Made available in DSpace on 2016-04-28T19:59:21Z (GMT). No. of bitstreams: 1 Camila Rocha Muner.pdf: 6633931 bytes, checksum: 936793b084200fa4c9d5163152cd2fc3 (MD5) Previous issue date: 2010-04-26 / José Saramago, in the article entitled The distinction between narrator and author, takes his controversial concept in the academic world in reveal that the figure of the narrator and author are coincident. For him should not exist the presence of a narrator free from its author. This fact might sound, in his view, such as lack of commitment to the work or some attempt to escape the responsibilities of author. Saramago's reflections on the authorship question refers to the fact that some authors to let their roles in support of the narrators, as if to give up their own responsibility, not only literary but also ideological. After all, with the several academic speculations about the types of narrators and points of view, the writer fears that ultimately diminish the author s thought to relegate it to a secondary role, what, for him, reveal a work without reason, therefore be ineffective. From this concept, one could say that Saramago-author is present in his narrators explicitly? Faced with the intricate problem of authorship by novelist the notion of ethos presented as compelling and consistent interface to offer an opportunity to understand the issue. Aristotelian in origin and currently used in literary analysis to understand who is speaking, the notion of ethos made us accept the views expressed by Saramago about authorship and, in his works, we could see how it manifests the presence of the narrator in text. So, were elected to form the corpus of our research two works Ensaio sobre a cegueira and O conto da ilha desconhecida. Throughout the process of analysis and reflection, both texts were revealed as areas of significant support for the study of ethos and it offered specific questions about the narrator, as well as the speaker in the texts. Before the route taken, we point a fundamental aspect of the constitution of Saramago s speech that is the ironic stroke of his arguments. The call for radical criticism of the added irony as registration discursive result in the striking features of the manifestation of the romantic ethos. Thus Saramago, a kind of creative author that is inscribed on his creature, he signed his unique presence in the characterization of the narrator and allows the verification of an ethos in his works / José Saramago, no artigo intitulado A distinção entre narrador e autor, assume sua polêmica concepção em revelar ao mundo acadêmico que a figura do narrador e do autor são coincidentes. Para ele não deve existir a presença de um narrador isento de seu autor, ou seja, que não carregue a marca de sua autoria. Tal fato poderia soar, a seu ver, como falta de compromisso para com a obra ou certa tentativa de fugir às responsabilidades de autor. As reflexões de Saramago sobre a questão da autoria se referem ao fato de alguns autores abdicarem de seus papéis em prol dos narradores, como se abrissem mão de suas responsabilidades próprias, não só literárias, mas também ideológicas. Afinal, com as várias especulações acadêmicas em torno das tipologias de narradores e pontos de vista, o romancista receia que acabem por diminuir o pensamento do autor ao relegá-lo a um papel secundário, o que, para ele, revelaria uma obra sem razão de ser, portanto, inoperante. Partindo dessa concepção, poder-se-ia dizer que Saramago-autor está presente em seus narradores, de forma explícita? Frente ao intrincado problema da autoria saramaguiana, a noção de ethos apresentou-se como interface instigante e coerente para oferecer uma possibilidade de entendimento da questão. De origem aristotélica e atualmente utilizada na análise literária para se perceber quem fala, a noção de ethos fez com que nos confrontássemos com as opiniões defendidas por Saramago sobre a autoria e vivenciássemos, em suas obras, o modo como se manifesta a presença do narrador no texto. Assim, foram eleitas para constituírem o corpus de nossa pesquisa duas obras Ensaio sobre a cegueira e O conto da ilha desconhecida. Ao longo do processo de análises e reflexões, ambos os textos se revelaram como espaços de apoio importantes para o estudo da manifestação do ethos e ofereceram questões pontuais sobre a figura do narrador, assim como de quem fala nos textos. Diante do percurso realizado, destacamos um aspecto fundamental da constituição do discurso saramaguiano, qual seja, o traçado irônico de seus argumentos. O apelo à radicalidade da crítica somado à ironia como inscrição discursiva resultam em características marcantes da manifestação do ethos romanesco. Assim, Saramago, espécie de criador que se faz inscrito em sua criatura, assina sua presença original na caracterização do narrador e permite a constatação de um ethos na perspectiva de sua própria autoria

