Submitted by VINÍCIUS DOS SANTOS HONORATO (honoratovinicius@hotmail.com) on 2018-07-16T13:37:03Z No. of bitstreams: 1 DISSERTAÇÃO_FINAL_VINÍCIUS_HONORATO.pdf: 5049898 bytes, checksum: d897c5f9e9a8ce1fe397a1cea0fbd795 (MD5) / Approved for entry into archive by Ana Paula Santulo Custódio de Medeiros null (asantulo@rc.unesp.br) on 2018-07-16T16:15:19Z (GMT) No. of bitstreams: 1 honorato_vs_me_rcla.pdf: 4917728 bytes, checksum: 6f822e844993d744732fc0be6ff0bb46 (MD5) / Made available in DSpace on 2018-07-16T16:15:19Z (GMT). No. of bitstreams: 1 honorato_vs_me_rcla.pdf: 4917728 bytes, checksum: 6f822e844993d744732fc0be6ff0bb46 (MD5) Previous issue date: 2018-06-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O objetivo da pesquisa foi investigar como ocorre o processo de elaboração de atividades matemáticas com a utilização do software GeoGebra por parte de um grupo de pesquisadores em Educação Matemática. As perspectivas teóricas denominadas experimentação-com-tecnologias e investigação matemática foram utilizadas para elaborar e analisar as atividades criadas. Tais perspectivas também embasaram a análise das discussões ocorridas. Do ponto de vista metodológico, a pesquisa possui um caráter qualitativo pois visa compreensões específicas acerca do fenômeno investigado. Nesse sentido, foram registradas em vídeo reuniões nas quais um grupo de pesquisadores dialogou sobre a elaboração e aprimoramento de diferentes versões de cada tarefa, visando sua utilização em um curso de extensão universitária destinado a professores e alunos de licenciatura em Matemática. As tarefas eram baseadas na Geometria Espacial. Parte das discussões ocorreu também por meio de postagens e comentários em um grupo fechado do Facebook, no qual as versões das atividades eram inicialmente compartilhadas. As diferentes versões de cada atividade foram documentadas assim como os comentários de cada postagem. Este material foi analisado visando a compreensão do processo de aprimoramento do caráter investigativo e experimental de cada tarefa matemática elaborada. A análise foi dividida em três categorias, sendo elas: design e investigação, experimentação no processo de elaboração e visualização. Tal análise sugere que o processo de elaboração está sujeito a reflexões a respeito do público alvo e seu conhecimento a respeito do GeoGebra e também de Matemática. A participação do grupo de pesquisa GPIMEM no processo também se mostrou significativa para a concepção das tarefas. Repensar as atividades após e durante sua utilização didático-pedagógica também surge como parte fundamental deste processo, assim como mudanças recursivas de enunciado mediante as considerações levantadas colaborativamente. Esta pesquisa visou contribuir para os estudos que envolvem a Matemática ensinada em conjunto com recursos tecnológicos. Conhecer o processo de elaboração proporciona à comunidade da Educação Matemática perceber a gênese do desenvolvimento de materiais didáticos construídos colaborativamente, assim como a riqueza de ideias desenvolvidas em meio a este progresso. / The aim of this research was investigate how the process of elaboration of mathematical tasks using the computational software GeoGebra by researchers in Mathematics Education takes place. The theoretical perspectives called experimentation-and-technologies and mathematical investigation theories were used to elaborate and analyze the tasks created. Such perspectives also have brought the analysis of the discussions that took place. From the methodological point of view, the research has a qualitative character because it aims specific understanding of the investigated phenomenon. In this scenario, video meetings were recorded in which a group of researchers dialogged on the elaboration and improvement of different versions of each task, aiming at its use in a university extension course for teachers and students of licencatory in mathematics. The tasks presented are based on spatial geometry. Part of the discussions also occurred through posts and comments in a closed group of Facebook, in which the versions of the activities were initially shared. The different versions and the comments of each activity were documented. This material was analyzed aimed at understanding the process of improving the investigative and experimental character of each elaborate mathematical task. Moreover, the participation of the GPIMEM research group was important for the process of creation of the tasks. Rethinking the activities after their didactic-pedagogy use is also a fundamental part of these processes, such as recursive changes of statements through the considerations raised collaboratively. The analysis was divided into three categories, are they design and research, experimentation in the process of preparation and visualization. Such an analysis suggests that the process of preparation is subject to reflections regarding the target pubic and his knowledge about Geogebra and also of mathematics. Also the participation of the GPIMEM research group in the process was significant for the design of the tasks. Rethinking activities after their didactic-pedagogical use also arises as a key part of this process, as well as recursive changes in the statement of collaboratively. This research aimed to contribute to the studies involving Mathematics taught in conjunction with technological resources. Knowing the process of elaboration provides the Community of Mathematical Education to realize the genesis of the development of didactic materials constructed collaboratively, as well as the wealth of ideas developed in the midst of this progress. / CAPES: 130128/2017-1

