Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Fundação de Apoio a Pesquisa e à Inovação Tecnológica do Estado de Sergipe - FAPITEC/SE / By mid-18th Century Rock Art (petroglyphs) in Maranhão, Brazil, was first registered by Yves d’Evreux, a french priest, who came to know about its existence from a speech of an indian witchdoctor. These petroglyphs were centuries later described and reproduced by naturalists. In spite of its remarkable importance, these symbolic pre-colonial remains located in the Center-South and South-West regions of the country have been scarcely studied. These rock art sites are part of an ample cultural context including landscape itself and its characteristics that reflect preferences and uses of ancient groups of people.It is probable that the choice for specific petroglyphs supports is related to the availability of suitable areas and the authors’ past landscape experiences and the sensorial aspects that emanate from it. This research work presents a phenomenological approach for the study of the Chapada das Mesas National Park rock art and landscape, so to understand how the sites are physically engaged and to identify features affecting the choice of supports by their materialization and insertion in the regional geomorphological context. So, it was developed a spatial analysis of the sites, paths and local borders, rock surfaces with art and its characteristics, water resources in different forms, the sites and art visibility and the landscape aspects related to perceptions and body movement. A visual register of the rock art was made through the use of digital technology, scanner Artec Eva 3D, producing data and contributing to the discussion about the technological advantages and disadvantages of such a method for documenting and analyzing archaeological remains. / Em meados do século XVII, as gravuras rupestres no Maranhão foram identificadas, a partir do discurso de um pajé indígena, pelo religioso francês Yves d’ Evreux, e, alguns séculos depois, painéis chegaram a ser descritos e reproduzidos por naturalistas. Apesar de serem os vestígios pré-coloniais mais notáveis no Centro-Sul e Sudoeste do Estado, os estudos referentes a essas manifestações simbólicas ainda são escassos no Maranhão. Entende-se que os sítios possuidores de arte rupestre estão incluídos em um contexto cultural amplo que envolve a própria construção da paisagem e características que indicam a preferência das sociedades pretéritas por determinados locais bem como seus usos. Acredita-se que a escolha dos suportes gravados estaria relacionada não apenas a disponibilidade de áreas a serem gravadas, mas, a experiência com a paisagem que esses autores teriam tido no passado, considerando, sobretudo, os aspectos sensoriais que dela emanam. Assim esta pesquisa considerou a abordagem fenomenológica para o estudo das gravuras rupestres e da paisagem no Parque Nacional Chapada das Mesas a fim de compreender como estes sítios estão engajados fisicamente e, identificar características que pudessem influenciar ou não a escolha dos suportes gravados a partir da materialização e inserção destas, no contexto geomorfológico regional. Desse modo, foi realizada uma análise espacial dos sítios, dos caminhos e fronteiras locais, dos suportes gravados e de suas características, das fontes hídricas em suas diferentes formas, a visibilidade dos sítios, das gravuras e de outros aspectos da paisagem que envolvem a percepção e o movimento corporal. Dentro dessa perspectiva a pesquisa também propôs o registro visual das gravuras rupestres a partir do decalque digital e do scanner de mão Artec Eva 3D, trazendo apontamentos sobre as possíveis contribuições, vantagens e desvantagens desse recurso metodológico para documentar e analisar esses vestígios arqueológicos.

