Internal Models (IMs) play a significant role in autonomous robotics. They are mechanisms able to represent the input-output characteristics of the sensorimotor loop. In developmental robotics, open-ended learning of skills and knowledge serves the purpose of reaction to unexpected inputs, to explore the environment and to acquire new behaviours. The development of the robot includes self-exploration of the state-action space and learning of the environmental dynamics. In this dissertation, we explore the properties and benefits of the self-organisation of robot behaviour based on the homeokinetic learning paradigm. A homeokinetic robot explores the environment in a coherent way without prior knowledge of its configuration or the environment itself. First, we propose a novel approach to self-organisation of behaviour by artificial curiosity in the sensorimotor loop. Second, we study how different forward models settings alter the behaviour of both exploratory and goal-oriented robots. Diverse complexity, size and learning rules are compared to assess the importance in the robot’s exploratory behaviour. We define the self-organised behaviour performance in terms of simultaneous environment coverage and best prediction of future sensori inputs. Among the findings, we have encountered that models with a fast response and a minimisation of the prediction error by local gradients achieve the best performance. Third, we study how self-organisation of behaviour can be exploited to learn IMs for goal-oriented tasks. An IM acquires coherent self-organised behaviours that are then used to achieve high-level goals by reinforcement learning (RL). Our results demonstrate that learning of an inverse model in this context yields faster reward maximisation and a higher final reward. We show that an initial exploration of the environment in a goal-less yet coherent way improves learning. In the same context, we analyse the self-organisation of central pattern generators (CPG) by reward maximisation. Our results show that CPGs can learn favourable reward behaviour on high-dimensional robots using the self-organised interaction between degrees of freedom. Finally, we examine an on-line dual control architecture where we combine an Actor-Critic RL and the homeokinetic controller. With this configuration, the probing signal is generated by the exertion of the embodied robot experience with the environment. This set-up solves the problem of designing task-dependant probing signals by the emergence of intrinsically motivated comprehensible behaviour. Faster improvement of the reward signal compared to classic RL is achievable with this configuration.

Le présent travail tente de retracer le parcours de la signifiance éthique. Bien que le trait structurel décisif du mouvement de signifiance éthique soit le « pour l’autre », nous montrons qu’en suivant la double méthode phénoménologique de la concrétisation-et-emphase, Levinas accomplit ce mouvement par d’autres traits structurels: « à sens unique », « à partir de soi », « malgré soi », « autre dans le même », « je est un autre », « pour rien » et « par l’autre ». Le chapitre II apporte un trait signifiant limite « l’un pour tous les autres », articulant l’éthique avec la justice. Néanmoins, la liste établie n’est pas exhaustive, mais simplement indicative. Ce travail n’est qu’une digression dans le mouvement de la signifiance éthique, mouvement infini, qui précède diachroniquement toute tentative d’en rendre compte et qui interrompt le sens que l’auteur de ces lignes croît mettre dans les mots. Les différentes recherches constituant le présent travail peuvent dès lors être interprétées comme différentes modalités de ce Dédire du Dit qu’est la mise en évidence de l’exception du tiers exclu – notre seul accès au Dire. Dans cette perspective, le chapitre I cherche à dépasser la dichotomie signification vécue / signification thématisée, le chapitre II la dichotomie langue / parole, le chapitre III la distinction entre sens et non-sens. L’alternance du sens détermine le statut des trois premiers chapitres: thématiser l’avant de la signifiance éthique est impossible sans thématiser l’après de la signifiance ontologique, qui, elle, est toujours déjà interrompue par l’après de l’après de l’alternance du sens, et ainsi de suite. / The paper here presented attempts to retrace the course of the ethical signifying. Although the main characteristic feature of this movement of signifying is the « for-the-other », we show that following the double phenomenological method called concretisation-and-emphasis, Levinas accomplishes this movement by means of other features: « unique sense », « starting from the self », « despite oneself », « the other in the same », « I am an other », « for nothing » and « by the other ». The chapter II brings a borderline feature « one-for-all-the others » which articulates ethics with justice. Eventhough, this list is not exhaustive, but simply indicative. This paper is not anything more than a digression in the movement of ethical signifying, an infinite movement, which precedes diachronically every attempt to give an account of it and interrupts the sense that the author believes putting in words. Then the investigations here presented can be interpreted as different modalities of the Un-saying (Dédire in french) of the Said which consists in putting in evidence the exception of the excluded third – our only acces to the Saying. In this perspective, chapter I tries to exceed the dichotomy lived significance / thematised significance, chapter II the dichotomy langue / parole, chapter III the distinction between sense and non-sense. The alternance of sense defines the status of the first three chapters: to thematise the « before » of the ethical signifying is impossible without thematising the « after » of the ontological signifying, which is always already interrupted by the « after the after » of the alternance of sense, and so on.

