Made available in DSpace on 2014-12-17T15:38:59Z (GMT). No. of bitstreams: 1 CintiaCL_DISSERT.pdf: 5640189 bytes, checksum: 9d7db9c4f86bd8ee59fb7cdcabf84e8f (MD5) Previous issue date: 2011-04-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Nowadays, the urban chaos brings some problems to the citizens such as mental fatigue, irritability and lack of attention, emphasizing the need for open urban spaces, capable to contribute to the restoration of physical and mental balance of people. By the variety of alternative uses available, many of them related to the stimulus of entertainment activities, the squares have been identified as restorative environments, especially by its potential as a place of leisure. In this context, the objective of this dissertation is to understand the use of the square as leisure environment, by a square in Natal RN, establishing the relationship between environmental and behavioral characteristics. More specifically, I attempt to identify the major activities that happen there, the people that develop them and the spatial and temporal configurations of this occupation. Among the 290 squares available in the city, the Kalina Maia Square was selected, which is located in the district of Lagoa Nova. The case study chosen was based on criteria relating to scale, shape, location on the urban environment, variability of uses and conservation status. In the study were used behavioral mapping place-centered and people-centered, behavior trace analysis and 14 interviews. The results show that the square is used by people from different ages and social classes, subdivided into groups with specific days and times. These users are usually engaged in activities related to various types of leisure, with sports predominance. The relationship between spatial configuration and behavior shows that there is a sectorization of uses, being possible to identify the environmental characteristics that most favor observed activities, especially in relation to shading and presence of furniture and equipment. Moreover, throughout the day it appears that the affordances inherent to the various fixed objects on the square are decoded differently by various categories of users, by giving them insights that help the development of leisure activities that characterize each group / Atualmente, o caos urbano traz aos moradores das cidades problemas como fadiga mental, irritabilidade e falta de aten??o, acentuando a necessidade de espa?os urbanos abertos, capazes de contribuir para a restaura??o do equil?brio f?sico e mental das pessoas. Pela variedade das alternativas de uso oferecidas, muitas das quais relacionadas ao est?mulo de atividades de entretenimento, as pra?as t?m sido apontadas como ambientes restauradores, principalmente pelo seu potencial enquanto lugar de lazer. Nesse contexto, o objetivo geral desta disserta??o ? a compreens?o do uso da pra?a como ambiente de lazer, tomando como refer?ncia o estudo de uma pra?a de Natal RN, estabelecendo a rela??o entre suas caracter?sticas ambientais e comportamentais. Mais especificamente, busco identificar as principais atividades que ali acontecem, as pessoas que as desempenham e as configura??es espaciais e temporais dessa ocupa??o. Dentre 290 pra?as existentes na cidade, foi selecionada a Pra?a Kalina Maia, localizada no bairro de Lagoa Nova. A escolha do estudo de caso recorreu a crit?rios relativos ? escala, forma, localiza??o na malha urbana, variabilidade de usos e estado de conserva??o. No estudo utilizei mapeamento comportamental centrado no lugar e centrado nas pessoas, an?lise de vest?gios de comportamento e 14 entrevistas. Os resultados revelam que a pra?a ? utilizada por pessoas de varias idades e classes sociais, subdivididas em grupos com dias e hor?rios espec?ficos. Estes usu?rios geralmente se envolvem em atividades ligadas a v?rios tipos de lazer, com predomin?ncia do esportivo. A rela??o entre configura??o espacial e comportamento mostra haver uma setoriza??o dos usos, sendo poss?vel identificar as caracter?sticas ambientais que mais favorecem algumas das atividades observadas, sobretudo relacionadas ao sombreamento e ? presen?a de mobili?rio e equipamentos. Al?m disso, ao longo do dia verifica-se que as affordances inerentes aos diversos objetos fixos presentes no local s?o decodificadas diferentemente pelas v?rias categorias de usu?rios, proporcionando a eles entendimentos que favorecem o desenvolvimento das atividades de lazer que caracterizam cada grupo

L'organisation de l'espace de travail est un aspect du contexte instrumental d'enseignement (Grangeat & Hudson, 2015). A ce titre, l'appropriation de l'espace de la classe en tant qu'instrument (Rabardel, 1995) est susceptible de faciliter l'activité du professionnel ou au contraire réduire son pouvoir d'agir (Clot, 2008), en empêchant ou limitant certaines actions et interactions. L'espace de la classe est un espace relationnel (Löw, 2001) porteur d'un message plus ou moins fort de frontalité, qui détermine une structure de communication plus ou moins orientée entre les élèves et l'enseignant (Fisher et Fousse, 2002). Le placement des élèves a une incidence sur leurs performances (Perkins &Wieman, 2005 ; Brooks, 2011, 2012) et il semble aussi que les interactions entre élèves diffèrent selon la facilité d'accès de l'enseignant à leur espace de travail (Issaadi et Jaillet, 2017). L'espace de la classe est aussi l'espace de l'activité (Leplat, 2000), dans lequel l'enseignant se place et se déplace, en jouant sur les codes de la proxémie