Avec une œuvre déjà abondante (dix-sept romans publiés à ce jour, sans compter des recueils de textes brefs et quatre volumes de son blog quotidien, L'Autofictif), Éric Chevillard est l'un des représentants les plus singuliers du roman français contemporain. L'objet de cette thèse est de cerner les traits caractéristiques de cette œuvre. Dotés d'une forte dimension critique, notamment à l'égard du roman réaliste, les récits de Chevillard élaborent dans le même temps un monde fictionnel ludique et poétique, d'une extrême fantaisie. L'ironie, la parodie, le jeu avec la logique et le langage participent de cette écriture joueuse, en opposition avec la représentation de la réalité. En outre, ces récits instaurent une forte relation, empreinte de connivence, avec le lecteur. A celui-ci, ils proposent ce que l'on peut appeler « une aventure de la conscience ». / Éric Chevillard has already published seventeen novels, amongst other works, such as short storiesand his daily blog, L'Autofictif. He now stands as one of the most remarkable and unusual Frenchcontemporary novelists. This work aims at analysing the main characteristics of Chevillard's works. His stories are based on a strong and general criticism of literary realism. Simultaneously, Chevillard's stories playfully create a fictional world that is both poetical and whimsical.In playing with language and logic, in using parody and irony, these stories bring together a playful style in opposition to the representation of reality.Lastly, Chevillard's works establish a strong relationship, in connivance, with the reader. They suggest what could be phrased as a "consciousness' adventure".

This degree work is a project that started out from weaving, which became the founding technique for how a modular textile took its shape, woven together as interlaced parts. Modularity was taken into this work in order to avoid a flat result and give the woven textile playful attributes and multiple functions. By using bold colours and layers in weaving, an investigation of the interactive and playful side of this textile technique was done. The method was based on workshops where geometrical forms were systematically woven into a repetitive pattern according to the plain weave binding. The result were three voluminous textiles with a given hierarchy of colours and material as they were placed at different levels. Practically, it is a textile that can be fitted to different spaces by being either diminished or built out, in order to be interactive. The quantity of elements within the textiles became the essence and the quality in the project and the advantage is that it is a textile that can be made from waste.

Como objetivo principal de este trabajo de investigación se ha buscado comenzar con las definiciones de los nuevos géneros como las palabras que han surgido en el mundo de los videojuegos para entender el contexto en el que nos estamos manejando. Partiendo de estas definiciones se comienza a desarrollar el estudio de diversos temas que componen el trabajo de investigación que se dividen en: la narrativa, los elementos estéticos y los cuatro personajes principales del videojuego. Se hizo el uso del videojuego “What remains of Edith Finch” para entender los conceptos desarrollados en este trabajo de investigación, a partir de esto se logra acercar el tema ejemplificando un videojuego para el análisis profundo de los cuatro principales familiares de Edith que nos va a llevar a guiarnos a lo largo del desarrollo y explicación final del tema de investigación. Es por eso que se ha buscado que la estructura cubra todos los conceptos teóricos como prácticos para poder desarrollar el trabajo de investigación. El trabajo aquí presente se está realizando para el aporte hacia los elementos estéticos de los videojuegos siendo parte de uno de los pocos trabajos de investigación realizado específicamente centrado en este tema. / The main objective of this research work has been to start with the definitions of the new genres as the words that have arisen in the world of videogames to understand the context in which we are dealing. Starting from these definitions, we begin to develop the study of various topics that make up the research work that are divided into: the narrative, the staging and the four main characters of the video game. The videogame "What remains of Edith Finch" was used to understand the concepts developed in this research work, from this it is possible to approach the subject by exemplifying a video game for the in-depth analysis of the four main relatives of Edith that is going to lead to guide us throughout the development and final explanation of the research topic. That is why we have sought that the structure covers all the theoretical concepts as practices to be able to develop the research work. The work presented here is being carried out for the contribution towards the staging of videogames being part of one of the few research works carried out specifically focused on this topic. / Trabajo de investigación

