Denna forskningsrapport undersöker hur nya teknologier kan verka som stöd för visuellt informationsutbyte och koordination för kreativa arbeten på distans. Arbetsgruppen genomförde denna undersökning för att kunna utbyta prototyper och annat visuellt material på regelbunden basis med en beställare av ett projekt som har sitt säte i New York. Projektet använde sig av en så kallad projektblogg som kanal för att förmedla utfört arbete samt för att föra en diskussion och ge feedback på det. Eftersom detta projekt skulle genomföras inom ramen för detta examensarbete valde arbetsgruppen att även undersöka hur examensarbetet skulle kunna koordineras genom projektbloggen. Dessa två undersökningar skedde genom en fallstudie under 8 av examensarbetets totala 10 veckor. Samtidigt som fallstudien genomfördes gjordes även en litteraturstudie som undersökte om det fanns teori som kunde stödja användandet av en projektblogg på detta sätt. Efter fallstudien utvärderades resultatet och genom intervjuer med användare och enkätundersökningar med en referensgrupp framkom det att projektbloggen hade upplevts vara ett mycket användbart hjälpmedel för att förmedla visuell information samt för att ge feedback för det ena projektet. Det andra projektet (examensarbetet) hade mindre behov av visuellt informationsutbyte då arbetet huvudsakligen bestod av längre textdokument. Eftersom dessa dokument skulle editeras fann användaren inte projektbloggen som ett optimalt verktyg för detta, bloggen verkade i det projektet mer som samlingsställe för dessa dokument, där användarna kunde hämta informationen för att sedan editera på traditionellt vis. Litteraturstudien som genomfördes visade att det fanns gott om stöd som pekade på att en projektblogg skulle vara användbar för koordinering av kreativa projekt som skedde på distans, och en av de mest intressanta möjligheterna som beskrevs inom ämnet computer supported collaborative work(CSCW) var att den nya tekniken att genomföra distansarbeten framförallt öppnade dörrar för de yrkesgrupper som hade behov av att visa upp grafiskt material, en yrkesgrupp som normalt blir väldigt belastad om arbetsgruppen inte är närvarande.

What does it take for organizations to support people working together effectively? What does it mean for an organization to be effective? Does successful collaboration lead to more effective organizations? This study explored these questions both theoretically and empirically in an effort to help organizations understand the most important aspects to consider when attempting to achieve collaboration for organization success. The purpose of this study was to fill some of the gaps in the research by taking a broad, holistic approach to exploring the context required to support collaboration at levels of organizations broader than the team and exploring the links between organization support of collaboration and organization effectiveness. In preparation for the current study, the Organization Support of Collaboration model was developed to identify the broad organization design elements that are required to support collaboration. The Organization Effectiveness model was created to provide a holistic view of what it takes for an organization to be considered effective. The present study empirically validated these models and explored the links between them. Data was collected via a web-based questionnaire administered to a broad sample of individuals who work in organizations. Results supported a model of Organization Support of Collaboration with six factors (Connect to the Environment, Craft a Culture of Collaboration, Understand Work Processes, Design Using an Array of Structures, Build Shared Leadership, and Align Support Systems) and a model of Organization Effectiveness with six factors (Performance, Employee Involvement, Flexibility, Customer Satisfaction, New Customer Development, and Treatment of People). Connect to the Environment predicted five of the six Organization Effectiveness factors, and Craft a Culture of Collaboration predicted four of the six, notably with a connection to Performance. For the predicted relationships between the models, nine hypotheses were supported, six were not supported, and three unexpected significant relationships were found. Implications for practice and future directions are recommended.

