Orientador: Sonia Regina Albano de Lima / Banca: Celso Antonio Mojola / Banca: Sidney José Molina Júnior / Resumo: Esta pesquisa discute a natureza da improvisação musical e as possibilidades de sua aplicação no ensino de instrumentos e performance musicais. O problema central que motivou a pesquisa se concentra na questão: "É possível elaborar um ensino significativo de improvisação musical nas escolas que trabalham com a performance musical, ou esta seria uma tarefa a se contrapor à natureza do que vem a ser a improvisação?" Essa problemática nos conduziu aos seguintes objetivos: discutir os conceitos de improvisação musical e de aprendizagem significativa; promover cursos e oportunidades de improvisação em escolas que têm a performance como modelo de ensino musical; e oferecer aos estudantes e professores de música alguns paradigmas metodológicos que poderão fazer da improvisação uma das disciplinas dos cursos de prática instrumental ou canto. Para responder a essa indagação, o mestrando parte de sua história de vida, considerando as oportunidades positivas e negativas que proporcionaram seu desenvolvimento musical e seu interesse pela improvisação. No capítulo II são apresentadas as teorias educacionais que deram suporte à proposta pedagógica que se pretendeu aplicar na pesquisa, considerando principalmente a Teoria da aprendizagem significativa de David Paul Ausubel, que explica diversos aspectos da aprendizagem relativa ao ensino geral, da qual aproveitamos os conceitos que dão suporte ao ensino da música e da improvisação. No capítulo III está a revisão bibliográfica utilizada na pesquisa. Pesquisamos livros, teses e dissertações que abordam a improvisação sobre os prismas científico, pedagógico e filosófico. No capítulo IV apresentamos um breve relato do itinerário histórico da improvisação no Ocidente a partir da tradição escrita e sua aplicabilidade no cenário musical atual, adentrando na questão da utilização da improvisação... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research discusses the nature of musical improvisation and the possibility of applying it to music teaching and musical performances. The central issue that motivated the research is the focus on: "Is it possible to work out a meaningful teaching of musical improvisation at schools that work on musical performance, or would this be a task that goes against the nature of what the improvisation is about?" This issue have led us to the following aims: to discuss musical improvisation and meaningful learning concepts, to promote courses and the chance to improvise in schools that use performance as a model for music teaching, and to offer to music students and teachers some methodological paradigms that will enable to turn improvisation into a discipline in instrumental practice or singing courses. To answer this question, the researcher will take into account his own life experience, considering the positive and negative opportunities that led to his musical development and his interest in improvisation. In chapter II the educational theories that are the background of the pedagogic principles that were applied in the research are presented, particularly David Paul Ausubel's, that explains many aspects of learning for teaching in general. We chose the Ausubel's concepts that could be used to give support to music and improvisation teaching. The third chapter contains the bibliography used in the research. We went through books and papers that looked into improvisation from a scientific, pedagogic and philosophical point of view. In chapter IV there is a brief report about the history of improvisation in the West since it started to be written and how to apply it to the current music scene, and a look into the issue of the use of improvisation in the popular music of the continent. In Chapter V the sources that generated the research are presented divided in three parts: ...(Complete abstract click electronic access below) / Mestre

nÃo hà / O estudo se constituiu de uma pesquisa de campo, de carÃter descritivo e exploratÃrio, numa abordagem quanti-qualitativa, com a finalidade de avaliar a efetivaÃÃo da prÃxis psicomotora no processo ensino-aprendizagem e interaÃÃo de crianÃas com SÃndrome de Down, na educaÃÃo infantil, segundo a fala dos professores. A pesquisa desenvolveu-se entre fevereiro e junho de 2007, com o universo de 10 professores de Escolas de EducaÃÃo Infantil, sediadas em Fortaleza, e 6 pais de crianÃas com SÃndrome de Down, em processo de escolaridade, com idade entre 2 e 8 anos. Os instrumentos de informaÃÃes foram um questionÃrio semi-estruturado aplicado com os professores e, um questionÃrio de explicitaÃÃo â anamnese, realizado com os pais. Os dados foram agrupados estatisticamente atravÃs do programa Statistical Package for the Social Sciences â SPSS for Windows, versÃo 13.0. Para anÃlise dos dados no que se refere Ãs informaÃÃes qualitativas