Submitted by Fernando Souza (fernandoafsou@gmail.com) on 2017-07-31T15:56:31Z No. of bitstreams: 1 arquivototal.pdf: 3333792 bytes, checksum: af8dec04eb92a0f889d3af32060c5218 (MD5) / Made available in DSpace on 2017-07-31T15:56:31Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 3333792 bytes, checksum: af8dec04eb92a0f889d3af32060c5218 (MD5) Previous issue date: 2017-04-04 / This research describes and analyzes a pedagogical experience developed at the Escola de Referência em Ensino Médio Padre Antônio Barbosa Júnior - EREMPABJ, involving the use of the Virtual Platform Ecaths as a support to face-to-face teaching in basic education. The main objective of this work is to describe the virtual environment of the Ecaths platform and the feasibility of its tools for the teaching and learning of the English language and the possibilities of building the digital literacy of the students. The theoretical framework used was based on the conceptions of Rapaport (2008); Holden (2009); Paiva (2012) and Carvalho and Braga (2012) for the teaching of the English Language; The literacy concepts of Soares (2002) and Kleiman (1995), digital literacy, Buzato, (2006), Coscarelli (2014, 2016,Kenski (2015), Lemos and Matos (2016); ICT in education, Matos and Rodrigues (2013), Moran (2000, 2013), Prensky (2001), Toktov (2003) among others. The reflection about the pedagogical possibilities adopted for the case study generated data and analyzes capable of contributing not only to the improvement of the studied discipline, but also to subsidize any other teacher who wishes to use the virtual environment of the Ecaths platform in other contexts of teaching and learning. In order to reach the objective, in the course of the research, written tests and questionnaires were carried out to generate the data. In presenting the data, we used a qualitative analysis combined with elements of quantitative analysis, complemented by the observations of the researcher-teacher. At the end, we see that the experience is closely related to the socio-interactionist theories that consider the interaction, be it with the subject or the object, a premise for effective learning of both the structural and functional aspects of the English language, as well as the enabling of digital literacy. / Esta pesquisa descreve e analisa uma experiência pedagógica desenvolvida na Escola de Referência em Ensino Médio Padre Antônio Barbosa Júnior - EREMPABJ, envolvendo o uso da Plataforma Virtual Ecaths como apoio ao ensino presencial na educação básica. O objetivo central deste trabalho é descrever o ambiente virtual da plataforma Ecaths e as viabilidades de suas ferramentas para o ensino e aprendizagem da língua inglesa e as possibilidades de construção do letramento digital dos discentes. O referencial teórico utilizado baseou-se nas concepções de Rapaport (2008); Holden (2009); Paiva (2012) e Carvalho e Braga (2012) para o ensino da Língua Inglesa; os conceitos de letramento de Soares (2002) e Kleiman (1995), letramento digital, Buzato, (2006); Coscarelli (2014, 2016); Kenski (2015), Lemos e Matos (2016); TIC em educação: Matos e Rodrigues (2013); Moran (2000, 2013); Prensky (2001); Toktov (2003) entre outros. A reflexão em torno das possibilidades pedagógicas adotadas para o estudo de caso gerou dados e análises capazes de contribuir não apenas para o aprimoramento da disciplina estudada, como também para subsidiar qualquer outro professor que deseje utilizar o ambiente virtual da plataforma Ecaths em outros contextos de ensino e de aprendizagem. Para atingir o objetivo, no decorrer da pesquisa, foram realizados testes escritos e questionários para a geração dos dados. Ao apresentar os dados utilizou-se uma análise qualitativa combinada com elementos de análise quantitativa, complementada pelas observações do professor-pesquisador. Ao término, vislumbramos que a experiência realizada está estreitamente relacionada com as teorias sociointeracionistas que consideram a interação, seja com o sujeito ou com o objeto, premissa para aprendizagem efetiva tanto dos aspectos mais estruturais quanto funcionalistas da língua inglesa, bem como possibilitadora de letramento digital.