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-29T11:33:18Z No. of bitstreams: 1 Paulo Jorge Storace Rota.pdf: 2267354 bytes, checksum: 9ed7712a96714633e4c053647bbcc41e (MD5) / Made available in DSpace on 2018-08-29T11:33:18Z (GMT). No. of bitstreams: 1 Paulo Jorge Storace Rota.pdf: 2267354 bytes, checksum: 9ed7712a96714633e4c053647bbcc41e (MD5) Previous issue date: 2018-08-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Basic Education faces challenges when improving learning. Educational institutions and teachers need to prepare themselves to use digital technologies in learning process by taking advantage of the student's technology skills. The study deals with school learning in Basic Education, considering the use of mobile devices as a pedagogical resource. The theoretical reference is the concept of experience based on the learning theory of Dewey and Kilpatrick. The study also refers to Siemens' Connectivism and Latour's Actor-Network theory. The study performs an analysis of the national curricular documents, especially the BNCC, approved in 2017, from the perspective of the experience as an official curricular reference. Furthermore, the scope is the authorship study, specifically the collaborative authorship through internet connected cell phones. Data survey is based on student's comments analysis of their collaborative writing experience for an essay using WhatsApp as a collaborative authoring digital tool / A Educação Básica encontra-se diante de desafios para o desenvolvimento da aprendizagem. Instituições e professores precisam se preparar quanto ao uso de tecnologias digitais no desenvolvimento da aprendizagem escolar, valendo-se da própria experiência dos estudantes no uso dessas tecnologias. Esta pesquisa trata da aprendizagem escolar na Educação Básica, considerando o uso de dispositivos móveis como recurso pedagógico. A referência teórica é baseada nos estudos de Dewey e Kilpatrick, acerca do conceito de experiência, de Siemens, sobre o conectivismo e de Latour e sua teoria sobre ator-rede. Consta desse estudo uma análise dos documentos curriculares nacionais, sobretudo da Base Nacional Comum Curricular (BNCC), homologada em 2017, na perspectiva da experiência como referência curricular oficial. Além disso, o foco dessa pesquisa é o estudo da autoria, especificamente da autoria colaborativa por meio de celulares conectados à internet. O levantamento dos dados foi por meio da análise dos comentários de estudantes acerca da experiência vivenciada em um trabalho de produção de texto colaborativo realizado por meio do aplicativo WhatsApp que propiciou a autoria colaborativa em ambiente digital

Made available in DSpace on 2016-04-27T14:32:28Z (GMT). No. of bitstreams: 1 Maria Alice de Rezende Proenca.pdf: 4022423 bytes, checksum: 992efec6c9914eeb5cbbfc8a3e488544 (MD5) Previous issue date: 2009-05-07 / This collaborative inter-disciplinary research in action aims to reflect upon an experience of early childhood teacher education, basead on the belief that the school is the proper locus for the (trans)formation of the educators through a process of valuing and strengthening their own practical and theoretical knowledge and their group culture. It has its foundation in a constructivist philosophy that stresses the importance of social interaction and practical knowledge present in everyday life in the classroom. The methodology of study was structured in projects of work which included the elaboration of portfolios and data bases as instruments for reflection and replainning of the curriculum. The curriculum in action was built with the use of methodological instruments as: observation, recording, reflection, planning and evaluation in the search of attending the living demands of the group class such as: interests, needs and lacks, which drive the transformation of the pedagogical practices. The results indicate the value of early childhood teacher education experiences based on this constructivist approach. The teachers involved in this project demonstrated gains in: being more conscious and responsible on his own