Orientador: Ana Maria Falcão de Aragão / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-28T14:18:09Z (GMT). No. of bitstreams: 1 Prezotto_Marissol_D.pdf: 3705710 bytes, checksum: 7bb1b0c893374a507cc1a2eb1b99fb11 (MD5) Previous issue date: 2015 / Resumo: No trilhar do caminho percorrido, a professora-pesquisadora vai se constituindo e reafirmando que a escola é reconhecida como lugar de formação profissional quando assume o pressuposto do trabalho com.par.t(r)ilhado. Esta pesquisa constitui-se da narrativa tecida a partir de vivências específicas da professora-pesquisadora e de um grupo de professores em diferentes espaços de conversa e de parceria (formais ou não) que foram possibilitando a reflexão, o diálogo e a construção de conhecimento sobre o trabalho com.par.t(r)ilhado evidenciando alguns princípios que o permeiam: confiança, diálogo, negociação, afetividade e escuta sensível. Com o olhar atento e ancorado na Teoria Histórico-Cultural, no Cotidiano e na Reflexividade, a professora-pesquisadora foi buscando compreender o que é parceria e, neste percurso, vivenciou outras parcerias que extrapolaram as consideradas "normais", com os professores, para ampliá-las chamando os alunos e suas famílias para mostrar que outros olhares, registros e linguagens despertam a reflexão e a busca de um trabalho efetivo de colaboração. As principais contribuições trazidas pela pesquisa dizem respeito às possibilidades de trabalho com.par.t(r)ilhado que potencializam o desenvolvimento pessoal-profissional dos sujeitos e favorecem a transformação pelo ensino e pela aprendizagem de todos os envolvidos / Abstract: In the tread of the path, the teacher-researcher will constitute and reaffirming that the school is recognized as a place of training when it assumes the assumption of shared work. This research constitutes the narrative woven from specific experiences of teacher-researcher and a group of teachers in different spaces of conversation and partnership (formal or otherwise) that were enabling reflection, dialogue and the construction of knowledge shared work showing some principles that permeate: trust, dialogue, negotiation, affection and sensitive listening. With watchful eye and anchored in the Historic-Cultural Theory in Everyday Life and Reflexivity, the teacher-researcher was trying to understand what partnership and in this way, experienced other partnerships that went beyond those considered 'normal', with teachers, to enlarge them calling students and their families to show that other looks, records and languages evoke reflection and the search for an effective collaborative work. The main contributions of the research concern shared work opportunities that enhance personal and professional development of individuals and promote the transformation in teaching and learning for all involved / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

Orientadores: João Mauricio Rosário, Oscar Fernando Avilés Sanchez / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Engenharia Mecânica / Made available in DSpace on 2018-08-28T23:43:24Z (GMT). No. of bitstreams: 1 CastilloEstepa_RicardoAndres_D.pdf: 29085349 bytes, checksum: e43675a3a033cb5217e30c08ce3fb21e (MD5) Previous issue date: 2015 / Resumo: Neste trabalho é proposta e desenvolvida uma estratégia de coordenação baseada em agentes (holons) para sistemas automatizados de produção compostos por módulos de manufatura colaborativos heterogêneos, a qual permitirá a esses sistemas se adaptar dinamicamente às mudanças e perturbações do ambiente industrial moderno. Para realizar a validação da estratégia proposta é projetada e simulada uma configuração para um sistema de manufatura flexível formado por: uma mesa hidráulica, um robô articulado, uma mão robótica como sistema de sujeição e um robô móvel. Na estratégia de coordenação proposta é utilizada uma arquitetura do tipo holárquica (ADACOR), dentro da qual os hólons projetados poderão trabalhar tanto de forma independente atingindo objetivos locais quanto de forma integrada cooperando entre si para alcançar objetivos globais de produção. A coordenação e reconfiguração das operações dos hólons dentro do sistema, de maneira que esses possam trabalhar de forma colaborativa (coordenação ¿ cooperação) é desenvolvida utilizando uma técnica de inteligência artificial coletiva conhecida como Stigmergia, combinada com redes neurais artificiais auto-organizativas. Dessa maneira o processo de reconfiguração do sistema de manufatura é otimizado disponibilizando de forma local a informação global do sistema, além disso neste trabalho também é acrescentado um componente adaptativo no interior dos holons da arquitetura hibrida ADACOR, desse modo adicionando flexibilidade, adaptabilidade e rapidez de reconfiguração na obtenção dos planos de manufatura ao lidar com falhas ou