Este trabalho trata da relação entre arquitetura e tecnologia digital, a partir da constatação de que a capacidade de processamento digital de informações está se espalhando não apenas pela adoção e uso de aparatos computacionais pelas pessoas, mas também por meio de sua inserção em objetos e lugares. Neste contexto, fornece bases para o entendimento e o design da arquitetura interativa, um tipo de espaço físico que pressupõe a implementação de interações viabilizadas por processadores de informação digital. Para tal, o trabalho é dividido em três partes: contexto, fundamentos e design. Na primeira, fornece chaves de leitura para o entendimento de instâncias com as quais a arquitetura interativa dialoga, colocando-­a, não como uma consequência do desenvolvimento tecnológico e, sim, parte de um contexto maior, complexo e conectado. Especificamente, aborda a interrelação entre os contextos ideológico, tecnológico e sócioespacial. Na segunda parte, explora a arquitetura interativa enquanto consequência da incorporação da tecnologia no produto arquitetônico, para depois analisar aspectos que conferem coerência a ela enquanto uma forma particular de intervenção e de manifestação. A terceira parte aborda as principais questões motivadoras desta pesquisa, a saber: o design da arquitetura interativa e as contribuições que o design de interação pode fornecer a esse tipo de prática. Por fim, são esboçados parâmetros -­- elementos conceituais passíveis de serem manipulados -­- para guiar o design da arquitetura interativa. Entre outras utilidades, a função desses parâmetros é ampliar o vocabulário e os modos de trabalho da arquitetura como um todo. No geral, a aproximação realizada foi um meio de explorar e entender um pouco mais o mundo tecnológico que vivemos. Assim, a motivação de entender o que é necessário para projetar a arquitetura interativa, ou seja, para incluir a tecnologia em seu produto, pressupõe discussões que alargam o campo da arquitetura. Inclui nele, a possibilidade e necessidade de que arquitetos atuem, além de consumidores dessa tecnologia, como protagonistas ativos em sua conformação. / This work delas with the relation between architecture and technology, from the observation that, the potential of digital information processing is spreading, not only through the adoption and use of computing devices by people, but also, their addition on objects and places. Within this context, this study provides basis for the understanding and design of interactive architecture, a type of physical space that compels the implementation of interactions, enabled by digital information processors. To achieve this, the work is divided into three parts: context, fundamentals and design. At the first part, Reading keys to understand instances with which the interactive architecture dialogues are provided. This type of spaces is understood, not as a consequence of technological development, but as part of a bigger, complex and connected context. Specifically, it adresses the interrelation between the ideological, technological and socio-­-spatial contexts. The second part, explores the topic of interactive architecture, as a result of technology introduction into the architectural product, and then, analyzes some aspects that give coherence to it as a specific form of intervention and expression. The third part, adresses the main issues that motivated this research, namely the design process of interactive architecture and the contributions that interaction design can provide this type of practice. Finally, nine parameters -­- conceptual elements capable of being manipulated -­- are outlined to guide the design of interactive architecture. Among other uses, the function of these parameters is to expand the vocabular and methods of architecture practice as a whole. Overall, the approach adopted is a means to explore and understand more about the technological world we live. The motivation to understand what is required to design the interactive architecture, that is, to include the technology in the final product, presupposes discussions that broaden the architectural field. It includes within it, the possibility and need for architects to act, beyond consumers of this technology, as active protagonists in their conformation.

A digitalização do território e a sua transformação em fluxos informativos (DI FELICE et al, 2012) resultaram em um outro modo de ser sobre a Terra, de ser-no-mundo contemporâneo, mais particularmente no que o sociólogo Massimo Di Felice (2009) define com o conceito de \"habitar atópico\", desenvolvido a partir da pensamento de Heidegger. Para ele, mais do que residir, o habitar refere-se a um relacionar-se, a um comunicar, caracterizado pelas interações em rede dos diversos coletivos humanos e não-humanos, tecnológicos, territoriais. Assim, mais do que a reprodução digital do território, trata-se de um novo ambiente, um \"metaterritório\", metageográfico e informativo, portanto, dinâmico e manipulável, cujas dimensões são sempre reticulares e indelimitáveis (DI FELICE et al, 2012). É nesse panorama que se pretende esboçar os caminhos para a proposição do conceito de \"ecopoiese\", entendida como uma ecologia que, ao contrário do que o sentido etimológico possa induzir, é do âmbito do atópico e do indizível. Seu oikos não se localiza e seu logos não se explica. Essa ecologia é pós-humanista e assim sendo, o somente humano não a define e nenhuma perspectiva única a reivindica. Nessa ecologia, as interações entre humano, natureza e tecnologia comunicativa assumem um caráter complexo e produzem sempre agenciamentos hibridizantes, divergindo de quanto preconizado pelas interações somente técnicas atribuídas à Internet das Coisas / The digitalization of the territory and its transformation into information flows (DI FELICE et al, 2012) resulted in a further way of being on earth, of being-in the contemporary world, more particularly in what the sociologist Massimo Di Felice (2009) defines with the concept of \"atopic inhabit\", developed from the thought of Heidegger. For him, rather than reside, dwelling refers to a relate to, to a communicate with, characterized by networked interactions of the human and non-human, technological, territorial collectives. Thus, more than the digital reproduction of the territory, it is a new environment, a \"metaterritory, a \"metageographical\" and informative one, and therefore dynamic and manipulable, whose dimensions are always reticular and unlimited (DI FELICE et al, 2012). It is in this scenario that is intended to outline the ways to propose the concept of \"ecopoiese\", here understood as an ecology that, instead of what the etymological sense may suggest, is the scope of the atopic and unspeakable. Your oikos is not localized and its logos is not explained. This ecology is post-humanist and, therefore, what is only human cannot define it and no single perspective can claim it as theirs. In this ecology, the interactions between human, nature and communication technology play a complex character and always produce hybridized assemblages which are different from merely technical interactions attributed to the Internet of Things

