Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-25T22:34:31Z No. of bitstreams: 1 JoseDiogoDosSantosNicacio_DISSERT.pdf: 4402224 bytes, checksum: 7d9b6d8e62967a21c0b22e995080934d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-27T20:37:19Z (GMT) No. of bitstreams: 1 JoseDiogoDosSantosNicacio_DISSERT.pdf: 4402224 bytes, checksum: 7d9b6d8e62967a21c0b22e995080934d (MD5) / Made available in DSpace on 2016-04-27T20:37:19Z (GMT). No. of bitstreams: 1 JoseDiogoDosSantosNicacio_DISSERT.pdf: 4402224 bytes, checksum: 7d9b6d8e62967a21c0b22e995080934d (MD5) Previous issue date: 2015-07-01 / A presente disserta??o tem como foco problemas espec?ficos no contexto educacional: os desafios na constru??o de narrativas hist?rico-pedag?gicas, bem como a dif?cil tarefa de utiliz?-las em sala de aula. Nesse contexto, busca-se atuar na forma??o docente para a inser??o did?tica da Hist?ria e Filosofia da Ci?ncia (HFC), sendo as narrativas hist?rico-pedag?gicas elementos para media??o do di?logo com esse p?blico espec?fico. Essa iniciativa vem ao encontro de uma preocupa??o recorrente na literatura da ?rea: um dos principais desafios relacionados ? transposi??o did?tica da HFC seria a falta de prepara??o do professor. Conte?dos hist?ricos, filos?ficos e sobre a Natureza da Ci?ncia ainda s?o pouco presentes em salas de aula. A inseguran?a e o desconhecimento do assunto pelos professores costumam ser apontados como fatores que contribuem para essa situa??o. Torna-se importante, portanto, que docentes (atuantes e em forma??o) participem de reflex?es sobre a inser??o da HFC em sala de aula, conhe?am exemplos de propostas de cunho hist?rico-filos?ficas para a abordagem de conte?dos de ci?ncia e sobre a ci?ncia, desenvolvam compet?ncias que lhes permitam adapt?-las aos seus contextos espec?ficos, bem como elaborar suas pr?prias propostas. Acredita-se que essas quest?es sejam significativas para que realizem iniciativas conscientes de inser??o da HFC em suas salas de aula. Considera-se que adaptar propostas did?ticas a contextos educacionais particulares depende de se compreender de fato o que representam essas propostas e qu?o flex?veis elas podem ser. A fim de contemplar esses objetivos, elaborou-se produto educacional que se configura como um material did?tico voltado para a forma??o docente, o qual foi aplicado em minicurso de extens?o na UFRN. O material discute sobre o papel da HFC no Ensino, a Natureza da Ci?ncia e quest?es historiogr?ficas. Traz uma sequ?ncia de atividades dial?gicas sobre aspectos da transposi??o did?tica da HFC, especialmente significativos no que diz respeito ?s narrativas hist?ricas. Utiliza-se como elemento de media??o nas discuss?es um conjunto de textos hist?rico-pedag?gicos sobre a Hist?ria do V?cuo e da Press?o Atmosf?rica. Abordam-se potencialidades, possibilidades e limita??es desse tipo de material. Para a realiza??o do curso tomou-se como refer?ncia considera??es metodol?gicas da chamada pesquisa-a??o. Almejaram-se transforma??es, modifica??es e a??es efetivas no pr?prio material did?tico de forma??o a partir da viv?ncia do pesquisador-ministrante em intera??es com os participantes do curso de extens?o e das impress?es relatadas pelos participantes. Os desdobramentos nesse sentido foram incorporados ao material did?tico. / The present dissertation focuses on specific problems in the educational context: challenges in the construction of historical narratives for pedagogical use as well as the difficult task of using them in the classroom. In this context, we seek to work in teacher training for insertion of History and Philosophy of Science (HPS) in classroom, and historical narratives become mediation elements to advance the dialogue with this specific audience. This initiative is in line with a recurring concern: one of the main challenges related to the didactic transposition of HFC would be the lack of teacher preparation. Historical contents and Nature of Science are still absent in classrooms. Insecurity and lack of knowledge by teachers are often mentioned as factors that contribute to this situation. It is important, therefore, that teachers (active and in training) take part in discussions concerning the inclusion of HPS in classroom. It is relevant that they know examples of historic-philosophical didactic proposals to address science and contents on science, develop skills to adapt them to their specific contexts and to develop their own proposals. It is believed that these issues are significant to undertake conscious initiatives to insert HPS in classrooms. It is considered that adapting educational proposals to particular educational contexts depends on understanding what these proposals indeed mean and how flexible they can be. In order to address these objectives, we elaborated an educational product, a didactic material focused on teacher training, which was used in an extension course at UFRN. The didactic material discusses the role of HPS in Education, Nature of Science and historiographical issues. It presents a series of dialogical activities on aspects of didactic transposition of HPS, especially those regarding historical narratives. A set of historicpedagogical texts on the History of Vacuum and Atmospheric Pressure is used as a mediation element in discussions. We address potential, possibilities and limitations historical narratives. To carry out the course, it was taken into account methodological concerns of so-called action research. There have been expected changes, modifications and effective actions in the own teacher training material in face of the experience of the researcher-lecturer in interactions with the participants of the course as well as in face of impressions reported by the participants. Developments in this direction have been incorporated into the teacher training material.