I call my project COLORUM - A ceramic investigation of form in relation to balance and spatiality. Colorum means colors in Latin. Dividing the word, color from English, and rum is space in Swedish. I have investigated the ceramic process through basic geometric shapes. Trying to understand, learn, feel and master the material. Work with and against it, control, and let go of control. I have been working with casting techniques and exploring the primary forms, challenging the material, pushing the clay norms to their edge. By relating to geometry, I defy myself to create these precise forms in ceramics. I combine soft, colorful glazes on the surface with a strict body that creates a juxtaposition that opposes each other. The journey continued by challenging the precise forms through gravity movement creating imploding bodies. I'm curious about the dialogue and the meeting between different expressions in shapes, material, and volumes.

I dagens samhälle utgör förskolor en viktig hörnsten i den samhällsstruktur som har byggts upp. Majoriteten av landets ett till femåringar deltar idag i förskolan och på många förskolor blir barngrupperna större än vad som rekommenderas av Skolverket. Det finns tydliga rekommendationer och riktlinjer gällande barns vistelseyta på förskolor från Skolverket och miljöförvaltningen. Även rekommendationer gällande storleken på barngrupperna är tydliga men trots det följs inte dessa på många förskolor av ekonomiska skäl. I samband med litteraturstudier har det gjorts studiebesök på fyra befintliga förskolor där olika pedagoger har intervjuats. Detta har gett mer kunskap om styrkorna respektive bristerna i förskolorna. Tillsammans med lagkrav, riktlinjer och pedagogernas erfarenheter har typförskolan Tårtan gestaltats, en förskola byggd ur barnens perspektiv. Typförskolan är flexibel med en planlösning utformad för att passa barngrupper allt från 17–24 barn. Storleken på barngrupperna ska avgöras utifrån förskolans ekonomiska förutsättningar men trots större barngrupper ska det inte vara en riskfaktor för verksamheten då tack vare den genomtänkta planlösningen. / In today's society, preschools constitute an important cornerstone of the social structure that has been built up. The majority of the country's one to five-year-olds participate today in preschools and in many preschools, the children's groups become larger than what is recommended by the Swedish National Agency for Education. There are clear recommendations and guidelines regarding children's accommodation at preschools from the National Agency for Education and Environmental Management. Even recommendations regarding the size of the children's groups are clear, but in spite of this, they are not observed at many preschools for economic reasons. In connection with literature studies, study visits have been made to four existing preschools where different educators have been interviewed. This has given more knowledge about the strengths and shortcomings of preschools. Together with legal requirements, guidelines and educators' experiences, the pre-school Tårtan has been formed, a preschool built from the children's perspective. The preschool is flexible with a floor plan designed to fit children's groups ranging from 17-24 children. The size of the children's groups should be determined on the basis of the pre-school's financial conditions, but despite the larger children's groups it should not be a risk factor for the business due to the planned planning.