choices, action and authorship in pedagogical projects and the colective life of the school / Esta pesquisa-ação colaborativa de cunho interdisciplinar tem como objetivo apresentar, no sentido de tornar presente, um projeto de formação em serviço de educadores da infância. A escola, considerada como o lócus apropriado para a (trans)formação dos docentes, a partir dos saberes e fazeres dos professores de educação infantil e do fortalecimento de uma cultura de grupo, foi o espaço-ambiente deste processo. A pesquisa baseia-se na elaboração de um currículo vivo , construído no dia-a-dia da instituição, pautado no uso de instrumentos metodológico observação, planejamento, registro, reflexão e avaliação , considerados como ferramentas essenciais ao trabalho pedagógico qualificado. A meta foi a construção de um currículo que contemplasse interesses, necessidades, faltas do grupo e nas transformações decorrentes das práticas pedagógicas. A proposta de formação está baseada na filosofia construtivista, na interação entre os sujeitos do grupo e na relação estabelecida entre fazeres e saberes pedagógicos que compõem a ação cotidiana dos professores. A metodologia utilizada foi o trabalho com projetos e registros em redes e portfólios, espaços de interação e trocas desafiadoras, que ampliam matrizes de atuação de cada sujeito e do grupo como um todo. Os resultados obtidos com o projeto apontam para a apropriação da intencionalidade da ação docente, a responsabilidade de escolhas, a construção da autoria dos projetos, a participação do grupo como um todo na aprendizagem de cada sujeito e, em especial, a clareza do que é ser professor de educação infantil

Despite being an equal in the most significant partnership in British cinema, Emeric Pressburger has largely been overshadowed by his long term collaborator Michael Powell in both critical and academic studies. While there have been countless books on Powell and Pressburger as a team, those who have sought to separate the partnership have, until now, focussed almost exclusively on Powell. This thesis will attempt to redress the balance within Powell and Pressburger scholarship and attempt to break away from director-centric film studies. It will aim to examine Pressburger’s morally ambiguous characters, such as the recurring “good German” and his propensity to humanise characters who would normally be termed evil or corrupt, in conjunction with the central themes of displacement and exile within Pressburger’s screenplays and novels. The thesis will also utilise both unpublished and unfilmed material and demonstrate that the study of these works that exist only in archives provide a greater insight into the working practises of authors and filmmakers, while providing a valuable point of comparison to their more widely known works. Specifically, this thesis will address four separate aspects of Pressburger’s canon. First, it will discuss Pressburger’s war films which he made with Powell, which have suffered to an extent from neglect by many Archers’ scholars. It is clear that Pressburger’s key hallmarks and mirroring of his own experiences during the war can be seen to develop within these works and provide an ideal point of comparison with that of his later projects such as his novels. Chapter two will then examine the often overlooked filmed operetta, <i>Oh ... Rosalinda!! </i>(1955) along with Pressburger’s unfilmed screenplay <i>The Golden Years</i> (1951) a biopic of Richard Strauss, and provide a comparison to demonstrate the manner in which Pressburger’s love of opera overlapped with his development of complex characters and response to the war. Chapter three will analyse Pressburger two published novels, both of which have been largely ignored by both cinema and literary critics. Through the study of these novels, the difference in approach after the transition from screenwriter to novelist will be examined, along with the further development of his seeming neutrality in the portrayal of morally unsound characters. Chapter four will then focus on Pressburger’s two unpublished novels, <i>The Unholy Passion</i> and <i>A Face like England</i>, with consideration of Pressburger’s developing ideas of morality and forgiveness in his later years. In conclusion, by closely examining works that have been overlooked by Powell and Pressburger scholars, the thesis will shed new light on Pressburger, both as a filmmaker and an author and demonstrate the complexities of both his characters and his writing.