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-10-25T23:47:12Z No. of bitstreams: 1 LuisVictorDosSantosLima_DISSERT.pdf: 1575562 bytes, checksum: 761fdb9d280d0bb7891a692f3c67f049 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-12-16T22:06:21Z (GMT) No. of bitstreams: 1 LuisVictorDosSantosLima_DISSERT.pdf: 1575562 bytes, checksum: 761fdb9d280d0bb7891a692f3c67f049 (MD5) / Made available in DSpace on 2016-12-16T22:06:21Z (GMT). No. of bitstreams: 1 LuisVictorDosSantosLima_DISSERT.pdf: 1575562 bytes, checksum: 761fdb9d280d0bb7891a692f3c67f049 (MD5) Previous issue date: 2016-04-11 / A disserta??o ? fruto de uma investiga??o realizada com professores e estudantes do ensino m?dio sobre suas concep??es de g?nero e natureza da ci?ncia. Com base em referenciais e estudos que tratam das rela??es de g?nero na ci?ncia, quest?es foram levantadas, pesquisadas e discutidas neste trabalho visando promover reflex?es a cerca das consequ?ncias que vis?es distorcidas e ing?nuas podem causar no ensino de ci?ncias. Perante um p?blico participante constitu?do por 91 estudantes e 4 professores do ensino m?dio, realizamos uma pesquisa-a??o no intento de explorar como compreendem ci?ncia e g?nero assim como a rela??o desses campos. Por meio de dois instrumentos de pesquisa, um question?rio e um roteiro de entrevista semiestruturado, as concep??es desses indiv?duos foram coletadas, tratadas e discutidas mediante uso da an?lise de conte?do. Os resultados indicam que quase todos os estudantes e alguns professores compreendem a ci?ncia numa perspectiva neutra, salvacionista, positivista, em que a figura masculina de cientista como protagonista ? predominante. Partindo desse diagn?stico foi constru?da uma sequ?ncia did?tica para o conte?do ?Lei de Conserva??o das Massas? em que buscou-se evidenciar o car?ter cooperativo da atividade cient?fica, mediante a exposi??o da colabora??o de outros cientistas para o estabelecimento dessa lei. O uso da hist?ria da ci?ncia no ensino de qu?mica, e demais ?reas das ci?ncias naturais, pode contribuir para que os estudantes tenham uma compreens?o mais humanizada da cultura cient?fica, possibilitando discuss?es e debates pertinentes ? rela??o ?tica e social. / This dissertation is the result of research conducted with high school teachers and students about their conceptions of gender and nature of science. Based on references and studies dealing with gender relations in science, questions have been raised, researched and discussed in this work, to promote reflections on the possible consequences of distorted and naive visions can cause in science education. In Brazilian educational documents, there are recommendations for addressing the nature of science in high school, present constructivist character, however, which is widespread, both in the discourse of some teachers and in teaching materials is far from what is proposed. It is necessary to promote increased scientific literacy of students - not only understanding and mastery of codes and concepts of science, but the understanding of aspects related to scientific culture. With 91 students and 3 teachers and a high school teacher, we conducted a survey in an attempt to investigate how they understand science and gender as well as the relationship between these fields. Through two research instruments, a questionnaire and a semistructured interview guide, the views of these individuals were collected, treated and discussed by using content analysis. The results indicate that almost all students and some teachers understand science as neutral, Salvationists, positivistic, in which the male figure scientist protagonist is predominant; the students and the teachers, there is no knowledge of women scientists in the history of science; as the reasons for the small number of women in the sciences courses, the public assigns founded justifications mainly in biological determinism and essentialism. Based on this diagnosis, it was built a didactic sequence consisting of 4 classes which sought to highlight the cooperative nature of scientific activity through collaboration exposure of other scientists, including women. For each class has produced a text support making use of the history of science in chemistry education and other areas of the natural sciences. The use of history of science assumes that it can help students to have a more human understanding of scientific culture, enabling discussions and debates relevant to ethics and social relationship. The application of this teaching sequence allowed a better understanding of issues surrounding the nature of science, deconstructing myths that were diagnosed at baseline, as well as allowed the discussion of relevant chemical concepts in this level of education. It is necessary that the school curriculum, through the approach of its contents, provides the training of students for citizenship critically. We need to discuss various social issues such as gender, race, ethnicity, with a view to exploring the diversity, in an attempt to promote new learning.

