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Les impasses actuelles du pédagogique et les enjeux de l'accessibilité face au défi éthique de l'inclusion sociale / Current pedagogical deadlocks and questions of accessibility confronted with the ethical challenge of social inclusionBenoit, Hervé 14 January 2014 (has links)
L’examen de l'arrière-plan conceptuel et contextuel, en France et dans le monde, des enjeux de l'éducation inclusive, aux niveaux institutionnel, juridique, politique, psychanalytique et éthique, conduit à explorer les variations de cette notion qui n’est pas comprise partout de la même façon : elle peut être assimilée aux ressources compensatrices destinées à faciliter l’insertion en milieu ordinaire de jeunes en situation de handicap. Cette approche ‘réductionniste’, liée aux pratiques ‘intégratives’ dérogatoires, mérite d’être confrontée à l’objectif d’accessibilisation universelle des systèmes éducatifs, dans une logique de déconstruction de la norme. Une étude est menée sur la précarité du statut scolaire de l'élève handicapé accueilli en milieu ordinaire. Les pratiques professionnelles d’intégration le plaçaient sous la menaced'une reconduite en territoire spécialisé ; les pratiques d’inclusion modifient-elles cette situation ? Il s’agit de montrer comment les enseignants peuvent répondre au continuum de diversité des élèves par un continuum d'accessibilité pédagogique. Il y a là des enjeux de représentations professionnelles, de stratégies d'enseignement et d'outilspédagogiques dont l'analyse permet de démythifier ‘l'accueil de la différence’, souvent excessivement dramatisé. Sur ce plan, la scolarisation en milieu ordinaire des jeunes sourds dont la langue naturelle est la langue des signes est emblématique. Elle met en lumière la rémanence de comportements ‘clinico-correctifs’, centrés sur une approchedéficitaire, quand les enjeux sont de l’ordre de la privation de liberté et de l’appel des traces désirantes gestuelles que les sourds entendent avec leurs yeux. / The examination of the conceptual and contextual backdrop of inclusive education, in France and all over the world, at the institutional, legal, political, psychoanalytical and ethical levels, leads us to explore the variations of this notion. Indeed, the notion of inclusive education is not understood in the same way everywhere. It may be viewed as one of the compensatoryresources aimed at facilitating integration of young people in a situation of disability in a mainstream environment. This « reductionist » approach, linked to « integrative » practices involving dispensations, deserves to be confronted with the goal of universal accessibility of educational systems, with a view to deconstructing existing norms. A study is being conducted on the precariousness of the educational status of the disabled pupil in a mainstream environment. Professional « integrative » practices place the disabled pupil under the threat of being sent back to specialized territories. Do practices of « inclusion » change this situation? The point is to show how teachers can deal with the continuum of the variety of pupils through a continuum of pedagogical accessibility. There are a number of things at stake here: professional representations, teaching strategies and pedagogical tools. If we analyze these elements we can demystify the often over-dramatized « accommodation of difference ». At this level, the schooling of young deaf persons, whose natural language is sign language, in a mainstream environment, is emblematic. It sheds light upon the lingering « clinicalcorrective » approaches focused on deficiencies. What is at stake, however, is the deprivation of freedom and of signals communicating wishes, signals that deaf persons understand with their eyes.