Submitted by Raquel Vergara Gondran (raquelvergara38@yahoo.com.br) on 2016-04-04T16:44:15Z No. of bitstreams: 1 0000010873.pdf: 2929721 bytes, checksum: e6ab8a8fb9f058b03beb178f015530ae (MD5) / Made available in DSpace on 2016-04-04T16:44:15Z (GMT). No. of bitstreams: 1 0000010873.pdf: 2929721 bytes, checksum: e6ab8a8fb9f058b03beb178f015530ae (MD5) Previous issue date: 2016

Orientador: Wenceslao Machado de Oliveira Junior / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-13T18:37:44Z (GMT). No. of bitstreams: 1 Parra_HenriqueZoquiMartins_D.pdf: 24471838 bytes, checksum: c106d785dcc2db9c8d1bd27c7e6a6eee (MD5) Previous issue date: 2009 / Resumo: Ao pesquisar as mutações e persistências na relação imagem saber poder, advindas com a expansão das tecnologias de comunicação digital, nosso objetivo é caracterizar a emergência de um campo de conflitos que, na política visual adotada e nas configurações técnopolíticas do ciberespaço, refletem tensões análogas que darão forma ao atual diagrama de poder. A pesquisa tem inicio com uma investigação dos antecedentes históricos que marcam a produção da imagem do Leviatã de Thomas Hobbes, onde uma dada ordem visual se coadunava com uma nova composição do poder. Em seguida, analisaremos as transformações desta configuração específica, metaforizada pelo regime imagético do Leviatã, através das tecnologias de produção de imagens nos meios analógicos e digitais. Nossa hipótese é que as disputas (estéticas, jurídicas, econômicas) que regulam a imagem nos meios digitais e que configuram uma determinada política visual, são análogas às tensões que determinam as condições do ciberespaço se constituir como uma outra superfície sensível, potencialmente mobilizador de outras formas de conhecer, de se organizar e produzir. Para examinar o problema, analisaremos o conflito em curso entre essas diferentes forças sociais que apontam tanto para a criação de novas práticas e significações, como para as tentativas de imposição sobre os meios digitais dos mecanismos regulatórios consolidados no contexto dos meios analógicos. Concluímos o trabalho caracterizando o atual diagrama de poder que se forma a partir das disputas estéticopolítica que intervêm sobre as bases que regulam o campo de enunciação e visibilidade no ciberespaço. Finalmente, trata-se de evidenciar um conflito em curso por outros modos de pensamento e de organização social, mediado por uma guerra sobre a produção do virtual e do imaginário, portanto, simultaneamente dirigida ao presente e ao futuro. / Abstract: Through an analysis of the transformations and persistencies in the imagepowerknowledge relationship that result from the spread of digital communication's technologies, our goal is to characterize the emergence of a conflict that, in the politics of visuality and the cyberspace's technopolitical configuration, reflects similar tensions that constitute the actual power relations diagram. The research begins with an investigation of the historical background that influenced Thomas Hobbes Leviathan's images production, where a given visual order corresponds to a new power order. Then, we analyze the changes of this specific configuration - that is perceptible as the Leviathan image regime's metaphor - in face of the analog and digital image production technologies. Our hypothesis is that the disputes (aesthetic, legal, economic) that attempt to regulate the image within the digital media domain and that shape a particular politics of visibility, are similar to those tensions that affect the cyberspace conditions to become a different «sensible» surface (medium), that potentially mobilizes other forms of knowing, other models of organization and production. To examine this issue, we analyze the ongoing conflict between different social forces that point out both for new practices and meanings that emerge in the cybercultural arena, and for the trends that attempts to impose over the digital medium the regulatory mechanisms established in the context of analog medium. At the end we characterize the current power diagram, and we argue that cyberspace aesthetic and political configuration depend upon a capacity to intervene over the very fundamentals that regulate its field of enunciation and visibility. Finally, we take it as a struggle for others modes of thought and social organization models, as a war over the virtual and imaginary production, therefore a war that is oriented to the future. / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutor em Educação