Ces dernières années, les facteurs du complexe d'initiation de la traduction eucaryote ont été identifiés comme des déterminants essentiels dans la sensibilité des plantes aux virus à ARN, y compris les potyvirus, genre le plus important à la fois de par leur nombre et leur importance économique chez des espèces légumières, fruitières et de grandes cultures.En particulier, les allèles récessifs mo11 et mo12 du gène mo1 précédemment identifié comme codant pour le facteur d'initiation de la traduction eIF4E, sont actuellement utilisés pour protéger les cultures de laitue contre le potyvirus de la mosaïque de la laitue (LMV).Partant des résultats obtenus au laboratoire démontrant que les déterminants du LMV impliqués dans le contournement de la résistance mo1 comprennent non seulement le domaine codant pour la VPg mais aussi, en amont, l’extrémité carboxy-terminale de celui codant pour la CI, mon travail de thèse a consisté à (1) confirmer que le LMV code pour deux facteurs de virulence, la CI et la VPg (2) identifier par mutagenèse dirigée et aléatoire des acides aminés clés de la CI impliqués dans le contournement de la résistance contrôlée par eIF4E (3) entamer une caractérisation fonctionnelle des interactions impliquant les trois partenaires eIF4E, CI et VPg.Les résultats obtenus ont montré que l'échange de la VPg d'un isolat virulent (LMV-E) dans un non virulent (LMV-0) est suffisant pour restituer la compatibilité complète avec les variétés de laitue portant l'allèle mo11, mais pas mo12, alors que la région codant pour la portion C-terminale de la CI et la 6K2, suffit pour contourner les deux allèles de mo1. Le mutant ponctuel dans la CI (LMV-0-S621T) obtenu par mutagenèse dirigée est capable de contourner la résistance conférée par mo12 et partiellement celle conférée par mo11 tandis que le mutant réciproque (LMV-E-T621S) perd sa capacité à contourner les deux allèles de résistance. Il s’agit donc là du premier exemple d'un gène de CI de potyvirus, agissant comme un déterminant de contournement de la résistance récessive contrôlée par eIF4E. En effet, la VPg des potyvirus a été identifiée jusque là comme l’unique facteur de virulence vis-à-vis de eIF4E. Il semble donc que le LMV puisse utiliser deux facteurs viraux (CI et VPg) pour le contournement des allèles de résistance mo1.Cette propriété, associée au fait que des isolats de LMV d’origine sauvage ou ornementale soient capables d’évoluer vers le contournement pourraient donc présenter un risque pour la durabilité des résistances mo1. Des travaux préliminaires ont été menés lors de cette thèse afin de mieux comprendre le rôle exact des mutations des facteurs de virulence dans le processus évolutif d’adaptation du LMV aux pressions imposées par les allèles mo1.Enfin, l’implication de la CI dans le contournement de la résistance mo1 laisse supposer que cette protéine pourrait elle aussi interagir (comme la VPg), directement ou non, avec eIF4E. Nous avons montré pour la première fois in vitro et in vivo l’interaction entre la région C-terminale de la CI et la protéine eIF4E de laitue. De plus, la mutation en position 621 de la CI ayant un rôle clé dans le contournement de la résistance mo1 ne semble pas affecter ces interactions in vitro / In recent years, the factors of the eukaryotic translation initiation complex were identified as essential determinants of plant susceptibility to RNA viruses, including potyviruses, the largest and economically the most important of the plant virus groups. Members of this group are responsible for important virus diseases affecting all types of vegetable, fruit, and field crops.In particular, the recessive alleles mo11 and mo12 of mo1 gene, which previously identified as encoding for the translation initiation factor eIF4E, are currently used to protect lettuce crops against lettuce mosaic potyvirus (LMV).Based on the results obtained in the laboratory showing that the LMV determinants involved in the mo1 resistance overcoming include not only the area encoding for the VPg but also upstream, the C-terminal region of that encoding for the CI, my work of thesis consisted in (1) confirm that LMV encodes for two virulence factors, CI and VPg (2) identified by site-directed and random mutagenesis a key amino acids of the CI protein involved in eIF4E-mediated resistance overcoming (3) initiate a functional characterization of interactions involving the three partners eIF4E, VPg and CI.The results obtained showed that the exchange of VPg of a virulent isolate (LMV-E) in a non-virulent (LMV-0) is sufficient to restore full compatibility with lettuce cultivars carrying mo11 allele, but not mo12, whereas the region encoding for the C-terminal portion of the CI and 6K2, is sufficient to overcoming both mo1 alleles. The point mutation in the CI (LMV-0-S621T) obtained by site-directed mutagenesis is able to overcome the resistance conferred by mo12 and partly that conferred by mo11 while the reciprocal mutation (LMV-E-T621S) loses its ability to overcome both resistance alleles.So this is the first example of a potyvirus CI gene acting as a virulence determinant in overcoming eIF4E-mediated resistance. Indeed, the potyvirus VPg was previously identified as the sole virulence