Ce mémoire cherche à concevoir en théorie la dialectique socialisa-tion/individualisation à l’œuvre dans la formation et la transmission des goûts et pratiques culturels chez les jeunes adultes. L'analyse de dix entretiens conduits auprès de jeunes Montréalais âgés de 18 à 24 ans révèle que la socialisation sous l’égide de la famille et de l’école reste active sans être coercitive du fait qu’elle s'avère propice à la capacité des jeunes à se concevoir sous leur propre gouverne et à développer leurs propres goûts en matière de pratiques culturelles. Les pairs jouent également un rôle à cet égard, rôle amplifié par les moyens numériques. Les relations entre pairs génèrent une espèce de tension entre conformité au groupe et volonté d’être soi-même et de pouvoir agir à sa guise. Les nouvelles technologies d’information et de communication, quant à elles, se révèlent de nos jours sources de socialisation et d’individualisation en donnant accès à des « réseaux » en vertu desquels s’infléchissent les goûts et les préférences qui façonnent la pratique de la culture tout en permettant aux jeunes d’avoir les coudées franches pour les développer par eux-mêmes. / This dissertation seeks to conceptualize the socialization/individualization dialectic at work in the formation and transmission of cultural tastes and practices among young adults. The analysis of ten interviews, conducted with young Montrealers aged 18 to 24, reveals that socialization operating within the family and school remains active without being coercive, because it proves favourable to the aptitude of young people to define themselves autonomously and to develop their own tastes in cultural practices. Peers also play a role in this regard, a role amplified by digital means. Relationships between peers generate tensions between group conformity and willingness to be authentic and to act upon one’s behalf. New technologies of information and communication, furthermore, appear as a source of socialization and individualization by providing access to "networks" that inflect the tastes and preferences shaping the practice of culture, while simultaneously allowing young adults the freedom to develop themselves.

Cette thèse se penche sur les parcours et les pratiques d'artistes numériques naviguant au sein des secteurs multimédias de Montréal. L'étude des parcours de onze artistes numériques montréalais nous a permis de constater que leurs pratiques de production en arts numériques ne sont pas réductibles aux logiques de production propres à un seul lieu, que ce soit une entreprise privée, un centre d'art numérique ou encore l'université. La question du maintien de ces pratiques amène à prêter attention aux pluralités des éléments qui informent leurs (re)constitutions perpétuelles, ce qui appelle de nouveaux modes de théorisation des parcours d'artistes numériques et de leurs pratiques. Nous proposons une nouvelle manière de penser ces parcours - en tant que trajectoires - pour mettre en valeur la pluralité des modes d'articulation de ces pratiques. Elles sont ainsi considérées du point de vue de leurs médiations coconstitutives avec différents éléments. Nous avons isolé trois ensembles d'éléments pour rendre compte du maintien des pratiques en arts numériques et au travers desquels ces dernières déploient leurs multiples effectivités. Le premier ensemble recouvre les technologies intervenant dans la pratique en arts numériques. Le deuxième ensemble a trait au milieu des arts numériques et aux modes de l'organisé afférents. Enfin, le troisième ensemble traite du rapport entre les mondes de l'entreprise et la pratique en arts numériques. Ces trois ensembles d'éléments participent de diverses manières à la constitution, au maintien et à la singularisation de pratiques en arts numériques qui déploient leurs effectivités largement au-delà d'un espace social circonscrit ou spécialisé. / This thesis examines the paths and practices of digital artists navigating within the multimedia sectors of Montreal. Through the study of the paths of eleven digital artists based in Montreal we found that production practices in digital arts cannot be reduced to the logic of production specific to a single place, whether a private company, a digital arts center or a university. The issue of maintaining these practices leads one to pay attention to the plurality of elements that inform their perpetual (re)constitutions. This requires new ways of theorizing digital artists' paths and practices. We propose a new way of conceptualizing these paths - as trajectories - to highlight the plurality of ways the digital art practices are articulated. They are thus considered in terms of their co-constitutive mediations with different elements. We have identified three sets of elements to account for the maintenance of the practices in digital arts and through which these unfold their multiple effectivities. The first set covers the technologies involved in digital art practices. The second set relates to the digital arts community and the organizational modes characteristic of those locales. Finally, the third set deals with the relationship between the worlds of business and practices in digital arts. These three sets of elements contribute in various ways to the establishment, maintenance and singularity of digital arts practices that deploy their effectivities far beyond a circumscribed or specialized social space. / Réalisée en cotutelle avec l'université Sorbonne Nouvelle - Paris 3