A crescente demanda por cursos baseados na World Wide Web (Web) tem imposto uma série de desafios para a área da Tecnologia da Informação e da Comunicação (TIC), em particular quando se considera a Educação apoiada pela Web. Uma das necessidades emergentes da Educação via Web está relacionada com o uso de Objetos de Aprendizagem (OA) dentro de Sistemas Gerenciadores de Curso (SGC). Além de considerar a produção de OA com \"qualidade\", deve-se providenciar seu armazenamento e disseminação de modo eficaz. Entretanto, algumas dificuldades tem sido reportadas por professores envolvidos com cursos pela Web, tais como: o \"custo elevado\" para a autoria do OA; a falta de ferramentas para o compartilhamento desses materiais; e experiências práticas negativas no reúso desses conteúdos em um SGC. Uma primeira proposta para mitigar esses problemas tem sido o desenvolvimento de ferramentas de Repositório de Objetos de Aprendizagem (ROA), visando principalmente facilitar a disseminação dos OA. Apesar do progresso já alcançado, ainda existem várias barreiras para a sua adoção pelos professores, como falta de integração simples entre o SGC e o ROA. Em geral as integrações atuais mostram-se difíceis para um usuário típico. Neste cenário, o objetivo deste projeto é apresentar um ROA inovador, o Repositório Interativo de Conteúdo Digital - iRepositório, cujo modelo prevê uma integração simplificada com um particular SGC e ainda oferece vários recursos para melhorar os processos de ensino e de aprendizagem, como o registro da eficácia educacional do OA. Como contribuição prática os fundamentos do iRepositório foram implementados para um SGC específico, o Moodle. Além de compartilhar OA entre cursos e usuários, ele provê recursos a outro componente do Moodle, o Tarefa Interativa - iTarefa, para armazenamento, classificação e busca de OA ou ainda facilidades para a manipulação dos Módulos de Aprendizagem Interativa (iMA). / The increasing demand for World Wide Web (Web) based courses has imposed some challenges in Information and Communications Technology (ICT) field, in particular when considering the education supported by the Web. One of the emerging needs of education supported by the Web is related to the Learning Objects (LO) usage inside Learning Management Systems (LMS). Besides production of \"good quality\" LO, it must be provided efficient methods concerning their storage and dissemination. However, some difficulties have been reported by teachers of Web based courses: \"expensive costs\" for LO authoring; lack of tools for sharing these materials; and negative practical experiences for reusing them in an LMS. Some proposals to mitigate these problems have been the development of Learning Object Repository (LOR) tools, mainly in order to facilitate the dissemination of LO. Despite the progress already achieved, there are still several barriers for their adoption by teachers such as lack of easy integration between LMS environment and LOR. In general, current integrations are not simple for typical users. In this context, the target of this project is to presents an innovative LOR, the Interactive Repository of Digital Contents - iRepository. Its model provides seamless integration with a particular LMS and offers several resources to help teaching and learning processes, such as registry of LO educational effectiveness. As a practical contribution, the fundamentals of iRepository model were implemented for an specific LMS, the Moodle system. Besides promoting LO sharing among courses and users, it provides resources to other Moodle component, the Interactive Assignment - iAssign, for storage, classification e searching of LO, or even ease management of Interactive Learning Module (iLM).

Writing-to-learn strategies have been administered in the past to enrich student learning. The purpose of this study was to see if K-W-L prompts in science journal writing could benefit student content knowledge within biology. Two high school biology classes were provided with learning journals. The journals given to the students during the treatment unit were provided with K-W-L question prompts to guide student learning while during the comparison unit students were given an open ended writing assignment. Pre and posttests were administered to determine student-learning gains. Student motivations and opinions of the treatment were collected through student interviews. The combined results were used to determine to what extent could K-W-L prompts in science journal writing influence comprehension of content knowledge. This study found there to be no difference in student learning gains when utilizing the K-W-L literacy strategy versus another free-writing activity. When scored, student K-W-Ls total scores did correlate to student success on unit tests. This opens up the potential for K-W-Ls to serve as an adequate tool for formative assessment. Here the K-W-L could be expanded to enrich student question asking, potentially aid students learning English, and potentially be used by students without teacher scaffolding.