determinant vis-a-vis eIF4E. It seems that LMV can use two viral factors (CI and VPg) to overcome the mo1 resistance alleles.This property, combined with the fact that LMV isolates from the wild or ornamental origin are able to evolve towards the overcoming could therefore pose a risk to the durability of the mo1 resistance. Preliminary works were carried on during this thesis to better understand the exact role of mutations affecting virulence factors in the evolutionary process of adaptation of LMV to the pressures imposed by mo1 alleles.Finally, the involvement of the LMV CI in mo1 resistance breaking suggests that this protein could also interact (such as VPg), directly or indirectly with eIF4E. We have shown for the first time in vitro and in vivo interactions between the C-terminal region of the CI protein and the lettuce eIF4E protein. In addition, the mutation at position 621 of the CI which has a key role in mo1 resistance overcoming does not seem to affect these interactions in vitro.

The thesis traces emergence of chrysanthemum, a favourite symbol in Chinese poetry, and discusses its various uses within the context of the Song ci poets. The chapters of the thesis focus on precising connotations and their transformations related to the chrysanthemum as one of the most frequently appearing flower motifs in Chinese literature and specification of the literary-historical description of the Song ci and yongwu evolution process. The thesis also aims to present connotations reflecting the evolution of Song lyrics from non-serious tunes to the official poetry, shift in using the motif in shi and ci poems and the presence of Tao Yuanming's and Qu Yuan's chrysanthemum motif in Song ci. It describes the extent in which the genre of Song ci modifies the meaning of motif; how much of the traditional meaning referring to Qu Yuan and Tao Yuanming is preserved and how does the ci genre influence traditional meaning and the general cultural cognizance attached to the motif. Attention is also paid to the process in which the meaning empties itself and becomes an ornamental motif indicating occasion and season of the year and evoking certain mood. Key words: chrysanthemum, Tao Yuanming 陶淵明, Song dynasty, ci 詞 poem, yongwu 詠物, flower motif

Les facteurs d’initiation de la traduction sont des protéines de plante cruciales pour l’établissement du cycle viral des Potyvirus. Des mutations dans ces facteurs sont la source de résistances récessives chez de nombreuses plantes d’intérêt agronomique. Ces résistances peuvent être déjouées par les Potyvirus, principalement par l’acquisition de mutations dans la VPg (Viral Protein Genome-linked) permettant de rétablir une interaction compatible avec les formes mutées des facteurs eIF4E. Ce modèle simple de co-évolution n’est pas applicable au pathosystème Laitue/LMV (Lettuce mosaic virus). En effet, chez la laitue, deux allèles mo11 et mo1² du gène mo1 codant pour eIF4E confèrent la résistance au LMV. Dans ce pathosystème, la VPg n’a été associée qu’au contournement de l’allèle de résistance mo11. Un deuxième facteur de virulence entre en jeu : la protéine CI (Cylindrical Inclusion, helicase caractéristique des potyvirus), responsable du contournement des résistances mo11 et mo1². L’étude approfondie de la diversité naturelle du LMV a permis d’identifier 4 positions en acides aminés dans la CI, potentiellement impliquées dans le mécanisme de contournement. Celles-ci ont été étudiées par une approche de génétique inverse. Les résultats mettent pour la première fois en évidence l’existence d’un contournement de résistance partiel (toutes les plantes ne sont pas infectées) et graduel (la proportion de plantes infectées augmente avec le nombre de mutations). Par ailleurs, ce contournement est associé au rétablissement du mouvement en systémie du virus en contexte de résistance et est dépendant du fond génétique du virus. / Eukaryotic translation initiation factors are essential host factors required for Potyvirus infection and represent a major component of recessive resistance against potyviruses in several crops. Potyvirus adaptation to eIF4E-mediated resistance usually occurs through mutations in the VPg (Viral Protein Genome-linked), restorating its interaction with the mutated eIF4E factor. Such co-evolution model doesn’t match the Lettuce/LMV (Lettuce mosaic virus) pathosystem. Indeed, two resistance alleles mo11 and mo1² of the mo1 gene encoding eIF4E, confer resistance against LMV in lettuce. The VPg triggers virulence only towards the mo11 allele. Another virulence determinant was identified: the CI (Cylindrical inclusion, potyviral helicase), which was associated with both mo11 and mo1² overcoming. By investigating the LMV natural diversity, we identified 4 amino acid positions in the CI-Cterminus potentially involved in mo1 overcoming. Reverse genetics experiments were carried out, demonstrating that mutations at these positions are associated with a partial (not all the plants are infected) and gradual (increase with the accumulation of mutations) resistance breaking mechanism. Resistance-breaking mutations were shown to restore the systemic movement of the virus and to be influenced by the viral genetic background.