À l’ère de la société de la connaissance, l’éducation supérieure occupe une place prépondérante dans le monde et les universités sont des acteurs de premier ordre. La connaissance, à travers l’innovation qu’elle permet, est devenue un élément central du processus de production et l’on parle désormais d’une économie du savoir, qui serait porteuse d’un ensemble de changements qui affectent la société sur différents plans. Le mode de fonctionnement traditionnel des universités n’y échappe pas et connaît plusieurs renouveaux. Les NTIC ont fait évoluer les manières d'enseigner et de faire de la recherche et l’on parle aujourd’hui d’un nouveau type de relations inédites entre les universités, l'État et le secteur de l’industrie. Après avoir passé en revue l’ensemble de ces changements, nous proposons d'explorer l'impact de toutes ces transformations sur le développement physique des universités à travers l’étude du projet de construction du futur campus de l'Université de Montréal à Outremont et de l'École des HEC Montréal. Nous analysons dans notre étude l'influence de ces changements sur l'organisation physique des universités et sur l'architecture des bâtiments. / In the era of the knowledge society characterized by the importance of constant innovation, various dimensions of social life are going through notable renewals. The New Technologies of Information and Communication (NTIC) are offering a large panel of new possibilities that affects the traditional mode of operating of various institutions. In this context, Universities become fundamental actor, by contributing to the high education of the population through their activities of teaching and research. It seems that the traditional mission of universities is going through major changes. Lots of new possibilities permit by the NTIC affects the traditional way of teaching and doing research and we also talk about new kind of unprecedented relations between universities, state and the industry. We offer to explore the impact of all these changes on the physical development of universities through a look at a case study of the campus of Université de Montréal and the business school of HEC Montreal. Our work discuss about the influence of these changes in the physical organization of the university, more specifically on the architecture of the buildings. Through a look at the project of construction of a new campus situated at Outremont, we have attended to study actual tendencies and concerns about university buildings. We then attended to analyse the impacts of these developments on the organisation of universities buildings through a study of the architectural features of the new school of HEC Montréal. / Toutes les photos présentes dans ce mémoire (sauf indication contraire) ont été réalisées par Dan Antonat (c).

Questa tesi è il risultato di uno studio sul CLIL e le nuove tecnologie per la didattica nato da un insieme di fattori: il desiderio di investigare l’uso delle nuove tecnologie a scuola, considerando le possibili implicazioni, e il bisogno di migliorare la qualità dell’apprendimento linguistico attraverso la creazione di nuovi stimoli per gli studenti. Tale studio è costituito da una parte teorica e una pratica di ricerca sul campo in cui si sono presi in considerazione diversi gradi di scuola e anche corsi universitari. La ricerca ha dimostrato l’influenza positiva delle nuove tecnologie come valore aggiunto al CLIL e ha riconosciuto il ruolo chiave dell’insegnante in questo tipo di approccio bifocale. / This thesis is the result of a research study in CLIL and Technologies that arose from the combination of different factors: the desire of investigate the implementation of new technologies at school, considering the possible implication, and the need to improve the quality of language learning giving new stimuli to the students. It is based on a theoretical study and an action research which investigated different school levels and university courses. The research proved the positive stimulus of new technologies as value-added to CLIL and recognised the key role of the teacher in such a double-focus approach.