Desde a virada para a prática nos Estudos Organizacionais, as diferentes vertentes das teorias da prática têm dado importante contribuição no sentido de desconstruir o predomínio da visão funcionalista sobre o fenômeno organizacional. Apesar disso, o tema de como a reprodução das práticas contribui para a produção da ordem social tem sido negligenciado pelos estudos baseados na prática nesse campo. Tal postura tem impedido a consecução de pesquisas que busquem compreender como as práticas são socialmente sustentadas, que interesses as orientam, quem se beneficia de sua permanência ou de sua interrupção, e assim por diante. Desse modo, reforça-se, em certa medida, a dificuldade de entendimento dos processos de permanência e mudança organizacional para além da razão instrumental e capitula-se diante do imperativo funcionalista que continua a privilegiar, tanto na teoria quanto na prática administrativa, a lógica do proveito material governado pela eficiência produtiva como o motivo primordial da existência e da permanência das organizações. Com base em tal percepção, proponho como objetivo desta tese repensar a questão da intencionalidade dos agentes organizacionais a partir de uma perspectiva prática e histórica, cultural e incorporada. Para realizá-lo, parto de um estudo etnográfico feito durante o ano de 2011, em uma fábrica de doces na cidade de Pelotas, Rio Grande do Sul. Neste campo, foi possível vivenciar as dinâmicas de permanência e mudança da prática de uma doceria que é reconhecida localmente como “tradicional” pelo tempo de enraizamento na cultura. A observação participante aconteceu de modo direcionado para a compreensão dos processos de transmissão do saber-fazer doceiro, através da minha própria experiência de incorporação desse conhecimento prático, do contato instrutivo com a mestre doceira que comandava as atividades da fábrica e com as funcionárias e funcionários que lá trabalhavam na época da pesquisa. Assim, considero ter sido possível compreender de que maneira os referidos processos obedecem a uma lógica incorporada, alheia à lógica racional, e como os movimentos de mudança e permanência, endógenos ou exteriores a essas práticas, exercem impacto sobre a organização que se estrutura ao seu redor. / Since the practice turn in Organizational Studies, different strands of theories of practice have made important contributions in order to deconstruct the dominance of the functionalist view of the organizational phenomenon. Nevertheless, the issue of how the reproduction of practices contributes to the production of social order has been neglected by practice-based studies in this field. This attitude has prevented the acomplishment of researches that attempt to understand how the practices are socially sustained, what interests guide them, who benefits from their maintenance or from their interruption, and so forth. Thus, it reinforces in a certain extent, the difficulty on understanding the processes of organizational change and permanence beyond instrumental reason, and it gives in afterward the functionalist imperative that continues to privilege, both in management theory and practice, the logic of material gain governed by the productive efficiency as the primary reason of existence and continuity of organizations. Based on this perception, I propose as the objective of this thesis to rethink the intentionality of the organizational agents from a practical and historical, cultural and embodied perspective. Based on an ethnographic study made during 2011 in a candy factory in the city of Pelotas, Rio Grande do Sul, it was possible to experience the dynamics of permanence and change of the practice of a kind of confectionery which is recognized locally as "traditional" odd to the time of rooting in culture. The participant observation was directed to understanding the processes of transmission of the confectioner know-how, through my own experience of incorporating this knowledge, through instructional contact with the master confectioner who commanded the activities of the factory and through the contact with the employees who worked there at the time of the research. Thus, I found how these processes follow an embodied logic, oblivious to rational logic, and how the movements of change and permanence, endogenous or external to these practices, impact the organization that its structures around them.

Cette recherche interdisciplinaire se situe à l'intersection des sciences cognitives, de l'informatique et des arts. Nous y traitons de questions relatives à la perception et compréhension d'une expérience artistique dans le contexte des technologies numériques. Nous considérons l'ordinateur comme un outil puissant de création et nous nous posons la question du comment son rôle peut être fonctionnellement introduit dans les arts numériques. Une des clés de la réponse à cette question se situe dans la notion d'incorporation (embodiment). Il s'agit d'un aspect de la perception et de la cognition humaine que nous ne pouvons pas approcher de façon directe, car il s'agit d'un processus émergent qui se construit avec l'action. Dans cette thèse, nous avons fait émerger quatre critères pour qualifier puis tenter d'évaluer les processus d'incorporation en situation créative, soit de réception soit de réception et d'action. Ces critères sont : la cohérence des retours sensoriels proposée par le système technologique, par exemple la cohérence entre le son et l'image ou entre le son, le geste et l'image ; la nature de l'action telle que perçue ou effectuée ; la sensation d'immersion cognitive des participants ; le potentiel évocateur de la situation sensori-motrice proposée à la perception et/ou à l'action.Nous avons mis en œuvre une méthode qualitative pour l'analyse d'expériences multisensorielles et interactives. Des entretiens ouverts ont