Esta investigação tem o objetivo de apresentar as contribuições do Design Thinking para concepção de interfaces de Ambientes Virtuais de Aprendizagem (AVA) centradas nas necessidades e expectativas do usuário. A literatura aponta que o Design Thinking utiliza a sensibilidade e os métodos dos designers para catalisar a colaboração, a criatividade e a busca por soluções inovadoras pela observação empática e a partir da prototipagem rápida, com análise de diferentes realidades. Assim, partiu-se do pressuposto que a adoção do Design Thinking poderia contribuir para a concepção de interfaces de AVA centradas em fatores humanos, mas que também atendessem a demandas educacionais dos sujeitos envolvidos no ensino e na aprendizagem do Curso de Licenciatura em Ciências (CLC) da Universidade de São Paulo/Universidade Virtual do Estado de São Paulo. A pesquisa, de abordagem qualitativa, foi realizada com 21 estudantes, duas professoras e 16 tutores que participaram de Grupos Focais e entrevistas para discutir, propor soluções e melhorias para as interfaces do AVA do CLC. Pela compreensão de suas necessidades, criou-se um protótipo composto por interfaces alternativas para o AVA investigado. O protótipo foi apresentado para os participantes da investigação que deram novas sugestões para aperfeiçoá-lo. Tais sugestões subsidiaram a elaboração de um segundo protótipo, cujas interfaces foram consideradas inovadoras e de implementação viável por especialistas entrevistados que o avaliaram. Os resultados deste estudo demonstraram que a adoção do Design Thinking apresentou relevantes contribuições para a concepção de interfaces de AVA, tendo em vista que o processo, plano de pensamento (mindsets), métodos e ferramentas da abordagem levaram à criação de interfaces de AVA que atendem às necessidades e expectativas dos seres humanos envolvidos no processo educacional do CLC no que tange à proposta de usabilidade, design gráfico, organização dos conteúdos, ferramentas pedagógicas, de interação/comunicação e de gestão. / This research aims to present Design Thinking contributions for the design and development of Virtual Learning Environment (VLE) interfaces focused on users needs and expectations. Literature suggests that Design Thinking uses the sensitivity and methods of designers for catalyzing collaboration, creativity and the search for innovative solutions through empathic observation, rapid prototyping and analysis on different realities. This study was based on the premise that the adoption of Design Thinking could contribute to the design and development of VLE interfaces centered on human factors, and would also meet the educational needs of those involved in teaching and learning at the undergraduate Teaching Science program (Curso de Licenciatura em Ciências - CLC), offered by the University of São Paulo / Virtual University of São Paulo. The research adopted a qualitative approach, and was carried out with 21 students, two teachers and 16 tutors who took part in focal groups and interviews to discuss, propose solutions and improvements to the programs VLE interfaces. Understanding the participants needs led to the creation of a prototype consisting of alternative interfaces for VLE. The research participants were presented to the prototype and offered suggestions to improve it. Such suggestions supported the development of a second prototype, whose interfaces were considered innovative and feasible for implementation by the experts interviewed. This studys results have shown that the adoption of Design Thinking presented outstanding contributions to the design and development of VLE interfaces, given that the approachs process, mindsets, methods and tools led to the creation of interfaces that meet the needs and expectations of people involved in the educational process at the CLC program in regards to the interfaces usage proposal, graphic design, content organization, educational, interaction/communication and management tools.

No dia-a-dia da sala de aula, quando propõe situações de aprendizagem, o professor fica surpreso em constatar que os alunos desenvolvem uma série de condutas. Algumas, que não parecem muito lógicas, revelam-se eficazes, ao passo que outras, aparentemente mais adequadas, dão resultados desconcertantes. Como compreender o que o aluno faz ou quis fazer? Como perceber suas verdadeiras aprendizagens? Nesse contexto que este trabalho teve como foco principal a investigação sobre como promover e evidenciar, por meio de estratégias de ensino e aprendizagem mediadas pelas TIC, processos metacognitivos nos sujeitos em ADA/AVA. Para responder a questão norteadora, estudos sobre processo de internalização, metacognição, mediação e estratégias de ensino e aprendizagem foram realizados sob uma perspectiva sóciointeracionista. O presente trabalho estruturou-se num estudo de caso (multicasos) de três alunos de ensino fundamental que participaram de um programa social na cidade de Novo Hamburgo. Os resultados mostraram que as estratégias de ensino e aprendizagem Tempestade Cerebral, Portfólio, Solução de Problemas e Mapas Conceituais, através de ações mediadas em ambientes ADA/AVA, evidenciam e promovem processos metacognitivos. / The teacher may surprised to find out that students develop a series of pipes, when he offers learning situations on day-to-day classroom. Some, that do not seem very logical, are prove effective, while others, seemingly more appropriate, have confusing results. How to understand what students do or wanted to do? How to realize their true learning? In this context this study was focus ,researching on how to promote and demonstrate through strategies of teaching/learning ,mediated by ICT, in the individual metacognitive processes through digital and virtual learning environment. To answer the research question, studies on internalization process, metacognition, mediation and teaching/learning strategies are carried out under a socio-interactionist perspective. This work was structured in a case study (multicases) of three primary school students who participated in a social program in the city of Novo Hamburgo. The results showed the strategy of teaching and learning: Brainstorm, Portfolio, Problem Solving and Conceptual Maps, through actions mediated in digital and virtual learning environments showing and promoting metacognition process.

