D’après Georges Simmel, le conflit est inhérent à la société. Désignant des situations antagonistes entre deux ou plusieurs personnes, il contribuerait, selon l’auteur, à l’unité de la société. Différents conflits interpersonnels existent, dont celui du duel et de la discussion. Lorsque les opposants entrent en duel, ils recherchent en premier lieu la réussite personnelle. Pour y parvenir, la communication entre les sujets est souvent synonyme d’expression, « chacun cherchant d’abord, non pas l’interlocution mais la possibilité de parler ». En fin de compte, c’est moins l’individu auquel on est confronté que l’on a envie d’entendre que la possibilité de pouvoir s’exprimer ou d’agir soi-même. Dans une discussion, telle qu’entendue par Jürgen Habermas, il s’agit d’abord de tendre vers une victoire commune. Dans leurs interactions, les interlocuteurs partagent leurs idées, leurs arguments en vue d’aboutir à ce qu’ils estiment être le meilleur pour eux grâce à la recherche de vérité, de justesse et de sincérité. Aujourd’hui, nous sommes davantage tournés vers une société d’expression plutôt qu’une société de discussion , laquelle reste, aux yeux de nombreux scientifiques, un modèle trop idéal pour trouver une application concrète dans la vie de tous les jours. S’inscrivant pleinement dans la culture de notre société, le sport est considéré comme une pratique sociale ordinaire. Or, en portant notre attention sur les rapports que les adversaires entretiennent entre eux à l’occasion de leur affrontement sportif, il nous a été possible de faire un double constat : il est d’abord des conflits entre opposants qui sont le reflet de la société actuelle (c’est le cas du football). Le monde sportif offre par ailleurs l’occasion de développer une autre forme de communication entre adversaires, celle d’une « société de discussion » : c’est le cas de l’affrontement tennistique. / According to Georges Simmel, conflict is inherent in society. In establishing conflict situations between two or more people, it helps to achieve, according to Simmel, unity in society. There are different types of interpersonal conflict, including the duel and the discussion. When two opponents take part in a duel, they are seeking, first and foremost, personal success. To achieve this, the communication between the two individuals is often synonymous with expression, “each seeking primarily, not to communicate but to be able to speak.” Ultimately, it is not so much that they want to hear the other person speak as having the opportunity of speaking or acting themselves. In a discussion, as understood by Jürgen Habermas, the primary aim is to work towards a common victory. Through their interaction, the speakers share their ideas and arguments in order to achieve what they believe is best for them through a quest for truth, fairness and sincerity. Today we are more oriented towards an expression society rather than a discussion society, the latter model being, in the view of many scientists, too much of an ideal to have any practical application in everyday life. Sport is part and parcel of the culture of our society, and is deemed to be an ordinary social practice. However, if we focus on the relationships between opponents during their sporting clash, we can make two observations: not just that interpersonal conflicts are a reflection of today’s society, as in the case of football; but also that the world of sport provides an opportunity to develop another form of communication between adversaries: that of a “discussion society”, which finds its fullest expression in competitive tennis.