Nos dias atuais, com o mercado altamente seletivo, com vários fabricantes e fornecedores de diversos tipos de produtos e serviços, a qualidade se tornou uma necessidade premente, na qual uma empresa que forneça bens e/ou serviços com baixa qualidade corre sérios riscos de ser descartada pelos mercados consumidores. Assim, a importância da qualidade é que se converteu em um requisito básico para uma empresa competir e se manter no mercado. As empresas veem a qualidade como uma ferramenta para a redução de custos e para a melhoria de sua imagem junto ao mercado consumidor. Neste contexto, de melhora da imagem junto ao mercado consumidor e de redução de custos, o presente trabalho foi realizado em uma importante e tradicional multinacional de grande porte que produz compressores herméticos para refrigeração, com o intuito de estudar a soldagem do mancal de ferro fundido à carcaça de aço de baixo carbono em compressores rotativos (rolete excêntrico), utilizados em aparelhos de ar condicionado. A solda realizada de maneira falha pode permitir a perda do entreferro do motor, resultando em um ruído característico, chamado stall. Este trabalho avaliou diferentes tipos de arames, buscando garantir um processo com qualidade e baixo custo. Testes foram realizados utilizando como peças teste carcaças e mancais dos compressores. Verificou-se que o arame sólido ANSI/AWS A5.18 ER70S-6, atualmente utilizado, não é o mais indicado para a respectiva soldagem, em virtude da microestrutura e da resistência da soldagem obtida. A solução técnica apropriada é a utilização do arame ERNiFeMn-CI que elimina a fragilização das zonas parcialmente fundidas e diluídas próximos ao metal de solda, enquanto o arame metal cored E70C-6M representa um compromisso entre as propriedades da junta soldada e custo do processo. / Nowadays, with the highly selective market, with several manufacturers and suppliers of various types of products and services, quality has become a pressing need, in which a company that provides services with a low quality at serious risk of being discarded by the consumer markets. Thus, the importance of quality is that it has become a basic requirement for a company to compete and stay in the market. Companies see the Quality as a tool to reduce costs and to improve its image with the consumer market. In this context, the improvement of the image with the consumer market and costs reduction, this study was conducted in a major traditional large multinational that produces hermetic compressors to refrigeration, in order to study the welding of cast iron bearings with low carbon steel houses in rotary compressors (eccentric roller) used in air conditioners. The welding performed in a failure may allow loss of the air gap of the motor, resulting in a characteristic noise, called stall. This study evaluated different types of alloys, aiming to ensure process quality and low cost. Trials were done using low carbon steel houses and cast iron bearings of the compressors. After innumerous tests, it was found that the ANSI/AWS A5.18 ER70S-6 solid wire, currently used, is not the most suitable for their welding, in view of microstructure and resistance of the weld obtained. The appropriate technical solution is to use the wire ERNiFeMn-CI eliminating the weakening of partially melted and diluted zones near the weld metal, while metal cored wire E70C-6M represents a compromise between the properties of welded joint and the cost of the process.

As transições eletrônicas que apresenta as energias mais baixas no retinal e em quatro retinais sintéticos foram analisadas em dois diferentes ambientes: no vácuo e ligados à proteína bacterioopsina por uma base de Schiff protonada, utilizando diversos métodos de química teórica. Os resultados aqui apresentados fornecem indicativos de que três estados eletrônicos estão envolvidos na formação da primeira banda de absorção dos aldeídos, enquanto que, no caso dos compostos ligados à proteína apenas dois estados estariam envolvidos. As análises discutidas neste trabalho também sugerem uma possível explicação para o envolvimento de dois estados eletrônicos excitados no processo de fotoisomerização do retinal ligado à bacterioopsina. / Low-lying electronic transitions of retinal and of four synthetic retinals were analyzed in two different environments: in vacuum and linked to bacterioopsin through a protonated Schiff base, employing several methods of theoretical chemistry. The results here reported suggest that the first absorption band of the aldehydes involves three electronic states, while for the case of protein linked compounds, two states would be embraced. Our discussions also provided a possible explanation about the involvement of two electronic excited states in the photoisomerization process of retinal linked to bacterioopsin.