Made available in DSpace on 2014-07-29T15:32:04Z (GMT). No. of bitstreams: 1 Dissertacao Lorranne Gomes da Silva.pdf: 5351817 bytes, checksum: 841a6f432a096cd13fed9fe53321d10f (MD5) Previous issue date: 2010-04-17 / The Ava-Canoeiro, like most indigenous peoples of Brazil, have a history marked by massacres and an ethnicity near of extinction. Currently, there are only two existing Ava-Canoeiro families: one in Goias state with six people and another one in Tocantins state with eight people. For this study, it was chosen the family that lives in the Avá Canoeiro Indigenous Land, called in Brazil as Territory, located in the municipalities of Colinas do Sul and Minaçu, in the north of Goias. This research aimed to understand the place of living of the Ava-Canoeiro, as well as at analyze the disputes which have affected their territory and to show the importance of this family for the Cerrado savannah of Goias. The Indigenous site, along with its components, revealed that the elements of its culture are reconfiguring themselves, and many other manifestations already disappeared. The Indigenous territory is the major reason of disputes and conflicts, mainly due to differences between the Serra da Mesa Power Plant, operated by Furnas Hydroelectric Company, and the National Indigenous Foundation (FUNAI), which is the agency that ensures the rights of the Indigenous peoples in Brazil. The dam is adjacent to the Indigenous Ava-Canoeiro Land. According to information provided by Furnas, an agreement signed between Furnas and FUNAI, the Hydroelectric Company made monthly indemnity credits until 2002, equivalent to 2% of the amount to be paid as royalties to cities flooded by the reservoir's dam. The transferred funds were administered by FUNAI, with the mediation of Ministerio Publico Federal, a Brazilian Body of Independent Public Prosecutors, up until the indigenous community would be prepared to manage the funds themselves. With the end of the royalties, the only remaining fund source to that family in Goias state is provided by PACTO, Ava-Canoeiro Program, financially supported by Furnas. In addition to the impacts on the flooded area, part of the Indigenous Land was intersected by roads, electric wirelines system and other construction works done by Furnas for the implementation of the Serra da Mesa and Cana-Brava Hydroelectric Plant. The decrease of Ava-Canoeiro family members has caused extensive changes in their lifestyle, such as work organization, marriage and kinship rules, leadership, the rites and rituals, among other changes. The disputes which have marked the history of those people had as a consequence, besides the reduction of population, intense struggles for survival. In face of these facts, some questions have arisen: what are the Ava-Canoeiro sociocultural actions in order to re-build their birthplace, their territory, which has been pervaded with disputes? How important is this family for the Savannah in the north of Goias? This research used as methodological tools and data collection methods the participant observation as the means to bond the information and knowledge produced by the interactive process between researcher and researched people. / Os Avá-Canoeiro, como a maioria dos povos indígenas do Brasil, têm sua história marcada por massacres e uma quase extinção da etnia. Atualmente, existem apenas duas famílias: uma em Goiás (06 pessoas) e uma em Tocantins (08 pessoas). Para este estudo, foi escolhida a família que vive na Terra Indígena Avá-Canoeiro em Goiás localizada nos municípios de Minaçu e Colinas do Sul, no norte goiano. Esta pesquisa objetivou compreender o lugar de vivência dos Avá-Canoeiro, analisar as disputas que incidem em seu território e mostrar a importância dessa família para o Cerrado do norte goiano. O lugar indígena, juntamente com seus componentes, revelou que elementos da cultura desse povo estão a se reconfigurar, e outras muitas manifestações desapareceram. O território indígena é o grande elemento das disputas e dos conflitos, sobretudo em virtude de divergências entre a Usina Hidrelétrica de Serra da Mesa, operada por Furnas Centrais Elétricas, e a Fundação Nacional do Índio (FUNAI), que é o órgão que administra os direitos dos índios. A hidrelétrica é contígua à Terra Indígena Avá-Canoeiro. De acordo com dados de Furnas, por meio de um convênio celebrado com a FUNAI, a hidrelétrica creditou mensalmente até o ano de 2002 o equivalente a 2% do valor a ser distribuído a título de royalties aos municípios inundados pelo reservatório da hidrelétrica. Os recursos pagos pela área indígena inundada foram administrados pela FUNAI, com a interveniência do Ministério Público Federal, até