utilizou-se a anÃlise de conteÃdo, que permite fazer inferÃncias sobre os dados obtidos. A pesquisa revelou que 100% das professoras conhecem a Psicomotricidade, com a maioria utilizando-a como ferramenta pedagÃgica na interaÃÃo, e na aprendizagem. Os elementos psicomotores sÃo trabalhados, distribuÃdos pelos diferentes componentes funcionais e relacionais, cujas vantagens se refletem em melhorias no aspecto relacional, interaÃÃo social e desenvolvimento psicomotor das crianÃas. No tocante Ãs caracterÃsticas afetivas e sociais, 90% das crianÃas mantÃm vÃnculo de afetividade com a professora. As maiores dificuldades apresentadas pelas crianÃas se referem à linguagem, envolvendo oralidade, leitura e escrita. A annamnese com os pais revelou o desconhecimento total ou parcial sobre a SÃndrome de Down antes do nascimento das crianÃas. Concluiu-se que o emprego da psicomotricidade ajuda na aprendizagem e interaÃÃo das crianÃas, influenciando em todas as esferas do desenvolvimento, especialmente quando a estimulaÃÃo psicomotora precoce à aplicada desde os primeiros meses de vida / The study was established using a field research, by using exploratory and descriptive methods, with the purpose to evaluate the accomplishment of the psychomotricity praxis in the teaching learning process and the interaction of children with Downâs Syndrome in Infant Education, according to their teachers. The research was developed between February and June 2007 with 10 teachers from the Elementary School, Fortaleza (Brazil), and 6 parents of Downâs Syndrome children with ages between 2 and 8 years old. The tool used was a half-structuralized questionnaire applied to the teachers and anamnesis questionnaire applied to the parents. The data had been grouped through the Statistical Package for the Social Sciences (SPSS) program for Windows, version 13.0. it was used content analysis that allows inferences on the acquired data. The research showed that a hundred percent of the teachers known the psychomotricity praxis and most of them use it as a teaching tool in the interaction and learning process. The psychomotor elements are elaborated in the functional and relational aspects, in which advantages reflect on the improvement of social interaction and the psychomotor development of the children. The biggest difficulty presented by the children refers to the language, related to speaking, reading and writing. The questionnaire answered by the parents shows the total or partial unfamiliarity of the Downâs Syndrome before the birth of the children. The research concluded that the psychomotor praxis helps on the learning process and the childrenâs interaction, reflecting on their development, specially when applied on the first few months of life

As modalidades esportivas coletivas de invasão (MECi) despertam grande interesse aos envolvidos com esporte no Brasil, mas o olhar dado à formação não é o mesmo dado ao alto rendimento, muitas vezes desconsiderando-se as características desse grupo de modalidades no processo de iniciação. Com o fim de valorizar essas características, há disponível na literatura diversas propostas de iniciação nas MECi. Considerando essas propostas e modelos de formação esportiva em longo prazo, esse estudo objetivou verificar a possibilidade de uma prática transferível na iniciação nas MECi, avaliando se o desempenho de praticantes de uma MECi é semelhante em outra MECi. Foi realizada uma pesquisa descritiva observacional, com jovens atletas de handebol e de basquetebol do sexo masculino. Cada jogador foi avaliado ao realizar jogos das duas modalidades, através do Game Performance Assessment Instrument. A partir dessa avaliação, o desempenho que os jogadores tiveram nas duas modalidades foi comparado. Os resultados mostraram que o desempenho dos sujeitos em ambas as modalidades foi semelhante, ou seja, o desempenho que os jogadores tiveram na modalidade que não praticavam foi tão bom quanto na sua modalidade de origem. Esses resultados, aliados a outros estudos e projetos disponíveis na literatura, indicam que é possível adotar a prática transferível como estratégia para iniciação nas MECi, explorando suas similaridades e deixando a cargo de uma etapa de especialização futura, o aprofundamento nas questões específicas da modalidade escolhida / The invasion games (IG) arouse great interest to those involved with sport in Brazil, however view about sports learning process is not the same as at performance training, often disregarding the characteristics of this group of games in the learning process. In order to value these characteristics, there are several proposals for the IG learning process available in the literature. Considering these proposals and long-term sports training models, this study aimed on verifying the possibility of the transfer practice into the IG learning, then evaluating if the practitioners performance of a specific game would be