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As interações dos promotores de justiça mediadas pelas ferramentas digitais na criação de um espaço de aprendizagem / The existence of a learning space resulting from the interaction of the prosecuting attorneys through digital toolsLima Junior, Carlos Daniel Vaz de 30 April 2009 (has links)
Made available in DSpace on 2016-04-29T14:23:49Z (GMT). No. of bitstreams: 1
Carlos Daniel Vaz de Lima Jr.pdf: 7443937 bytes, checksum: 17b30d7f36a571b87e420c680f995b6a (MD5)
Previous issue date: 2009-04-30 / The purpose of this study is to observe the existence of a learning space resulting
from the interaction of the Prosecuting Attorneys through digital tools produced by
the latest technology. In recent years, the Department of Justice has been doing
great effort so as to provide digital tools for the Prosecuting Attorneys; however, the
use of such tools has been much smaller than the use of public digital tools available
in the internet to anyone. In this study of case, rich in inquiries and description, we
have listed the tools comprised in our research and what use the Prosecuting
Attorneys give them, so we can finally identify the situations where such tools,
addressed to solve professional problems, provide a new learning space. Our
reference portrait for analyzing this space is constituted by learning theories based
on Piaget, Vygotsky and Ausubel, which allow us understand the interaction among
users and their relation with learning. We have analyzed, both in quality and quantity,
data collected from the Prosecuting Attorneys. Based on such data, we have
considered a possible existing learning space created by the interaction promoted by
the digital tools. Such space can be used to create spontaneous concepts linked to
scientific concepts / A percepção de um espaço de aprendizagem na interação dos promotores de
Justiça por meio das ferramentas digitais trazidas pelas novas tecnologias é o
objetivo deste estudo de caso. Nos últimos anos o Ministério Público tem investido
na disponibilização de ferramentas digitais aos promotores, contudo, o uso dado às
mesmas é muito menor daquele dado pelos promotores às ferramentas digitais
públicas, que estão disponíveis para todos na Internet. Neste estudo de caso,
caracterizado pela exploração e descrição, identificamos quais são estas
ferramentas que compõe o nosso corpo de pesquisa e qual o uso que os promotores
dão às mesmas, para então identificar as situações em que elas proporcionam o
surgimento de um espaço de aprendizagem que leva à solução de problemas
profissionais. Nosso quadro de referências para análise deste espaço é composto
pelas teorias de aprendizagem baseadas em Piaget, Vygotsky e Ausubel, que nos
permitem compreender a interação entre os usuários e a relação deles com a
aprendizagem. A partir de dados coletados juntos aos promotores de Justiça,
analisados quantitativa e qualitativamente, consideramos que se pôde perceber a
existência de um espaço de aprendizagem criado pela interação proporcionada
pelas ferramentas digitais, e que tal espaço pode ser aproveitado para a formação
de conceitos espontâneos correlatos a conceitos científicos
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Digitalisering i förskolan : Betydelsen av IKT för barns lärande och utveckling / Digitalisation in preschoolEurén, Janna January 2018 (has links)
Syftet med denna studie var att få ökad kunskap om förskollärares och förskolechefers tankar och erfarenheter gällande arbetet med digitalisering i förskolan och hur digitala verktyg kan underlätta för barn i behov av särskilt stöd. För att få svar på syftet och forskningsfrågorna användes kvalitativ metod med semistrukturerade intervjuer. Sju förskollärare på tre olika förskolor och två förskolechefer intervjuades. Intervjuerna spelades in och transkriberades efteråt ordagrant. Studien utgick från det sociokulturella och det specialpedagogiska relationella perspektivet på lärande med en hermeneutisk ansats och i resultatet framkom att förskollärarna är övervägande positiva till digitaliseringen. Däremot kände de sig osäkra på metoder och arbetssätt och ingen av förskollärarna hade särskilt stor erfarenhet av digitala verktyg i arbetet med barn i behov av särskilt stöd. Resultatet visade även att förskolecheferna lägger mycket av ansvaret på förskollärarna att utveckla arbetet med digitaliseringen samtidigt som förskollärarna själva efterfrågade mer kompetensutveckling och stöd av sina chefer gällande digitaliseringen. Utifrån resultatet blev slutsatsen att arbetet med digitalisering i förskolorna behöver bättre struktur och planering för att barnens lärande och utveckling på bästa sätt ska gynnas. Både förskollärarna och förskolecheferna behöver mer kunskap gällande aktuell forskning kring till exempel hur apparna skall väljas ut, men även vad gäller betydelsen av samspelet mellan barnen och de vuxna som en förutsättning för att lärande ska kunna ske. Personalen behöver få tid till kompetensutveckling och planering och chefernas ledarskap behöver bli mer aktivt och närvarande om förskollärarna ska känna sig trygga i arbetet med digitaliseringen. / The purpose of this study was to gain more knowledge about the preschool teachers' and preschool managers' thoughts and experiences regarding the work with digitalisation in preschool and how digital tools can facilitate children in need of special support. In order to get an answer to the purpose and research questions, qualitative method was used with semi-structured interviews. Seven preschool teachers at three different preschools and two preschool managers were interviewed. The interviews were recorded and transcribed verbatim afterwards. The study was based on the socio-cultural and the special educational relational perspective on learning with a hermeneutic approach, and in the result it emerged that preschool teachers are predominantly positive for digitalisation. However, they felt unsure of methods and working methods and none of the preschool teachers had much experience of digital tools in the work with children in need of special support. The results also showed that the preschool managers put much of the responsibility on preschool teachers to develop the work with digitalisation while at the same time the preschool teachers themselves demanded more skills development and support from their managers regarding digitalisation. Based on the result, the conclusion was that the work with digitalisation in preschools needs better structure and planning in order to best promote children's learning and development. Both the preschool teachers and the preschool managers need more knowledge regarding current research on, for example, how the apps should be selected, but also with regard to the importance of the interaction between the children and the adults as a prerequisite for learning to take place. The staff needs to have time for competence development and planning and the managers' leadership needs to be more active and present if preschool teachers should feel secure in the work with digitalisation.
