Submitted by Marise Sanches (marisesan@yahoo.com.br) on 2016-08-21T21:05:55Z No. of bitstreams: 1 TESE SANCHES FINAL v.2016.pdf: 3099449 bytes, checksum: 142a32827bae01be45350292d7782570 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-08-29T16:05:16Z (GMT) No. of bitstreams: 1 TESE SANCHES FINAL v.2016.pdf: 3099449 bytes, checksum: 142a32827bae01be45350292d7782570 (MD5) / Made available in DSpace on 2016-08-29T16:05:19Z (GMT). No. of bitstreams: 1 TESE SANCHES FINAL v.2016.pdf: 3099449 bytes, checksum: 142a32827bae01be45350292d7782570 (MD5) / Esta tese tem como foco o processo de Construção Colaborativa do Conhecimento, na perspectiva multirreferencial / complexa. Propõe-se a fundamentar e analisar esta Construção como saberes, práticas plurais de duas redes de pesquisa: a Rede Cooperativa de Pesquisa e Intervenção sobre (In)formação, Currículo e Trabalho - REDPECT e a Rede Interativa de Pesquisa e Pós-Graduação em Conhecimento e Sociedade - RICS, ambas criadas a partir de iniciativas de pesquisadores da Universidade Federal da Bahia - UFBA. Propõe-se, ainda, responder à questão: Como a construção colaborativa do conhecimento, em tais Redes, contribui para a construção e difusão do conhecimento acadêmico científico de seus autorespesquisadores? O lastro para este estudo é o aprofundamento teórico do conceito de Construção Colaborativa do Conhecimento construído em 2011, na investigação dissertativa: “Construção Colaborativa do Curso de Formação de Gestores do Conhecimento através da EAD – CFGC”, defendida na Faculdade de Educação da UFBA, na qual foi identificado que, no viés proposto, este ainda carece de teorização. Pretende-se, portanto, a título de fundamentação teórica, não só o aprofundamento mencionado, como também uma argumentação dialógica, desenvolvida a partir de conceitos principais: (1) Colaboração; (2) Complexidade e Multirreferencialidade; e (3) Conhecimento e Cognição, articulados com os conceitos secundários emergentes no processo do estudo. A busca de respostas para as questões de pesquisa realiza-se através do Método/Modelagem em Mosaico Memorial, um desenho que consiste em apresentar como esses saberes, práticas se constituem. Aqui se aprofundam técnicas e procedimentos de análise, que orientam a pesquisa de tessitura em mosaico, numa abordagem Quanti-Qualitativa / Participativa, com características de Etnopesquisa, através do Método de Análise Contrastiva. As informações levantadas no campo empírico, em documentos das Redes investigadas e entrevistas a alguns de seus membros, possibilita o alcance dos objetivos traçados, explicitando ainda a importância do processo de construção colaborativa do conhecimento para a (in)formação de analistas cognitivos e outros pesquisadores, fundamentado como uma modelagem cognitiva em mosaico, complexa e multirreferencial. / ABSTRACT The focus of this thesis is the process of Collaborative Knowledge Construction within a multireferential / complex perspective. The basis for the analysis of this construction was a plurality of knowledge practices in two research networks: the Cooperative Research and Intervention in (In)formation, Curriculum, and Work Network - REDPECT and the Interactive Network of Research and Post-graduate Studies in Knowledge and Society - RICS, both created from researcher initiatives at the Federal University of Bahia - UFBA. How the collaborative construction of knowledge in such networks contributes to the construction and dissemination of scientific academic knowledge of its author-researchers was of central interest. The underlying thread to this study is a deepening of the theoretical understanding of the concept “Collaborative Knowledge Construction”. This concept was central to the research dissertation: "Collaborative Construction on the Training Course for Knowledge Managers in Distance Learning - CFGC", defended in 2011 at the Faculty of Education, Federal University of Bahia, and was found to require greater theoretical underpinning. The deepening of these theoretical grounds is reached through dialogical argumentation during the study, and the key concepts: (1) collaboration; (2) complexity and multireferentiality; and (3) knowledge and cognition, together with secondary concepts raised in the process. The search for answers to the research questions in the Study takes place through the Method / Modeling of Mosaic Memorial. This research design shows how these forms of knowledge practices are constituted, and enriches the techniques and analytic procedures that guide the weaving of the research into a Quanti-Qualitative / Participatory approach, with characteristics of Ethno research through the Contrastive Analysis Method. The information gathered during the fieldwork in documents from the networks researched and interviews with some of their members, achieved the Study objectives as well as clarifying the importance of the collaborative process in building knowledge for the (in) formation of cognitive analysts and other researchers; so establishing a cognitive