Diese Studie möchte am Beispiel der Freiheit bei Zhuang Zhou und Ernst Cassirer zur Verständigung zwischen der chinesischen und der abendländischen Kultur beitragen. Ihre Vorstellungen vom Subjekt bezeichne ich jeweils als „das unbestimmte Ich“ und „das zu bestimmende Ich“. Während Zhuang Zhou die Entfaltung jener Unbestimmtheit angesichts ihrer Kehrseite als Eingrenzung offen lässt, erkennt Cassirer das Sich-selbst-Entfalten als Sich-selbst-Bestimmen und definiert die Natur des Menschen als Wirken, besonders kraft des symbolischen Denkens. So entwickelt der Letztere aus dem Bestimmen im positiven Sinne die Freiheit als Selbstbefreiung, während der Erstere aus demselben im negativen Sinne die Freiheit als Befreiung von Selbst gestaltet. Lassen sich die beiden Ansichten miteinander vereinbaren, so kann das Ich sich bei der Selbstbefreiung zugleich von seinem entfremdeten Selbst befreien. Auf dieser Kompatibilität der beiden kulturellen Perspektiven beschreibe ich die Freiheit als „die Möglichkeit zur Verwirklichung der Möglichkeiten“. Mit dieser Studie setze ich mir ein Ziel, ein Verfahren zum interkulturellen Dialog anhand des Schrifttums zu gestalten, und zwar derart, die Äußerungen in den ausgewählten Schriften verschiedener Kulturen miteinander so zu verflechten, als ob die Autoren ihre Thesen zu dem gleichen Thema ausgetauscht hätten. Für einen offenen und vorurteilsfreieren Vergleich gehe ich von keiner bestimmten Definition der Freiheit aus und konzipiere dabei eine Methode zur rekonstruierenden Interpretation, die ich als „Hauptthemen Nachspüren“ nenne. Für mich ist das Verstehen ein Prozess, sich für das Andere, das Unbekannte zu öffnen. Im Sinne dieser Offenheit bitte ich die Leser darum, meine Beschreibung der Freiheit als „die Möglichkeit zur Verwirklichung der Möglichkeiten“ nicht als eine strenge Definition zu verstehen, sondern als eine Anregung zur Erweiterung dieses Begriffs. / This study describes the freedom written by Zhuang Zhou and by Ernst Cassirer in order to contribute to understanding between the Chinese and Western culture. Their conceptions of the subject I characterize respectively as “the undefined Ego” and “the Ego to be defined”. Zhuang Zhou leaves the development of this indefiniteness open because the definiteness of ego connotes his limitation. Cassirer on the other side recognizes the self-development as self-defining and defines the nature of man as work, especially by means of the symbolic thought. Therefore, the latter views the defining in the positive sense and develops the freedom as self-liberation, while the former views the same in the negative sense and forms the freedom as liberation from self. If the two views could be reconciled, the ego will can liberate himself from his estranged self during his self-liberation. On the basis of compatibility of the both cultural perspectives, I describe the freedom as “the possibility to realize the possibilities”. With this study I set myself a goal to develop a procedure for the intercultural dialogue based on the literature, i.e. the utterances in the selected writings of different cultures should be interwoven with each other as if the authors have exchanged their theses on the same theme. To draw a comparison open-mindedly and free of prejudice I do not take a certain definition of freedom as the starting point, conceive a method of reconstructing interpretation, which is called by me “tracing the main-themes”. For me is the understanding a process of opening into the others, the unknown. In the sense of this openness I ask to read my description of freedom as “the possibility to realize the possibilities” not as a strict definition, but as an inspiration to broaden this concept.