5 ABSTRACT The diploma thesis deals with the topic of digital education at primary school and its acceptance among pupils. The project is an inspiring attempt to link formal and informal education in the learning process. This study has become an inspiration for making digital teaching more effective and developing digital literacy for primary school pupils. The theoretical part is divided into three main chapters, which deal with the area of cognitive development of early school age children, digital education and digital technologies used in teaching. The knowledge from the professional literature in the theoretical part is the basis for the practical part, which through the creation of two educational geolocation games researches the development of individual digital competencies on a sample of two classes. The aim of this work is to find out how digital literacy and its individual competences can be developed in the primary school with respect to the age and cognitive development of pupils. On the basis of qualitative research in the form of observation, field notes and recording sheets, it was possible to analyze the basic level of development of individual digital competencies at elementary schools. The output is a description and evaluation of the possibility of development of digital literacy and...

This study aims to explore how today's digitalization looks in art specific educational research, bylooking at how teaching and teachers act towards digital techniques and tools to developstudents’ knowledge and abilities in arts education. The overview is constructed by a systematicsearch on two different databases. The presentation of the articles is done through three thematicdivisions: (i)The effects of teachers' view on digitalisations’ role in arts education, (ii)Teachers design of digitalarts educationand (iii)Students learning in relation to design of digital arts education. After thethematization of the eight articles a discussion is made in relation to the chosen problem area andtwo related questions “What kind of impact does teachers' attitudes on technology have onteaching?” and “How can different ways of working with technology change how students evolvetheir skills and competence?” have been asked. The results show that there are two main viewson digitalisation’s role in education, the ones that are against it and are for the traditional ways ofthe art subject and the teachers who are for the use of digital tools and can see the knowledgethat students develop

Syftet med denna studie var att syntetisera äldre personers erfarenheter kring användning av digital teknik samt dess betydelse för äldres delaktighet i vardagen. Studien är en metasyntes som utfördes genom en systematisk sökning av kvalitativ vetenskaplig litteratur och dess analys. Litteratursökningen genomfördes i fyra databaser och resulterade i 12 vetenskapliga artiklar som ingick i studien. Dataanalysen inleddes med en kvalitetsgranskning av artiklarna och avslutades med en syntes av datan som svarade på studiens syfte. Syntetisering ledde till 34 första nivåns teman samt tre andra nivåns teman; 1. Upplevd nytta och viljan av att använda digital teknik i äldres vardag. 2. Teknikens påverkan ger känsla av gemenskap och ökat stöd för delaktighet. 3. Upplevd begränsning och bristande vilja av användning av digital teknik. Andra nivåns teman lyftes upp och resulterade i två tredje nivåns teman; 1. Äldre entusiaster omfamnar teknikens möjligheter för känslan av trygghet och delaktighet i vardagen trots utmaningar kring dess användning. 2. Upplevelse av egna existensen i livet utanför teknikens värld och hinder för eller möjligheter till delaktighet i ett digitalt samhälle. Resultatet påvisade varierande erfarenheter av användning av digital teknik. Äldre personer lyfte upp stora möjligheter att engagera sig i samt att klara vissa vardagliga aktiviteter med hjälp av digital teknik. Positiva erfarenheter som dominerade i studierna var äldres möjlighet att kommunicera med vårdgivare och myndigheter samt att vara delaktig i sociala liv. Utöver detta visade sig att vissa äldre ansåg att digital teknik var onödig i deras liv, vilket berodde på brist på intresse eller svårigheter att hantera den. Att inte kunna eller att inte vilja hantera digital teknik har lett till upplevelse av utanförskap och minskad delaktighet i samhället. / The purpose of this study was to synthesize older people's experiences of using digital technology and its significance in their participation in everyday life. The study is a Meta-synthesis that was performed through a systematic search of qualitative scientific literature and it’s analysis. The literature search was conducted in four databases and resulted in twelve scientific articles that were included in the study. The data analysis began with a quality review of the articles and ended with a synthesis of the data that answered the purpose of the study. The synthesis led to 34 first-level themes as well as three second-level themes;            1. Perceived benefit and willingness to use digital technology in the everyday lives of the elderly, 2. The impact of technology provides a sense of community and increased support for participation, 3. Perceived limitation and unwillingness to use digital technology. Second level themes were highlighted and resulted in two third level themes; Older enthusiasts embrace the possibilities of technology for the feeling of security and participation in everyday life, despite the challenges surrounding its use. 2. Experience of one's own existence in life outside the world of technology and obstacles or opportunity to participate in a digital society. The results demonstrated varying experiences of using digital technology. Older people highlighted great opportunities to get involved in and to manage certain everyday activities with the help of digital technology. Despite functional limitations and physical barriers, there is potential to perform errands digitally. Positive experiences that dominated the studies were elderly's opportunity to communicate with healthcare providers and agencies but also opportunity to participation in their social life. In addition to this, it turned out that some older people felt that digital technology was unnecessary in their lives, which was due to lack of interest or difficulties in dealing with it. Not being able or unwilling to handle digital technology has led to the experience of exclusion and reduced participation in society.