modeling mosaic, both complex and multireferential. / RESUMEN Esta tesis enfoca el proceso de Construcción Colaborativa del Conocimiento, en la perspectiva multi-referencial compleja. Se propone fundamentar y analizar esta construcción en los saberes, prácticas plurales de dos redes de investigación: La Red Cooperativa de Investigación e Intervención sobre (In)formación, Currículo y Trabajo – REDPECT, por su nombre en portugués – y la Red Interactiva de Investigación y Post-Graduación en Conocimiento y Sociedad - RICS, por su nombre en portugués; ambas criadas por la iniciativas de investigadores de la Universidad Federal de la Bahia - UFBA. Se propone, también, responder a la pregunta: ¿Cómo la construcción colaborativa del conocimiento, en estas Redes, contribuye con la construcción y difusión del conocimiento académico científico de sus autores-investigadores? El fundamento de este estudio es la profundización teórica del concepto de Construcción Colaborativa del Conocimiento construido en 2011, en la investigación de Disertación: “Construção Colaborativa do Curso de Formação de Gestores do Conhecimento através da EAD – CFGC”, defendida en la Facultad de Educación de la UFBA, en la cual fue identificado que, en la perspectiva propuesta, este concepto aún carecía de teorización. Se pretende, consecuentemente, a título de fundamentación teórica, no solo la profundización teórica mencionada, sino también una argumentación dialógica, desarrollada a partir de los siguientes conceptos principales: (1) Colaboración; (2) Complejidad y Multireferencialidad; y (3) Conocimiento y Cognición, articulados con los conceptos secundarios emergentes en el proceso del estudio. La búsqueda de respuestas a la pregunta de investigación se realiza por medio del Método/Modelaje en Mosaico Memorial, un diseño que consiste en presentar como esos saberes, prácticas se constituyen. Aquí se profundiza en técnicas y procedimientos de análisis, que orientan la investigación de “tesitura” en mosaico, en un abordaje Cuanti-Cualitativo / Participativo, con características de Etno-investigación, por medio del Método de Análisis Contrastivo. Las informaciones levantadas en el campo empírico, en documentos de las Redes investigadas y entrevistas a algunos de sus miembros, posibilita alcanzar los objetivos trazados, explicitando también la importancia del proceso de construcción colaborativa del conocimiento para la (in)formación de analistas cognitivos y otros investigadores, fundamentado como un modelaje cognitivo en mosaico, compleja y multi-referencial.

L’herboristerie, activité consacrée à la préparation et à la vente de plantes médicinales, se renouvelle depuis les années 1970 autour d’acteurs aux pratiques techniques et approches scientifiques divergentes. Parmi eux, des paysans-herboristes cultivent, cueillent puis transforment eux-mêmes les espèces végétales qu’ils commercialisent tout en mobilisant les usages de la médecine végétale populaire transmis par l’ethnobotanique pour qualifier leurs qualités thérapeutiques. L’ethnobotanique est une discipline vouée à l’étude des relations flore-société investie notamment par des acteurs non-académiques qui travaillent sur le recueil des savoirs naturalistes populaires. La thèse met en lumière les ressorts de la relation que les paysans-herboristes tissent avec le végétal et la façon dont ils utilisent l’ethnobotanique pour asseoir la légitimité de leurs pratiques. En échangeant des savoirs sur les propriétés médicinales du végétal, il apparaît que les institutions de la recherche et du patrimoine d’une part, les paysans-herboristes et les ethnobotanistes d’autre part, participent à un processus de production collective de connaissances sur les plantes orienté vers le développement de l’autonomie thérapeutique. La thèse met également en évidence l’attention particulière des paysans-producteurs aux vulnérabilités humaines et végétales et la prise en compte de l’intentionnalité des plantes qui caractérise leur pratique de l’herboristerie. Les données de terrain ont été recueillies dans différents contextes entrelacés : les institutions patrimoniales et scientifiques, les arènes de l’herboristerie française et les fermes des paysans-herboristes. / Herbalism, or the activity of preparing and selling medicinal plants, has been going through a phase of renewal since the 1970’s, thanks to the actions of various participants whose technical practices and scientific approaches markedly differ. Among them, are the farmer-herbalists, who grow and pick medicinal plants, which they transform and commercialise, mobilising the traditions of popular plant medicine relayed by ethnobotany. Ethnobotany, a field of study which focuses on the relationships between plants and societies, is being invested by new players who, independently from academic institutions, work to collect popular naturalistic knowledge. This doctoral thesis proposes to shed light on the dynamics underlying the relationship that farmer-herbalists establish with the plant world, and