et en utilisant des lieux spécifiques (Hall, 1968, Forest, 2006). Les déplacements apparaissent comme des gestes professionnels, exprimant les connaissances professionnelles et la perception des affordances spatiales (Gibson, 1979 ; Warren &Wang, 1987) de l'enseignant.Cette recherche a analysé les placements et déplacements de l'enseignant sous l'angle de l'analyse de l'activité, en questionnant l'accessibilité (Vickerman, 1974) de quatre espaces de classe (Îlots, Bus, Hybride et Peigne). L'objectif était d'examiner dans quelle mesure les contraintes liées à l'espace de travail modifiaient les interactions entre l'enseignant et les groupes d'élèves. La méthodologie s'est appuyée sur la cartographie comportementale suivant Legendre et Depeau (2003), pour croiser les données spatiales et temporelles liées aux déplacements et les données relatives aux processus d'apprentissages, reposant sur l'analyse des échanges verbaux intragroupes d'argumentation, de régulation de la réalisation de la tâche et motivationnels et sur l'analyse des échanges enseignant-groupes, dans le contexte de l'enseignement des sciences fondé sur l'investigation. Ce contexte présente des contraintes spécifiques liées à l'espace dans la mesure où le mobilier est fixé au sol, et réclame une organisation adaptée au travail en petits groupes. Deux construits, l'accessibilité potentielle et la proximité réelle ont été mobilisés dans cette recherche.Les résultats montrent qu'une valeur d'accessibilité potentielle caractérise chaque configuration, et que la proximité effective de l'enseignant vis-à-vis des groupes d'élèves apparaît corrélée à l'accessibilité potentielle du groupe d'élèves. Ils montrent aussi que bien que les interactions verbales enseignant-groupes ne diffèrent pas selon la configuration, la qualité de la régulation intragroupe et la qualité du processus d'argumentation sont affectées par la configuration, et que leur qualité est moins bonne quand l'accès est plus difficile, ce qui questionne le rôle de la perception d'accessibilité. Les construits d'accessibilité potentielle, de proximité réelle et l'utilisation d'une méthodologie d'analyse géospatiale des interactions de classe sont proposés en tant que moyen d'évaluation des nouveaux espaces d'apprentissage qui émergent avec la généralisation des outils numériques en classe. / The organization of the workspace is an aspect of the instrumental context of teaching (Grangeat & Hudson, 2015). The appropriation of the space of the class as an instrument (Rabardel, 1995) may facilitate the activity of the professional or on the contrary reduce the teacher’s power to act (Clot, 2008), by preventing or by limiting actions and interactions. The space of the classroom is a relational space (Löw, 2001) that carries a more or less strong frontal message, determining a structure of communication more or less directed towards the teacher (Fisher and Fousse, 2002).The layout of the students has an incidence on their performances (Perkins & Wieman, 2005; Brooks, 2011, 2012) and it also seems that the interactions between pupils differ according to the accessibility of the teacher in their workspace (Issaadi & Jaillet, 2017). The space of the classroom is also the space of activity (Leplat, 2000), where the teacher is moving, playing on the codes of proxemy and using specific places (Hall, 1968, Forest, 2006). The teacher's movements appear as professional gestures, expressing professional knowledge and perception of the spatial affordances by the teacher (Gibson, 1979; Warren &Wang, 1987).This search analyzed the teacher's movements under the angle of the analysis of activity, by examining the accessibility (Vickerman, 1974) of four classroom spaces (Islands, Bus, Hybrid and Comb). The objective was to examine to what extent the constraints bound to the workspace modified the interactions between the teacher and the groups of students. The methodology used behavioral mapping following Legendre and Depeau (2003), in order to link the spatial and temporal data bound to the teacher's movements and the data concerning the processes of learning.The verbal exchanges between the students in a group – the argumentation, realization of the task and motivational exchanges- and the exchanges between the teacher and the group, were analyzed, in the context of the Inquiry Based Sciences Teaching (IBST). This context presents specific constraints bound to the space since the furniture is fixed to the ground, and needs an organization adapted to the work in small groups. Two constructs, the potential accessibility and the effective proximity were mobilized in this search.The results show that a specific value of potential accessibility characterizes every configuration, and that the effective proximity of the teacher towards the groups of students seems correlated with the potential accessibility of the groups. They also show that, although the verbal interactions between the teachers and the groups do not differ according to the configuration, the quality of the regulatory process in a group and the quality of the process of argumentation are affected by the configuration, and that their quality is less good when the access is more difficult, what underlines the role of the perception of accessibility.We suggest to use the constructs of potential accessibility, of effective proximity, and the methodology of geospatial analysis of the interactions of class for assessing the new learning spaces that emerge with the generalization of the digital tools in class.