L'avènement des technologies numériques, notamment des réseaux numériques, a servi de prétexte pour introduire dans le droit d'auteur des réformes qui mènent à une mutation profonde de ce droit. Un précédent a été créé par l'inclusion des logiciels et des bases de données électroniques dans son champ de protection ; ce sont de créations strictement fonctionnelles, qui ne devraient pas appartenir à la catégorie « oeuvre de l'esprit ». Cela ne pouvait qu'engendrer une distorsion du critère de l'originalité. En outre, la nature de ces objets imposera d'adapter le régime juridique ainsi que les règles de titularité. Naquit ainsi, au sein du droit d'auteur classique, un paradigme spécial que tout rapproche du copyright américain. Centré sur l'investisseur et sur la notion de fixation, il est désormais en train de contaminer le droit d'auteur. Au demeurant, on ne peut négliger l'influence capitale du copyright américain dans tout ce processus de construction et d'extension puisque certains de ses concepts et principes se retrouvent aujourd'hui dans le droit d'auteur. On assiste à un véritable mouvement de déconstruction du droit d'auteur personnaliste hérité de la Révolution française et dont l'apogée fut la loi du 11 mars 1957. Nous mettrons en évidence les divers facteurs qui ont agi et qui agissent conjointement aux niveaux national, communautaire et international, tout en démontrant que si l'environnement numérique pose certes des difficultés pour l'exploitation des oeuvres de l'esprit, le droit d'auteur, centré sur l'auteur et fondé sur la notion de communication au public, était bel et bien capable d'y faire face sans avoir besoin d'ébranler ses assises / The advent of digital technologies, including digital networks, served as a pretext to introduce author's right reforms that lead to a profound change in this right. A precedent was set with the inclusion of software and electronic databases in the field of protection as these are strictly functional creations that should not belong to the category of "oeuvre de l'esprit". This inclusion leads to a distortion of the criteria of originality as well as the need to change both the rules of ownership and the legal regime of author's rights. Consequently a special paradigm, similar to U.S. copyright, is born inside the classical author's right system. Focused on the investor and in the notion of fixation, this special right of sotware and database now contaminates the author's right system. We cannot ignore the important influence of American concept of copyright in the whole process of construction and expansion of this special paradigm as some of its concepts and principles are reflected in today's notion of author's rights. We are witnessing a movement of deconstruction of the author's rights personalist legacy of the French Revolution which culminated in the Act of 11 March 1957. We will highlight the various factors that have acted and act jointly at national, EU and international level to produce this result, while demonstrating that while the digital environment certainly poses difficulties for the use of works of authorship, the author's right, author-centered and based on the notion of communication to the public, would indeed be able to cope with digital environment without the need to undermine its foundations

[pt] A abordagem orientada a objetos do padrão MPEG-4, para a codificação de conteúdo audiovisual, é similar às utilizadas em vários modelos e linguagens de especificação de documentos multimídia/hipermídia. Entre essas linguagens, a NCL (Nested Context Language), utilizada no sistema HyperProp, introduz uma série de novos conceitos que podem ser integrados ao padrão, com vantagens. Esta dissertação propõe, inicialmente, a conversão de documentos especificados em NCL para MPEG-4 (XMT-O) e vice-versa, permitindo que ferramentas de autoria e formatação possam ser utilizadas na especificação e exibição de documentos de ambas as linguagens. Este trabalho também propõe a incorporação de cenas MPEG-4 tanto como objetos de mídia quanto composições da linguagem NCL, permitindo o estabelecimento de relacionamentos entre cenas. Para permitir a exibição desses novos objetos NCL, é incorporado ao Formatador HyperProp um exibidor MPEG-4 capaz de reportar ao controlador a ocorrência de eventos que, entre outras