toxic talk. Within this model, thin description refers to observations of the surface metamorphoses of the physical environment through pollution and other anthropogenic changes. Thick description emerging from the analysis of elegies and echoes of loss and discourses of resistance illuminates the discursive tactics employed by community members to resist Western frameworks of risk analysis and re-situate the topic of environmental health within the wider interpretive matrix of structural violence. A proposed Shell refinery expansion project is used as an example of how WIFN actively mobilizes discourses via oral tradition in the struggle for environmental justice. Through the strategic use of toxic talk, the community draws attention to environmental issues while simultaneously laying bare to a wider, non-Native audience the historical scaffolding of Native issues that are part and parcel of contemporary environmental crises and their effective mediation and resolution. The 'discursive movement' from elegies and echoes of loss to discourses of resistance reframes Walpole Island residents from those who are defined by survivorship to those who embody and evoke a spirit of survivance. The dissertation concludes with a semiotic critique of the Western medical terms chemophobia and risk perception. This leads to the advancement of toxic talk as an alternative framework for acquiring a more politicized, historicized and humanized understanding of environmental concerns at Wal pole Island. / Thesis / Doctor of Philosophy (PhD)

<p>Consistent with the paradigm of evidence informed decision making we assume that research findings are integrated into health services practice and policy. However, there is a gap betweeen research findings and usual practice. Collaborative research, where researchers are encouraged to partner with decision makers to conduct mutually agreed and relevant research, may facilitate prompt utilization of new findings. My study explored decision makers’ experiences of collaborative teams executing federally funded health research. The principles of interpretive description were used to guide sampling, data collection, and analysis. A purposeful sample of 27 decision makers, collaborating on Partnerships for Health System Improvement (PHSI) projects funded by the Canadian Institutes of Health Research, participated in two in-depth interviews. Conventional content analysis was used to identify concepts. The conceptual framework was developed inductively from the descriptive data and provided a structure for interpreting decision maker perspectives. The framework posits an explanation leading to contextual understanding of their experiences. This study describes factors affecting PHSI engagement that include: availability of new funding; positive history with the researcher; prospect of tangible benefits to constituents of decision makers; desire to contribute to research that informs health services programs and policies; capacity building; and knowledge creation. The partnership process is facilitated by fostering connections; identifying required skills and competencies; maintaining a sustainable focus of inquiry; clarifying roles and responsibilities; cultivating a nurturing learning environment. My findings will inform decision makers, researchers, and funding agencies about the experience and legacy of collaborative research partnerships.</p> / Doctor of Philosophy (PhD)

The Solomon Islands (SI), a small developing nation in the South Pacific, demonstrates an emergent community-based kindergarten model with the potential to promote context and culture relevant early learning and development. SI early childhood education (ECE) particularly rose in prominence with a 2008 national policy enactment requiring all children to attend three years of kindergarten as prerequisite for primary school entry. However, these ECE programs remain severely challenged by faltering community support. Internationally, many ECE programs dramatically resemble a universalized Western-based model, with a decidedly specific discourse for “high quality” programs and practices for children ages 0-8. Often these uncritical international transfers of Euro-American ideologies promote restricted policies and practices. This has resulted in a self-perpetuating set of practices and values, which arguably prevent recognition of, and efforts to reinvent, more culturally-relevant, sustainable programs for the Majority World. Based on the Kahua region (est. pop. 4,500) of Makira-Ulawa Province, this collaborative, ethnographically-inspired, case study explores how community characteristics have affected the cultural and contextual sustainability of community-based ECE in remote villages. The study traces historical and cultural influences to present-day SI ECE. Subsequently, it explores the re-imagined SI approach to formal ECE program design, remaining challenges preventing these programs from being sustained by communities, and potential community-wide transformations arising from these initiatives. To achieve this, the study collaborated with stakeholders from all levels of SI society through extensive participant-observations, interviews, and participatory focus groups. Findings aspire to enlighten regional sustainable developments and resilient behaviors relating to ECE. Key research findings suggest five overarching principles influencing kindergarten sustainability: presence of “champion” for the ECE vision; community ownership-taking, awareness-building, and cooperation-maintenance; and program cultural/contextual sensitivity and relevance. These elements were found to be strongly linked with an intergenerational cultural decay in the Kahua region, as conceptualized through a model of Cyclically-Sustained Kindergarten Mediocrity.

