Les systèmes de vision artificielle sont aujourd'hui limités à l'extraction de données issues de ce que les caméras « voient ». Cependant, la compréhension de ce qu'elles voient peut être enrichie en associant la connaissance du contexte et la connaissance d'interprétation d'un humain.Dans ces travaux de thèse, nous proposons une approche associant des algorithmes de vision atificielle à une modélisation sémantique du contexte d'acquisition.Cette approche permet de réaliser un raisonnement sur la connaissance extraite des images par les caméras en temps réel. Ce raisonnement offre une réponse aux problèmes d'occlusion et d'erreurs de détections inhérents aux algorithmes de vision artificielle. Le système complet permet d'offrir un ensemble de services intelligents (guidage, comptage...) tout en respectant la vie privée des personnes observées. Ces travaux forment la première étape du développement d'un bâtiment intelligent qui peut automatiquement réagir et évoluer en observant l'activité de ces usagers, i.e., un bâtiment intelligent qui prend en compte les informations contextuelles.Le résultat, nommé WiseNET, est une intelligence artificielle en charge des décisions au niveau du bâtiment (qui pourrait être étendu à un groupe de bâtiments ou même a l'échelle d'un ville intelligente). Elle est aussi capable de dialoguer avec l'utilisateur ou l'administrateur humain de manière explicite. / To date, computer vision systems are limited to extract digital data of what the cameras "see". However, the meaning of what they observe could be greatly enhanced by environment and human-skills knowledge.In this work, we propose a new approach to cross-fertilize computer vision with contextual information, based on semantic modelization defined by an expert.This approach extracts the knowledge from images and uses it to perform real-time reasoning according to the contextual information, events of interest and logic rules. The reasoning with image knowledge allows to overcome some problems of computer vision such as occlusion and missed detections and to offer services such as people guidance and people counting. The proposed approach is the first step to develop an "all-seeing" smart building that can automatically react according to its evolving information, i.e., a context-aware smart building.The proposed framework, named WiseNET, is an artificial intelligence (AI) that is in charge of taking decisions in a smart building (which can be extended to a group of buildings or even a smart city). This AI enables the communication between the building itself and its users to be achieved by using a language understandable by humans.

[pt] Esta dissertação tem por objetivo apresentar os resultados da pesquisa de mestrado em que se procurou evidenciar algumas características da relação de David Hume com a indução. Segundo a interpretação corrente, Hume é o responsável por mostrar que nossa razão não é capaz de justificar qualquer um de nossos raciocínios indutivos. O problema de Hume também se caracteriza por ser um problema acerca da racionalidade da ciência, pois se seu método principal, a indução, não pode receber suporte racional, parece lícito afirmar que o resultado de uma inferência indutiva é irracional. A fim de delinear o campo exato em que se insere a crítica humeana, este texto irá mostrar como Hume apresenta suas teorias acerca do raciocínio causal em seu Tratado da natureza humana, traçar as características exatas do raciocínio causal de Hume e confrontá-las com as formas de interpretação presentes em alguns de seus principais comentadores. Procuramos tornar claras as falhas apresentadas nestas interpretações. Em seguida trataremos de discutir algumas das mais celebradas interpretações da filosofia de Hume, centrando nossa análise nos textos de Mackie, Beauchamp e Mappes. O capítulo final tem por objetivo mostrar as características racionais que podem ser atribuídas aos raciocínios causais humeanos, salientando o caráter particular de suas inferências. Finalizando, mostraremos como a origem do princípio da cópia pode ser um exemplo do uso de inferências indutivas por parte de Hume, o que nos leva a considerações heterodoxas a respeito de sua visão a respeito da racionalidade. / [en] The aim of this work is to present the results of my master´s degree research, which tried to show some of the characteristics of David Hume´s approach to induction. According to the standard interpretation, Hume is responsible for showing that our reason is not able to justify any of our inductive reasonings. Hume´s problem also characterizes itself by being a problem about the rationality of science, for, since his main method, induction, cannot receive a rational foundation, it seems licit to assert that the result of any inductive inference is irrational. In order to precisely describe the Humean criticism I am going to show how Hume presents his theories concerning causal reasoning in this A Treatise of Human Nature, define the exact characteristics of causal reasoning according to him, and compare this analysis to those by some of his main critics. We shall try to bring to light the proposed inadequacy of the latter. Next we will discuss some of the most celebrated interpretations of Hume´s philosophy, specially those by of Mackie, Beauchamp and Mappes. The final chapter aims at showing the rational characteristics that can be assigned to Humean causal reasoning emphasizing the particular character of his inferences. Finally, we show how the origin of the copy principle can be an instance of the use of inductive inferences by Hume, which allows us to risk some heterodox hypotheses concerning his view of rationality.

En aquesta dissertació es pretén valorar l'efectivitat de la WebQuest com a eina didàctica que afavoreix el desenvolupament dels processos d'ensenyament / aprenentatge de continguts curriculars propis de l'àrea de les Ciències Socials i la Història en l'etapa deEnsenyament Secundari Obligaotira. Per a això es realitza una àmplia revisió bibliogràfica sobre la recerca en WebQuests i es presenten 3 estudis quantitatius amb 210 alumnes en tres cursos de secundària, en què s'analitzen els sus textos (estudis 1 i 2) i el seu procés de resolució de l’activitat (estudi 3). Els resultats mostren diferències significatives per a la gran majoria de variables extretes de les anàlisis, a favor de l'experiència amb WebQuests. Es conclou que encara que les anàlisis estadístiques mostren un efecte favorable de l'experiència, convindrien estudis complementaris de tipus qualitatiu que expliquessin la naturalesa d'aquestes diferències d'una manera més detallada a fi de poder valorar amb més precisió l'efectivitat d'aquesta metodologia didàctica. / En esta disertación se pretende valorar la efectividad de la WebQuest como herramienta didáctica que favorecería del desarrollo de los procesos de enseñanza/aprendizaje de contenidos curriculares propios del área de las Ciencias Sociales y la Historia en la etapa de Enseñanza Secundaria Obligatoria. Para ello se realiza una amplia revisión bibliográfica sobre la investigación en WebQuests y se presentan 3 estudios cuantitativos con 210 alumnos en tres cursos de secundaria, en los que se analizan los textos que estos producen (estudios 1 y 2) y su proceso de resolución de la actividad (estudio 3). Los resultados muestran diferencias significativas para la gran mayoría de variables extraídas de los análisis, a favor de la experiencia con WebQuests. Se concluye que aunque los análisis estadísticos muestran un efecto favorable de la experiencia, convendrían estudios complementarios de tipo cualitativo que explicasen la naturaleza de estas diferencias de una manera más pormenorizada en orden a poder valorar con mayor precisión la efectividad de esta metodología didáctica. / This study assess the effectiveness of WebQuest as teaching and learning tools that enhance: 1) learning of contents specific to the area of Social Science and History, 2) causal reasoning and critical thinking development. To that end, a comprehensive literature review on WebQuests research is carried on, and 3 quantitative studies with 210 students in three secondary education levels is conducted by analyzing the texts students produce (Studies 1 and 2) and their performance level on the activity resolution process (Study 3). Results show significant differences for the vast majority of variables which means that the experience with WebQuests could enhance: 1) Social Science and History curricular contents learning, and 2) causal reasoning and critical thinking development. Despite statistical analysis showed a favorable effect of the experience, it is concluded that further qualitative additional studies would be helpful in order to explain the nature of these differences. These studies could spell out the way these differences are working, in order to better assess WebQuests effectiveness.