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-08-14T11:59:03Z No. of bitstreams: 2 Dissertação - Ana Agda de Oliveira Santos - 2017.pdf: 4401204 bytes, checksum: b6d847de1d571e57ee20405599789b3e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-08-14T11:59:32Z (GMT) No. of bitstreams: 2 Dissertação - Ana Agda de Oliveira Santos - 2017.pdf: 4401204 bytes, checksum: b6d847de1d571e57ee20405599789b3e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-08-14T11:59:32Z (GMT). No. of bitstreams: 2 Dissertação - Ana Agda de Oliveira Santos - 2017.pdf: 4401204 bytes, checksum: b6d847de1d571e57ee20405599789b3e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-07-14 / This study is focused on the analysis of the reading and comprehension process carried out by students from the Youth and Adult Education integrated into the professional technical education in the Federal Institute of Education, Science and Technology of Goiás, in the city of Anápolis, in English classes mediated by Information and Communication Technologies (ICTs). It aims to 1) understand the process of negotiating the meaning of the text – that is, understanding the author’s ideas through the reader’s interaction with the text – shared by students in English reading classes; 2) verify the use of reading strategies, including the electronic translator, in the comprehension of text genres in digital format with the aid of ICTs; 3) discuss the importance of reading text genres in digital format in order to make the youth and adult education students more critical readers, using the technological tools and 4) identify issues related to computer and the Internet use during this process. This research is grounded on studies developed by Bakhtin (2006, 2011, 2013), Lankshear and Knobel (2006), Leffa (1996, 1999, 2006), Marcuschi (2005, 2007, 2008, 2011), Nutall (1996), Oliveira (2013) and some other scholars who approach the subject in question. The methodology used was based on a qualitative case study and in order to generate the data, the reading and writing activities the participants did, questionnaires, interviews and field notes were used. The results showed that the students were able to understand the main ideas of the texts, getting some specific information successfully. However, they used contextual inference strategies and classroom vocabulary minimally and did not make a more critical assessment of the material read. In contrast, they overused the electronic translator to answer the text comprehension activities. The data also showed that some students presented an elementary level of computer literacy and others an intermediate level, whereas, some had a satisfactory level of multimedia literacy and others an unsatisfactory level. / Este estudo centra-se na análise dos processos de leitura e compreensão realizados pelos alunos do programa de Educação de Jovens e Adultos (EJA) Integrado à Educação Profissional Técnica do Instituto Federal de Educação, Ciência e Tecnologia de Goiás, Campus Anápolis, nas aulas de inglês mediadas pelas Tecnologias da Informação e Comunicação (TICs). Ele objetiva (1) compreender o processo de negociação do sentido do texto, isto é, a compreensão das ideias do autor por meio da interação do leitor com o texto – partilhado pelos alunos, nas aulas de leitura em inglês; 2) verificar a utilização das estratégias de leitura, incluindo o tradutor eletrônico, na compreensão dos gêneros textuais em formato digital com o auxílio das TICs; 3) discutir a importância da leitura de gêneros textuais em formato digital, a fim de tornar os educandos da EJA leitores mais críticos, usando as ferramentas tecnológicas; e 4) identificar questões relativas à utilização do computador e da Internet durante esse processo. Fundamentam o estudo os postulados de Bakhtin (2006, 2011, 2013), Lankshear e Knobel (2006), Leffa (1996, 1999, 2006), Marcuschi (2005, 2007, 2008, 2011), Nutall (1996), Oliveira (2013) e outros autores que tratam do tema proposto. A metodologia empregada se situa no estudo de caso de natureza qualitativa e conta com os seguintes instrumentos de pesquisa: documentação de exercícios de leitura e escrita, questionários, entrevistas e anotações de campo. Os resultados mostraram que os alunos conseguiram entender a ideia geral dos textos, buscando algumas informações específicas dentro deles com sucesso. Entretanto, eles utilizaram minimamente as estratégias de inferência contextual e o vocabulário trabalhado em sala e não fizeram uma avaliação mais crítica do material lido. Em contrapartida, fizeram o uso demasiado do tradutor eletrônico para responder às atividades de compreensão do texto. Os dados também apontaram que alguns alunos apresentaram um nível de letramento computacional elementar e outros, intermediário, ao passo que uns tiveram um nível de letramento multimidiático satisfatório e outros, um nível insatisfatório.