on their use of ethnobotany as an argument to legitimise their practices. It appears that, through an exchange of knowledge about the medicinal properties of plants, institutions of research and conservation on the one hand, farmer-herbalists and ethnobotanists on the other hand, both contribute to the constitution of a collective body of knowledge on plants which promotes therapeutic autonomy. The thesis also emphasizes that the farmer-producers are particularly attentive to the vulnerabilities of both humans and plants, and that they take the plants’ intentionality into consideration – a defining characteristic of their herbalistic practices. The field data was collected in an array of varied, though intermingled, contexts: conservation and scientific institutions, the various arenas of French herbalism, and the farms of the farmer-herbalists.

The wave of knowledge loss that organisations are facing on account of layoffs, retirements, staff turnover and mergers gave rise to this research. The main research aim was to identify the organisational and behavioural factors that could enhance or impede tacit knowledge retention. A multidisciplinary approach focusing on knowledge management, organisational behaviour and organisational development was followed. The nature of knowledge in organisations was explored by following a contextualised theorybuilding process, focusing on epistemology, and the appearance and application of knowledge. Knowledge in the context of this research is the knowledge and experience that reside in the minds of people. It is not easily documented, and is referred to as tacit knowing. A theoretical model was developed that revealed the factors that could influence tacit knowledge retention. The model focused on human input factors taking into account knowledge loss risks, strategic risks and behavioural threats that could cause knowledge loss.The main purpose of the empirical research was to operationalise the theoretically derived knowledge retention constructs, determine statistically the enhancing and impeding factors that influence knowledge retention and develop a structural equation model to verify the theoretical model. A quantitative empirical research paradigm using the survey method was followed. A questionnaire was compiled, and a survey conducted in the water supply industry. The principal component factor analysis postulated nine factors. A composite factor, knowledge retention, as the dependent variable was compiled. The questionnaire was found to be reliable, with a Cronbach alpha coefficient of .975. A structural equation model development strategy produced a new best-fitting knowledge retention model based on the new constructs postulated in the factor analysis. The model indicated that there is a direct causal relationship between strategy implementation and knowledge retention and between knowledge behaviours and knowledge retention. The regression analysis showed that most of the intercorrelations are significant, thus confirming the theory. The research contributed towards a comprehensive understanding of the factors that influence tacit knowledge retention. The questionnaire and the new knowledge retention model could assist organisations in determining the extent to which knowledge is retained and where to focus in developing and implementing a knowledge retention strategy. The study encourages practitioners to take cognisance of the fact that organisations are different and that the enhacing and impeding factors of knowledge retention are to be considered. / Information Science / D. Litt. et Phil. (Information Science)

Submitted by Biblioteca de Pós-Graduação em Geoquímica BGQ (bgq@ndc.uff.br) on 2017-05-29T17:53:20Z No. of bitstreams: 1 Dissertação Ester Ceschini.pdf: 1250748 bytes, checksum: 9594b56261da9429314abdc4fcd0d813 (MD5) / Made available in DSpace on 2017-05-29T17:53:20Z (GMT). No. of bitstreams: 1 Dissertação Ester Ceschini.pdf: 1250748 bytes, checksum: 9594b56261da9429314abdc4fcd0d813 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Universidade Federal Fluminense. Instituto de Química. Programa de Pós-Graduação em Geoquímica, Niterói, RJ / O estudo da geoquímica de contaminantes (como os metais de origem antropogênica) no ecossistema de manguezal pode contribuir para uma melhor compreensão das funções e d os serviços ambientais prestados por este ecossistema. Este conhecimento dev e ser traduzido pa ra a sociedade, para fins de conservação e manutenção dos recursos naturais dos manguezais para as gerações futuras. Neste estudo, a distribuição de metais de interesse ambiental (Fe, Mn, Zn, Cu e Pb) entre o sedimento e os compartimentos vegetais (raízes, troncos, galhos e folhas de Rhizophora mangle ) foi avaliada numa área recuperada de manguezal no Aterro Sanitário de Gramacho, Baía de Guanabara, Duque de Caxias ( RJ). Além disto, foram realizadas atividades junto a alu nos do sistema de ensino formal em prol da conscientização para a preservação ambiental, baseada no conhecimento da importância