que a comunidade indígena estivesse em condições de administrá-los diretamente. Com o fim do pagamento dos royalties, só resta o PACTO (Programa Avá-Canoeiro), financiado por Furnas e que ainda oferece subsídios a essa família. Além dos impactos sobre a área inundada, parte da Terra Indígena foi cortada por estradas, linhas de alta tensão e outras obras de Furnas, decorrentes da implementação da hidrelétrica Serra da Mesa e Cana-Brava. A redução da família Avá-Canoeiro provocou modificações profundas no seu modo de vida, como a organização do trabalho, as regras de matrimônio e parentesco, as lideranças, os rituais, entre outras. E as disputas que marcam a história desse povo trouxeram como conseqüências, além da redução da população, intensas lutas pela sobrevivência. Diante disso, quais são as ações socioculturais dos Avá-Canoeiro na construção do lugar imerso nas disputas de seu território? Qual a importância dessa família para o Cerrado do norte goiano? Essa investigação teve como procedimento metodológico a observação participante com o objetivo de unir os dados observados aos esclarecimentos promovidos pelo processo interativo entre pesquisador-pesquisado.

Made available in DSpace on 2016-04-26T18:13:48Z (GMT). No. of bitstreams: 1 Vania de Moraes.pdf: 2752468 bytes, checksum: 886e84196c1efff494145c855e839dea (MD5) Previous issue date: 2014-02-17 / Universidade de Taubaté / Considering all educational practice also consists of a communicative practice , this proposal is resulted from an investigation by the architecture of virtual learning environments (VLE ) about three IES that offer superior Degree in Visual Arts , in a distance mode .. About the materials and methods, the investigation was done through exploratory research and utilization of educational materials available in AVA. The theoretical framework consists of publications related about studies of the Semiotics of Culture, the General Theory of Systems and Information Technology and Communication ( ICT ) , with emphasis on Instructional Design . Highlight for Lotman (1999 ) Beatalanffy (1977 ) . The research was also significant with the theoretical support of the Semiotics of Culture with Machado and Pinheiro , the General System Theory , with Vieira and Bunge , and with Vygotsky . The result did not favor interactive practice the act of teaching teach art , due to technical and pedagogical shifts . In this context , through instructional design , are desired continuous architectural proposals for balanced service user organizations representing the plural context and Brazilian mongrel / Considerando que toda prática educativa consiste também em uma prática comunicativa, a presente proposta é resultada de uma investigação na arquitetura dos Ambientes Virtuais de Aprendizagem (AVA) de três Instituições de Ensino Superior (IES) que oferecem curso superior de Licenciatura em Artes Visuais, na modalidade a distância. Quanto aos materiais e métodos, a investigação se deu por meio de pesquisa exploratória e utilização de materiais educativos disponíveis nos AVA. O referencial teórico consiste em publicações referentes aos estudos da Semiótica da Cultura, da Teoria Geral dos Sistemas e das Tecnologias da Informação e Comunicação (TIC), com ênfase para o Design Instrucional. Destaque para Lotman (1999) Beatalanffy (1977). A pesquisa contou, também com o apoio teórico significativo da Semiótica da Cultura, com Machado e Pinheiro; da Teoria Geral do Sistema, com Vieira e Bunge, e com Vygotsky. O resultado não favoreceu as práticas interativas do ato de ensinar a ensinar arte, devido aos desvios técnico-pedagógicos. Nesse contexto, por meio do design instrucional, são desejadas propostas contínuas de arquitetura, para atendimento equilibrado de usuários que representam o contexto plural e mestiço brasileiro

Made available in DSpace on 2016-06-02T20:02:52Z (GMT). No. of bitstreams: 1 5280.pdf: 8210728 bytes, checksum: 25d41c9af014811f3c1f0f36883c9a32 (MD5) Previous issue date: 2013-02-03 / This work describes the development of a VLE Virtual Learning Environment, where music is the basis for studying sound waves. New educational tools such as videos, animations, simulations, as well as the Moodle platform, were used to create a virtual environment, where students can learn about sound waves in an autonomous and interactive way, motivating them to use computers and internet as facilitators of the teaching/learning process, making it more effective and interesting. This material was applied to High School students - which translates to Ensino Médio and/or Pré-Vestibular in Brazil s schooling system - in the following schools: Carlos Drummond de Andrade and