permis de récolter un corpus de données sous forme d'enregistrements audiovisuels et de textes transcrits de ces entretiens. Un des objectifs de ces entretiens est de favoriser l'expressivité du sujet sur la manière dont il a vécu la situation en amont, voire au-delà, d'un quelconque jugement esthétique. Cette méthode a été utilisée dans de deux types de situations. Dans la première situation, nous avons mené des entretiens avec des spectateurs ayant participé à un concert effectué dans le cadre des Journées d'Informatique Musicale à Grenoble. Pour cela, nous avons choisi sept pièces audiovisuelles d'auteurs différents, qui étaient soit des œuvres jouées sur scène, soit des œuvres enregistrées. Le deuxième cas comporte des entretiens réalisés avec des participants d'une œuvre interactive audio-visio-haptique intitulée « Geste réel sur matière simulée ». Cette installation a été conçue dans le cadre du projet Créativité Instrumentale pour étudier les transformations du processus de création induit par les technologies de la simulation interactive numérique. Elle se décline en trois scènes de simulation multisensorielle réalisées par modèle physique permettant l'interaction instrumentale. Les entretiens avaient lieu pendant et après l'expérience. L'analyse des discours recueillis, nous a permis de mettre en évidence la relation entre l'outil technologique et l'homme. Dans cette thèse, nous proposons un cadre théorique composé de quatre éléments : Cohérence, Immersion, Action et Evocation, à l'aide desquels nous avons analysé les discours de sujets confrontés à des situations multisensorielles numériques actives et ainsi cerner l'embodiment dans telles situations. L'usage de ces quatre éléments dans l'analyse des discours nous a permis de mettre en évidence une multitude de liaisons entre eux qui se déclinent selon les paramètres des scènes virtuelles. Différents mécanismes de compréhension de ces scènes se mettent en place selon la manière dont les sensorialités sont stimulées et nos analyses nous ont permis de qualifier comment le visuel, l'audio et l'haptique pris séparément ou réunis permettent d'appréhender des différentes dimensions de la scène dans sa complexité. / L'auteur n'a pas fourni de résumé en anglais

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-07-25T14:50:21Z No. of bitstreams: 1 arquivo total.pdf: 4262288 bytes, checksum: 004f2ab09f17b098bf4a65c9f1032fc9 (MD5) / Made available in DSpace on 2016-07-25T14:50:21Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 4262288 bytes, checksum: 004f2ab09f17b098bf4a65c9f1032fc9 (MD5) Previous issue date: 2015-07-16 / This study has as its central object of inquiry the construction of meaningfulness in Dilma Rousseff e José Serra’s electoral discourse from the 2010 political campaign for the nation presidency. Starting with the principles that mind determines the way of understanding reality providing imaginative thinking and that the meaningfulness has consequences for the experience we have proposed to investigate how electoral discourse conceptualization is oriented to the achievement of their persuasion goals and how it can influence an electoral campaign outcome. To elucidate our assumptions we have used data from the televised electoral publicity of each candidate conveyed by internet and recorded in cds for interpretative analysis. This development has been endorsed by the Cognitive Linguistics theoretical principles mainly those from Experiencialism taking in account the sociocognitive aspects of used language, the embodiment and imagination notions as well as by Turner and Fauconnier’s theory on mental spaces in discourse commonly accepted as a tool for analysis of discourse interpretations or as a cognition and conceptualization theory. According to the results the ability for conceptual integrations turns language into an advanced human activity, that is, a manifestation of the hidden cognitive construction highly abstract and imaginative; the underlying mental processes are the basis for the political-electoral discourse building the political discourse meaningfulness due to the persuasion therefore due to their consequences for the experience. / Este estudo se concentra na investigação dos processos de construção da significatividade do discurso político-eleitoral dos candidatos Dilma Rousseff e José Serra, concorrentes ao segundo turno da campanha de 2010 para a presidência da República. Partindo dos princípios de que a mente determina a maneira de compreensão da realidade, facultando o raciocínio imaginativo, e que a significatividade tem consequências para a experiência, procuramos demonstrar que a conceptualização do discurso político-eleitoral pode ser direcionada para o alcance dos seus objetivos de persuasão e influenciar o resultado de uma campanha. Utilizamos dados da propaganda eleitoral televisiva de cada candidato, veiculados pela internet e gravados em cds, levando em conta os gêneros estabelecidos metodologicamente para a análise interpretativa dos discursos observados. Procuramos fundamentar esta análise nos pressupostos teóricos da Linguística cognitiva, principalmente do Experiencialismo, levando em conta os aspectos sociocognitivos da linguagem, nos estudos da corporificação, do compartilhamento e da imaginação mental, como também, na teoria da integração conceitual dos espaços mentais, atinente à demonstração analítica dos dados. Os resultados demonstram que a habilidade para a integração conceitual faz da linguagem uma atividade humana avançada, ou seja, uma manifestação das construções cognitivas ocultas, altamente abstratas e imaginativas; que os processos mentais subjacentes são responsáveis pelo poder do discurso político-eleitoral, construindo a significatividade em função da persuasão, portanto, em função de suas consequências para a experiência.