Made available in DSpace on 2016-04-18T21:31:57Z (GMT). No. of bitstreams: 5 Tatiana Marigliani1.pdf: 351471 bytes, checksum: e2966c19677c07d22248a1b6d0b3dddd (MD5) Tatiana Marigliani2.pdf: 2425268 bytes, checksum: 785bbbf3b07d459f0fea6709b45b13d1 (MD5) Tatiana Marigliani3.pdf: 2178056 bytes, checksum: 12d6dc31911fe134c31a32483fbd60d8 (MD5) Tatiana Marigliani4.pdf: 2833569 bytes, checksum: f559ed0cd963958de3825f21a1d05ea6 (MD5) Tatiana Marigliani5.pdf: 145772 bytes, checksum: 662063dc4dbcd0262a1383e0266f8d94 (MD5) Previous issue date: 2009-04-17 / Fundo Mackenzie de Pesquisa / The purpose of this work is research the intellectual production that occurs in digital media, based on the analysis of a sample of websites, trying to understand the possibilities that were open to intellectuals with Internet and new technologies. In addition to new space for the publication of their productions, there is a new place for public debate and construction of ideas. The digital media offer a different territory for production and expression of contemporary thought. / O objetivo deste trabalho é pesquisar a produção intelectual que ocorre nas mídias digitais, partindo da análise de uma amostra de websites, na tentativa de compreender as possibilidades que foram abertas aos intelectuais com a Internet e as novas tecnologias. Além do novo espaço para publicação de suas produções, há um novo local público para debate e construção de idéias. As mídias digitais proporcionam um território diferenciado para a produção e expressão do pensamento contemporâneo.

Com o passar dos anos, o hábito da escuta musical passou por diversas transformações, comumente relacionadas a tendências sociais e inovações tecnológicas. No início do século XX, a relação homem-máquina-escuta se elevou a um novo patamar. No início do século XXI, o predomínio das mídias portáteis (aqui delimitadas a iPods, tablets e smartphones) promove novas transformações na prática da escuta musical, gerando consequências musicais e sociais consideráveis. Partindo do Walkman, um dos maiores ícones da portabilidade do século passado, esse trabalho analisa a sucessão das principais mídias e formatos - com seus respectivos impactos culturais - até alcançar a década de 2010, dominada pelo formato MP3 e já fundada em uma peculiar prática de escuta musical. Através de extensa pesquisa bibliográfica e audiovisual, este trabalho se dispõe a refletir sobre as principais transformações músico-sociais originadas a partir da utilização massiva das mídias portáteis (como meio predominante de prática da escuta musical urbana), tornando mais visível a relevância de estudos aprofundados na área / Throughout the years, musical listening habits have suffered many changings, usually related to social tendencies and technological improvements. In the beginning of the 20th century, the man - machine- listening relation achieved a new level. During the first decades of the 21th century, the ubiquity of portable media (defined in this work as iPods, tablets and smartphones) promotes new alterations in the listening habits, therefore social and musical impacts. Beginning from the Walkman, one of last century\'s most acclaimed icons of portability, this work analyses the sequence of the following main devices and formats - each one with its particular cultural impacts - until reaching the 2010s, a decade dominated by MP3 and based on a unique musical listening experience. This work intends to reflect, through extensive research and bibliographical discussion, the main musical and social reorganization originated by the massive use of these devices as the urban leading musical listening vehicle, increasing the visibility and the relevance of more detailed researches in this area.