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Digitala verktyg för lärande i gymnasieskolan : Elever som får extra anpassningar beskriver sina erfarenheter / Digital tools for learning in upper secondary school : Students with additional adjustments describe their experiencesArfs, Annika January 1900 (has links)
Syftet med denna studie är att utforska erfarenheter kring användandet av digitala verktyg hos gymnasieelever som får extra anpassningar beträffande språk-, läs- och skrivlärande. Metoden som använts är kvalitativa intervjuer med fyra gymnasieelever, och som teoretisk ansats utgår studien från ett sociokulturellt perspektiv på lärande. Utifrån syfte och frågeställningar presenteras resultatet av intervjuerna i form av fyra teman som samtliga handlar om digitala verktyg i undervisningen. Dessa är specialpedagogiskt stöd i grundskolan, bevis på att vara annorlunda, pedagogiskt och specialpedagogiskt redskap samt för- och nackdelar. Resultatet i studien visar att eleverna under sin grundskoletid inte fått tillräckligt med specialpedagogiskt stöd. Bristen har bland annat inneburit avsaknad av digital teknik, vilken hade kunnat ge stöd i att kompensera för elevernas läs- och skrivsvårigheter. I gymnasieundervisningen använder man däremot aktivt digitala verktyg för lärande. Dock saknas kunnig vägledning av dessa verktyg i klassrummet, varpå eleverna måste gå till en specialpedagog för att få hjälp och stöd. Sammantaget visar resultatet att eleverna upplever att skrivandet har påverkats positivt av användandet av digitala verktyg, men att det behövs ökad kompetens hos lärare beträffande elever med extra anpassningar i svenskämnet. / The aim of this study is to explore the experiences in the use of digital tools in upper secondary school by students who receive additional adjustments regarding language and literacy learning. The method used is qualitative interviews with four students, and the theoretical base of the study is a socio-cultural perspective of learning. Based on the aim and the questions at issue, the results of the interviews are presented in the form of four common themes, concerning digital tools for learning. These are special education support in primary school, proof of being different, special education and educational tools, and also advantages and disadvantages. The results of the study show that students have not received enough special education in elementary school. The shortage has, among other things, led to the absence of digital technology, which could have provided support to compensate for students' reading and writing difficulties. In upper secondary school, active digital tools for learning are used. However, there is a lack of expert guidance of these tools in the classroom, whereupon the students have to go to a special education teacher for help and support. Overall, the results show that the students feel that writing has been positively influenced by the use of digital tools, but that teachers need a higher degree of competence to deal with students with additional adjustments in the Swedish courses.