Made available in DSpace on 2014-12-17T14:36:11Z (GMT). No. of bitstreams: 1 AnaTLS_TESE.pdf: 3322353 bytes, checksum: 2cbe458f8024ad0c0926ea062e203927 (MD5) Previous issue date: 2010-05-22 / The health transition experienced in Brazilian health care model requires a metamorphosis in human and society, placing new demands on health and education. The Faculty of Science, Culture and Extension of Rio Grande do Norte (Facex), aware of their responsibilities to the Health System, which brings the principle of comprehensiveness as its structural axis, dared to implement a course of nursing in complex thinking and Experiential Pedagogy Humanescente with curriculum inter / transdisciplinary. For deployment of proprosta was not enough to reform thinking of educators, there was a need corporalizar new teaching practices that are aimed at the integral formation of human beings. In this context, emerged the workshop on Human Education autopoietic, self-forming area of the educator, where he developed an Action Research Existential (PA-E) which enabled experience, describe and analyze how the human autopoietic educators could contribute to the practice educational humanescente transdisciplinary curriculum project. Were worked out in meetings, knowledge necessary to practice the transdisciplinary 1st Meeting - learn to create; 2nd Meeting - learn to recognize the laws of nature with emphasis on complexity theory, 3rd Meeting - learn to organize, 4th meeting - namely autoestruturar themselves; 5th Meeting - know how to choose, 6th Meeting - knowing innovate 7th Meeting - namely exchange. Next an autobiographical perspective, we chose the metaphorical possibility to narrate the ways and strategies covered by the author and apprentice in the company of the Little Prince de Saint-Exupery, in search of a sensible pedagogical practice complex, which promotes re-enchant transdisicplinar education. The route involved five methodological connections: a literature review which relate to training for care in undergraduate nursing: the study of learning processes that drive the formation humanopoi?tica, emphasizing the relationship that involves the complexity and embodiment in the educational process transdisciplinary, highlighting the analysis of what is to learn from the findings of biosciences and recent cognitive theories of Maturana and Varela, the description of the interdisciplinary curriculum of the nursing course of Facex and Training Workshop, Human autopoietic, with emphasis on Experiential Education Humanescente; the report of seven meetings of the Workshops (cocoon), recording the experiences and listening to educators (luminescent butterflies), the final reflections with learning opportunized. Experientiality lived through, the expressions and words, educators say the influence of workshops for their teaching practices, highlighting it as a space for selforganizing, creating, learning and enchantment, and can identify the workshop as a place of transformation necessary for deployment an interdisciplinary curriculum. The knowledge emerging from the study indicate the need for permanent spaces of self, in which the educator learns from its body, between cognitive processes and vital, and in the experiences of their formative process the opportunity to act on the dimensions of knowing and being / A transi??o sanit?ria vivenciada no modelo de aten??o brasileiro demanda uma metamorfose no ser humano e na sociedade, colocando novas exig?ncias no ?mbito da sa?de e da educa??o. A Faculdade de Ci?ncias, Cultura e Extens?o do Rio Grande do Norte (Facex), ciente de suas responsabilidades com o Sistema ?nico de Sa?de (SUS), que traz o princ?pio da integralidade como seu eixo estruturante, ousou implantar um curso de Enfermagem pautado no pensamento complexo e na Pedagogia Vivencial Humanescente, com proposta curricular inter/transdisciplinar. Para implanta??o da proprosta n?o era suficiente reformar o pensamento dos educadores. Era necess?rio corporalizar novas pr?ticas pedag?gicas que visassem ? forma??o integral do ser humano. Foi neste contexto que surgiu o Ateli? de Forma??o Humana Autopoi?tica, espa?o de autoforma??o do educador, onde se desenvolveu uma Pesquisa-A??o Existencial (PA-E) que possibilitou vivenciar, descrever e analisar como a forma??o humana autopoi?tica dos educadores poderia contribuir para a pr?tica educativa humanescente do projeto curricular transdisciplinar. Foram trabalhados, nos encontros, saberes necess?rios ? pr?tica transdisciplinar: 1? Encontro - saber criar; 2? Encontro - saber reconhecer as leis da natureza com ?nfase na teoria da complexidade; 3? Encontro - saber organizar; 4? Encontro - saber autoestruturar-se; 5? Encontro - saber escolher; 6? Encontro -saber inovar; e 7? Encontro - saber trocar. Pr?xima de uma perspectiva autobiogr?fica, optouse pela possibilidade metaf?rica para narrar as estrat?gias e os caminhos percorridos pela autora e aprendiz, na companhia do Pequeno Pr?ncipe, de Saint-Exup?ry, em busca de uma pr?tica pedag?gica sens?vel, complexa, transdisciplinar, que promova o reencantar da educa??o. O percurso envolveu cinco conex?es metodol?gicas: a revis?o de literatura, que contextualiza a forma??o para o cuidado na gradua??o em Enfermagem; o estudo das aprendizagens que impulsionam a forma??o humanopoi?tica, com ?nfase na rela??o que envolve a complexidade e a corporeidade no processo educativo transdisciplinar, destacando a an?lise do que ? aprender, a partir das descobertas das bioci?ncias e das recentes teorias da cogni??o de Maturana e Varela; a descri??o do curr?culo transdisciplinar do