perturbações. A estratégia proposta neste trabalho também poderá ser utilizada em outras aplicações que precisem da integração colaborativa de dispositivos mecatrônicos / Abstract: In this work is proposed and developed an agents (holons) based coordination strategy for automated production systems composed of heterogeneous collaborative manufacturing modules, this strategy will allow these systems dynamically adapt to changes and disturbances of the modern industrial environment. In order to validate the proposed strategy is projected and simulated a configuration for a flexible manufacturing system comprising: a hydraulic table, an articulated robot, a robotic hand as a gripping system, and a mobile robot. In the proposed coordination strategy is used an holarchical type architecture (ADACOR), within this architecture the projected holons (agents) can work both in an independent manner reaching local objectives or in an integrated manner cooperating each other to achieve the global production objectives. The coordination and reconfiguration between the holons inside the system in order that these can work in a collaborative form (coordination ¿ cooperation) is developed using a collective artificial intelligence technique known as Stigmergy combined with self-organizing neural networks. Therefore, the reconfiguration process of manufacturing system is optimized providing locally the global information of the system, in addition in this work is also added an adaptive component into the holons of ADACOR hybrid architecture, aiming flexibility, adaptability and speed of reconfiguration in obtaining manufacturing plans to deal with failures or disturbances. The strategy proposed in this work can also be used in other applications that require the collaborative integration of mechatronic devices / Doutorado / Mecanica dos Sólidos e Projeto Mecanico / Doutor em Engenharia Mecânica

Expert investigators leverage their advanced skills and deep experience to solve complex investigations, but they face limits on their time and attention. In contrast, crowds of novices can be highly scalable and parallelizable, but lack expertise and may engage in vigilante behavior. In this dissertation, I introduce and evaluate the framework of expert-led crowdsourcing through three studies across two domains, journalism and law enforcement. First, through an ethnographic study of two law enforcement murder investigations, I uncover tensions in a real-world crowdsourced investigation and introduce the expert-led crowdsourcing framework. Second, I instantiate expert-led crowdsourcing in two collaboration systems: GroundTruth and CuriOSINTy. GroundTruth is focused on one specific investigative task, image geolocation. CuriOSINTy expands the flexibility and scope of expert-led crowdsourcing to handle more complex and multiple investigative tasks: identifying and debunking misinformation. Third, I introduce a framework for understanding how expert-led crowdsourced investigations work and how to better support them. Finally, I conclude with a discussion of how expert-led crowdsourcing enables experts and crowds to do more than either could alone, as well as how it can be generalized to other domains. / Doctor of Philosophy / Expert investigators leverage their advanced skills and deep experience to solve complex investigations, but they face limits on their time and attention. In contrast, there is growing interest among non-professional members of the public to participate in investigations, but they lack the expertise or may engage in harmful behavior. In this dissertation, I introduce a new concept called, expert-led crowdsourcing, that allows professionals and non-professionals to work together on a high-stakes investigations in two domains: journalism and law enforcement. First, I explored how expert-led crowdsourcing played out in CrowdSolve, a real-world investigation of two decades-old murder cases. At CrowdSolve, over 250 amateur sleuths supported eight law enforcement experts to uncover new leads two for the two cases. Second, I build two software applications, GroundTruth and CuriOSINTy, to better support expert-led crowdsourced investigations. GroundTruth helps investigators work with a crowd to find the exact geographic location where a photo was taken. CuriOSINTy extends GroundTruth's capabilities to help investigators with more complex and multiple investigative tasks involved in identifying and debunking misinformation on social media. Third, I compared and contrasted the three prior studies to develop a more detailed understanding of expert-led crowdsourced investigations and how to better support them. Finally, I conclude with a discussion of how expert-led crowdsourcing enables experts and crowds to do more than either could alone, as well as how it can be used in other professions.