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Marknadsstrategi för lead generation : En studie om digitala marknadsstrategier och dess effekt på marknadsleads / Market strategy of lead generation : A study about digital market strategies and its effects on market leadsStåhl, Emma, Pettersen, Anna January 2014 (has links)
Titel: Marknadsstrategi för lead generation: En studie om digitala marknadsstrategier och dess effekt på marknadsleads Nivå: C-uppsats, kandidatexamen i Företagsekonomi Författare: Anna Pettersen och Emma Ståhl Handledare: PhD Agneta Sundström Examinator: PhD Lars-Johan Åge Datum: 2014-Juni Syfte: Syftet med denna studie är att öka förståelsen för hur företag planerar, tillämpar och utvärderar strategier för digital marknadsföring med avsikt att generera leads. Metod: Flerfallstudien är av kvalitativ karaktär. Empirin samlades in genom en primär datainsamling av tio semistrukturerade intervjuer utförda på tio olika företag med verksamhet inom svenska IT-industrin. Genom ett rutnät har vi kodat och analyserat insamlad primär data för att finna teman och mönster som mynnade ut i en kärnkategori; Effekt. Resultat & slutsats: Studien visar att de medverkande respondenterna anser att lead generation och digital marknadsföring är viktiga områden för deras företag. Respondenterna väljer att basera sin planering för marknadsstrategier på intuition och tillämpar strategier genom ”trial and error”. Vidare lägger respondenterna sparsamt med tid på att utvärdera sina strategier. Studiens bidrag: Studien bidrar till en ökad förståelse för vilken effekt företagens planering, tillämpning och utvärdering av digitala marknadsstrategier har på lead generation. Fortsatt forskning: Vi föreslår att fortsatt forskning undersöker hur mycket affärssamarbeten mellan företag påverkas av kulturella skillnader, och vad företagen kan göra för att undvika problem kopplat till detta. Nyckelord: Digital marknadsföring, Marknadsstrategier, Digitala verktyg, Lead generation, Marknadsleads, Business-to-business / Title: Market strategy of lead generation: A study about digital market strategies and its effects on market leads Level: Bachelor thesis in Business economics Authors: Anna Pettersen and Emma Ståhl Supervisor: PhD Agneta Sundström Examiner: PhD Lars-Johan Åge Date: 2014-June Aim: The aim of this study is to increase understanding of how companies plan, implement and evaluate strategies for digital marketing in order to generate leads. Method: This multiple case study has a qualitative research approach. The empirical data were collected through a primary data collection of ten semi-structured interviews conducted in ten different companies with locations in the Swedish IT-industry. Through a grid where we coded and analysed the collected primary data, themes and patterns were found that emerged in to a core category; Effect. Result & conclusion: This study shows that the participating respondent consider digital marketing and lead generation to be of high importance for their company. The respondents choose to base their design for marketing strategies on intuition, and they apply their strategies by “trial and error”. Further, the respondents spend a small amount of time on evaluation of strategies. Contribution: This study contribute to a higher understanding of what effect a companies design, application and evaluation of digital marketing strategies have on lead generation Further research: We suggest that future research examines what businesses can do to receive feedback from customers, and how important this benefit is in lead generation. Key words: Digital marketing, Market strategies, Lead generation, Digital tools, Market leads, Business-to-business
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Attitudes towards, expectations of, and competence regarding ICT and digital learning tools : A quantitative study among Swedish EFL teachers in secondary/upper secondary schoolNilsson, Anton January 2018 (has links)
The aim of this paper is to highlight and analyze the attitude towards and expectations of ICT and digital tools amongst Swedish EFL teachers in secondary/upper secondary school. In addition, this paper also contains results and analysis of how teachers most commonly acquire new digital learning tools, as well as what they consider to be most important when incorporating ICT in the classroom. Another contributing factor behind conducting this study is the upcoming changes to the current curriculum, as the Swedish Government (Regeringskansliet) decided that changes shall be made in order to ensure and enhance the digital competence amongst Swedish students (Regeringskansliet 2017). The results and analysis are based on a questionnaire sent out through Facebook and Google Forms, targeting two different groups with the purpose of serving as networks for teachers of English within the Swedish educational system. Combining their answers as well as comparing to previous research, this study identifies, and argues for, two key aspects responsible for improving the ICT competence amongst Swedish EFL teachers in secondary/upper secondary school; high quality digital learning tools and the ability to identify your ICT skill and pick digital tools accordingly. Moreover, this study reinforces the claim made in previous studies that the attitudes towards ICT and digital learning tools amongst Swedish EFL teachers are overwhelmingly positive. However, the study also shows a lack of quality concerning in-service teacher training, resulting in a majority of teachers learning ICT and digital learning tools on their own. Finally, answers show a juxtaposition regarding what teachers actually wish for in order to facilitate the work with ICT and digital learning tools.