coisas, permite o sincronismo entre cenas MPEG-4 e outros objetos NCL, incluindo outras cenas MPEG-4. Por fim, explorando o conceito de templates introduzido pela linguagem NCL, a capacidade de autoria no MPEG-4 é estendida, através da definição de novas semânticas para as composições da linguagem XMT-O e da concepção de compiladores para essa linguagem. / [en] The MPEG-4 standard object-oriented approach, employed to the encoding of audiovisual content, is similar to those used on many models and languages for multimedia/hypermedia document specification. Among those languages, the NCL (Nested Context Language), used in the HyperProp system, introduces a series of new concepts that can be integrated to the standard, with advantages. Initially, the proposal of this work is to convert NCL to MPEG-4 (XMT-O) documents and vice versa, allowing authoring and formatting tools to be used in the specification and presentation of documents in both languages. This work also proposes both the placing of MPEG-4 scenes as media objects and NCL language compositions, allowing the establishment of relationships among scenes. In order to allow displaying these new NCL objects, an MPEG-4 player is incorporated to the HyperProp Formatter. The MPEG-4 player is able to report to the controller the occurrence of events that, among other things, allows the synchronization between MPEG-4 scenes and othe r NCL objects, including other MPEG-4 scenes. Finally, exploring the concept of templates, introduced by the NCL language, the authoring in the MPEG-4 is improved, by means of the definition of new semantics for XMT-O language compositions and the design of compilers for this language.

Questa tesi è un’esplorazione dei rapporti tra il segno teatrale e il segno cinematografico attraverso la prospettiva degli sceneggiatori e della sceneggiatura nel cinema hollywoodiano classico. Presenta problematiche che riguardano la sceneggiatura come pratica, forma d’arte, oggetto di discussione, mezzo di espressione e risultato di una messa in campo di propositi, valori e significati. / This doctoral thesis is an analysis of the relationships between the "theatrical sign" and the "cinematographic sign" from the perspective of screenwriters and of Classic Hollywood screenwriting. It introduces issues related to screenwriting as practical activity, form of art, subject of discussion, system of communication, and as the result of a negotiation of aims, values and meanings.

Ces dernières années, la découverte de fraudes scientifiques majeures a créé des ondes de choc dans la communauté scientifique. Le nombre annuel de rétractations a considérablement augmenté, et la plupart sont dues à des cas de fraude. Bien qu’il soit généralement pris pour acquis que tous les coauteurs sont affectés par ces rétractations, l’objectif de cette étude est de vérifier cette présupposition empiriquement. Nous avons recensé toutes les rétractations du domaine biomédical (443) de 1996 à 2006 dans PubMed et mesuré, à l’aide du Web of Science (WOS), la productivité, l’impact et les pratiques de collaboration des coauteurs (1 818) sur une période de cinq ans avant et après la rétractation. Nos résultats montrent que les rétractations ont des conséquences sur la carrière des coauteurs, surtout au niveau du nombre de publications des années subséquentes. Cet impact est plus grand dans les cas de fraude, et pour les premiers auteurs. / Over the last few years, major cases of scientific fraud shocked the scientific community, and the number of retractions each year increased considerably. Scientific misconduct accounts for approximately more than half of those retractions. It is assumed that co-authors of retracted papers are affected by their colleagues’ misconduct, and the aim of this study is to provide empirical evidence of how researchers’ careers are affected by a retraction. We retrieved all (443) publications retracted from 1996 to 2006 from PubMed, signed by 1818 authors. Using the Web of Science (WOS), we measured the productivity, impact and collaboration of each of those authors for a period of five years before and after the retraction. Our results show that retractions affect the career of co-authors, mostly in terms of scientific output. This impact is felt more strongly in cases of fraud and for first authors.