In modern healthcare organizations, work is increasingly team-oriented, which puts pressure on information technology to support staff collaborations. Healthcare organizations are lagging behind in the use of IT and often use outdated systems. A reason for this is the long and cumbersome process of IT-procurement. Stand-alone systems can help such organizations be more efficient, and receptive of the latest technologies, while conveying lower risks, and increased chances of successful implementation. Therefore, this study has investigated what problems can be expected, and how to manage them, when designing such systems. The study was conducted at the Department for Reconstructive Surgery at Karolinska University Hospital. Action research was used, and a system supporting the scheduling of doctors was deigned, implemented and evaluated. The study consists of an initial exploratory phase, a design and implementation phase, and an evaluation phase. The findings of this study indicate that the problems that can be expected when developing a stand-alone system at a small specialized healthcare department are: 1) that the hierarchies among staff may lead to failure to accept designs and the designs not taking all stakeholders into account, 2) that the complexity may lead to an inability to identify the real problems and define appropriate design-goals, and 3) that the combination of 1 and 2 hinders a mutual understanding of design-goals, problems, and solutions. To manage the problems, this study suggests the use of participatory design, user centered system design, and a computer supported collaborative work approach, and provides guidelines for using these to reach an effective implementation. / I moderna sjukhus arbetar man allt mer team-orienterat, vilket ställer krav på system och programvara att stödja samarbeten personalen emellan. Inom sjukvården sker anskaffandet av nya tekniker genom om offentlig upphandling, vilka är tungrodda processer som tar lång tid. Detta leder till att många sjukhus har utdaterade system som inte tjänar organisationernas bästa. Genom att anskaffa mindre, fristående system kan mottagligheten för de senaste teknikerna ökas, och med denna kan även en ökad effektivitet av administrativt arbete uppnås, till låg risk och med möjlighet till effektiv implementation. Av dessa anledningar har denna studie undersökt vilka problem som kan förväntas vid utveckling av sådana system, och hur dessa problem kan överbryggas. Studien utfördes på Kliniken för Rekonstruktiv Plastikkirurgi på Karolinska Sjukhuset i Solna. Vi använde oss av aktionsforskning, och utvecklade, implementerade samt utvärderade ett stödsystem för schemaläggningsprocessen på kliniken. Studien består av tre faser: en explorativ fas, en design- och implementationsfas, samt en utvärderingsfas. Resultaten visar på att de problem som kan förväntas när man utvecklar ett fristående system för en specialiserad kirurgklinik är: 1) att hierarkier inom personalstyrkan kan leda till att utformningen av system inte accepteras, och att system inte bistår alla intressenter, 2) att organisationens komplexitet gör det svårt att identifiera de underliggande problemen, och definiera ändamålsenliga målsättningar för utformningen av systemet, och 3) att kombinationen av 1 och 2 hindrar en ömsesidig förståelse för utformningen av systemet, de problem som finns, och hur man kan lösa dem. Vidare visar denna studie att problemen kan överbryggas genom att använda metoder för deltagande design, användarcentrerad design och en modell för synsätt kallad computer supported collaborative work under designprocessen. Vidare tillhandahåller studien riktlinjer för hur dessa metoder och synsätt kan användas för att uppnå en effektiv implementation.

L’évaluation des résultats des élèves français à l’épreuve écrite de philosophie de l’examen du baccalauréat établit chaque année une moyenne générale tournant autour de huit. Que révèlent ces résultats ? Comment convient-il de les analyser ? Que signifient-ils par rapport au mode d’apprentissage des élèves et, corrélativement, par rapport au mode d’enseignement ? Nous avons voulu vérifier dans notre question de recherche si l’accompagnement de l’apprentissage du philosopher des élèves de classes terminales pouvait changer la donne dans l’appropriation du philosopher. Quatre hypothèses majeures, en lien étroit avec la théorisation développé par Lev Vygotski sur les fonctions psychiques, ont conduit notre recherche, à savoir que la maîtrise des processus psychiques, la conscientisation en zone de développement proche, le travail collaboratif et l’intervention de la volonté contribuaient en synergie à favoriser l’appropriation du philosopher. Nous avons donc mis à l’épreuve ces quatre hypothèses à partir de la mise en place et de l’analyse de situations dites médiatisantes, parce que censées stimuler le travail de médiatisation des élèves à partir d’outils–instruments psychologiques spécifiques. / The evaluation of the results of French the written part of the examination of undergraduate philosophy students each year an average general is revolving around eight. What do these results? How should we analyze? What does it mean about the mode of learning of students and, correlatively, the mode of instruction? We wanted to check in our issue of research if the mentoring of learning of philosophizing of the Terminal classes’ students could make a difference in the ownership of philosophizing. Four major hypotheses, link close with theorizing developed by Lev Vygotsky on the functions psychic, led our research, namely control of mental processes, awareness in zone close development, collaborative work and intervention of will contribute synergistically to promote ownership of philosophizing. Therefore, we have tested these four hypotheses to starting from the establishment and analysis of situations known mediatisantes, because that meant to stimulate the work of media coverage of specific students from psychological tools-instruments.