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Användningen av BIM under förvaltningsskedet - Utvecklingen av digitala ritningar/verktyg & hur det används idag / BIM During Management Phase- The development of digital drawings/tools & how it's used todayEkefäll, Oscar, Oktay, Philip January 2018 (has links)
Examensarbetet handlar om att undersöka i vilken utsträckning BIM eller andra digitala lösningar används under förvaltningen i dagsläget samt att kartlägga eventuella problemområden. Då vissa delar av byggprocessen är i framkant rent teknikmässigt så har förvaltningen halkat efter. Det är fortfarande mycket 2D-ritningar som inte alltför sällan är i pappersformat.Intervjuer av både förvaltare och konsulter har genomförts. Med hjälp av dessa intervjuer samt litteraturstudie har en kartläggning av BIM-användandet utförts. Den har visat att den 3D-modell som projekteras under projekteringen sällan används under förvaltningsskedet. Faktum är att ingen av de som intervjuades används sig av 3D-modellen. Detta är ett stort problem då mycket information går förlorad. Orsaken till detta är att förvaltarna antingen inte har kompetens nog att utnyttja modellen eller att frågan inte prioriteras då de inte ser tillräcklig ekonomisk vinning i att implementera denna modell i sin arbetsprocess.Det behövs en utveckling av rätt programvara som är specifikt anpassad för förvaltningen om någon utveckling i området skall ske. Det är också många äldre och få yngre personer inom förvaltning och datorvanan är väldigt varierad. Detta är dåligt ur ett BIM-perspektiv då den tekniska kompetensen saknas. Vilket delvis kan förklaras med att förvaltningsprocessen inte prioriteras bland Högskolorna och Universiteten. / This bachelor thesis is about in what range BIM or other digital solutions are being used today during management phase and also map out curtain problem areas. Management phase has fallen back in the technical development if you compare them with other parts of the building process. There is still a lot of 2D-drawings being used during management phase.Interviews has been made with both managers and consultants. With these interviews and study of literature a mapping of the BIM-usage has been made. Witch has shown that the 3D-model that was made earlier in the building process was seldom used during management phase. In fact none of the companies that was interviewed was using the 3D-model. This is a huge problem because much of the information that was once made is lost. The reason for this is either that the managers doesn’t have competence enough to use the model or that the question isn’t prioritized because the managers can’t see any economic value in the model.If the management phase want to develop in the field of technology there has to be specific programs for managers available. There’s also a lot of older people working in the field of management and the computer skills are very different between the coworkers. This is bad from a BIM-perspective because the technical competence is lacking. Which can be explained because the management phase isn’t prioritized at the Universities.
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”Utan mobiler och datorer skulle ingenting fungera” : Elever i gymnasiesärskolan ger perspektiv på digitala verktyg i undervisningen, det sociala samspelet och i vardagslivet / ”Without mobiles and computers, nothing would work” : Students in compulsory school for pupils with learning disabilities give their perspective on digital tools used for education, social interaction and in everyday lifeHenriksson, Annika January 2018 (has links)
Syftet med denna studie är att bidra med kunskap om elevers perspektiv på användandet av digitala verktyg i socialt samspel, som stöd i undervisningen och i vardagen. För att belysa detta område har elever som går ett nationellt yrkesprogram i gymnasiesärskolan intervjuats. Intresset för denna studie uppkom då jag genom mitt arbete inom särskolans verksamheter ibland upplevt att jag inte haft tillräckligt med kunskap inom detta område för att kunna stötta eleverna optimalt. Tidigare forskning visar att användandet av digitala verktyg i undervisningen har positiva effekter för elever med utvecklingsstörning. Det finns även forskning som visar att användandet av digitala verktyg kan bidra till ökad självständighet och delaktighet i samhället för dessa personer. Studien utgår från ett sociokulturellt perspektiv, där lärande och utveckling sker i interaktion mellan människor. En kvalitativ halvstrukturerad intervju, valdes som metod för att samla in det empiriska materialet. Resultaten i studien pekar på att eleverna använder vanligt förekommande funktioner i mobiler och datorer i många olika kontexter. Enligt eleverna är verktygen en nödvändighet för både undervisningen och för att kunna vara delaktiga i samhällets alla delar. Inga specifika funktioner eller användningsområden som kan härledas till just gymnasiesärskolans verksamhet framträdde i studien. Eleverna uttryckte att de lärt sig använda verktygen av sig själva eller utav kompisar. De uppgav också att de själva funnit lämpliga strategier och användningsområden för verktygen som kompenserar olika funktionsnedsättningar eller andra svårigheter både i och utanför skolan. För att belysa området ytterligare kan det vara lämpligt att studera användandet av digitala verktyg utifrån speciallärares perspektiv och se vilka möjligheter det finns för att utveckla användandet av de verktyg eleverna redan är förtrogna med i undervisningen. / The purpose of this study is to contribute knowledge about students’ perspectives on the use of digital tools in social interactions, education and everyday life. In order to examine this area, students in compulsory school for pupils with learning disabilities have been interviewed. The interest for this subject arose when I during my work in special school sometimes experienced a lack of knowledge, regarding digital tools, on how to support the students fully in their education. Previous research shows positive results for students with intellectual disabilities regarding use of digitals tools during education. There are also studies that show that using digital tools can contribute to increase the independence and connection to the society for these people. This study is based on a sociocultural perspective, where education and personal growth is developed by interaction between people. In order to collect empirical data, a qualitative semi-structured interview method was selected. The results indicate that the students are using common functions in both smart phones and computers in a variety of contexts. According to the students, the digital tools are necessary for their education as well as their participation in all parts of the society. The study did not result in any features or applications used specifically for educating students in compulsory school for pupils with learning disabilities. The students expressed that they learned to use the tools by themselves or from friends. They also stated that they themselves found appropriate strategies and area of use for the tools that compensate for different disabilities or other difficulties both inside and outside the school. Regarding future research in this area one suitable approach could be to use the special education teacher’s perspective as a main source and explore the possibilities to further develop the digital tools the students already are familiar with, towards a better education.