similar to their performance in another game. A descriptive observational research with young male athletes of handball and basketball was performed. Each player was assessed by performing games on both sports through the Game Performance Assessment Instrument. Based on this assessment, the players performance on both sports was compared. The results showed that subjects\' performance in both were similar: the performance that players had in the sport they did not use to practice, was as good as in their sport of origin. These results, allied with other studies and projects available in the literature indicate that it is possible to adopt the transfer practice as a strategy to IG learning, exploring their similarities and leaving to a future specialization, the deepening in specific issues of the chosen sport

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-01-24T18:11:27Z No. of bitstreams: 1 2015 - Lucila Maria Teixeira Nunes.pdf: 1371705 bytes, checksum: b078a1113815b153ad5cb2ba77867103 (MD5) / Made available in DSpace on 2018-01-24T18:11:27Z (GMT). No. of bitstreams: 1 2015 - Lucila Maria Teixeira Nunes.pdf: 1371705 bytes, checksum: b078a1113815b153ad5cb2ba77867103 (MD5) Previous issue date: 2015-03-30 / The continuous teacher training looking to qualify for the improvement of their knowledge and pedagogical practice. In areas such as education, it is very common for graduate students already have training and experience teaching before entering the master's or doctorate in. But little is known about the graduate impact on their teaching practices and career. In this sense, the study of graduates becomes an indispensable mechanism to review the process of education as they are obtained concrete information about the course. The opinions and perceptions of these and the impact of the results of the activities are yet to be revealed are known. This research aimed to characterize the egress of the Graduate Program in Agricultural Education (PPGEA) teachers of the Federal Institutes in Brazil, from 2005 to 2013, and analyze the representation of the area of the egress of technical knowledge regarding the inference of training in Agricultural Education in their teaching and their commitment to the construction of the student's knowledge. The research presented Qualitative and quantitative approach in which exploratory activities of survey, systematization of data and dissertations of the graduates were imposed. The techniques of documentary research were employed from PPGEA information, literature from the query in books, journals and dissertations of graduates. Virtual form of use has been made to send the graduates belonging to the area of Knowledge Technical and ending with the analysis and interpretation of the content of the dissertations of graduates. The results revealed that, between 2005 and 2013, 413 teachers were titrated in Agricultural Education, with 64.4% represented by the education area in Education and Management and 35.6% of professionals from technical areas. Teachers of the Federal Institutes predominate in this amount, with 79%. The Southeast region was the one with the largest number of registered teachers, with 39.5% frequency. The population of Knowledge Technical Area graduates understood the total of 117, being distributed in areas of Education in Agribusiness, Environment, Animal Production and Plant Production. The responses to the questionnaire revealed that the predominant academic training of graduates took from degree courses, so they already had in their historical pedagogical disciplines. The teaching experience exceeded 15 years showing that the classification is relevant at any time professional career. About 63% of respondents graduates continued with continuity in training, with the entry into PhD programs and specializations. The graduates had to be satisfied (47.2%) their professional activities with regard to training by PPGEA promoting increased technical knowledge, remuneration and confidence to teach. The evaluation and improvement of the teaching-learning process occurred by applying the pedagogy of projects in which the students, community, local producers were involved promoting better interaction between theory and practice. Therefore, we can see the Graduate Diploma in Agricultural Education Program has provided teachers Area of Knowledge Technical changes and improvements in its performance, in relation to their teaching, whether from the practice of interdisciplinarity and contextualization for reflection and construction of knowledge. / A forma??o continuada para docentes busca a qualifica??o para o aperfei?oamento dos seus conhecimentos e pr?tica pedag?gica. Em ?reas como a de Educa??o, ? muito comum que os p?s-graduandos j? tenham forma??o e experi?ncia docentes antes do ingresso no mestrado ou no doutorado. Mas pouco se sabe sobre as repercuss?es da p?s-gradua??o nas suas pr?ticas pedag?gicas