[pt] A presente tese teve como ponto de partida a evidência de que, cada vez mais, se queremos uma escola para todos, precisamos promover a inserção do aluno numa nova estratégia de ensino que dê conta das mudanças na sociedade decorrentes da cultura do digital e das demandas dos alunos que nela se inserem. Assim sendo, o trabalho investigativo exposto objetivou discutir o fazer escolar na interação docente-discente a partir de estratégias que apresentavam condições lúdicas que, por suas características estruturais, ressignificavam o processo de ensino-aprendizagem e davam maior significação à construção do conhecimento. O referencial que permeou a construção teórica desta pesquisa e iluminou a experiência nas reflexões e aprendizagens se construiu segundo os conceitos de jogo e lúdico. O conceito de jogo proveio de Huizinga e Piaget; a relação entre jogo/lúdico e Educação foi discutida tendo em vista as considerações de Piaget, Winnicott, Paín e Macedo, Petty e Passos. Adotou-se o desenho metodológico de pesquisa-ação, com ênfase no caráter avaliativo de um programa inovador. Como a estrutura metodológica da pesquisa pressupunha também uma permanente avaliação da professora condutora do processo, apresentou ainda um caráter de autoestudo. Os autores foram 54 adolescentes, alunos do sexto ano do Ensino Fundamental do Colégio Militar do Rio de Janeiro na disciplina Língua Portuguesa durante todo o segundo semestre letivo de 2014. Os dados foram extraídos através de diferentes meios de coleta: diário de bordo da professora pesquisadora; vídeos que captaram momentos das aulas; produções dos autores, com destaque para os dizeres dos discentes em questionário de perfil de estudo, em caderno de opinião alimentado durante todo o processo e em três autoavaliações. A análise dos resultados permitiu identificar representações dos discentes sobre questões comuns à vivência escolar como, por exemplo, as avaliações e a visão que revelam sobre as práticas a que são submetidos pelos professores no cotidiano da sala de aula. Também foi possível analisar criticamente as construções coletivas de aprendizagem, singularidades e individualidades nos processos de ranqueamento e consequente menos-valia daquele aluno que não atinge os objetivos intelectivos, formais de base avaliativa escrita. Os resultados mais expressivos desta pesquisa indicam que: ocorreu mudança de atitude do aluno, com aumento na participação, no envolvimento e progresso na aprendizagem formal da disciplina Língua Portuguesa, quando submetido a uma estratégia lúdica de aprendizagem, na qual a ele é dada a chance de autoria; a relação professor/aluno com as práticas lúdicas ultrapassou expressivamente o espaço de aprendizagem intelectiva para a integração do desenvolvimento afetivo em um processo de confiança construída entre ambos com feedback constante e interativo; algumas representações construídas revelaram o medo, o tédio e o branco como queixas comuns da vivência escolar tradicional por parte dos alunos. Finalmente, o trabalho ratifica a necessidade de ampla reflexão sobre: o fazer escolar, as práticas docentes, as condições físicas, sociais e afetivas de aprendizagem dos discentes e as condições de trabalho do professor. Entretanto, abre também uma perspectiva de mudança pedagógica a curto prazo se adotados procedimentos em que o gozo por aprender seja a tônica. / [en] The present thesis was driven by the evidence that, even more frequently, if we want a school for all, we need to insert students within a new teaching strategy, one that covers the society s changes deriving from digital culture and from the demands of the students that are immersed in it. Therefore, the investigation work herein exposed aimed to discuss the school practices in the interaction teacher-learner, based on the strategies presented in ludic conditions, which, due to their structural features, gave new meaning to the teaching-learning process and provided new meaning to the construction of knowledge. The references embedded in the theoretical construction of this research and which enlightened our reflections and learning process were built on the concepts of games and ludic activities. The concept of games originated from Huizinga and Piaget; the relation between games/ludic activities and Education was discussed observing Piaget s, Winnicott s, Pain s and Macedo, Petty e Passos considerations. We adopted the methodology design of research-in-action, emphasizing the evaluation character of an innovative program. As the methodology structure of the research presumed a continuous evaluation of the teacher who conducted the process, it also presented a self study character. Fifty-four teenage students of Portuguese language, from the sixth grade of Colegio Militar do Rio de Janeiro, were the actors during the whole second semester of 2014 school year. The data were extracted via different collection means: the teacher-researcher journal; videos that captured classroom moments; learners production, with a highlight to their statements on a study profile questionnaire, registered in an opinion notebook filled out during the whole process within three self evaluations. The analysis of the results allowed the identification of the learners representations about common issues regarding school life, such as: the evaluation and their point of view on practices they are submitted to in the classroom everyday life. It was also possible to critically analyze collective knowledge construction, singularities and individualities in the ranking processes and, consequently, the feeling of loss from those who do not reach the formal cognitive goals in a written basis evaluation. The most expressive results of such research indicated: a) that an attitude change from the learner has occurred, increasing participation, engagement and progress in the formal process of learning Portuguese language whenever the learner was submitted to a ludic learning strategy in which he was given the chance of being the actor; b) the relation teacher/learner with ludic practices expressively exceeded the intellectual learning space towards integration of affective development in a trustful way, built along constant and interactive feedback.Also, some of the learner s documentated representations revealed fear, boredom and thoughts going blank as the learners mostcommon complaints of traditional school life. Finally, the paper confirms the need of a wide discussion about: school practice, teaching practice, learners physical, social and affective conditions and teachers working conditions. However, it also opens a perspective for pedagogical change in a short term, if procedures are adopted in a way that the delight of learning is the highlight.