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A arquitetura e as ferramentas digitais : uma visão do projeto arquitetônicoJung, Ronald Luis da Cruz January 2014 (has links)
Esta pesquisa procura investigar o processo de projeto na arquitetura e como o mesmo passou a ser influenciado nas últimas décadas pelas ferramentas digitais que surgiram desde então. Busca estabelecer uma visão sobre o projeto arquitetônico questionando a existência de um novo paradigma. Para isso analisa a produção acadêmica brasileira dos últimos anos que exploraram ou desenvolveram teorias sobre a utilização de ferramentas digitais afim de estabelecer um ponto de partida. Através da bibliografia expõem uma visão e uma defesa de uma forma de projetar e de como as ferramentas digitais podem auxiliar este processo sem criar deturpações de uso. Por fim o texto contrapõem duas arquiteturas: a arquitetura silenciosa - sóbria - que busca adequar-se à cidade e tão bem aguenta o passar do tempo e a arquitetura digitalista, focada no "inusitado", que está muito mais voltada à possibilidade de exploração midiática da edificação e que tantos problemas traz aos usuários e à sociedade. / This research investigates the design process in architecture and how it came to be influenced in the past few years by digital tools which emerged since then. It seeks to establish a vision about the architecture design methods by questioning the existence of a new paradigm. Thereunto it analyzes the Brazilian academic production of the past few years which explored or developed theories about the use of digital tools in order to establish a starting point. Through literature, it exposes a vision and a defense of a way of designing and how digital tools can assist this process without creating distortions of its use. Finally, the text contrasts two types of architecture: the silent, sober architecture, which seeks to adapt to the city and as well support the passage of time and changes of its uses, and the "digitalist" architecture, focused on the "unusual", which turns to the possibility of the media exploitation of the building and the many problems it brings to users and society.
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A arquitetura e as ferramentas digitais : uma visão do projeto arquitetônicoJung, Ronald Luis da Cruz January 2014 (has links)
Esta pesquisa procura investigar o processo de projeto na arquitetura e como o mesmo passou a ser influenciado nas últimas décadas pelas ferramentas digitais que surgiram desde então. Busca estabelecer uma visão sobre o projeto arquitetônico questionando a existência de um novo paradigma. Para isso analisa a produção acadêmica brasileira dos últimos anos que exploraram ou desenvolveram teorias sobre a utilização de ferramentas digitais afim de estabelecer um ponto de partida. Através da bibliografia expõem uma visão e uma defesa de uma forma de projetar e de como as ferramentas digitais podem auxiliar este processo sem criar deturpações de uso. Por fim o texto contrapõem duas arquiteturas: a arquitetura silenciosa - sóbria - que busca adequar-se à cidade e tão bem aguenta o passar do tempo e a arquitetura digitalista, focada no "inusitado", que está muito mais voltada à possibilidade de exploração midiática da edificação e que tantos problemas traz aos usuários e à sociedade. / This research investigates the design process in architecture and how it came to be influenced in the past few years by digital tools which emerged since then. It seeks to establish a vision about the architecture design methods by questioning the existence of a new paradigm. Thereunto it analyzes the Brazilian academic production of the past few years which explored or developed theories about the use of digital tools in order to establish a starting point. Through literature, it exposes a vision and a defense of a way of designing and how digital tools can assist this process without creating distortions of its use. Finally, the text contrasts two types of architecture: the silent, sober architecture, which seeks to adapt to the city and as well support the passage of time and changes of its uses, and the "digitalist" architecture, focused on the "unusual", which turns to the possibility of the media exploitation of the building and the many problems it brings to users and society.
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