La ricerca è stata condotta in una realtà organizzativa multinazionale, con lo scopo di comprendere quale sia il ruolo giocato dalle Nuove Tecnologie (NT) nel processo di integrazione tra Knowledge Management (KM) e Formazione. Queste due aree, infatti, potrebbero reciprocamente supportarsi nella capitalizzazione della conoscenza prodotta in azienda. Il primo studio ha esplorato la cultura organizzativa attraverso l’analisi delle comunicazioni sull’intranet. Con il secondo studio sono stati approfonditi vissuti e rappresentazioni dei membri dell’organizzazione; sono state condotte interviste etno-narrative ai responsabili dell’area Formazione, del KM ed ai Facilitatori delle Comunità di Pratica (CoP) per far emerge le pratiche d’uso delle NT. Nel terzo studio è stato indagato il costrutto della partecipazione alle CoP Virtuali, strumento indispensabile per rendere capillari le attività del KM. Il questionario compilato dai membri di alcune delle CoP aziendali ha mostrato come l’influenza di un fattore soggettivo e di uno sociale favoriscano la partecipazione alle attività. Dagli studi è emerso che la creazione di spazi prossimali di apprendimento riconosciuti e di un ambiente per la social collaboration consentirebbero il passaggio ad un sistema integrato ed un cambiamento nella cultura d’uso. Risulta fondamentale anche l’apporto di alcune figure chiave interne all’azienda, unito ad interventi di educazione all’uso. / Aim of the research, conducted in a multinational organization, is understanding the role played by New Technologies (NT) in the process of integration of Knowledge Management (KM) and Learning. These two areas, in fact, could support reciprocally in the capitalization of the knowledge produced in the company. The first study explores the organizational culture through the analysis of communication on the intranet. The second study looks at organization’s members experiences and representations. Ethno-narrative interviews were conducted to the training and KM areas managers, and to Communities of Practice’s (CoPs) Facilitators, to understand the NT’s practices of use. The third study investigates the construct of participation in Virtual CoPs, an essential tool to make widespread KM activities. The questionnaire completed by members of some Company’s CoPs showed how one subjective and one social factors encourage participation in activities. These studies show that the creation of spaces of recognized proximal learning and a social collaboration environment can enable the transition to an integrated system, and a change in the culture of usage. It is also essential the contribution of some key figures within the Company, combined with education to usage.

« Impolitesse », « manque de savoir-vivre », « petits désordres », voire même « infraction pénale », sont autant de qualificatifs utilisés pour dénoncer les effets néfastes de l’incivilité dans les relations sociales. Présentée comme « le » phénomène responsable des maux de la société, les mesures informelles pour endiguer l’incivilité se multiplient. Néanmoins, celles-ci se révélant insuffisantes à contenir son expansion, l’intervention de la matière juridique apparaît inéluctable. En effet, le droit, et plus spécialement le droit privé, qui a pour fonction de réguler les relations entre les particuliers, ne peut ignorer la pression exercée par le groupe social pour contraindre les citoyens à respecter les règles élémentaires de la vie en société. S’il faut alors saluer l’intervention du législateur pour dénoncer et cantonner les dangers de l’incivilité, la méthode utilisée pour ce faire est fortement contestable. Méconnaissant la logique qui préside à l’élaboration de toute règle de droit, il ne s’est effectivement pas interrogé sur ce que recouvre précisément l’incivilité, se contentant de reprendre à son compte les études sociologiques liant « incivilité » et « insécurité ». De la sorte, seul le droit pénal a été utilisé pour traiter un comportement par nature peu attentatoire à l’ordre public. Or, dans une perspective de véritable juridicisation de l’incivilité, cette méprise doit être corrigée. Pour cela, il convient de dégager les contours de la notion d’incivilité juridique, puis de l’assortir d’un régime juridique propre, susceptible de permettre aux citoyens de mieux « vivre ensemble », en préservant les conditions essentielles à une société démocratique. / « Rudeness », « want of mannerliness », « behaviour disturbances » or even « criminal offence » belong to numerous qualifiers used to name the harmful effects of incivility in social relations. Presented as « the » phenomenon responsible for evils afflicting our society, it more and more requires appropriate reprisals in order to avoid overwhelming increase. Nevertheless, as they are appearing insufficient to contain its expansion, the intervention of the lawmaker appears unavoidable. Indeed, the law, particularly private law meant for regulating relations between individuals cannot ignore the pressure exerted by the social group to compel individuals to respect basic rules of social life issues. If lawmaker’s interference has to be welcomed for incivilities containment, the method seems to be highly questionable. Considering the legislator’s lack of knowledge as far as law’s elaboration is concerned, it is advisable to precisely define what encompasses incivility and the borderline between incivility and insecurity. To these days, one has just affected to criminal law in order to cope with definitively barely offensive behaviour to public order. Considering the jurisdictionnal issues linked to incivility, correcting the initial misunderstanding is highly desirable. Henceforth, the concept and limits of incivility have to be properly identified. From which a specific system will be settled allowing citizens to better « living together » and as the same time preserving the essential conditions for a democratic society.