Introdução: O tema central deste estudo é a prática e a educação interprofissional em saúde (EIP) e enfermagem. Na EIP as profissões aprendem conjuntamente sobre o trabalho coletivo e as especificidades de cada área profissional, orientadas para o trabalho colaborativo em equipe interprofissional, interdisciplinar e o compromisso com a integralidade. Objetivos: O objetivo geral é analisar como ocorre a educação interprofissional na atenção primária à saúde (APS) no contexto brasileiro. Os objetivos específicos são: analisar as concepções da EIP e sua articulação com a prática interprofissional no cotidiano do trabalho da APS, na perspectiva de docentes, estudantes e trabalhadores. Método: Pesquisa qualitativa com abordagem compreensiva e interpretativa, cuja coleta de dados foi realizada em duas etapas. A primeira, por meio de 18 entrevistas semiestruturadas com docentes de oito universidades públicas brasileiras, que atuam na formação em saúde no contexto da APS. A segunda, com quatro sessões de grupos focais (GF) homogêneos, nas quais participaram cinco estudantes, seis docentes e 15 trabalhadores de duas Unidades Básicas de Saúde, vinculados ao Programa de Educação pelo Trabalho na Saúde (PET-Saúde). A análise dos dados foi realizada por meio da perspectiva crítico hermenêutica, com a triangulação dos resultados das duas etapas da pesquisa, à luz do quadro teórico, utilizando os conceitos: processo de trabalho em saúde e enfermagem, profissionalismo, teoria do agir comunicativo, interdisciplinaridade, EIP, prática colaborativa centrada no usuário e APS. Resultados: A triangulação dos resultados, da primeira e segunda fases da pesquisa, corroborou as três categorias empíricas contruídas a partir da análise das entrevistas, que indicam as concepções de EIP articuladas a prática de APS: A EIP desloca a ênfase da formação e das práticas para a integralidade do cuidado, A EIP contribui para a reconfiguração das relações profissionais colaborativas, Preservação das competências complementares da especificidade profissional, reconhecimento das competências comuns e construção das competências colaborativas. Porém, os GF permitiram identificar diferenças no olhar dos atores sociais: os estudantes destacam a participação do usuário no cuidado, os docentes enfatizam a ausência de apoio institucional para EIP e os trabalhadores ressaltam a desarticulação ensino-serviço, pois usualmente não participam do planejamento das atividades de ensino no campo. A triangulação também revela tensões para o avanço da EIP, com destaque para incompatibilidade da grade curricular dos diferentes cursos. Conclusão: As concepções de EIP identificadas, indicam a necessidade da reconfiguração das relações profissionais, com articulação de competências comuns, complementares/específicas e colaborativas para promover a prática interprofissional centrada no usuário no contexto da APS no Sistema Único de Saúde (SUS). / Introduction: The central theme of this study is the practice and interprofessional education in health (IPE) and nursing. In IPE professions learn together on collective work and the specifics of each professional field, oriented collaborative work in interprofessional and interdisciplinary team and a commitment to comprehensive health care. Objectives: The overall objective is to analyze how IPE occurs in primary health care (PHC) in the Brazilian context. The specific objectives are: to analyze the conceptions of EIP and its articulation with the interprofessional practice in PHC daily work, from perspective of teachers, students and health workers. Method: Qualitative research with comprehensive and interpretative approach, which data collection was performed in two stages. The first, through structured interviews, with 18 teachers from eight Brazilian public universities, who work in health education in PHC. The second, with four sessions of homogeneous focus groups (FG), which involved five students, six teachers and 15 health workers of two PHC units linked to Education Program for Health Work (PET-Health). Data analysis was performed using the critical hermeneutic perspective, with the triangulation of the two stages results of research, based on theoretical framework, using concepts: work process in health and nursing, professionalism, Theory of Communicative Action, interdisciplinarity, IPE, patient centered collaborative practice and PHC. Results: The triangulation of results, the first and second phases of the study corroborated the three empirical categories from analysis of the interviews indicate that the conceptions of IPE articulated the practice of PHC: \'IPE emphasis of training and practice for comprehensive health care\', \'IPE contributes to reconfiguration of collaborative professional relationships\', \'Preservation of complementary competences of professional specificity, recognition of common competences and construction of collaborative competences\'. However, the GF allowed to identify differences in the look of stakeholders: students highlight user participation in health care, teachers emphasize the lack of institutional support for IPE and health workers emphasize the teaching health service disarticulation, as usually workers do not participate in the planning of teaching activities in field. Triangulation also reveals tensions to advance of IPE, especially curriculum incompatibility of different courses. Conclusion: The conceptions of IPE identified indicate the need for professional relationships reconfiguration, with articulation of common, complementary/specific and collaborative competences to promote patient centered interprofessional practice in PHC settings in the Unified Health System (SUS).