dos manguezais para a dinâmica de contaminantes em áreas costeiras. No estudo da biogeoquímica de metais, foram realizadas análi ses do material vegetal, das placas - de - ferro (depósitos de óxidos sobre as raízes ) e do sedimento (extrações em HCl 1 mol/L). A distribuição das concentrações médias dos elementos nos sedimentos não esteve estatisticamente correlacionada com a variação da granulometria ou da matéria orgânica. O s resultados evidenciam que a matéria orgânica está fortemente associada à fração silte . O pH do sedimento está dentro da normalidade para florestas de manguezal , não sugerindo forte efeito de aportes de chorume do at erro sanitário. Os coeficientes de acumulação nos compartimentos da vegetação em relação ao sedimento mostraram que as raízes finas, sem placas - de - ferro, apresentaram o maior enriquecimento em Zn, Cu e Pb. As placas - de - ferro foram mecanismos eficientes de exclusão de Fe e Mn, mas não em relação aos outros metais. O Mn teve distribuição diferenciada, pois as folhas constituem o compartimento vegetal que apresentou as maiores concentrações. Foi evidenciada uma baixa incorporação e translocação dos contaminant es metálicos (Zn, Cu e Pb) na vegetação, favorecendo a manutenção destes elementos nos sedimentos e partes subterrâneas da vegetação, o que contribui para a capacidade de retenção de metais pelo ecossistema de manguezal. O desenvolvimento do estudo junto a os alunos do ensino básico mostrou que os alunos evoluíram de concepções prévias de senso comum, para respostas que demonstraram ganho de conhecimento a partir das atividades realizadas. Houve uma recomendação maior por parte dos alunos em relação à realiz ação de saída de campo, como forma de haver um maior aproveitamento. Neste cenário, a Educação Ambiental através do ensino da Geoquímica Ambiental no ensino básico pode ser um meio para favorecer a melhor percepção dos alunos em relação a um ecossistema fu ndamental para proporcionar uma melhor qualidade de vida ao homem. Desta forma, pode -se obter uma melhor construção do comportamento voltado para a valorização do ambiente / The study of contaminants geochemistry (such as anthropogenic metals) in mangrove ecosystems can contribute to a better comprehension on the functions and services of th ese ecosystems, which should be translated to the society. This knowledge should be applied for the mangrove resources conservation for future generations. In this study, the distribution of metals of environmental interest (Fe, Mn, Zn, Cu and Pb) between sediments and vegetation compartments (roots, stems, branches and leaves of Rhizophora mangle ) was evaluated in a restored mangrove area in the Gramacho Landfill, Guanabara Bay, Duque de Caxias (RJ). Moreover, activities with formal school education studen ts were carried out in order to improve their environmental preservation conscience, based on the knowledge on the mangrove importance for coastal areas. In the study of metal biogeochemistry, analysis of vegetation material, iron plaques (oxide deposits o n the roots) and sediment cores (extractions in 1 mol/L HCl) were carried out. Average metal concentrations in sediments cores were not correlated with sediment grain size and organic matter content. Zinc, Cu and Pb concentrations exceeded local background levels. Se diment pH was within the normal range for mangrove forests, suggesting no strong effect of landfill leachate input . Coefficients of accumulation in the vegetation compartments ( in relation to the sediment concentrations) showed that the fine roo ts, without iron plaques , showed the greatest enrichment in Zn, Cu and Pb . Iron plaques were efficient mechanisms of exclusion for Fe and Mn, but not in relation to other metals. The Mn showed a different distribution, because the leaves are the plant comp artment that had the highest concentrations. The results showed a low incorporation and translocation of metal contaminants (Zn, Cu and Pb) in the vegetation, favoring the maintenance of these elements in sediments and subterranean parts of the vegetation, which contributes to the metal retention capacity of mangrove ecosystem. The development of the study with school students showed an evolution from previous conceptions of common sense , show ing knowledge gain. There was a major recommendation from the stu dents regarding the field trip s as a way to improve this knowledge gain. In this scenario, environmental education through E nvironmental Geochemistry teaching in basic education can be a way to promote better understandi ng of students in relation to ecolog ically important ecosystems that provid es a better quality of life to human populations that use their resources . Th en , a better behavior toward environment valorization could be constructed