Nomelini Cirandinha, both in Barretos, Escola Espaço Livre, in Bebedouro and Coc Cardiofísico, in Jaboticabal. Both the teaching experience related to the VLE construction and its learning results are also described in this work. / O presente trabalho descreve o desenvolvimento de um AVA Ambiente Virtual de Aprendizagem, onde utilizamos a música como fio condutor para o estudo das ondas sonoras. Fazendo uso das novas ferramentas educacionais como vídeos, animações, simulações bem como a plataforma Moodle, produzimos um ambiente virtual onde os alunos podem estudar as ondas sonoras de uma forma interativa e autônoma, incentivando-os a utilizar o computador e a internet como facilitadores do processo de ensino/aprendizagem, tornando este processo mais efetivo e interessante. Esse material foi aplicado a turmas de alunos do Ensino Médio e Pré-Vestibular das escolas Carlos Drummond de Andrade e Nomelini Cirandinha, ambas de Barretos, Escola Espaço Livre, de Bebedouro e escola COC Cardiofísico, de Jaboticabal. Tanto a experiência didática quanto a construção do AVA e seus resultados de aprendizagem são também descritos neste trabalho.

In birds like the Zebra finch (Taeniopygia guttata) the female, but not the male develop a brood patch upon incubation of eggs. The brood patch functions to increase heat exchange between the bird and the eggs. Development of the brood patch includes de-feathering, increased vascularization and edema formation. The increased vascularization is due to the development of arteriovenous anastomoses, AVA. The AVA are thermoregulatory vessels involved in cold induced vasodilation, CIVD, demonstrated to occur in the brood patch. Nitric oxide, NO, which is a well known vasodilator is a candidate substance for involvement in CIVD. In this study a NO-generating gel was applied to the brood patch of male and female zebra finches. Vasodilation was found to be markedly larger in females than in males. The larger vasodilation in the female brood patch is probably because NO vasodilate AVA selectively more than any other vessels. The study also investigated whether vasodilation would cause an increase in brood patch temperature. No definite changes in brood patch temperature could be observed and no conclusions could be drawn in the matter.

This project discusses the importance of accurate note-taking for D/deaf and hard of hearing students who have accomodation requirements and offers innovative opportunities to improve the student experience in order to encourage more D/deaf and hard of hearing individuals to persue academia. It also includes a linguistic analysis of speech singals that correspond to transcription output errors produced by speech-to-text programs, which can be utilized to advance and improve speech recognition systems. / In hopes to encourage more D/deaf and hard of hearing (DHH) students to pursue academia, speech-to-text has been suggested to address notetaking issues. This research examined several transcripts created by two untrained speech-to-text programs, Ava and Otter, using 11 different speakers in academic contexts. Observations regarding functionality and error analysis are detailed in this thesis. This project has several objectives, including: 1) to outline how the DHH students’ experience differs from other note-taking needs; 2) to use linguistic analysis to understand how transcript accuracy converts to real-world use and to investigate why errors occur; and 3) to describe what needs to be addressed before assigning DHH students with a captioning service. Results from a focus group showed that current notetaking services are problematic, and that automatic captioning may solve some issues, but some errors are detrimental as it is particularly difficult for DHH students to identify and fix errors within transcripts. Transcripts produced by the programs were difficult to read, as outputs lacked accurate utterance breaks and contained poor punctuation. The captioning of scripted speech was more accurate than that of spontaneous speech for native and most non-native English speakers. An analysis of errors showed that some errors are less severe than others; in response, we offer an alternative way to view errors: as insignificant, obvious, or critical errors. Errors are caused by either the program’s inability to identify various items, such as word breaks, abbreviations, and numbers, or a blend of various speaker factors including: assimilation, vowel approximation, epenthesis, phoneme reduction, and overall intelligibility. Both programs worked best with intelligible speech, as measured by human perception. Speech rate trends were surprising: Otter seemed to prefer fast speech from