e na carreira. Nesse sentido, o estudo de egressos torna-se um mecanismo indispens?vel ao processo de avalia??o do ensino visto que s?o obtidas informa??es concretas sobre o curso. S?o conhecidas as opini?es e percep??es destes e ainda s?o revelados os impactos dos resultados das atividades desenvolvidas. Esta pesquisa visou caracterizar o egresso do Programa de P?s-Gradua??o em Educa??o Agr?cola (PPGEA) no territ?rio brasileiro, no per?odo de 2005 a 2013, e analisar a representa??o do egresso da ?rea dos saberes t?cnicos em rela??o ? infer?ncia da forma??o em Educa??o Agr?cola na sua pr?tica pedag?gica. A pesquisa apresentou abordagem Quali-quantitativa na qual atividades explorat?rias de levantamento, sistematiza??es dos dados e das disserta??es dos egressos foram impostas. Foram empregadas as t?cnicas de pesquisa documental a partir das informa??es do PPGEA, pesquisa bibliogr?fica a partir da consulta em livros, peri?dicos e das disserta??es dos egressos. Fez-se uso de formul?rio virtual para envio aos titulados e finalizando com a an?lise e interpreta??o de conte?do das disserta??es dos egressos. Os resultados revelaram que, entre 2005 e 2013, foram titulados 413 mestres em Educa??o Agr?cola, sendo 64,4% representados pela ?rea de Ensino em Educa??o e Gest?o e 35,6% por profissionais de ?reas t?cnicas. Os docentes dos Institutos Federais predominam neste montante, com 79%. A regi?o Sudeste foi a que apresentou o maior n?mero de docentes matriculados, com 39,5% de frequ?ncia. A popula??o de egressos da ?rea dos Saberes T?cnicos compreendeu o total de 117, sendo distribu?dos em ?reas de Ensino em Agroind?stria, Meio Ambiente, Produ??o Animal e Produ??o Vegetal. As respostas dos question?rios revelaram que a forma??o acad?mica predominante dos egressos se deu a partir de cursos de licenciatura, logo estes j? apresentavam em seu hist?rico as disciplinas pedag?gicas. O tempo de doc?ncia ultrapassou os 15 anos, mostrando que a qualifica??o ? relevante a qualquer momento da carreira profissional. Cerca de 63% dos egressos respondentes prosseguiram com a continuidade na forma??o, com o ingresso em Programas de Doutorado e especializa??es. Os egressos apresentaram-se satisfeitos (47,2%) sua atua??o profissional em rela??o ? forma??o pelo PPGEA promovendo aumento do conhecimento t?cnico, da remunera??o e confian?a ao lecionar. A avalia??o e melhoria do processo de ensino-aprendizagem ocorreram atrav?s da aplica??o da pedagogia de projetos na qual os discentes, comunidade, produtores locais foram envolvidos promovendo melhor intera??o entre teoria e pr?tica. Logo, percebe-se o Programa de P?s-Gradua??o em Educa??o Agr?cola proporcionou aos docentes da ?rea dos Saberes T?cnicos mudan?as e melhorias em sua atua??o, seja em rela??o a sua pr?tica pedag?gica, seja a partir da pr?tica da interdisciplinaridade e da contextualiza??o para a reflex?o e constru??o do conhecimento.

As modalidades esportivas coletivas de invasão (MECi) despertam grande interesse aos envolvidos com esporte no Brasil, mas o olhar dado à formação não é o mesmo dado ao alto rendimento, muitas vezes desconsiderando-se as características desse grupo de modalidades no processo de iniciação. Com o fim de valorizar essas características, há disponível na literatura diversas propostas de iniciação nas MECi. Considerando essas propostas e modelos de formação esportiva em longo prazo, esse estudo objetivou verificar a possibilidade de uma prática transferível na iniciação nas MECi, avaliando se o desempenho de praticantes de uma MECi é semelhante em outra MECi. Foi realizada uma pesquisa descritiva observacional, com jovens atletas de handebol e de basquetebol do sexo masculino. Cada jogador foi avaliado ao realizar jogos das duas modalidades, através do Game Performance Assessment Instrument. A partir dessa avaliação, o desempenho que os jogadores tiveram nas duas modalidades foi comparado. Os resultados mostraram que o desempenho dos sujeitos em ambas as modalidades foi semelhante, ou seja, o desempenho que os jogadores tiveram na modalidade que não praticavam foi tão bom quanto na sua modalidade de origem. Esses resultados, aliados a outros estudos e projetos disponíveis na literatura, indicam que é possível adotar a prática transferível como estratégia para iniciação nas MECi, explorando suas similaridades e deixando a cargo de uma etapa de especialização futura, o aprofundamento nas questões específicas da modalidade escolhida / The invasion games (IG) arouse great interest to those involved with sport in Brazil, however view about sports learning process is not the same as at performance training, often disregarding the characteristics of this group of games in the learning process. In order to value these characteristics, there are several proposals for the IG learning process available in the literature. Considering these proposals and long-term sports training models, this study aimed