My thesis titled Attributes of corporeality is a continuation of my thinking on the topic of identity. Now I approach identity as a category, not as an identity that belongs to a particular person. I consider the question of how is identity shaped in a postmodern, globalized world and how is it related to corporeality. My answer is based on the reality I know, on the current state of society. However, the intention of my work is above all to express my idea, which is rather a utopian scenario than anything else.

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[pt] Práticas didáticas realizadas são ditas como invisíveis e misteriosas. Professores críticos e reflexivos são o objetivo máximo de qualquer curso de formação de professores. O objetivo deste estudo é investigar se o trabalho de documentação do professor pode ser considerado como um instrumento que promove reflexão, e que revela as cenas pedagógicas (Margolinas e Rivière, 2005), e o conteúdo utilizado para o planejamento e o ensino. O estudo foi realizado na cidade do Rio de Janeiro (Brasil). Visitamos 80 escolas públicas de ensino fundamental II de todas as 11 corregedorias regionais de educação (CREs), falamos com cerca de 200 professores, coletamos 78 questionários de uma amostra intencionalmente selecionada, e conduzimos um grupo focal e 12 entrevistas semi-estruturadas. Utilizamos grounded theory para analisar os dados de acordo com os conceitos fundamentais do nosso referencial teórico: reflexão, documentação pedagógica e TIC na educação. Os resultados indicaram uma interação entre professores e recursos disponíveis (foco nos recursos digitais) para organizar, criar, expandir (extend), transformar, remixar, e compartilhar conteúdo, sugerindo uma atitude reflexiva por parte dos professores durante o seu trabalho de gênese documental. Nós investigamos especificamente o trabalho de documentação do professor, o que o compõe: motivações, intenções e uso. O material observado (oral, concreto, e virtual) indicou que a motivação do professor é mais instrumental e pragmática, com poucas intenções transformadoras; além disso, houve pouca evidência de uma reflexão proativa, deliberada e intencional, como por exemplo um olhar retroativo para as práticas recém realizadas. No entanto, suas atitudes e opiniões sugeriram um interesse genuíno na melhora de suas práticas e uma crença de que esta melhora pode ser promovida através de ferramentas digitais; no caso o trabalho de documentação sendo reconhecido como um caminho promissor. Nossa discussão indica as limitações do nosso referencial teórico para explicar a gênese documental do professor e como ela se relaciona com uma postura reflexiva. Nós reconhecemos a necessidade de uma teoria que reconheça e explique a agência da matéria (no nosso caso, das tecnologias digitais), como a Teoria Sócio Material (Material Engagement Theory - MET). / [en] Enacted teaching practices are invisible and mysterious. Critical reflective teachers are the ultimate goal of any teacher training. The goal of this research is to investigate whether teaching documentation work can be considered an instrument for fostering reflection, and to reveal pedagogical scenes (Margolinas and Rivière, 2005) and the contents used for planning and teaching. The study was carried out in the city of Rio de Janeiro - Brazil. We visited 80 public middle schools in all 11 educational districts, we talked to about 200 teachers, conducted 78 surveys based on an intentionally selected sample, and conducted one focus group and 12 semi-structured interviews. We used grounded theory and results were analyzed in light of the fundamental concepts in our theoretical framework such as reflection, documentation work, and ICT in education. Our results indicated an interaction between teachers and available resources (focus on technical, digital resources) to organize, create, extend, transform, remix, and share content, suggesting teachers reflective attitude during documentation genesis. We specifically investigated pedagogical documentation work and what it entails: motivations, purpose and use. The (oral, concrete, and visual) materials observed indicated that teachers motivation was more instrumental and pragmatic, with few transformative intents; moreover, there was little evidence of proactive, deliberate and intentional reflection such as retrospection on the practices just realized. Nevertheless, their attitudes and opinions suggested their genuine interest in improving their practices, and they believe that this can be stimulated through digital tools, recognizing documentation as a powerful one. Our discussion points to the limitations of our theoretical framework in explaining teachers documental genesis and its relation to reflective attitude. We acknowledge the need for a theory that recognizes and explains material agency (in our case, of digital technology), such as the Material Engagement Theory (MET).