Esta dissertação trata da criação e do desenvolvimento de uma rede de leitura, com crianças da quarta série, de uma escola estadual, na cidade de São Paulo. O autor do trabalho, professor da turma em questão, desenvolveu sua proposta durante um ano letivo e reflete sobre os resultados obtidos. Descreve as etapas percorridas, bem como as situações envolvendo atos de leitura e a relação das crianças com diferentes tipos de textos e produtos culturais. Ao longo da dissertação são discutidas concepções de leitura, além de conceitos chaves do trabalho, como protagonismo cultural e apropriação cultural. A utilização de metodologia colaborativa permitiu a coleta de dados qualitativos relevantes, expostos sob forma narrativa. Diálogos são reconstituídos, assim como descritas minuciosamente diferentes situações cotidianas vividas por professor e alunos nos quadros da rede de leitura. Os resultados indicam a importância de se conceber o ato de ler como atividade sociocultural, inscrita em tramas complexas que envolvem diálogos diversos: entre as crianças, destas com os textos e os contextos familiares, o meio circundante, as instituições culturais, como bibliotecas, livrarias, centros culturais, museus, dentre outras. Como conclusão, também, aponta-se para a importância fundamental do diálogo como método e atitude da construção colaborativa, objetivado na rede de leitura. Aponta, ainda, o papel positivo desta como instância de superação do isolamento cultural a que estão expostas muitas crianças. A rede de leitura tal como desenvolvida e exposta neste trabalho, afigura-se, assim, como dispositivo educativo e cultural com forte capacidade de atuação positiva na formação de leitores, tomados como protagonistas culturais dos processos de apropriação que se acham investidos. / This dissertation discusses the creation and development of a reading network, with class 4 children of a state school in the city of São Paulo. The author of this work, also a teacher of this class, developed his proposal during a school year and reflects on the results obtained. He describes the steps followed as well as situations involving reading and the relationship of the children with different types of texts and cultural products. Throughout the dissertation, reading conceptions and the main concepts of this work, such as cultural protagonism and cultural appropriation are discussed. The employment of a collaborative methodology permitted the collection of relevant qualitative information, displayed in a narrative form. Dialogs are reconstructed and daily situations encountered by the teacher and students are meticulously described on the reading network notice boards. The results indicate the importance of recognizing reading as a sociocultural activity, inscribed into complex actions that involve a diversity of dialogs: between the children, with the texts and family contexts, the surrounding environment, the cultural institutions like libraries, book stores, cultural centers, museums, among others. In conclusion, the fundamental importance of dialog as a method and attitude towards constructive collaboration, an objective of the reading network, is discussed. Its positive role as a resort to the cultural isolation to which many children are exposed is also pointed out. The reading network, as developed and disclosed in this work, appears as an educative and cultural device with a strong capacity for a positive performance in the formation of readers, considered to be cultural protagonists of the appropriation processes that are invested.