Introdução: O tema central deste estudo é a prática e a educação interprofissional em saúde (EIP) e enfermagem. Na EIP as profissões aprendem conjuntamente sobre o trabalho coletivo e as especificidades de cada área profissional, orientadas para o trabalho colaborativo em equipe interprofissional, interdisciplinar e o compromisso com a integralidade. Objetivos: O objetivo geral é analisar como ocorre a educação interprofissional na atenção primária à saúde (APS) no contexto brasileiro. Os objetivos específicos são: analisar as concepções da EIP e sua articulação com a prática interprofissional no cotidiano do trabalho da APS, na perspectiva de docentes, estudantes e trabalhadores. Método: Pesquisa qualitativa com abordagem compreensiva e interpretativa, cuja coleta de dados foi realizada em duas etapas. A primeira, por meio de 18 entrevistas semiestruturadas com docentes de oito universidades públicas brasileiras, que atuam na formação em saúde no contexto da APS. A segunda, com quatro sessões de grupos focais (GF) homogêneos, nas quais participaram cinco estudantes, seis docentes e 15 trabalhadores de duas Unidades Básicas de Saúde, vinculados ao Programa de Educação pelo Trabalho na Saúde (PET-Saúde). A análise dos dados foi realizada por meio da perspectiva crítico hermenêutica, com a triangulação dos resultados das duas etapas da pesquisa, à luz do quadro teórico, utilizando os conceitos: processo de trabalho em saúde e enfermagem, profissionalismo, teoria do agir comunicativo, interdisciplinaridade, EIP, prática colaborativa centrada no usuário e APS. Resultados: A triangulação dos resultados, da primeira e segunda fases da pesquisa, corroborou as três categorias empíricas contruídas a partir da análise das entrevistas, que indicam as concepções de EIP articuladas a prática de APS: A EIP desloca a ênfase da formação e das práticas para a integralidade do cuidado, A EIP contribui para a reconfiguração das relações profissionais colaborativas, Preservação das competências complementares da especificidade profissional, reconhecimento das competências comuns e construção das competências colaborativas. Porém, os GF permitiram identificar diferenças no olhar dos atores sociais: os estudantes destacam a participação do usuário no cuidado, os docentes enfatizam a ausência de apoio institucional para EIP e os trabalhadores ressaltam a desarticulação ensino-serviço, pois usualmente não participam do planejamento das atividades de ensino no campo. A triangulação também revela tensões para o avanço da EIP, com destaque para incompatibilidade da grade curricular dos diferentes cursos. Conclusão: As concepções de EIP identificadas, indicam a necessidade da reconfiguração das relações profissionais, com articulação de competências comuns, complementares/específicas e colaborativas para promover a prática interprofissional centrada no usuário no contexto da APS no Sistema Único de Saúde (SUS). / Introduction: The central theme of this study is the practice and interprofessional education in health (IPE) and nursing. In IPE professions learn together on collective work and the specifics of each professional field, oriented collaborative work in interprofessional and interdisciplinary team and a commitment to comprehensive health care. Objectives: The overall objective is to analyze how IPE occurs in primary health care (PHC) in the Brazilian context. The specific objectives are: to analyze the conceptions of EIP and its articulation with the interprofessional practice in PHC daily work, from perspective of teachers, students and health workers. Method: Qualitative research with comprehensive and interpretative approach, which data collection was performed in two stages. The first, through structured interviews, with 18 teachers from eight Brazilian public universities, who work in health education in PHC. The second, with four sessions of homogeneous focus groups (FG), which involved five students, six teachers and 15 health workers of two PHC units linked to Education Program for Health Work (PET-Health). Data analysis was performed using the critical hermeneutic perspective, with the triangulation of the two stages results of research, based on theoretical framework, using concepts: work process in health and nursing, professionalism, Theory of Communicative Action, interdisciplinarity, IPE, patient centered collaborative practice and PHC. Results: The triangulation of results, the first and second phases of the study corroborated the three empirical categories from analysis of the interviews indicate that the conceptions of IPE articulated the practice of PHC: \'IPE emphasis of training and practice for comprehensive health care\', \'IPE contributes to reconfiguration of collaborative professional relationships\', \'Preservation of complementary competences of professional specificity, recognition of common competences and construction of collaborative competences\'. However, the GF allowed to identify differences in the look of stakeholders: students highlight user participation in health care, teachers emphasize the lack of institutional support for IPE and health workers emphasize the teaching health service disarticulation, as usually workers do not participate in the planning of teaching activities in field. Triangulation also reveals tensions to advance of IPE, especially curriculum incompatibility of different courses. Conclusion: The conceptions of IPE identified indicate the need for professional relationships reconfiguration, with articulation of common, complementary/specific and collaborative competences to promote patient centered interprofessional practice in PHC settings in the Unified Health System (SUS).