Ce travail de thèse s’inscrit dans un projet de conception de plate-forme d’apprentissage financé par la société STDI, société spécialisée dans le développement d’applications numériques à vocation pédagogique. Ce projet s’est déroulé au CERV (Centre Européen de Réalité Virtuelle) avec pour vocation de s’appuyer sur l’apport offert par les technologies liées à la réalité virtuelle.Dans la continuité de plusieurs travaux préalablement réalisés au CERV, notre démarche scientifique s’est attachée à introduire l’analyse de l’activité humaine en situation réelle de formation dans les boucles de conception d’une plate-forme de formation collaborative. Ce travail d’analyse a pu être réalisé en collaboration avec le SDIS 56 dans le cadre de la formation pratique des chefs d’agrès chez les sapeurs-pompiers. Ce travail s’est articulé autour de trois objets de recherche soulevant chacun des enjeux scientifiques spécifiques : étudier la complexité de l’activité décisionnelle des chefs d’agrès en situation d’intervention ; la coordination des équipes en intervention ; et l’activité des formateurs dans des situations de formation à risques.En faisant des choix méthodologiques s’inspirant de l’approche naturaliste, nos différents niveaux d’analyse ont pu mettre en évidence plusieurs résultats. L’analyse individuelle souligne pour le chef d’agrès l’alternance décisionnelle entre analyse de la situation et mise en place de l’intervention ainsi que l’importance des processus d’anticipation et de planification. L’analyse collective met en évidence l’articulation en cours d’intervention des activités individuelles de construction de signification en fonction des objectifs personnels et de la configuration spatiale et fonctionnelle de l’équipe. Enfin, l’analyse de l’activité des formateurs permet de préciser leur rôle de gestionnaire des situations de simulation ainsi que celui de facilitateur au cours des débriefings permettant une construction de connaissance a posteriori.La prise en compte de nos différents résultats a permis une prise en considération globale de l’environnement virtuel de formation et a ouvert certaines pistes de développement des outils pédagogiques déjà existants. / This thesis is part of a project to design a learning platform funded by STDI, a company specialized in the development of digital applications for teaching purposes. This project took place at the CERV (European Center for Virtual Reality) with the aim of relying on technologies related to virtual reality.In continuity with several works previously carried out at the CERV, our scientific approach has focused on introducing the analysis of human activity into a real training situation in the design loops of a collaborative training platform. This work of analysis was carried out in collaboration with the SDIS 56 in the framework of the practical training of chiefs in a fire brigade. This work was based on three research subjects, each of which raised specific scientific issues : studying the complexity of the decision-making activity of the operators in the situation of intervention ; the coordination of the crew in intervention ; and the activity of trainers in situations of risk training.By making methodological choices inspired by the naturalistic approach, our different levels of analysis have revealed several results. The individual analysis emphasizes the decision-making alternation between analysis of the situation and implementation of the intervention, as well as the importance of the anticipation and planning processes. The collective analysis reveals the articulation during the intervention of the individual sense-making activities according to the personal objectives and the spatial and functional configuration of the team. Finally, the analysis of the activity of trainers make it possible to specify their role as simulations managers and that of facilitators during the debriefings allowing a construction of knowledge a posteriori.Taking into account our different results, we have considered the global nature of the virtual training environment and developed some ideas for the improvement of existing teaching tools.