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-09-12T19:14:12Z No. of bitstreams: 0 / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-09-13T13:05:55Z (GMT) No. of bitstreams: 0 / Made available in DSpace on 2017-09-13T13:05:55Z (GMT). No. of bitstreams: 0 Previous issue date: 2016-11-25 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A pesquisa “O uso das Tecnologias Digitais de Informação e Comunicação (TDIC) no processo de letramento digital de professores: uma proposta de intervenção” é Inserida no macroprojeto “Interação em sala de aula – professores, alunos e a tecnologia” no âmbito do PROFLETRAS –UFJF. Tendo como eixo os documentos oficiais que regem a educação e suas perspectivas sobre a inserção da tecnologia na educação, os principais objetivos dessa pesquisa foram analisar a percepção e crenças dos professores de uma escola estadual do município de Divino sobre o uso de TDIC e desenvolver ações que minimizassem a resistência desses profissionais em usá-las em contexto educacional. Para isso, usou-se como instrumento investigativo um questionário no qual os educadores disponibilizaram informações referentes ao uso das tecnologias digitais e serviços da Web 2.0 no contexto pessoal e profissional e a opinião deles sobre as potencialidades dessas tecnologias no contexto escolar. A análise qualitativa dos dados apontou que, embora cientes do potencial das tecnologias como ferramentas pedagógicas, os educadores declararam ter competência reduzida e baixo conhecimento de como utilizá-las no processo de ensino-aprendizagem, além de indicar a necessidade de oferta de formação contínua na área das TDIC. Para sanar tais dificuldades, foram oferecidas ao grupo oficinas interventivas alicerçadas na pesquisa-ação colaborativa, nas quais foram demonstradas e testadas algumas ferramentas disponibilizadas na Web e suas aplicações no contexto escolar. Como resultado pôde-se constatar que os professores adquiriram algumas habilidades para lidar com os programas a eles apresentados. Essa iniciativa teve como principais contribuições para a instituição uma maior interação entre os professores e a tecnologia e o despertar para o letramento digital daquela comunidade escolar. / The research “The Use of Digital Technologies of Information and Communication in the process of teacher digital literacy: a proposal of intervention” is included into the macro project “Interaction in the classroom - teachers, students and the technology” in the scope of PROFLETRAS – UFJF. It has a central axis on the official documents which rule the education and their perspectives about the technology inclusion in education. The main aims of this research were to analyze the beliefs and perception of teachers from a state school in the city called Divino about the use of TDIC and to develop actions to downplay teachers’ opposition towards the use of technologies in the educational context. In order to accomplish it, a questionnaire was used to detect the use of digital technology and services from Web 2.0 in the professional and personal context of the teachers as well as their opinion about the technology potentials in the school environment. The qualitative analyses of the data has detected that, although the teachers were conscious about the technology potential as a pedagogic tool, the educators have said that they have limited competence and low knowledge about how to use the technology in the learning-teaching process. They have also stated they need a continuous training in the TDIC area. In order to tackle these barriers, interventional workshops were offered based on collaborative action-research. During these activities, some available tools in the web were shown and tested in the school context. As a consequence, it was perceived a greater involvement presented by teachers concerning the use of technology in their professional activities and the digital literacy in that school community has aroused.

The diploma thesis is focused on mapping and analysis of the possibilities of using cloud computing from the point of view of a pedagogical worker at a level of higher secondary education by using a suitable method of evaluation and comparison of cloud technologies. A part of the work is devoted to ICT competences of teachers and possibilities of their further development in the field of cloud computing, withal focusing on models and programs of ICT competencies development, more precisely digital competences of national and international significance. In the practical part of the thesis, a research is carried out among pedagogical staff at secondary schools in the Czech Republic which is focused on the use of cloud computing with emphasis on competence, activities and work of pedagogical worker. The results of the research are summarized as recommendations for further practice.