Atualmente não podemos deixar de reconhecer a complexidade da realidade que se apresenta. Complexidade em termos de existências e de teorias de abordagens. A prática geográfica (técnica, acadêmica e educacional) se baseia em conceitos que nos auxiliam na leitura e interpretação do espaço. No entanto, se percebe que nessa prática existem certos equívocos na utilização de conceitos e categorias de análise. Nossa hipótese é que tais confusões conceituais podem produzir efeitos danosos na produção e reprodução do espaço, com resultados incompatíveis com as necessidades reais da sociedade e do meio ambiente. Nesse sentido, a clarificação dos conceitos geográficos, e daqueles transpostos de outras disciplinas científicas, são necessários para permitir uma atuação mais efetiva do geógrafo dentro de uma proposta de emancipação social. Entre outras referências teórico-metodológicas para nossas investigações está a Teoria da Ação Comunicativa de Habermas, incluindo os conceitos de adequação, verdade, retitude e legitimidade sobre os quais verificamos o potencial de suas aplicações dentro da Geografia. A base prática de verificação dos nossos pressupostos foi o Plano Diretor Estratégico do Município de São Paulo, no qual investigamos a aplicação dos conceitos espaço, paisagem e lugar e suas conseqüências para o planejamento urbano ambiental. / Nowadays it is necessary to recognize the complexity of the reality which presents itself. Complexity in terms of existences and theories of approaches. The practice of geography (technical, academic and educational) is based on concepts that help and assist us on space recognition and interpretation. However, it is noticed that in this practice exists ambiguous interpretations on the use of concepts and categories of analysis. Our hypothesis is that such conceptual confusions may produce damaging effects on the production and reproduction of space, with results incompatible with the real needs of society and the environment. In this way, the enlightenment of the geographical concepts, and those transposed of other scientific disciplines, are necessary to allow a more effective performance of the geographer within a social emancipation proposal. Among the theoretical references for our investigation is The Theory of Communicative Action of Habermas, including the concepts of adequacy, truth, rightness and authenticity, of which we verified the potential of its application inside geography. The practical base of our premises analysis was Urban Planning of São Paulo municipality, on which was investigated the applications of the concept of space, landscape and place and its consequences for the environmental urban planning.

This dissertation is a critical study of the paradigm of Liturgical Theology. Focus in this systematic inquiry has been on the Russian school with the focal point in the works of Alexander Schmemann, who was active in the late 20th century. The main question of the thesis concerns the relation between theory and practice in Liturgical Theology.                       It is claimed that the relation between theory and practice corresponds to the relation between ritual action and communicative action. The former concerns the identity founded on the unavoidable alterity immanent in life, but also transcending life through a holistic encounter with life, which enables us to express a holistic attitude to life and the entire world. The latter concerns the equally unavoidable rationalization of life which gives rise to a continuous atomization of life through science and the process of acquiring facts and data.                       The thesis makes use of different theories for the reaching of an explanatory theory in connection to theory and practice. Foremost the Theory of Communicative Action in the works of Jürgen Habermas and the re-interpretation of disclosure by Nikolas Kompridis is used. It is claimed tthat ritual action is connected to a primary disclosure attached to otherness with the intention of revealing the identity of the Ecclesia. Without identity, we are left with a never-ending debate and a continuous atomization where every answer exponentially provokes more questions. Communicative action then is connected with a secondary co-disclosure with the intention for the reaching of mutual understanding, making subjects accountable and responsible. Without communicative action we are bound on a long walk into the never ending sea of being. The missionary imperative in the Ecclesia is dependent on the co-existence of ritual action and communicative action.