Parte da comunidade de pesquisa em ensino de Física tem devotado atenção ao estudo de métodos ativos de ensino que primam pela centralização do processo de ensino-aprendizagem no aluno. Além da aprendizagem conceitual, tais métodos buscam favorecer o desenvolvimento de habilidades associadas ao trabalho colaborativo e à argumentação, e diminuir a evasão estudantil. Em disciplinas de Física Experimental alguns desses métodos envolvem a aprendizagem por modelagem científica. Contudo, o sucesso de tais iniciativas depende, entre outros fatores, do quanto os alunos se julgam capazes de realizar as atividades propostas pelo professor, ou seja, do nível de autoeficácia dos alunos em realizar determinadas ações. Pesquisas do grupo de Ensino de Física da Universidade Internacional da Flórida apontam para uma baixa mudança ou redução em níveis de autoeficácia em função do uso de métodos ativos. Com base nesses resultados propomos um estudo de caso exploratório, único e incorporado com múltiplas unidades de análise. O objetivo geral dessa dissertação é o de estudar as influências do método Episódios de Modelagem (EM) (similar ao método Modeling Instruction - MI) sobre as atitudes e crenças de autoeficácia dos estudantes em aprender física, realizar atividades experimentais e trabalhar colaborativamente. Para isso procuramos responder às seguintes questões: Quais os impactos da aplicação de Episódios de Modelagem nas crenças de autoeficácia e atitudes dos estudantes em relação a: (i) aprender física?; (ii) realizar atividades experimentais?; e (iii) trabalhar colaborativamente? Para responder a tais questões de pesquisa, adotamos as orientações metodológicas para estudo de caso de Yin (2010) e utilizamos a Teoria Social Cognitiva, em específico, o conceito de autoeficácia, de Bandura (1997). Para a investigação, realizamos um estudo exploratório com múltiplas unidades de análise (8 estudantes) na disciplina de Física Experimental II – A, que aborda os conteúdos de oscilações, ondulatória, hidrostática e termodinâmica. Os resultados mostraram que as atitudes dos alunos frente ao aprendizado de física com o método de ensino foram positivas tendo sido destacadas, principalmente, o planejamento e execução de seus próprios experimentos e as discussões fomentadas pelas apresentações dos resultados e correções das tarefas de leitura. Como fatores negativos foram mencionados: o fato da disciplina ser muito trabalhosa e de não ter tempo suficiente em aula para a realização dos planejamentos e análise de dados. Já as atitudes frente às atividades experimentais e trabalho colaborativo foram reforçadas para os sete alunos aprovados na disciplina. Sobre as crenças de autoeficácia em aprender física e em trabalhar colaborativamente, constatamos que as crenças dos alunos foram influenciadas positivamente pelas atividades desenvolvidas com o método de ensino, através de três das principais fontes destacadas por Bandura: experiências de domínio e vicárias e persuasão social. Também constatamos um reajuste na percepção dos alunos quanto aos seus níveis de autoeficácia devido às experiências vivenciadas com o método EM em comparação ao método utilizado na disciplina anterior (que utiliza roteiros dirigidos nos experimentos). Novas pesquisas são necessárias para dar continuidade a este estudo exploratório, investigando mais profundamente o processo de reajuste dos níveis de autoeficácia. / Part of the Physics Education Research (PER) community has devoted its attention to the study of Active Learning methods focusing on the centralization of the teaching-learning process at the students. Beyond the conceptual learning, these methods seek to foster the development of abilities associated to the collaborative work and argumentation, and also to decrease student’s dropout. In experimental physics disciplines, some of those methods involve the scientific modeling learning. However, the success of such initiatives depends on how much the students judge themselves capable of carrying out the activities proposed by the teacher, that is, it depends on the student’s self-efficacy levels in perform certain actions. Studies of the PER from the Florida International University show a small change or even a reduction on self-efficacy levels in function of the use of active methods. Based on those results we propose an exploratory case-study incorporated with multiple analysis unities. The general purpose of this dissertation is to study the influence of the Modeling Episodes (ME) method (similar to the MI method) on the students’ attitudes and self-efficacy beliefs about learning physics; conduct experimental activities; and work collaboratively. We tried to answer the following questions: What are the impacts of the ME application on the students’ self-efficacy beliefs and