Made available in DSpace on 2014-12-17T15:38:46Z (GMT). No. of bitstreams: 1 OdaraSF.pdf: 1396799 bytes, checksum: 2e5cb33729ffd1f32ef8505042d653ee (MD5) Previous issue date: 2006-03-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The interest for understanding the relationship of the child with its environment has increased in the whole world during the last few years. Several researchers, using Environmental Psychology as basis, have analyzed the implications of this relation for the child development and the organization of playful spaces. Being a place where children spend a great part of their time and develop many intellectual and social abilities, the school becomes one of the main focus of this research. This study investigated different sectors of the outdoor area of NEI -UFRN, during the recreation time, in which the use of space and the interaction between children were analyzed, through the observation of the child behavior (place-centered and individual-centered mapping). The results had disclosed that the school s outdoor area and its equipments presents a great range of choices possible to the children, however its occupation is not uniform: there are areas very used and others almost without use. Generally, this heterogeneity happens again in relation to the distribution of the interaction states in the sectors, the friendly associative behavior being the most present. The observation of children behaviors favored a better understanding of the use of the spaces, and contributed for discussion about the environment what these users really need for a healthy development, including differences in related to gender, age and daytime. In spite of the studied outdoor areas being vast, pleasant and varied, it needs a better distribution of its equipments and a plan that allows greater children participation in the place organization / O interesse pela compreens?o do relacionamento da crian?a com seu ambiente vem aumentando nos ?ltimos anos, em todo o mundo. Diversos pesquisadores, utilizando a Psicologia Ambiental como base, t?m analisado a import?ncia dessas rela??es para o desenvolvimento infantil e suas implica??es na organiza??o de espa?os l?dicos. Por ser um local onde as crian?as passam grande parte do seu tempo e desenvolvem muitas habilidades intelectuais e sociais, a escola torna-se um dos principais focos dessas pesquisas. Partindo desse pressuposto, investigou-se as diferentes ?reas do p?tio do N?cleo de Educa??o Infantil (NEI), durante o recreio, analisando a utiliza??o do espa?o e os comportamentos de intera??o entre crian?as nesses locais, atrav?s da observa??o do comportamento infantil (mapeamento centrado-no-lugar e centrado-na-pessoa). Os resultados revelaram que a ?rea livre da escola e seus equipamentos permitem grande possibilidade de escolha ?s crian?as, contudo sua ocupa??o n?o ? uniforme, existindo ?reas muito utilizadas e outras quase sem uso. De modo geral, essa heterogeneidade se repete em rela??o ? distribui??o dos estados interacionais pelos setores, sendo o comportamento associativo amig?vel o mais encontrado. A observa??o do comportamento das crian?as n?o s? favoreceu a uma melhor compreens?o da utiliza??o dos espa?os, como tamb?m, contribuiu para a discuss?o sobre os ambientes de que esses usu?rios necessitam para um desenvolvimento saud?vel, at? mesmo no que se refere ? diferen?as em rela??o a g?nero, idade e turnos. Apesar do p?tio estudado, ser grande, agrad?vel e variado, ele necessita de uma melhor distribui??o dos seus equipamentos e de um planejamento que permita maior participa??o das crian?as na organiza??o do lugar