During recent years there have been noticeable shortcomings in the human encounter of people seeking some form of health care in Sweden. This is something that affects professional education within ‘the welfare state’ and implies that human expectations, societal demands and questions about knowledge, basic values and competence have become pedagogically interesting. The basic aim of the dissertation is - to contribute to a practically, relevant and theoretical in-depth understanding of the learning and teaching of ethics in professional education. By taking nursing education as an example and focussing on the human encounter of the person seeking care, the dissertation aims - by analysis of the pedagogic practice and from a critical-theoretical perspective – to provide a foundation for such an understanding. The research perspective includes a social-philosophical point of departure with a focus on Mead’s interactional view of learning and Habermas’s critical theory of social communication. Methodologically an emphasis is placed on discourse analysis. The results demonstrate how the learning and teaching of ethics in human encounters can be understood as a question of communication of both knowledge and values. In the theoretical reconstruction that follows it is shown how pedagogic actions, learning and competence can be understood as communication of and in particular contextual discourses. The six discourses are: ‘the efficiency-related discourse’, ‘the expert-related discourse’, the ‘care-related discourse’, ‘the communicative-related discourse’, ‘the egocentric discourse’ and ‘the ethnocentric discourse’, all of which are mutually related to each other. The contextual discourses focus on different values. Those that are most conducive to creating pleasant human encounters are the communicative- and the care-related discourses, which also form the foundation for the pedagogic recommendation that makes up the concluding discussion of the dissertation. The recommendation concerns a pedagogical practice that affirms, pays attention to, safeguards and challenges and thus generates creativity, as well as the legitimacy of pluralism. To engage in stimulating pedagogical discussion means being committed, taking responsibility and practicing solidarity in the profession of education. Such a ‘deliberative pedagogy’ creates possibilities for people to develop solidarity of judgement in a society that increasingly demanding that. In conclusion, the recommendation for a new and challenging human encounter-ethical-pedagogy is intended to show that ‘ideals can be realistic’. Normative recommendations do not have to be abstract visions of the future, but can be looked upon as means of focussing on alternative actions, that despite the difficulties are possible to realise – here and now.

Siekiant korektiškai apibrėžti ilgai trunkantį paslaugomis pagrįstą verslo procesą, būtina specifikuoti šiuos proceso parametrus: duomenų srautus, verslo partnerius ir jų vykdomus veiksmus, proceso būsenų kaitą bei metodus ilgai trunkančioms transakcijos kompensuoti. Tai gali būti atliekama unifikuojant SAGA ir komunikacinių kilpų modelius. Siekiant aiškumo, pasiūlyti du griežtos formos diagramų tipai. Pateikto formalaus metamodelio pagrindu realizuotas grafinio redaktoriaus prototipas, skirtas modeliuoti paslaugomis pagrįstus procesus. Bandymu metu redaktoriumi sukurti eksperimentiniai verslo procesų modeliai. / To define long-running, service-oriented business process fully and correctly, it is necessary to specify following properties: data flows, business partners along with their actions, and state dynamics of entire process. Also, it is required to define mechanics which can be used to compensate failed long-running transactions. This can be achieved by combining SAGA and Communicative Action Loop models. To gain robustness, it was suggested to use two types of strictly formatted diagrams. A formal metamodel was proposed as a basis for a graphical editor which can be used to define a service-oriented business process and its properties. Finally, a prototype of graphical editor was developed and used to specify example business processes.