curso de Enfermagem da Facex e do Ateli? de Forma??o Humana Autopoi?tica, com ?nfase na Pedagogia Vivencial Humanescente; o relato dos sete encontros dos Ateli?s (casulo), com o registro das viv?ncias e da escuta dos educadores (Borboletas luminescentes); e as reflex?es finais com as aprendizagens oportunizadas. Atrav?s das experiencialidades vividas pelas express?es e falas, os educadores afirmam a influ?ncia dos Ateli?s para suas pr?ticas educativas, destacando-o como espa?o de auto-organiza??o, cria??o, aprendizagem e encantamento, sendo poss?vel identificar o Ateli? como lugar de metamorfose necess?rio ? implanta??o de um curr?culo transdisciplinar. Os saberes emergentes do estudo apontam para a necessidade de espa?os permanentes de autoforma??o, em que o educador aprende com sua corporeidade, entre processos cognitivos e vitais, tendo nas viv?ncias do seu processo formativo a oportunidade de atuar sobre as dimens?es do saber e do ser

Made available in DSpace on 2014-12-17T14:36:26Z (GMT). No. of bitstreams: 1 MaristelaOM_DISSERT.pdf: 2808377 bytes, checksum: 8176dbd9c513c0dc571d98c929697080 (MD5) Previous issue date: 2010-07-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present work concerns an auto-ethnographic study based on life experiences and reflections of an educator at Escola Viva Preschool and Elementary-Middle School, located in the city center of Natal, Rio Grande do Norte. As a cognitive model of operation, we use the metaphor of the Circle Dance. The objective of this study is to identify, interpret and describe the ludopoetics that are achieved through a Musical Education program, which we denominate, Humanescent. The data of this investigation was derived from the music making by Preschool and Elementary-Middle School students at Escola Viva during 2007, 2008 and 2009, from which 20 learners were selected to form the corpus, along with the description and interpretation of photos of their experiences and sand tray scenes. We justify the methodological systemization of the research based on our own pedagogical practice, which supports Musical Education in the schools based on the principals of Embodiment, Autopoesis and Flow. The methodological systemization was developed through an Action Research model and on the concepts of Systemic Development, with the goal of re-reading the context investigated through the structuring of categories of Ludopoesis: Self-esteem, Self-territory, Self-connectivity, Self-realization and Selfworth. We used an observant-participant research approach with regard to the perception of emergent knowledge, the surroundings, the experience lived and the contextual and vibration of the circumstances. Besides this, we used projection to interpret the experiences lived, in the form of drawings, short poems, letters or sand tray scenes as symbolic interpretations of experience. In the unfolding of the Ludopoetic Process (Selfesteem, Self-territory, Self-connectivity, Self-realization and Selfworth) we draw conclusions about the relevance of the ludic musical experience, which foments the formation of the self based on music learning, and which is demonstrated in the Embodiment of the learners. In the auto-formative process (of learners and educators) we observe the importance of pedagogical work based on Musical Humanescent Education that gives value to the music making path to the construction of music and performance in play, creativity, and sensibility. The experience of making music in a playful way allows for organization of the self and its autonomous production in the joy of living within a ludopoetic process. These findings highlight the educator as in a permanent state of selfformation, which generates moments of flow. However, in Musical Humanescent Education, music is learned collectively, doing a circle dance, experiencing love, fostering an expansion of the creative spirit, and giving recognition to playfulness as a necessary condition for education and to the value of music made with the true nature and sensibilities of the educators / Trata-se de um estudo autoetnogr?fico com base nas viv?ncias e reflex?es de uma educadora na Escola Viva, uma escola de Educa??o Infantil e Ensino Fundamental, localizada na ?rea Central do munic?pio de Natal/RN. Como operador cognitivo utilizamos a Met?fora da Ciranda. O objetivo do estudo foi identificar, interpretar e descrever os processos ludopoi?ticos que se revelam na Educa??o Musical, a que adjetivamos de Humanescente. Os registros desta investiga??o foram pautados nas viv?ncias musicalizadoras de alunos da Educa??o Infantil e do Ensino Fundamental nos anos de 2007, 2008 e 2009, sendo selecionados os registros de 20 educandos, al?m da descri??o e interpreta??o de fotos das viv?ncias e dos cen?rios trabalhados na caixa de areia. Justificamos a sistematiza??o da pesquisa a partir de nossa pr?tica pedag?gica, que defende a Educa??o Musical na escola a partir dos pressupostos da Corporeidade, da Autopoiese e do Fluxo. A sistematiza??o metodol?gica se desenvolveu a partir dos princ?pios da Pesquisa-A??o e nos pressupostos do Desenvolvimento Sist?mico, procurando fazer uma (re)leitura do contexto investigado com as categorias estruturantes da Ludopoiese: Autotelia, Autoterritorialidade, Autoconectividade, Autofrui??o e Autovalia. Utilizamos como t?cnica de pesquisa a observa??o participante, enquanto condi??o na percep??o das emerg?ncias, do entorno, do vivido e das circunst?ncias vibracionais e contextuais. Al?m disso, utilizamos a proje??o ao interpretarmos o vivido em forma de desenhos, pequenos poemas, cartas ou cen?rios na