As novas tecnologias informacionais mudaram o nosso modo de vida, modificaram nossos hábitos e transformaram profundamente a sociedade. A evolução da informática e da internet trouxe um mundo no qual estamos constantemente conectados através de smartphones, tablets e/ou computadores. Entretanto, na era da informação a velocidade e a facilidade de acesso aos dados, muitas vezes, têm se mostrado superiores à nossa capacidade de absorvê-los e transformar a informação em conhecimento. Neste contexto, novas mídias emergem criando possibilidades de comunicação, dentre as quais destacam-se as tecnologias 3D. Essas abrem novas possibilidades nas mais diversas áreas, oferecendo maior liberdade para que os objetos sejam representados e manipulados no espaço. O campo da educação, por sua vez, tem encontrado dificuldades de absorver estas tecnologias e utilizá-las como ferramentas didáticas. Acredita-se que as tecnologias 3D possam vir a ser importantes instrumentos para a prática pedagógica. O presente trabalho tem como objetivo pesquisar possibilidades de ampliação e facilitação do uso da tecnologia 3D para fins educacionais e de preservação histórica. Para tal, realizou-se uma pesquisa sobre como esta tecnologia tem sido utilizada em ambos os campos. Após, foi realizado levantamento das principais técnicas de digitalização em 3D. Em seguida, foram testadas as principais plataformas e tecnologias para a exibição deste tipo de conteúdo: Cl3ver, Sketchfab, JSC3D, WebGL, Three.js, VRML, X3D, PDF3D e Unity. A partir desta análise, em caráter experimental, criou-se um repositório virtual 3D, o qual encontra-se hospedado nos servidores da UFRGS. O repositório facilita a divulgação de modelos 3D por parte dos criadores deste tipo de conteúdo, pois permite a sua inserção na internet de forma simples, sem a necessidade de conhecimento prévio de programação. Deste modo, o conteúdo gerado pode ser visualizado em computadores e/ou dispositivos móveis, diretamente no navegador, dispensando a instalação de programas complementares, contribuindo para a propagação deste tipo de mídia. Também é possível disponibilizar as obras digitalizadas para reprodução física, mediante técnicas de prototipagem rápida como manufatura aditiva (popularmente conhecida como impressão 3D) e/ou usinagem em CNC. Para a criação do conteúdo 3D, digitalizou-se em três dimensões de quatro elementos, fachadas específicas dos prédios históricos da UFRGS. Os modelos gerados a partir da digitalização foram disponibilizados, através do repositório 3D, e podem ser acessadas no endereço: www.ufrgs.br/ldsm/3d. O repositório 3D dos prédios da UFRGS é uma ação inovadora com propósitos educacionais e de conservação de patrimônio histórico, agindo como catalisador, onde arte, tecnologia e educação convergem em prol da construção do conhecimento. / The new informational technologies have changed our way of life, have changed our habits and profoundly transformed the society. The evolution of computer science and the internet brought a world in which we are constantly connected, whether through smartphones, tablets, and/or computers. However, in this Information Age, the speed and ease of access to data often has been shown to be superior to our capacity to absorb them and to transform the information into knowledge. Within this context, new media has emerged creating new possibilities of communication, among which stand out the 3D technologies, which open up new possibilities in the most diverse areas, offering greater freedom for the objects that are represented and manipulated in space. Fields of education, in this matter, have found difficulties to absorb these technologies and use them as teaching tools. In this context, it is believed that 3D technologies are likely to be important instruments for the pedagogic practice. The present study aims to search possibilities of expansion and facilitation in the use of 3D technology for educational purposes and historical preservation. With this research, it was studied on how this technology has been used in both fields. After this, it was done a survey of the main techniques of 3D scanning. Then, were tested major platforms and technologies for the display of this content type: Cl3ver, Sketchfab, JSC3D, WebGL, Three.js, VRML, X3D, PDF3D and Unity. Trough this analysis, for experimental, purposes was done the creation of a 3D virtual repository which is hosted on the servers of UFRGS. The repository facilitates the dissemination of 3D content by content creators, as it allows its insertion on the Internet in a simple way, without the need for programming skills, so that the content generated can be viewed on computers and/or mobile devices directly in the browser, without the need to install additional programs, contributing to the popularization of this type of media. It is also possible to transform the digitized 3D data creating physical models through rapid prototyping techniques, such as additive manufacturing (popularly known as 3D printing) and/or CNC machining. To create 3D content, 3D scanning was performed of four elements of specific historical UFRGS buildings facades. The models generated from scanning were provided through 3D repository, that can be accessed at: www.ufrgs.br/ldsm/3d. The 3D buildings of UFRGS repository is an innovative action, with educational purposes besides the conservation of historical heritage, acting as a catalyst where art, technology and education converge towards the construction of knowledge.