Made available in DSpace on 2015-04-14T14:12:39Z (GMT). No. of bitstreams: 1 423009.pdf: 800934 bytes, checksum: e7e7a4bbaa785f6a55e015876e27f935 (MD5) Previous issue date: 2010-03-16 / O modo como a educa??o escolar estrutura o ensino das ci?ncias contribui para a separa??o do conhecimento em conte?dos cada vez mais fragmentados e estanques. A forte disciplinaridade escolar impede que o aluno desenvolva uma no??o adequada das rela??es entre os saberes, desvinculando-os da realidade e deixando de promover a significa??o necess?ria ao aprendizado. Reconhecendo que tal vis?o fragmentada do conhecimento cient?fico ? nociva para a forma??o do esp?rito cient?fico do aluno, te?ricos t?m proposto a interdisciplinaridade como forma de atenuar essa fragmenta??o escolar, restabelecendo v?nculos entre as disciplinas. Como sujeitos ativos na educa??o, os professores s?o fundamentais para o sucesso desse processo, pois somente a partir da atua??o conjunta do grupo docente ser? poss?vel a implanta??o de uma interdisciplinaridade escolar capaz de superar as dificuldades da fragmenta??o. Para compreender a rela??o entre a atua??o docente e a fragmenta??o dos saberes, esta pesquisa realizou entrevistas com professores das disciplinas cient?ficas do Ensino M?dio, visando reconhecer neles a percep??o que t?m sobre a realidade da educa??o cient?fica escolar, buscando descobrir as causas, conseq??ncias e manifesta??es da fragmenta??o dos saberes neste n?vel de ensino. As entrevistas foram realizadas com seis professores de uma escola da rede particular de ensino da regi?o metropolitana de Porto Alegre. A partir de uma abordagem qualitativa, analisamos o material proveniente das entrevistas utilizando a An?lise Textual Discursiva. A pesquisa possibilitou a constata??o de que as concep??es que os professores t?m da sua disciplina e das ci?ncias em geral est?o intimamente ligadas ao modo como atuam em sala de aula. Pudemos perceber que os docentes reconhecem a necessidade de um trabalho interdisciplinar e apontam o di?logo entre si como fator determinante para que ocorra a interdisciplinaridade na escola. Entretanto, apesar de admitirem que ? preciso mudar o modo de agir, os entrevistados indicam a falta de tempo, a falta de incentivo da escola e a grande quantidade de conte?dos exigida pelo curr?culo como elementos que impedem a efetiva??o da educa??o interdisciplinar.

Submitted by Tatiana Lopes (tatiana.lopes@pucrs.br) on 2017-09-04T12:22:41Z No. of bitstreams: 1 TES_ANA_PAULA_SANTOS_REBELLO_COMPLETO.pdf: 2264185 bytes, checksum: 64f035bbb700e4f5c1fdef17c80a509b (MD5) / Made available in DSpace on 2017-09-04T12:22:42Z (GMT). No. of bitstreams: 1 TES_ANA_PAULA_SANTOS_REBELLO_COMPLETO.pdf: 2264185 bytes, checksum: 64f035bbb700e4f5c1fdef17c80a509b (MD5) Previous issue date: 2017-03-21 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This thesis presents the results of an investigation carried out in the framework of Polytechnic High School, in fourteen public schools in the State of Rio Grande do Sul, Brazil, representing seven mesoregions, gathering testimonies of fourteen teachers with major in Natural Sciences (Chemistry, Physics or Biology) and whose teaching is focused on the space destined to research: Integrated Seminar. Therefore, the general objective of this research was to understand how the theoretical conceptions and pedagogical practices of teachers of Natural Sciences who work in the Integrated Seminary in schools of the seven mesoregions of Rio Grande do Sul deal, in terms of coherence, with the theoretical assumptions of the Polytechnic High School. Research data was obtained through semi-structured interviews with the teachers from these seven mesoregions. Transcribed interviews were treated by Discursive Textual Analysis, per Moraes and Galiazzi (2007). The analysis of the interview responses produced arguments to support that if the EMP model is applied, strategy 3.1 will be reached, encompassing the encouragement of interdisciplinary pedagogical practices that bring theory and practice closer together through the renewal of the curriculum in High School, present in the National Education Plan (BRASIL, 2014). Hence, it verified that the teachers who carry out activities in the Integrated Seminar relate the concepts present in the SEDUC / RS material as part-totality, recognition of knowledge, theory and practice, interdisciplinarity, emancipatory evaluation and research, using them in their pedagogical practices. It can also be concluded that the activities carried out in the Integrated Seminar contribute to the education of the learner, promoting emancipatory aspects and situations that prepare for the labor market. Accordingly, despite some difficulties, such as the lack of continuous training, the need for greater planning time or even poor assistance of the sponsor, it is undoubtedly necessary to continue this study regarding conceptions and practices of