caixa de areia como interpreta??o simb?lica do vivenciado. No revelar dos Processos Ludopoi?ticos (Autotelia, Autoterritorialidade, Autoconectividade, Autofrui??o e Autovalia) conclu?mos sobre a relev?ncia da viv?ncia musical com ludicidade, proporcionado a autoforma??o do ser a partir da aprendizagem musical que se revela na Corporeidade dos educandos. Nos processos autoformativos (dos educandos e da educadora) observamos a import?ncia de um trabalho pedag?gico a partir da Educa??o Musical Humanescente, que valoriza o percurso musicalizador para a constru??o musical e a performance na ludicidade, criatividade e sensibilidade. O vivenciar a m?sica com ludicidade permitiu a autoorganiza??o do ser e sua autoprodu??o na alegria de viver enquanto processo ludopoi?tico. Neste sentido, destacamos que o educador se encontra em permanente processo autoformativo que gera momentos de fluxos. Portanto, na Educa??o Musical Humanescente se aprende m?sica na coletividade, dan?ando a ciranda, vivenciando a amorosidade, permitindo a expans?o do esp?rito criativo, o reconhecimento da ludicidade como condi??o na educa??o e a valoriza??o do fazer musical na naturalidade e sensibilidades dos educandos

Made available in DSpace on 2014-12-17T14:36:45Z (GMT). No. of bitstreams: 1 MassildeMC_DISSERT.pdf: 2766975 bytes, checksum: e5b157cd68b26843e95bae73f50d1d13 (MD5) Previous issue date: 2012-07-06 / This research has as study objective the development of humanescent experience in the process of self-formation of the teachers of the Infantile Educational Unit of the Education Center of the Federal University of Rio Grande do Norte. It has as general objective the description and analysis of how the humanscent experience of life contributes and is manifested in the children educator in his way of being, living and in his pedagogical practice. As specific objectives, the identification of the contributions of the humanescent experiences in the children educator in his way of being, living and in his pedagogical practice; the analysis of the contributions of the humanescent experiences to the children educator from the ludopoetic categories self-esteem, selfworth, self-realization, self-territory and self-connectivity. It is a descriptive study of qualitative nature understood as an existential action research that uses the principles and fundamentals of the etnomethodology and phenomenology. Sixteen teachers six that are effective teachers, six substitute teachers and 4 interns - took part in this investigation. Six humanescent experiences were carried out with them. As main tools we point out: the participative observation, the sand game, the photographic register and the semi-structured interview. The analyses were centered in the categories of the ludopoetic system, described above and referred to in the theoretical fundamentals selected for the study. From the analyses and to the answers to the objectives of the study, we make clear the following considerations: the reports of the teachers reveal that the humanescent experiences have contributed to make them more ludic, sensitive, emotional and lovely people, and this has reflected in their educational practice and has been making sense in their and their students lives. In this way, we make evident that the humanescent experiences have contributed to improve the ludopoesis of the teachers, revealing in the embodiment changes in their way of being, of living together and in their educational practice. In relation to the contributions of the humanescent experiences to the children educator from the ludopoetic categories self-esteem, selfworth, self-realization, self-territory and self-connectivity, we emphasize the following aspects: with the self-esteem, teachers have become more creative, rebuilding their possibilities of intensely experiencing the pleasure of living; in the context of selfterritory, the teachers have provided the realization of the wishes and expresson of oneself while lively interacting with the environment and with the other different territories of the educational process, in a continuous process of demarcation. Concerning the self-connectivity category, we emphasize that the teachers started to become more tuned with themselves, with the environment and with the other teachers because of the general well-being to the success of personal, pedagogical and institutional objectives, promoting a harmonic, lovely and ludic environment. Concerning the self-worth category, the teachers have valued the struggle for a school that is more committed with the search for happiness. From the self-realization, the teachers have shown self-recognition while ludic beings, playing with the beauty in their lives, allowing the flowing in its completeness, the other possibilities of analysis, the educational formation and development. We would like to emphasize that the considerations above are not over after what has been presented because of the richness of experiences revealed in the research / Esta pesquisa tem como objeto de estudo o desenvolvimento de viv?ncias humanescentes no processo de autoforma??o das professoras da Unidade Educacional Infantil, do Centro de Educa??o da Universidade Federal do Rio Grande do Norte. Apresenta como objetivo geral: descrever e analisar como as viv?ncias humanescentes contribuem e se evidenciam no educador infantil na sua forma de ser, no conviver e na sua pr?tica pedag?gica. Como objetivos espec?ficos: identificar as contribui??es das viv?ncias humanescentes no educador infantil na sua forma de ser, no conviver e na sua pr?tica pedag?gica; Analisar as