Le service public a éprouvé une ouverture massive de données publiques dite "Open Data". Ce phénomène s'est développé avec l'émergence des nouvelles technologies d’information dans les administrations publiques, devenant un facteur important dans le renouveau et la modernisation du service public. Cette nouvelle tendance que le monde explore depuis quelques années, vise à partager et à réutiliser les données publiques détenues par le service public. L’objectif de l’Open Data étant la transparence démocratique en réponse à l’exigence de rendre des comptes aux citoyens, pour lutter contre la corruption et promouvoir un gouvernement ouvert en faveur de la participation citoyenne. À cet égard, le concept Open Data mène à nous interroger sur l'importance de l'ouverture des données du service public, sur le degré de l'obligation de s'adapter à cette ouverture, sur les conséquences de l'intrusion d’Open Data dans la sphère du service public et sur les limites imposées à l'Open Data. Pour répondre à ces interrogations, on s’intéressera à l’apparition et au développement de l’Open Data dans le service public, tout en illustrant son impact sur l'évolution de la démocratie et son rôle éminent dans la création de nouveaux services publics, avec notamment le cas du service public de la donnée en France. Ainsi, le meilleur angle pour étudier l'ouverture des données publiques dans le service public sera le droit public comparé, cela nous permettra d'analyser la pratique d'Open Data dans les pays pionniers dans ce domaine et les pays du Maghreb qui intègrent, depuis peu, cette nouvelle méthode de travail. Cette étude a pour but aussi de démontrer ce que l'Open Data peu apporter concrètement à l'administration et au citoyen. / The public service has experienced a massive opening of public data known as "Open Data". This phenomenon has developed with the emergence of new information technologies in public administrations, becoming then an important factor in the renewal and modernization of the public service. This new trend that the world has been exploring for a few years aims to share and reuse the public data held by the public service, while keeping as objective the democratic transparency in response to the requirement to be accountable to citizens to fight against corruption and promote Open Government in favor of citizen involvement.In this respect, the Open Data concept leads us to question ourselves about the importance of opening up data in the public service, about the degree of obligation to adapt to this opening, also about the consequences of the Open Data’s intrusion into the sphere of the public service and the limits that Open Data may encounter.To answer these questions, we will focus on the emergence and development of Open Data in the public service, with a depiction of its impact on democracy evolution and its eminent role in the creation of new public services, such as the case of data public service in France. Thus, the best angle to study the opening of public data in the public service is the comparative public law, this allows us to analyze the practice of Open Data in the pioneer countries in this field and the Maghreb countries who recently integrated this new way of work. This study also aims to prove what are the benefits of Open Data for the administration and the citizen.