on verifying the possibility of the transfer practice into the IG learning, then evaluating if the practitioners performance of a specific game would be similar to their performance in another game. A descriptive observational research with young male athletes of handball and basketball was performed. Each player was assessed by performing games on both sports through the Game Performance Assessment Instrument. Based on this assessment, the players performance on both sports was compared. The results showed that subjects\' performance in both were similar: the performance that players had in the sport they did not use to practice, was as good as in their sport of origin. These results, allied with other studies and projects available in the literature indicate that it is possible to adopt the transfer practice as a strategy to IG learning, exploring their similarities and leaving to a future specialization, the deepening in specific issues of the chosen sport

Objetivamos levantar a opinião de alunos e professores sobre o significado de ser bom e mau professor; as estratégias de ensino e os critérios de avaliação utilizados nas aulas. Trabalhamos um estudo qualitativo usando a metodologia participativa mediada pela Pesquisa-Ação. Investigamos 47 sujeitos (12 professores e 35 alunos) da educação profissional de nível técnico em enfermagem, de uma instituição mineira. Os dados foram obtidos por meio de questionário e da observação participante. Após categorização efetuou-se a análise dos dados. A maioria dos educadores entrevistados referiu que bom professor é aquele que é aberto, responsável, facilitador, entre outros. E o mau professor, assume postura autoritária e adialógica. Já os alunos evidenciaram ser bom professor aquele que domina e sabe passar conteúdo e para o mau professor, o inverso. Professores e alunos destacaram a aula expositiva como a técnica mais utilizada em sala de aula e os alunos evidenciaram uso excessivo de retroprojetor para esse tipo de aula. Quanto ao processo de avaliação os professores demonstraram preocupação em contemplar várias modalidades avaliativas, e os alunos destacaram provas, trabalhos individuais e em grupo como as técnicas mais utilizadas. Sobre as dificuldades enfrentadas na sala de aula, os professores mencionaram o desinteresse, e os alunos enfatizaram a desmotivação nas aulas. A respeito do ensino à distância, professores e alunos revelaram conhecimento sobre essa modalidade de ensino. Os alunos revelaram necessidade de maior motivação na vida dos professores e no processo ensinoaprendizagem. Os resultados finais foram compartilhados com alunos e professores, explicitando que isso representaria o lançamento de uma semente, necessitando maior investimento na área, sobremaneira às complexas questões que se atrelam o processo ensinoaprendizagem e a relação professor-aluno. / The goal of this research is to get students and professors’ opinions about waht means beeing a good or a bad teacher; learning strategies and evaluation criterias used on the classes. We used a qualitative research methods and a participative methodology in Action Research. We investigate 47 people (12 professores and 35 students) from a professional level education in nursing at an institution in Minas Gerais. The data were achieved by questionaries and participative observation. After categorizing the data we did the analysis. Most os the interviewed educators said that the caracteristics of a good professor are: openess, responsability, and among others that he has to be a facilitator of the learning process. And a bad professor is authoritarian and not able to stabilish a good dialog. On the other hand, the students said that a good professor is the one who dominates the class and knows how to explain the subject and the bad one doesn’t do any of those. Professors and students detached the expositive class as the most used technique in the classroom and the students emphasized the excessive use of the overheadprojector on this kind of classes. About the evaluation process, the professors showed that they were worried about adding new evaluation modalities, and the students said that tests, individual and group work were the most used evaluation techniques. About the difficulties inside the classroom, the professors mentioned that one of them is the students’seflessness and the students agreed that desmotivation is a problem in the classes. Professors and students said that they both have some knowledge about distance learning education. Students said that professors needed more motivation on their own lives and also on the teaching and learning process. The final results were shared with the students and professors, showing that this attitude would represent the beginning of a process which needs more attention, mainly those complex problems concerning teaching and learning process and the relation between professor and students.