attitudes regarding: (i) learning physics?, (ii) carrying out experimental activities?, and (iii) working collaboratively? To answer these research questions we adopted the methodological orientations for Yin’s case-study and we used the Cognitive Social Theory, specifically, Bandura’s self-efficacy concept. For the investigation, we carried out an exploratory study with multiple analysis unities (8 students) at Experimental Physics II – A, class that discuss oscillations, waves, hydrostatic and thermodynamic. The results showed the students’ attitudes regarding the learning of physics as a teaching method were positive, specially: the planning and execution of their own experiments; the discussions fomented by the presentation of the results; and the evaluation of the reading assignments by the teacher. As negative factors, it was mentioned: the fact that the class was quite laborious and short time to carry out the planning and data analysis in class. Regarding the self-efficacy beliefs about learning physics and work collaboratively, the students’ beliefs were influenced positively by the activities developed with the teaching method, through three of the main sources highlighted by Bandura: mastery, vicarious experiences and social persuasion. We also identified a readjustment on student’s perception about their self-efficacy levels due to the experience with the ME method when compared to the method used in the previous experimental physics class (which used guided experimental scripts). New studies are necessary to give continuity to this exploratory study, investigating more deeply the readjustment process of the self-efficacy levels.

Orientador: Laura Noemi Chaluh / Resumo: O presente estudo disserta sobre a experiência formativa de três profissionais ligadas à docência. Eu, professora em exercício efetivo em escolas de Ensino Fundamental da rede municipal de ensino de Rio Claro, e, duas discentes do curso de Licenciatura Plena em Pedagogia também bolsistas vinculadas ao Programa do Núcleo de Ensino da Universidade Estadual Paulista (UNESP) articulado à Pró-reitoria de Graduação. Nossa parceria se constitui por meio dos projetos “Prática de Leitura e Literatura e Formação de Professores” (2014-2015) e “Do exercício de leitura e escrita na formação do professor: horizontes para promover a autoria e o trabalho coletivo” (2016) sob coordenação de uma docente do Departamento de Educação do Instituto de Biociências da UNESP/Rio Claro. A partir da proposta de compartilhar a docência de uma forma outra na escola, surgiu a seguinte questão de pesquisa: quais as contribuições que uma proposta de trabalho pedagógico (com crianças na sala de aula) desenvolvida por graduandas e professora em exercício podem trazer para a formação e constituição docente? O objetivo geral da pesquisa foi compreender as contribuições para a formação docente (inicial e continuada) possibilitadas a partir do encontro entre professora em exercício e bolsista em sala de aula. Foram definidos os seguintes objetivos específicos: apresentar e diferenciar programas e projetos existentes no campo da formação inicial de professores no Brasil que possibilitam a inserção dos futuros profe... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present research discourse about the formative experience of three professionals related to teaching. I, a practicing teacher at Rio Claro’s municipal schools and, two undergraduate students from the Undergraduate Program in Pedagogy also fellowships linked to the Program of the Teaching Nucleus os the Universidade Estadual Paulista (UNESP), articulated to Pró- Graduation Rectory (PROGRAD). Our partnership is formed through the projects "Practice Reading and Literature and Training of Teachers” and “From the reading and writing practice in teacher training: perspectives to promote the authorship and the collective work” (2016) under coordination of a professor in Department of Education at UNESP’S Bioscience Institute. Based on a proposal to share teaching in a different way in school, the research question arise: what are the proposal of pedagogical work’s contributions (with kids in the classroom) developed by undergraduates and a current teacher can bring to the formation and teacher constitution? The general objective of the research was to understand the contributions to the teacher training (initial and continued) made possible by the meeting between practicing teacher and student in the classroom. The following specific objectives were defined: to present and differentiate existing programs and projects in the field of initial training of teachers in Brazil that allow the insertion of future teachers in the daily life of the school; systematize studies that deal wi... (Complete abstract click electronic access below) / Doutor