teachers, especially in public schools. / Esta tesis presenta los resultados de una investigaci?n realizada en el ?mbito del ?Ensino M?dio Polit?cnico? (EMP), en catorce escuelas p?blicas en el Estado de Rio Grande do Sul, Brasil, pertenecientes de forma representativa a las siete mesorregiones, recompilando testimonios de catorce profesores que tienen formaci?n en Ciencias de la Naturaleza (Qu?mica, F?sica o Biolog?a) y desarrollan la docencia en el espacio destinado a la investigaci?n, o sea, en la disciplina de ?Semin?rio Integrado?. Por lo tanto, el objetivo general de esta investigaci?n fue comprender c?mo las concepciones te?ricas y las pr?cticas pedag?gicas de los profesores del ?rea de conocimiento Ciencias de la Naturaleza que act?an en el ?Semin?rio Integrado? en escuelas de las siete mesorregiones de Rio Grande do Sul se relacionan, en t?rminos de coherencia, con los supuestos te?ricos del ?Ensino M?dio Polit?cnico? (EMP). Los datos de la investigaci?n fueron colectados a trav?s de entrevistas semiestructuradas con los profesores pertenecientes a las siete mesorregiones del Estado. Las entrevistas transcritas fueron analizadas seg?n el An?lisis Textual del Discurso, de Moraes y Galiazzi (2007). El an?lisis de las respuestas de las entrevistas gener? argumentos que sustentan la hip?tesis de que se el modelo del EMP fuera aplicado, la estrategia 3.1, que trata del incentivo de las pr?cticas pedag?gicas interdisciplinarias, acercando la teor?a a la pr?ctica a trav?s de la renovaci?n curricular en la escuela secundaria, presente en el ?Plano Nacional de Educa??o? (BRASIL, 2014), seria alcanzada. De esta forma, se observa que los profesores que desarrollan sus actividades en la disciplina de ?Semin?rio Integrado? relacionan los conceptos presentes en el material de la ?Secretaria da Educa??o? (SEDUC/RS), como parte-totalidad, reconocimiento de los saberes, teor?a y pr?ctica, interdisciplinariedad, evaluaci?n emancipadora e investigaci?n, utilizando estos conceptos en sus pr?cticas pedag?gicas. Se concluye tambi?n que las actividades realizadas en el ?Semin?rio Integrado? contribuyen a la formaci?n del estudiante y a la promoci?n de los aspectos emancipadores, adem?s de promover situaciones que pueden ser provechosas en el contexto del mercado laboral. Por lo tanto, mismo con algunas dificultades encontradas, tales como la falta de una formaci?n continuada, la necesidad de m?s tiempo de planificaci?n o a?n la escasa asistencia de la ?Secretaria da Educa??o?, se argumenta que es necesario continuar este estudio no que se refiere a las concepciones y pr?cticas de los profesores, especialmente en las escuelas p?blicas. / Essa tese apresenta os resultados de uma investiga??o realizada no ?mbito do Ensino M?dio Polit?cnico, em quatorze escolas estaduais no Estado do Rio Grande do Sul, Brasil, pertencentes de forma representativa ?s sete mesorregi?es do estado, reunindo depoimentos de quatorze professores, que t?m as Ci?ncias da Natureza (Qu?mica, F?sica ou Biologia) como forma??o e que desenvolvem a doc?ncia no espa?o destinado ? pesquisa: Semin?rio Integrado. Assim, o objetivo geral desta pesquisa foi compreender como as concep??es te?ricas e pr?ticas pedag?gicas de professores da ?rea do conhecimento das Ci?ncias da Natureza que atuam no Semin?rio Integrado em escolas das sete mesorregi?es do Rio Grande do Sul relacionam-se em termos de coer?ncia com os pressupostos te?ricos do Ensino M?dio Polit?cnico (EMP). Os dados de pesquisa foram obtidos por meio de entrevistas semiestruturadas com os professores pertencentes ?s sete mesorregi?es do estado. As entrevistas transcritas foram tratadas por An?lise Textual Discursiva, segundo Moraes e Galiazzi (2007). A an?lise realizada das respostas das entrevistas produziu argumentos que sustentam a hip?tese de que se o modelo do EMP for aplicado, a estrat?gia 3.1, que abrange o incentivo de pr?ticas pedag?gicas interdisciplinares, aproximando a teoria com a pr?tica por meio da renova??o do curr?culo no Ensino M?dio, presente no Plano Nacional de Educa??o (BRASIL, 2014), poder? ser atingida. Com isso, depreende-se que os professores que desempenham suas atividades no Semin?rio Integrado relacionam os conceitos presentes no material da SEDUC/RS, como parte-totalidade, reconhecimento dos saberes, teoria e pr?tica, interdisciplinaridade, avalia??o emancipat?ria e pesquisa utilizando-os em suas pr?ticas pedag?gicas. Conclui-se tamb?m que as atividades realizadas no Semin?rio Integrado contribuem para a forma??o do educando, promovendo aspectos emancipat?rios e situa??es que poder?o ser utilizadas no mercado de trabalho. Assim, mesmo com algumas dificuldades identificadas, como a falta de forma??o continuada, a necessidade de maior tempo de planejamento ou ainda a pouca assist?ncia da mantenedora, defende-se que ? necess?rio a continuidade deste estudo no que se refere ?s concep??es e pr?ticas de professores, em especial em escolas p?blicas.