Resumo: O mercado de trabalho tem aumentado a procura por profissionais dinâmicos e que possuem visão sistêmica empresarial, por outro lado, as instituições de ensino superior vêm se preocupado cada vez mais com a qualidade oferecida no seu processo ensino-aprendizagem, no intuito de suprir esta demanda. Os jogos de empresa têm sido uma ferramenta fundamental nesse processo, pois ele desenvolve no aluno habilidades necessárias a um gestor. O objetivo dessa investigação foi analisar o jogo de empresa Mercado Virtual como uma ferramenta que antecipa a necessidade do saber dos alunos. O estudo envolveu alunos de duas instituições de ensino superior da região de Bauru, através de uma pesquisa descritiva e exploratória. Ao final, foi possível identificar o jogo Mercado Virtual características que o transforma numa ferramenta proativa no processo de ensino-aprendizagem / Abstract: The labor market has increased the demand for dynamic professionals who have a systemic view of business, on the other hand, institutions of higher education have increasingly been concerned with the quality offered in their teaching-learning process in order to meet this demand. The games business has been a key tool in this process as it develops in students the skills a manager. The goal of this research was to analyze the business game Mercado Virtual as a tool that anticipates the need to know the students. The study involved students from two institutions of higher education in the region of Bauru, through a descriptive and exploratory. In the end, it was possible to identify in business game Mercado Virtual becomes a proactive tool in the teaching-learning process / Orientador: José de Souza Rodrigues / Coorientador: Manoel Henrique Salgado / Banca: Antonio Fernando Crepaldi / Banca: José Dinis de Araújo Carvalho / Mestre

Cette thèse propose une étude des barrières à l'innovation et des stratégies des firmes de plasturgie françaises membres du pôle de compétitivité Plastipolis. Nous adoptons une méthodologie faisant dialoguer théorie et empirie à travers quatre chapitres. Nos matériaux empiriques se composent de données issues de l'exploitation de 24 entretiens de firmes innovantes de plasturgie. Nous proposons une revue récente de la littérature empirique sur les barrières à l'innovation et mettons notamment en lumière les principaux facteurs de variation de leur nature et intensité. Nous enrichissons cette revue en développant les principaux concepts de l'évolutionnisme économique des comportements innovants des firmes. L'état des lieux et l'analyse de la plasturgie française aujourd'hui permettent d'identifier les acteurs et les spécificités de cette industrie, puis l'étude des trajectoires des firmes innovantes de plasturgie de détecter et construire une typologie des stratégies d'innovation. L'interprétation de la littérature évolutionniste et celle sur les barrières nous permet de formuler une proposition d'analyse du rôle conjoint des compétences et des barrières lors de l'adoption d'une nouvelle stratégie et d'émettre dans deux hypothèses l'existence de deux facteurs qui font varier leur nature et intensité. L'évaluation des effets de ces deux facteurs de variation est testée sur notre échantillon à partir de statistiques descriptives, d’analyses en composantes principales (ACP) puis dans 3 études de cas approfondies. Nos résultats permettent de mieux appréhender la complexité de l'innovation dans l'industrie de la plasturgie française et d'identifier les leviers activables pour soutenir les firmes innovantes. Pour cela, après un retour sur le rôle d'intermédiation de l'innovation ouverte joué par les pôles de compétitivité et par Plastipolis en particulier nous formulons des recommandations. / This thesis offers a study of the barriers to innovation and the strategies of the French plastics processing firms that are members of the competitive cluster Plastipolis. We adopt a method that combines and compares theory and empiricism over four chapters. Our empirical material is made up of data from 24 interviews with innovative plastics processing firms. We offer an up-to-date review of the empirical literature on innovation barriers and bring to light the main variation factors in the nature and intensity of these barriers. The review is enriched by developing the main concepts of the economic evolutionism of firms’ innovative behaviours. The overview and analyses of plastics processing in France today make it possible to identify the sector’s actors and specificities, and by studying innovative plastics firms’ trajectories, we can detect and construct a typology of innovation strategies. Interpreting evolutionary literature and studies of barriers enables us to formulate a proposal to analyse the shared role of skills and barriers when adopting a new strategy, and to put forward in two hypotheses the existence of two factors that cause their nature and intensity to vary. The evaluation of the effects of these two variation factors is tested on our sample using descriptive statistics, principal component analysis (PCA) and 3 in-depth case studies. Our findings make it easier to grasp the complexity of innovation in the French plastics processing industry, and to identify the levers that can be implemented to support innovative firms. Before making recommendations, we examine the intermediation role of open innovation played by competitive clusters, particularly Plastipolis.