FERNANDES, Gildasio Guedes. Avaliação ergonômica da interface humano computador de ambientes virtuais de aprendizagem. 2008. 280 f. Tese (Doutorado em Educação) – Universidade Federal do Ceará. Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2008. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-04T16:33:00Z No. of bitstreams: 1 2008_Tese_GGFernandes.pdf: 2483252 bytes, checksum: e50c35c99aee0a029fbf63172787f203 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-05T14:56:30Z (GMT) No. of bitstreams: 1 2008_Tese_GGFernandes.pdf: 2483252 bytes, checksum: e50c35c99aee0a029fbf63172787f203 (MD5) / Made available in DSpace on 2012-07-05T14:56:30Z (GMT). No. of bitstreams: 1 2008_Tese_GGFernandes.pdf: 2483252 bytes, checksum: e50c35c99aee0a029fbf63172787f203 (MD5) Previous issue date: 2008 / The objective of this work is to develop a conceptual model in order to evaluate the human-computer interface (HCI) on a macro level. More specifically, it aims to evaluate the usability and functionality of virtual learning environments (VLE) for distance education (DE). Therefore, the specific objectives are: (1) to evaluate the usability of virtual educational environments used in distance education; (2) to analyze the functionality of educational virtual environments used for distance education; (3) to define appropriate parameters to build a conceptual model for the evaluation of educational virtual environment interfaces for distance education. The usability is originated from cognitive science and at the beginning of the 80’s decade, it started to be related to psychology and ergonomics areas. It includes five attributes which contribute for a good computational interface: easy learning, efficient use, easy memorization, low error levels and subjective satisfaction. On the other side, functionality does not depend only on the interface layer, but also on the program layers and on data base, which are in charge of the experts. The model’s construction was made based on a vast bibliographical review and on the general analysis of different computational environmental interfaces. In order to validate the proposed model, it was applied to three virtual learning environments (VLE): Moodle, Solar and e-ProInfo, using a checklist as a verification list. The first one contained 45 items addressed to education professionals. The second had 60 items applied to computational professionals with experience in distance education, and consequently, with knowledge about the usability principles of computational interfaces. The results show a remarkable advantage of Moodle environment among education professionals and Solar environment among computational professionals experienced in distance education. A clear rejection was observed for e-ProInfo among the two studied segments. Finally, the obtained data infer that, even though the proposed model is adequate to evaluate the VLE, it can be improved in order to be used by any higher education professional with experience on the application of digital technologies. / Avaliação ergonômica da interface humano- computador de ambientes virtuais de aprendizagem 2008. 346 f. Tese (Doutorado em Educação Brasileira) – Faculdade de Educação da Universidade Federal do Ceará. Fortaleza, 2008. Objetiva-se, em nível macro, desenvolver modelo conceitual para avaliar a interface humano-computador (IHC), especificamente, a usabilidade e a funcionalidade de Ambientes Virtuais de Aprendizagem (AVA) para educação a distância (EaD). A partir daí, são objetivos específicos: (1) avaliar a usabilidade de ambientes virtuais de educação empregados na educação a distância; (2) analisar a funcionalidade de ambientes virtuais de educação utilizados em educação a distância; (3) levantar parâmetros para construir modelo conceitual de avaliação de interfaces de ambientes virtuais de educação para educação a distância. Em relação à usabilidade, vários atributos foram estudados na interface computacional, destacando-se facilidade de aprendizagem, eficiência de uso, facilidade de memorização, baixas taxas de erro e satisfação subjetiva. A funcionalidade, que engloba as camadas de programação e da base de dados foi estudada levando em consideração a consistência dos dados produzidos no ambiente e a facilidade de adequação à tarefa das principais funções, com ênfase nos mecanismos de comunicação, de coordenação, de interação e de administração de cursos. Para a construção do modelo, recorremos à ampla revisão bibliográfica e à análise geral da interface de diferentes ambientes computacionais. O modelo inicial contém dois módulos. O primeiro, com 09 critérios e 45 atributos, destinado a profissionais da área de educação. O segundo módulo com 12 critérios e 60 atributos, aplicado a profissionais da área de computação com prática em atividades em EaD com conhecimento sobre os princípios de usabilidade de interfaces computacionais. No momento de sua validação, o aplicamos em três AVA: Moodle, Solar e e-ProInfo, utilizando como lista de verificação a modalidade cheklist. Dentre os muitos resultados obtidos, chama a atenção a significativa vantagem para o Moodle, quando da avaliação dos três ambientes junto aos profissionais educadores, e do Solar, no caso dos profissionais de computação com militância na área de EaD, com nítida rejeição dos dois segmentos estudados ante o e-ProInfo. Por fim, os dados obtidos e discutidos permitem inferir que, o modelo aplicado poderia ser refinado, o que foi feito. O modelo refinado proposto, baseado na análise dos dados da pesquisa e nas observações subjetivas dos agentes pesquisados contém dois módulos cada um com 10 critérios e 50 atributos.