Submitted by Daniele Amaral (daniee_ni@hotmail.com) on 2017-10-09T18:11:57Z No. of bitstreams: 1 DissMCZJ.pdf: 1004793 bytes, checksum: 5f54d238a2afd39b1abce6c5f53e1111 (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-24T13:03:34Z (GMT) No. of bitstreams: 1 DissMCZJ.pdf: 1004793 bytes, checksum: 5f54d238a2afd39b1abce6c5f53e1111 (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-24T13:03:45Z (GMT) No. of bitstreams: 1 DissMCZJ.pdf: 1004793 bytes, checksum: 5f54d238a2afd39b1abce6c5f53e1111 (MD5) / Made available in DSpace on 2018-01-24T13:06:47Z (GMT). No. of bitstreams: 1 DissMCZJ.pdf: 1004793 bytes, checksum: 5f54d238a2afd39b1abce6c5f53e1111 (MD5) Previous issue date: 2017-07-11 / Não recebi financiamento / It is a fact the interference of strategic interests in education, in many cases reduced to the ‘middle’ condition for the achievement of political and economic ends. Because of this, the dissertation presents the communicative action as a proposal for reflection and delimitation of the existing interests between system and culture. Because it is a documentary research guided by a specific bibliography, we sought to develop the text through the analysis of the Habermasian bibliography, with the objective of extracting theoretical problematizations on the question of quality in education. Another methodological aspect was the interdisciplinary treatment of the theme with focus on education. Based on the literature review, we proposed the construction of a reference for pedagogical action in education, as follows: 1. to present the premise that for each type of reason there is a specific type of action: instrumental reason (paradigm of consciousness) proposes the so-called strategic action, guided by functional rules aimed at the success and effectiveness of action; and communicative reason (paradigm of intersubjectivity), in turn, proposes the communicative action, based on rules of symbolic interaction (debate) that aim at establishing criteria for mutual understanding (consensus). 2. To expose the instrumental dimension in the concept of quality in education, starting from an economistic vision. 3. Adapt Habermas’s theoretical framework to the field of education, especially his conception of communicative action, as a proposal for decolonization and re-signification of the mechanisms of social and systemic integration present in the school institution. Based on Habermas’s theory, we will take into account the hypothesis that communicative action can promote the potentialization of basic elements for democratic debate, with an end to understanding, in order to prevent the instrumental character of the unilateral constraints present in the procedures pedagogical and thus ensure learning that aim not only at market logic, but at the experience of normative interactions (referring to the social world) and expressive (referring to the subjective world). / É fato a interferência de interesses estratégicos na educação, reduzida, em muitos momentos, à condição ‘meio’ para a realização de fins políticos e econômicos. Por conta disso, a dissertação apresenta o agir comunicativo como proposta de reflexão e delimitação dos interesses existentes entre sistema e cultura. Por se tratar de uma pesquisa documental orientada por uma bibliografia específica, buscou-se desenvolver o texto por meio da análise da bibliografia habermasiana, com o objetivo de extrair problematizações teóricas sobre a questão da qualidade na educação. Outro aspecto metodológico foi o tratamento interdisciplinar do tema com enfoque na educação. Com base na revisão de literatura, propusemos a construção de um referencial para a ação pedagógica no âmbito da educação, conforme segue: 1. apresentar a premissa de que, para cada modalidade de razão, há um tipo de agir específico: a razão instrumental (paradigma da consciência) propõe o chamado agir estratégico, orientado por regras funcionais que visam o sucesso e a eficácia da ação; e a razão comunicativa (paradigma da intersubjetividade), por sua vez, propõe o agir comunicativo, baseado em regras de interação simbólica (debate) que visam o estabelecimento de critérios para entendimento mútuo (consenso). 2. Expor a dimensão instrumental no conceito de qualidade na educação, partindo de uma visão economicista. 3. Adaptar o referencial teórico de Habermas para o campo da educação, em especial sua concepção de agir comunicativo, como proposta de descolonização e ressignificação dos mecanismos de integração social e sistêmico presentes na instituição escolar. Deste modo, com base na teoria de Habermas, levaremos em consideração a hipótese de que o agir comunicativo pode promover a potencialização de elementos básicos para o debate democrático, com fim ao entendimento, de modo a impedir o caráter instrumental das coações unilaterais presentes nos procedimentos pedagógicos e, assim, assegurar aprendizagens que objetivam não apenas a lógica de mercado, mas a vivência de interações normativas (referente ao mundo social) e expressivas (referente ao mundo subjetivo).