[pt] O presente estudo tem por objetivo a análise de um blog educacional mantido por um professor de curso preparatório de um exame de proficiência em língua inglesa. Os aportes teóricos do estudo têm sua base no conceito de gênero discursivo enquanto ação social recorrente e compartilhada por uma comunidade discursiva (Miller, 1994; Swales, 1990) e também a noção de sistema de gêneros (Bazerman, 2005) construído pelo professor e pelos alunos no blog em questão durante o período de nossa observação. O estudo qualitativo consistiu na definição desse sistema de gêneros e também na investigação de possíveis inclusões no referido blog de gêneros outros que não aqueles comuns em aulas presenciais, por ser o blog um gênero digital e multimediático. Procurou-se também, através da análise de um questionário enviado a nove alunos participantes do blog, verificar a percepção desses alunos quanto ao proveito do uso do blog em questão no que tange ao seu processo de aprendizagem. A análise dos dados mostrou que o sistema de gêneros construído ao longo de nossa observação consistiu basicamente em um sistema bastante similar àquele possivelmente observável em ambiente de sala de aula convencional. Os resultados de nossa análise dos questionários mostraram também que, para a maioria dos alunos, o blog é encarado como proveitoso em termos de aprendizagem conquanto muitos dos alunos não tenham tido uma participação tão efetiva nas atividades propostas pelo professor bloguista. As implicações pedagógicas desta pesquisa remetem à necessidade de se refletir sobre o papel dos novos gêneros digitais no que tange à prática pedagógica dos professores e a contribuição desses gêneros virtuais ao processo ensino e aprendizagem de língua estrangeira nos dias de hoje. / [en] The present study analyzes an educational blog maintained by a teacher in a preparatory course for an English language proficiency examination. The theoretical background of the study centers on the concept of genre as a recurring social action shared by a discourse community (Miller, 1994; Swales, 1990) and also on the notion of a system of genres (Bazerman, 2005). The system under study here emerged during the work of the teacher and the students towards the creation of the blog itself. The qualitative study consisted of, first, the tabulation of the genre system and then the investigation of genres that might be included in the blog, other than those common in classroom settings, considering that the blog is a multimedia digital genre. Through the analysis of a questionnaire sent to nine students participating in the blog, I also sought to check their perceptions as to the advantages of using the blog as far as their learning process was concerned. The data analysis showed that the genre system built during my observation consisted basically of a system that is very similar to one that might be observed in the traditional classroom environment. The results of the analysis of the questionnaires also showed that, for most of the students, blogging is seen as beneficial in terms of their learning although many students did not participate consistently in the activities proposed by the teacher. The pedagogical implications of this research indicate the need to reflect on the role of new digital genres concerning teachers’ pedagogical practice and the possible contribution of these virtual genres in the teaching and learning process for foreign language nowadays.

Contemporary theories of learning suggest that successful learners are active in the learning process and that they tend to use a number of metacognitive processes to monitor learning and remembering. Drawing on the theoretical framework of Nelson and Narens (1992), the current study examined the effect of certain variables on metamemory processes and on students' ability to recall and recognise learned material. The present study explored the effect of four independent variables on five dependent variables. The independent variables were: 1. degree of learning (responses given until 2 or 8 times correct), 2. judgment of learning (JOL) timing (given immediately after learning session or 24 hours later), 3. retention interval between study and test (2 or 6 weeks), and 4. type of material studied (sentences, in or out of context). The dependent variables were: 1. judgement of learning (JOL), 2. confidence rating, 3. feeling of knowing (FOK), 4. recall, and 5. recognition.. As ancillary analyses, the study explored, firstly, whether gender differences had an effect on meta-level and object-level memory, and secondly, whether students who recalled more also made more accurate metamemory judgements. The effects of the independent variables on recall and recognition were consistent with those found by previous studies. The most interesting new finding of the present study was that students who made JOLs after twenty four hours were more likely to take into account the effect of the interval between learning and testing. Students who made immediate JOLs did not allow for the effect of the time interval on retention. A further new finding was that gender appeared to have had an influence on JOLs. The findings about the effects of timing of JOLs and of gender effects on JOL have implications for metacognitive theory and will stimulate further research. The practical significance of this research, particularly the implications for study skills training for all students, was that educators cannot presume that students will correctly predict what they will recall after six weeks if they make that judgement immediately after learning has occurred. Therefore, the effects of the passage of time on memory, and the efficacy of delaying judgments, should be made explicit. The finding that the manipulation of JOL timing has a significant effect on the accuracy of judgements has implications in the wider area of educational policymaking and for the current debate on competencies and quality assurance. Learning cannot be considered a simple process and when a large component of learning is selfdirected, as it is in tertiary institutions and increasingly in schools, many variables are operating.