contribui??es das viv?ncias humanescentes para o educador infantil a partir das categorias ludopoi?ticas autotelia, autovalia, autofrui??o, autoterritorialidade e autoconectividade. Trata-se de um estudo descritivo de natureza qualitativa compreendida como uma pesquisa a??o existencial, que adota os princ?pios e fundamentos da etnometodologia e da fenomenologia. Participaram da investiga??o 16 (dezesseis) professoras, sendo 6 (seis) professoras efetivas, 6 (seis) professoras substitutas e 4 (quatro) bolsistas. Com elas, foram desenvolvidas 6 (seis) viv?ncias humanescentes. Como principais instrumentos destacamos: a observa??o participante, o jogo de areia, o registro fotogr?fico e a entrevista semi estruturada. As an?lises foram centralizadas nas categorias do sistema ludopoi?ticos: descritas acima e referenciadas nos fundamentos te?ricos elegidos para o estudo. A partir das an?lises e em respostas aos objetivos do estudo, evidenciamos as seguintes considera??es: Os relatos das professoras revelaram que as viv?ncias humanescentes contribu?ram para que se tornassem pessoas mais l?dicas, sens?veis, emocionais e amorosas, sendo isto tudo extensivo a sua pr?tica educativa, que passou a ter sentido e significado para a sua vida e de seus educandos. Nesse sentido, evidenciamos que as viv?ncias humanescentes contribu?ram para impulsionar a ludopoiese das professoras, revelando na corporeidade mudan?as na sua forma de ser, de conviver e na sua pr?tica educativa. Em rela??o ?s contribui??es das viv?ncias humanescentes para o educador infantil a partir das categorias ludopoi?ticas autotelia, autovalia, autofrui??o, autoterritorialidade e autoconectividade ressaltam-se os seguintes aspectos: Com a autotelia as professoras tornaram-se mais criativas, recriando suas possibilidades de experienciar intensamente o prazer nos seus modos de viver/conviver encontrando sentido para sua vida; No contexto da autoterritorialidade as professoras propiciaram a concretiza??o dos desejos e express?o de si mesmas ao interagir vivencialmente com o meio e com os outros nos diferentes territ?rios do processo educacional, em um processo cont?nuo de demarca??es. Em termos da categoria da autoconectividade evidenciamos que as professoras passaram a entrar em sintonia consigo mesmas, com o meio e com as demais professoras em fun??o de um bem comum ao sucesso de metas pessoais, pedag?gicas e institucionais promovendo um ambiente harmonioso, afetivo e l?dico. Para a categoria da autovalia se revelaram nas professoras o valor na luta por uma escola mais comprometida com a busca de ser feliz, da felicidade e da alegria de viver; A partir da autofrui??o as professoras revelaram um autorreconhecimento enquanto ser l?dico, jogando com a beleza na sua vida e permitindo o fluir em plenitude. Destacamos que as considera??es acima n?o se esgotaram no que foi apresentado a partir das riquezas das experi?ncias relevadas pela pesquisa

Made available in DSpace on 2015-02-24T18:18:39Z (GMT). No. of bitstreams: 1 NarlaSMO_TESE.pdf: 2690190 bytes, checksum: 01ed93c17ecc6f9e24e397eef8458389 (MD5) Previous issue date: 2011-08-19 / This study presents the ludopoietic experiences in Sandplay and the expression of tactility in humanescente self-training of future teachers of geography. The overall objective was to analyze and interpret as the tactility in the ludopoietic experiences with Sandplay facilitates the sentipensar and boosts the humanescent self-training. The qualitative research approach follows the principles of existential research-action into the etnofenomenologic perspective, that considers studies of the ethnography and the phenomenology with ethnomethodology. In this study we used the sedimentary rock called sandstone and your mineral grains as cognitive operator to stimulate the discussions of the ludopoietic experiences in Sandplay. The members of research were students of the Geography degree of IFRN. To achieve the research objectives were organized experiential meetings and virtual meetings. The ludopoietic experiences in Sandplay revealed the impact of tactility to humanescente self-training, indicating the importance of touch for apprehend and experience the world with beauty, joy and tenderness. These experiences showed the ludopoietic system properties, the threads of embodiment and the meaning of the sentipensar of tactility as a phenomenon that drives the humanescent self-training, evidenced by etnofenomenologie. Data were obtained through Sandplay, sensitive listening, experiential diary, photographic and movie records. In the process of data analysis were revealed the of etnofenomenological principles of experientiality indiciality, reflexivity, self-organizability, filiability, archetypality and humanescencialidade. Through the tactility, the Sandplay favors the awareness of the condition of being, takes life stories, providing the construction of knowledge in a meaningful and contextual way / Este estudo apresenta as viv?ncias ludopoi?ticas no Jogo de Areia e a express?o da tatilidade na autoforma??o humanescente de futuros professores de Geografia. O objetivo geral foi analisar e interpretar como a tatilidade nas viv?ncias ludopoi?ticas com o Jogo de Areia facilita o sentipensar e impulsiona a autoforma??o humanescente. A pesquisa de abordagem qualitativa segue os princ?pios da pesquisa-a??o existencial, numa perspectiva etnofenomenol?gica, que considera os estudos da etnografia e da fenomenologia com a etnometodologia. Neste estudo utilizamos a rocha sedimentar denominada de arenito e seus gr?os minerais como operadora cognitiva para dinamizar as