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The thesis deals with the process of construction of mathematical knowledge of an individual and a group of pupils. At the outset, some concepts are discussed which belong to the theoretical background of our research (knowledge construction process and its mechanism, typology of mathematical knowledge, character of a mathematical structure, constructivist approaches to the teaching of mathematics, creative teaching, action research). Some results of selected local and foreign research focusing on constructivist approaches and action research in mathematics education are given. The methodology mainly consists of teaching experiments which can, to a certain extent, be seen as cycles of cooperative action research. The target group consists of pupils of lower secondary grammar school. The data gathered through traditional methods of qualitative research (participation observation, audio and videorecordings, pupils' artefacts, notes of an external observer, etc.) were analysed using the techniques of grounded theory. The research has generated results of three types: (1) The categories of individual and group constructions in mathematics have been described in depth including their dimensions (the measures of the teacher's influence on the construction, of the pupils' cooperation, of pupils' formal acceptance...

No description available.

This study reports on the use of action research methodology to generate a critical reflective collaborative setting. The aim was to infuse the institution with the results of this study in order to stimulate debate on the issues regarding change in practice and systems. The suitability of Internet communication technologies, more specifically the online learning community, is evaluated as a delivery mode that would address today’s learning needs. This required the collaborative construction of knowledge in a community setting with the teacher enabling communication and interaction, and facilitating and stimulating the sharing and testing of ideas and constructs. But such a learning scenario was found to be significantly challenging to the current print-based learning experience. It implied a challenge to teaching and support staff as well as the questioning of the efficiency and legitimacy of current instructional design staff and procedures used. The teaching responsibilities and commitment in the online community was outlined as against current print-based teaching practice. The current development and production culture, which restricts innovation and change in practice and systems significantly, came under pressure. The success of the online learning community in the Unisa context was nevertheless significant and it has the potential to serve as an opportunity to re-examine print-based production and delivery and to devise strategies and solutions to increase the quality significantly. / Faculty of Education / D. Ed.

This investigation attempts to analyse the applicability of child protection policy and legislation to black families and children in South Africa. The literature study focuses on the nature, scope and implications of child protection and child protection legislation, perspectives on children's and parents' rights, and more specifically on child-care policy and legislation in South Africa. A limited exploratory empirical investigation within the confines of the Child and Family Care Society was undertaken. The researcher had, by way of a case analysis, studied factors influencing the application of child-care legislation ~l:'ld described how legislation is being applied in practice. The application of philosophies and principles inherent in child-care policies, and the evolvement of certain patterns and trends have also been analysed. Specific deficiencies have been identified and recommendations regarding more effective social work practice are highlighted. / Social Work / M.A. (Mental Health)

This dissertation explores the efficacy of the learner autonomy (LA) principles implemented in secondary technical school EFL classes through project-based units incorporated into the conventional four-year language curriculum (2011-2015). This integrated approach remains uncommon in a Czech secondary technical school, even though it suggests a teaching model that enhances ELA and increases communicative competence and motivation among learners. A mixed-method design based on longitudinal four-cycle action research and quasi-experiment approaches was selected (1) to examine the changes in self-regulation and academic achievement development over time; (2) to investigate the efficacy of autonomous projects systematically applied within the assigned treatment group (TG), and (3) to compare the results of the treatment and control groups as to their self-regulation and academic achievement development. For the quantitative strand, a structured Self-Regulation Questionnaire (SRQ-A) and a series of academic tests were administered which were consequently analysed through null hypothesis statistical testing (NHST). The instruments employed within the quasi-experiment were focused on the following two major questions: (1) whether there was correlation between self- regulation and academic achievement...