Cette recherche interroge les pratiques d'écoute musicale des adolescents en régime numérique. Depuis la « démocratisation » des voies d'accès illégales (Napster, KazAa, eMule, et aujourd'hui le convertisseur YouTube) et l'avènement du numérique (abonnements téléphoniques et ADSL, taux d'équipements), les modes de production et de consommation de la musique se trouvent bouleversées. Nous appuyant sur une ethnographie (combinant entretiens compréhensifs et observation participante) menée auprès d'adolescents, notre objectif est de comprendre comment la musique peut faire sens dans leur quotidien. Nous avons cherché à comprendre de quelles manières la musique, à l'ère du numérique, participe des phénomènes de construction identitaire – à la fois individuelle, mais aussi sociale et générationnelle –, ainsi que de la structuration des univers culturels des adolescents. Questionnant les usages et les ergonomies des équipements, cette étude brosse un portrait des différentes situations d'écoute en fonction des éléments pragmatiques et contextuels. La méthodologie qualitative que nous avons choisie a permis de faire émerger les médiations au sein de la cellule familiale entre frères et sœurs et entre parents et enfants, révélant la fonction phatique de la musique, dont le numérique se fait le support. / This research examines the music listening practices of teenagers in a digital era. Production and receptions modes as well as the music itself have deeply changed since the “democratisation” of the illegal ways to access music (Napster, KazAa, eMule, and even now the YouTube converter) and the advent of the digital technologies (phone subscriptions and ADSL, household penetration rates of computers). Based on an ethnography of adolescents (combining comprehensive interviews with participant observation), we aim to understand how music makes sense in their everyday lives. We have thus tried to understand in what ways music, in the digital era, contributes to the phenomena of identity construction - individual, but also social and generational - as well as to the configuration of teenagers’ cultural worlds. Questioning the ergonomics and uses of devices, this study depicts different listening situations in accordance with pragmatic and contextual elements. The qualitative methodology that we have chosen enabled us to highlight the mediations in the family unit between brothers and sisters and between parents and children, which revealed the phatic expression of the music supported by digital technology.

Mobile phone technologies are transforming how young people think, work, play and relate to each other. However, a central concern for the thesis is that education policy and practice far too often resembles an industrial model that is standardised, mechanistic and linear and that rarely reflects the informational, dynamic and creative lives of young people. In particular, the educational project fails to connect with the way young people use their mobile phone technologies to multi-task, connect, and create content at a precipitous rate. This thesis focuses on the ways in which mobile phone technology is now a significant influence in the way young people develop a sense of self, and a sense of identity and agency that permeates the way they engage with education. The specific research questions that follow from this are: how are young peoples’ identities shaping the meaning and use of mobile phones within (im)material culture? How is the relationship between identity and the creation and use of social space being defined through mobile phone technology? And, taken together how might these processes of identity development influence the way the educational project develops in the future? This thesis addressed these aims by conducting a visual ethnographic study over three years, using participation observation in a sixth-form college in the UK that included video interviews with seven college students. The research has produced a conceptual framework that documents a number of key findings that include: (a) the mobile phone has an immediate symbolic value to young people providing signals about the user’s identity, or presentation of the self; (b) the mobile phone also helps facilitate the performance of lived experiences and is actively part of assisting in various forms of agency. (c) The mobile phone enables a constant flow of (re)presentations of young people that reflects a fluidity of identity that characterises key aspects of contemporary social life. Finally, (d) the mobile phone also supports and enhances the maintenance of social space through the maintenance of social groups and also crucially, the feeling of being oneself. The main conclusion drawn from this research is that too often education systems overlook that fact that learning for young people is typically, and inevitably, personal and yet at the same time located in connected, information-driven environments that are predisposed to digital technologies. Therefore, this research argues for educational policy makers and practitioners to think creatively about how to develop education in ways that fundamentally support young people in their (re)construction of a personalised landscape for learning through their mobile phone technologies.