Submitted by Bruna Rodrigues (bruna92rodrigues@yahoo.com.br) on 2016-09-22T12:39:19Z No. of bitstreams: 1 DissABI.pdf: 4762204 bytes, checksum: cb7f73e719e15c21782946caf68e421d (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T18:07:16Z (GMT) No. of bitstreams: 1 DissABI.pdf: 4762204 bytes, checksum: cb7f73e719e15c21782946caf68e421d (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T18:07:24Z (GMT) No. of bitstreams: 1 DissABI.pdf: 4762204 bytes, checksum: cb7f73e719e15c21782946caf68e421d (MD5) / Made available in DSpace on 2016-10-04T18:07:31Z (GMT). No. of bitstreams: 1 DissABI.pdf: 4762204 bytes, checksum: cb7f73e719e15c21782946caf68e421d (MD5) Previous issue date: 2015-06-19 / Não recebi financiamento / This study aimed to understand facts arising from educational processes applied to the teaching of Physical Education at the level of Basic Education, established by agents of different generations and mediated by resources of the new technology. The systematic analysis of the phenomenon permeated the understanding of factors related to the level of perception about the technology object of teachers classified as Immigrants and Digital Natives in the first instance; for later verification of the concerted relationship between the concreteness of the perceptible level expressed by the teacher and the appropriation of technological tools in teaching and learning processes in which they act. Based in a referential qualitative research, the methodology used for the range of explanations about this theme connected the instruments of data collection: structured questionnaire; interviews by guidelines class observations and filmings. The application of research understood two moments, as follows: a diagnostic exploration of the above dimension in the context of the totality of individuals who constitute the population of research, formed by Physical Education teachers effectives in a municipal school system of a municipal district of Northwest Paulista, and therefore, extensive analysis in details of vision and respective practice of teachers of both generational categories, and distinct levels of perception about the New Technologies of Information and Communication, the pedagogical approach mediated by technological resources applied to Physical Education at school. In this context was verified that those involved in the processes of appropriation of technological resources and applied together the learners are influenced to a greater extent by the level of perception maintained by the individual with the technological object, therefore, not justified necessarily the generational dimension of the teacher. This way, the adequation of significant educational proposals with the use of the New Technologies of Information and Communication remits to the perception and respective critically appropriation of technology in personal and professional daily use. In the end, about the interaction processes objectified in constructing of new knowledge, the potential didactic and conceptual gaps resulting from pedagogical actions mediated by technological resources in educational practices observed tend to be minimized by reflective communicative actions, directed to the dialogue between the educator agents, educating and technological object. / O presente estudo objetivou o entendimento de fatos advindos de processos educativos aplicados ao ensino da Educação Física em nível de Educação Básica, estabelecidos por agentes de distintas gerações e mediatizados por recursos da nova tecnologia. As análises sistemáticas do fenômeno permearam a compreensão de fatores relacionados ao nível de percepção sobre o objeto tecnológico de professores classificados como Imigrantes e Nativos Digitais, em primeira instância; para a posteriori, constatação da relação assentada entre a concretude do nível perceptível expresso pelo docente e a apropriação das ferramentas tecnológicas nos processos de ensino e de aprendizagem no qual atuam. Baseada em referencial de pesquisa qualitativa, a metodologia utilizada para o alcance de explicações acerca desta temática englobou os instrumentos de coletas de dados: questionário estruturado; entrevistas por pautas; observações de aulas e filmagens. A aplicação da pesquisa compreendeu dois momentos, sendo: uma exploração diagnóstica sobre a dimensão supracitada no contexto da totalidade de indivíduos que constituem a população de pesquisa, formada por professores de Educação Física efetivos em uma rede municipal de ensino de um munícipio do Noroeste Paulista, e, por conseguinte, análise minudenciada da visão e respectiva prática de professores de ambas categorias geracionais, e distintos níveis