Kids are spontaneous and creative. They are imaginative and honest. They are playful. Kids can be assigned many positive traits, and in many ways they are exemplary as they engage in the world without prejudice or a particular goal in mind, allowing for that unique openness and present-oriented approach to life that characterizes most children. Fortunately, a lot of these traits follow us into adulthood and help shape how we experience life. But when an adult is being playful, that person has the playfulness of a child, or similarly, when adults are being referred to as carefree it’s often suggestive of immaturity or a childlike behavior rather than an association with light-hearted playfulness. When and why did this attitude become exclusively reserved for children, especially seeing as the benefits of playfulness are arguably just as significant, or even greater, for adults.  This project is an exploration of how design can help adults rediscover and rekindle this fundamental and universally applicable attitude. Derived from extensive user involvement the result is three experiments that each manifests key aspects of adult playfulness, to help facilitate individual exploration and reflection of playfulness in adulthood.

This thesis aims to contribute to the field of interaction design practice by exploring how posters might offer playful interaction through augmented reality (AR). The project uses an experimental design process involving prototyping, user testing, and analysis to investigate playful interaction together with pop art posters and AR as a technology. This project respects posters as an artistic medium in traditional static form but also further explores the notion of the poster. The aim of this project is to explore how to offer playful interactions with pop art posters through AR to offer a new innovative, engaging, and immersive experience for users in public spaces. The results highlight the importance of appropriate context to engage users through playful interactions and exploring this new virtual space using AR, which contributes to playful interaction through depth, movement, exploration, and unexpected outcomes. To conclude, this thesis project generates a foundation of knowledge for the field of interaction design practice about how posters can offer playful interactions with AR that future designers can act on.

Early childhood educators in the United States and worldwide face the growing challenge of “schoolification,” - the imposition of conventional academic content from later grade levels into their classrooms (e.g., Ring & O’Sullivan, 2018). The science of learning offers a different approach with evidence to support more active, engaging, and inclusive educational environments for all students (e.g., Darling-Hammond et al., 2020, Hirsh-Pasek et al., 2020, Nasir et al., 2021). The Active Playful Learning framework is one promising model that combines principles of how children learn through play, and particularly adult-initiated, child-directed guided play (e.g., Weisberg et al., 2013), with the “6 Cs,” a set of skills for success in the classroom and beyond. A preliminary, mixed methods evaluation of an intervention to promote guided play in kindergarten classrooms through instructional coaching was conducted by Nesbitt et al. (under review) across New Hampshire. This study builds on the prior research, first by attempting to replicate the positive effects of the intervention for teachers and students, as provided by teacher reports. It then advances beyond the previous study to determine if teacher and student behaviors shaped by guided play and the playful learning principles are detectable through independent classroom observations. Lastly, it incorporates a preliminary comparison between intervention and business as usual control classrooms. Results support a replication of the previous teacher reports. Other results are mixed, but they indicate significant behavior changes consistent with adoption of playful learning, even if not yet guided play. This study represents a considerable advance in our implementation and evaluation of Active Playful Learning for educators and students. / Psychology

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