Made available in DSpace on 2016-04-28T18:23:24Z (GMT). No. of bitstreams: 1 LAEL - Maria Otilia Guimaraes Ninin.pdf: 2933716 bytes, checksum: 8358a23a1e0515c4559eee84d2fcdade (MD5) Previous issue date: 2006-10-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to discuss and characterize the Collaborative Research, considered as an activity system that offers an important context for the critical-collaborative construction of the knowledge in educational environments. In order to delineate the differences between collaborative research and collaborative actions in the research , I discussed the actions of the research, in order to bring about in the researchers, a reflection about their responsibility in relation to the researched contexts, considering that the collaborative research presumes the intervention of those involved in direction of their own transformation and, above all, to the researched situation. In this way, this work chose as a base for the research study, a continued professional development project in school, based on the relations between the researcher and professionals who work as director and pedagogical coordinator in state schools in the region of the Greater São Paulo. From the data collected in this context and with the discoursive analysis of the interactions, the collaborative research was discussed. As a foundation to the discussions, this study is based on the social-culturalhistorical activity theory (Vygotsky, 1934/2000, 1978/2000; Engeström, 1987, 1993, 1995, 1999, 2001, 2003, 2005; Daniels, 1993, 2001, 2004, 2005, 2006, and others), on the discussions about qualitative methodology of research (Bredo & Feinberg, 1982; Cole & Knowles, 1993; Demo, 2004), on the theory of pedagogical discourse (Bernstein, 1971, 1990, 1993, 2000), on the role of the language discussed by the systemic functional linguistics (Halliday, 1973, 1985.1994; Halliday & Hasan, 1989, and others), and, basically, on the discussions about collaboration (Magalhães, 1990, 1992, 1994, 196, 1998, 2000, 2002, 2003; Brookfield & Preskill, 1999; Bray et al., 2000, and others). Parts of reports or transcriptions about meetings between researcher and participants were selected and analyzed, chosen amongst a set of 55 meetings. The intention of analyzing the excerpts was to understand how the methodological actions that characterize the collaborative research process became themselves the organizers of the participants learning. In relation to the transformationpermanence of the activity systems, the results show that its elements, when were worked by means of the actions of the expansive learning net, were redressed or partially redressed for researcher and participants. The results also show that the relationship developed between researcher and participants were redressed and reorganized by the actions of the collaborative research / Esta pesquisa tem como objetivo principal discutir e caracterizar a Pesquisa Colaborativa, considerada como um sistema de atividade que propicia um importante contexto para a construção crítico-colaborativa do conhecimento, em ambientes educacionais. Em busca de delinear as diferenças entre pesquisa colaborativa e ações colaborativas na pesquisa , discuti as ações da pesquisa, a fim de desencadear nos pesquisadores uma reflexão sobre sua responsabilidade em relação aos contextos pesquisados, uma vez que a pesquisa colaborativa pressupõe a intervenção dos envolvidos em direção à sua própria transformação e, acima de tudo, da situação pesquisada. Nessa perspectiva, este trabalho escolheu como base para estudos de pesquisa um projeto de formação contínua pautado nas relações entre a pesquisadora e profissionais que exercem cargos de direção e coordenação pedagógica em escolas públicas na região da Grande São Paulo, e, a partir dos dados coletados nesse contexto e da análise das interações discursivas, discutiu a pesquisa colaborativa. Para fundamentar as discussões, o trabalho procurou subsídios nos pressupostos teórico-filosóficos da pesquisa sócio-histórico-cultural (Vygotsky, 1934/2000, 1978/2000; Engeström, 1987, 1993, 1995, 1999, 2001, 2003, 2005; Daniels, 1993, 2001, 2004, 2005, 2006, dentre outros), nas discussões sobre metodologia no paradigma qualitativo de pesquisa (Bredo & Feinberg, 1982; Cole & Knowles, 1993; Demo, 2004), na teoria do discurso pedagógico (Bernstein, 1971, 1990, 1993, 2000), no papel da linguagem como discutido pela lingüística sistêmico-funcional (Halliday, 1973, 1985.1994; Halliday & Hasan, 1989, dentre outros), e, fundamentalmente, nas discussões sobre colaboração (Magalhães, 1990, 1992, 1994, 196, 1998, 2000, 2002, 2003; Brookfield & Preskill, 1999; Bray et al., 2000, dentre outros). Para proceder às análises e discussões, foram selecionados recortes de relatos ou de áudio-gravações entre pesquisadora e pesquisandas, escolhidos dentre um conjunto de 55 encontros. A análise percorreu os excertos escolhidos com o propósito de entender como as ações metodológicas características de um processo colaborativo de pesquisar eram, também, organizadoras da aprendizagem dos participantes. Os resultados apontam que, em relação à transformação-permanência dos sistemas de atividade, seus elementos, trabalhados por meio das ações da rede de aprendizagem expansiva, foram, tanto pela pesquisadora, quanto pelas pesquisandas, ora ressignificados, ora parcialmente ressignificados. Apontam, ainda, que as relações desenvolvidas entre pesquisador e pesquisandos, a partir das ações da pesquisa colaborativa, foram ressignificadas e reorganizadas