discuss?es das viv?ncias ludopoi?ticas no Jogo de Areia. Participaram da pesquisa alunos da Licenciatura em Geografia do IFRN. Para alcan?ar os objetivos da pesquisa foram organizados encontros vivenciais presenciais e encontros virtuais. As viv?ncias ludopoi?ticas no Jogo de Areia revelaram a repercuss?o da tatilidade para a autoforma??o humanescente, evidenciando a import?ncia do tocar para o apreender e vivenciar o mundo com beleza, alegria e sensibilidade. Estas viv?ncias evidenciaram as propriedades do sistema ludopoi?tico, os fios da corporeidade e o significado do sentipensar da tatilidade como fen?meno que impulsiona a autoforma??o humanescente, evidenciado pela etnofenomenologia. Os dados foram obtidos por meio do Jogo de Areia, da escuta sens?vel, do di?rio vivencial, do registro fotogr?fico e de filmagens. No processo de an?lise dos dados desvelaram-se os princ?pios etnofenomenol?gicos da experiencialidade, indicialidade, reflexividade, auto-organizabilidade, filiabilidade, arquetipalidade e humanescencialidade. O Jogo de Areia favorece, por meio da tatilidade, a conscientiza??o da condi??o do ser, retoma hist?rias de vida, proporcionando a constru??o do conhecimento de forma significativa e contextual

Desde a virada para a prática nos Estudos Organizacionais, as diferentes vertentes das teorias da prática têm dado importante contribuição no sentido de desconstruir o predomínio da visão funcionalista sobre o fenômeno organizacional. Apesar disso, o tema de como a reprodução das práticas contribui para a produção da ordem social tem sido negligenciado pelos estudos baseados na prática nesse campo. Tal postura tem impedido a consecução de pesquisas que busquem compreender como as práticas são socialmente sustentadas, que interesses as orientam, quem se beneficia de sua permanência ou de sua interrupção, e assim por diante. Desse modo, reforça-se, em certa medida, a dificuldade de entendimento dos processos de permanência e mudança organizacional para além da razão instrumental e capitula-se diante do imperativo funcionalista que continua a privilegiar, tanto na teoria quanto na prática administrativa, a lógica do proveito material governado pela eficiência produtiva como o motivo primordial da existência e da permanência das organizações. Com base em tal percepção, proponho como objetivo desta tese repensar a questão da intencionalidade dos agentes organizacionais a partir de uma perspectiva prática e histórica, cultural e incorporada. Para realizá-lo, parto de um estudo etnográfico feito durante o ano de 2011, em uma fábrica de doces na cidade de Pelotas, Rio Grande do Sul. Neste campo, foi possível vivenciar as dinâmicas de permanência e mudança da prática de uma doceria que é reconhecida localmente como “tradicional” pelo tempo de enraizamento na cultura. A observação participante aconteceu de modo direcionado para a compreensão dos processos de transmissão do saber-fazer doceiro, através da minha própria experiência de incorporação desse conhecimento prático, do contato instrutivo com a mestre doceira que comandava as atividades da fábrica e com as funcionárias e funcionários que lá trabalhavam na época da pesquisa. Assim, considero ter sido possível compreender de que maneira os referidos processos obedecem a uma lógica incorporada, alheia à lógica racional, e como os movimentos de mudança e permanência, endógenos ou exteriores a essas práticas, exercem impacto sobre a organização que se estrutura ao seu redor. / Since the practice turn in Organizational Studies, different strands of theories of practice have made important contributions in order to deconstruct the dominance of the functionalist view of the organizational phenomenon. Nevertheless, the issue of how the reproduction of practices contributes to the production of social order has been neglected by practice-based studies in this field. This attitude has prevented the acomplishment of researches that attempt to understand how the practices are socially sustained, what interests guide them, who benefits from their maintenance or from their interruption, and so forth. Thus, it reinforces in a certain extent, the difficulty on understanding the processes of organizational change and permanence beyond instrumental reason, and it gives in afterward the functionalist imperative that continues to privilege, both in management theory and practice, the logic of material gain governed by the productive efficiency as the primary reason of existence and continuity of organizations. Based on this perception, I propose as the objective of this thesis to rethink the intentionality of the organizational agents from a practical and historical, cultural and embodied perspective. Based on an ethnographic study made during 2011 in a candy factory in the city of Pelotas, Rio Grande do Sul, it was possible to experience the dynamics of permanence and change of the practice of a kind of confectionery which is recognized locally as "traditional" odd to the time of rooting in culture. The participant observation was directed to understanding the processes of transmission of the confectioner know-how, through my own experience of incorporating this knowledge, through instructional contact with the master confectioner who commanded the activities of the factory and through the contact with the employees who worked there at the time of the research. Thus, I found how these processes follow an embodied logic, oblivious to rational logic, and how the movements of change and permanence, endogenous or external to these practices, impact the organization that its structures around them.