native English speakers and Ava preferred, as expected, slow speech, but results differed between scripted and spontaneous speech. Correlations of accuracy and fundamental frequencies showed conflicting results. Some reasons for errors could not be determined without knowing more about how the systems were programed. / Thesis / Master of Science (MSc) / In hopes to encourage more D/deaf and hard of hearing (DHH) students to pursue academia, automatic captioning has been suggested to address notetaking issues. Captioning programs use speech recognition (SR) technology to caption lectures in real-time and produce a transcript afterwards. This research examined several transcripts created by two untrained speech-to-text programs, Ava and Otter, using 11 different speakers. Observations regarding functionality and error analysis are detailed in this thesis. The project has several objectives: 1) to outline how the DHH students’ experience differs from other note-taking needs; 2) to use linguistic analysis to understand how transcript accuracy converts to real-world use and to investigate why errors occur; and 3) to describe what needs to be addressed before assigning DHH students with a captioning service. Results from a focus group showed that current notetaking services are problematic, and that automatic captioning may solve some issues, but some types of errors are detrimental as it is particularly difficult for DHH students to identify and fix errors within transcripts. Transcripts produced by the programs were difficult to read, as outputs contain poor punctuation and lack breaks between thoughts. Captioning of scripted speech was more accurate than that of spontaneous speech for native and most non-native English speakers; and an analysis of errors showed that some errors are less severe than others. In response, we offer an alternative way to view errors: as insignificant, obvious, or critical errors. Errors are caused by either the program’s inability to identify various items, such as word breaks, abbreviations, and numbers, or a blend of various speaker factors. Both programs worked best with intelligible speech; One seemed to prefer fast speech from native English speakers and the other preferred slow speech; a preference of male or female voices showed conflicting results. Some reasons for errors could not be determined, as one would have to observe how the systems were programed.

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Made available in DSpace on 2016-04-26T20:24:06Z (GMT). No. of bitstreams: 1 Tese-Solon-Sehn-25-11-2015.pdf: 1845933 bytes, checksum: 21648572dc0f2ab5539d2efa9c47062a (MD5) Previous issue date: 2015-12-18 / After a literature review and a critical analysis of existing theories, the thesis presents a new theory concerning the imposition of the tax on import under the Brazilian law. The study, based on a hypothetic-deductive method, concluded that the tax rule has as material criterion the behavior of import (verb) goods (complement), or the act of introducing goods into the national territory with the intention of incorporated into them. The space criterion is the Customs territory. The time criterion is the moment when a person did or should have done the registration of customs declaration. The creditor (active subject) is the Federal Union, while the debtor (passive subject) is the importer. The customs duties shall be calculated on an ad valorem basis consistent with the methods of valuation established by the GATT Valuation Code. The rate of duty, on the other hand, vary according the origen and the nomenclature under which particular goods should be classified / Após a revisão bibliográfica e a análise crítica das teorias existentes, a tese apresenta uma nova proposta para a compreensão dos pressupostos de incidência do imposto de importação no direito brasileiro. O estudo, baseado no método hipotético-dedutivo, concluiu que o critério material da hipótese de incidência compreende a conduta de importar (verbo) e produtos (complemento), isto é, a introdução de bens móveis e corpóreos no território nacional com a finalidade integradora. O critério espacial corresponde ao território aduaneiro. Já o critério temporal, ao momento em que se promove ou deveria promover o registro da declaração de importação perante a autoridade aduaneira. O credor (sujeito ativo) é a União Federal, recaindo a sujeição passiva sobre o importador (devedor). A base de cálculo equivale ao valor aduaneiro, determinado de acordo com os métodos de valoração do Acordo de Valoração Aduaneira (AVA). As alíquotas ad valorem, por sua vez, são determinadas em função com a origem e a classificação fiscal do produto