Made available in DSpace on 2016-04-28T19:33:57Z (GMT). No. of bitstreams: 1 Cristiano Rogerio Alcantara.pdf: 1304941 bytes, checksum: d6fa37647c88e9489079eb74c34fc79f (MD5) Previous issue date: 2015-03-20 / This study, carried out in two municipal public schools in a city of São Paulo s Grand Metropolitan Area, makes use of collaborative research, trying to present the pedagogical coordination s possibility of introducing the mediation of cultural objects and device toward the development of Cultural Pedagogy based on Jerome Bruner s theories. The research s evolution is told on a Benjaminian perspective, where experience is maximally contextualized, in an attempt to embrace varied points of view about all involved actors and questioning the consequences of the mediation presented preferably in groups. The Collective Pedagogical Working Hours (CPWH), thought as the only possible suitable moment for a mediation site between coordinator and group, will be contextualized starting from the reading of the logbooks written by the professionals and will be the framing axis of the pedagogical coordination s mediation, as well as a privileged tool to follow up and assess the propositions put forward to the group. From the dialogues that emerged among texts written by the professionals and the coordinator s feedbacks an interlocution gets started, where the other is seen as responsible and collaborator in aesthetic experience and pleasure choices, beyond the awareness of popularized Culture, searching for an Aesthetics of fracture recommended by Algirdas Julien Greimas. The presentation of cultural objects and device, always based on Ethic conjunctures and the Theory of Communicative Actions by Jurgen Habermas, together with Van Dijk s Mental Models, provide the elements for a careful analysis of a teacher s written topics. This thesis is presented in five chapters that look for reconstructing the pedagogical coordinator s path to mediate and valorize cultural objetcs and device to professionals under his responsibility, making use of a narrative of his initial procedures and ending up in a description of what he understands as Cultural Pedagogy / Esta pesquisa realizada em duas escolas municipais de uma cidade da Grande São Paulo utiliza-se da pesquisa colaborativa, procurando apresentar a possibilidade da coordenação pedagógica lançar mão de mediações de objetos e dispositivos culturais para o desenvolvimento de uma Pedagogia Cultural amparada nas teorias de Jerome Bruner. O desenvolvimento da pesquisa é narrado numa perspectiva benjaminiana, em que a experiência é contextualizada ao máximo, procurando abarcar os diversos pontos de vista dos atores envolvidos e problematizando as consequências das mediações apresentadas preferencialmente em grupo. O Horário de Trabalho Pedagógico Coletivo (HTPC), pensado como único momento possível de se prestar como espaço de mediação do coordenador para o grupo, será contextualizado a partir das leituras dos diários de bordo escritos pelas profissionais e será o eixo estruturante das intervenções da coordenação pedagógica, bem como o instrumento privilegiado de acompanhamento e avaliação das proposições lançadas ao grupo. Dos diálogos que surgem entre as escritas das profissionais e as devolutivas do coordenador abre-se uma interlocução em que o outro é visto como responsável e colaborador nas escolhas de fruição e vivência estética para além das percepções de uma Cultura massificada, buscando a fratura estética preconizada por Algirdas Julien Greimas. A apresentação dos objetos e dispositivos culturais sempre embasada em pressupostos Éticos e da Teoria da Ação Comunicativa de Jurgen Habermas, juntamente com as ideias de Modelos Mentais de Van Dijk, nos fornecem elementos para uma análise cuidadosa do material escrito por uma professora. A tese apresenta-se em cinco capítulos que buscam reconstruir o caminho trilhado pelo coordenador pedagógico na mediação e valorização dos objetos e dispositivos culturais para as profissionais que estiveram sob sua responsabilidade, fazendo uso de uma narrativa de seus procedimentos iniciais e terminando com a descrição do que compreende ser a Pedagogia Cultural