de percepção sobre as NTIC, no trato pedagógico mediado por recursos tecnológicos aplicado à Educação Física na escola. Neste contexto fora verificado que os intervenientes nos processos de apropriação dos recursos tecnológicos e aplicados junto aos educandos são influenciados em maior medida pelo nível de percepção mantido pelo sujeito com o objeto tecnológico, logo, não se justificam, necessariamente, na dimensão geracional do professor. Deste modo, a adequação de propostas didáticas significativas com a utilização das NTIC remete a percepção e, respectiva, apropriação criticamente avultante da tecnologia no cotidiano pessoal e profissional. Por fim, a respeito dos processos interacionais objetivados na construção de novos conhecimentos, as potenciais lacunas didáticas e conceituais decorrentes das ações pedagógicas mediadas por recursos tecnológicos nas práticas educacionais observadas tendem a ser minimizadas por ações comunicativas reflexivas, direcionadas ao diálogo, entre os agentes educador, educando e objeto tecnológico.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-10-19T17:54:35Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE_MICHELINE_DAYSE_GOMES_BATISTA_CD.pdf: 8737170 bytes, checksum: d594366cdf34d0e38eb575c1d0686f4a (MD5) / Made available in DSpace on 2016-10-19T17:54:35Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE_MICHELINE_DAYSE_GOMES_BATISTA_CD.pdf: 8737170 bytes, checksum: d594366cdf34d0e38eb575c1d0686f4a (MD5) Previous issue date: 2015-11-26 / Esta é uma tese sobre comunidades on-line abrigadas em sites de redes sociais. Seu objetivo é investigar as possibilidades e limites das trocas interacionais e comunicacionais que ocorrem nesses ambientes, considerando que são mediadas pela tecnologia. Tomamos como objeto empírico o grupo Direitos Urbanos | Recife (DU), abrigado no Facebook desde 2012, cujo propósito é discutir os problemas urbanos da cidade do Recife, estado de Pernambuco, Brasil. Contando com cerca de 30 mil participantes, a página da comunidade representa um campo institucional que dá suporte às ações off-line do movimento, que se caracterizam pela ocupação de espaços públicos no sentido de reivindicar o direito à cidade. O Facebook é utilizado pelo movimento não apenas para discussões, mas também para informar, articular e mobilizar, seguindo uma receita adotada por inúmeros outros movimentos que têm eclodido ao redor do mundo, tais como o Ocupe Wall Street. Analisando as trocas interacionais e comunicacionais no ambiente do DU, e os efeitos positivos e negativos da tecnologia sobre esse ambiente, buscamos identificar a estrutura das redes sociais e os atores mais centrais, formatos, conteúdos e fluxo das publicações, como ocorre a conversação em si e a ação dos moderadores para a manutenção da ordem e dos discursos do grupo. Constatamos, entre outras coisas, que o DU abriga redes pouco vivas e muito fragmentadas, com poucos atores bem conectados, baixa interação e poucas relações de amizade. Além disso, a comunicação nesse espaço está sujeita a ruídos e ambiguidades e, ainda assim, consegue abrir brechas para a ação comunicativa, gerando laços de apoio e solidariedade. / This is a thesis about online communities sheltered in social network sites. It aims investigate the possibilities and limits of interactional and communicational exchanges that occur in these environments considering that are mediated by technology. We took as empirical object the Direitos Urbanos | Recife group, sheltered in Facebook since 2012, whose purpose is to discuss urban problems of the city of Recife, state of Pernambuco, Brazil. Bringing together about 30,000 participants, the community page is an institutional field that supports the offline actions of the movement which is characterized by occupying public spaces in order to claim the right to the city. Facebook is used by the movement not only for discussion but also to inform, coordinate, and mobilize, following a recipe adopted by numerous other movements that have hatched around the world such Occupy Wall Street. Analyzing the interactional and communicational exchanges in DU environment we seek to identify the structure of social networks and the most central actors, formats, content, and flow of publications, as is the conversation itself and the action of moderators to maintain order and group discourses. We find among other things that DU has little living and fragmented networks, with few well-connected actors, low interaction and few friendships. In addition communication in this space is subject to noise and ambiguities and still can open loopholes for communicative actions, generating support and solidarity ties.