As novas tecnologias informacionais mudaram o nosso modo de vida, modificaram nossos hábitos e transformaram profundamente a sociedade. A evolução da informática e da internet trouxe um mundo no qual estamos constantemente conectados através de smartphones, tablets e/ou computadores. Entretanto, na era da informação a velocidade e a facilidade de acesso aos dados, muitas vezes, têm se mostrado superiores à nossa capacidade de absorvê-los e transformar a informação em conhecimento. Neste contexto, novas mídias emergem criando possibilidades de comunicação, dentre as quais destacam-se as tecnologias 3D. Essas abrem novas possibilidades nas mais diversas áreas, oferecendo maior liberdade para que os objetos sejam representados e manipulados no espaço. O campo da educação, por sua vez, tem encontrado dificuldades de absorver estas tecnologias e utilizá-las como ferramentas didáticas. Acredita-se que as tecnologias 3D possam vir a ser importantes instrumentos para a prática pedagógica. O presente trabalho tem como objetivo pesquisar possibilidades de ampliação e facilitação do uso da tecnologia 3D para fins educacionais e de preservação histórica. Para tal, realizou-se uma pesquisa sobre como esta tecnologia tem sido utilizada em ambos os campos. Após, foi realizado levantamento das principais técnicas de digitalização em 3D. Em seguida, foram testadas as principais plataformas e tecnologias para a exibição deste tipo de conteúdo: Cl3ver, Sketchfab, JSC3D, WebGL, Three.js, VRML, X3D, PDF3D e Unity. A partir desta análise, em caráter experimental, criou-se um repositório virtual 3D, o qual encontra-se hospedado nos servidores da UFRGS. O repositório facilita a divulgação de modelos 3D por parte dos criadores deste tipo de conteúdo, pois permite a sua inserção na internet de forma simples, sem a necessidade de conhecimento prévio de programação. Deste modo, o conteúdo gerado pode ser visualizado em computadores e/ou dispositivos móveis, diretamente no navegador, dispensando a instalação de programas complementares, contribuindo para a propagação deste tipo de mídia. Também é possível disponibilizar as obras digitalizadas para reprodução física, mediante técnicas de prototipagem rápida como manufatura aditiva (popularmente conhecida como impressão 3D) e/ou usinagem em CNC. Para a criação do conteúdo 3D, digitalizou-se em três dimensões de quatro elementos, fachadas específicas dos prédios históricos da UFRGS. Os modelos gerados a partir da digitalização foram disponibilizados, através do repositório 3D, e podem ser acessadas no endereço: www.ufrgs.br/ldsm/3d. O repositório 3D dos prédios da UFRGS é uma ação inovadora com propósitos educacionais e de conservação de patrimônio histórico, agindo como catalisador, onde arte, tecnologia e educação convergem em prol da construção do conhecimento. / The new informational technologies have changed our way of life, have changed our habits and profoundly transformed the society. The evolution of computer science and the internet brought a world in which we are constantly connected, whether through smartphones, tablets, and/or computers. However, in this Information Age, the speed and ease of access to data often has been shown to be superior to our capacity to absorb them and to transform the information into knowledge. Within this context, new media has emerged creating new possibilities of communication, among which stand out the 3D technologies, which open up new possibilities in the most diverse areas, offering greater freedom for the objects that are represented and manipulated in space. Fields of education, in this matter, have found difficulties to absorb these technologies and use them as teaching tools. In this context, it is believed that 3D technologies are likely to be important instruments for the pedagogic practice. The present study aims to search possibilities of expansion and facilitation in the use of 3D technology for educational purposes and historical preservation. With this research, it was studied on how this technology has been used in both fields. After this, it was done a survey of the main techniques of 3D scanning. Then, were tested major platforms and technologies for the display of this content type: Cl3ver, Sketchfab, JSC3D, WebGL, Three.js, VRML, X3D, PDF3D and Unity. Trough this analysis, for experimental, purposes was done the creation of a 3D virtual repository which is hosted on the servers of UFRGS. The repository facilitates the dissemination of 3D content by content creators, as it allows its insertion on the Internet in a simple way, without the need for programming skills, so that the content generated can be viewed on computers and/or mobile devices directly in the browser, without the need to install additional programs, contributing to the popularization of this type of media. It is also possible to transform the digitized 3D data creating physical models through rapid prototyping techniques, such as additive manufacturing (popularly known as 3D printing) and/or CNC machining. To create 3D content, 3D scanning was performed of four elements of specific historical UFRGS buildings facades. The models generated from scanning were provided through 3D repository, that can be accessed at: www.ufrgs.br/ldsm/3d. The 3D buildings of UFRGS repository is an innovative action, with educational purposes besides the conservation of historical heritage, acting as a catalyst where art, technology and education converge towards the construction of knowledge.