Thesis (M.S.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains iv, 43 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 42-43).

Thesis--Auburn University, 2009. / Abstract. Vita. Includes bibliographical references (p. 41-48).

Title from title page of PDF (University of Missouri--St. Louis, viewed February 17, 2010). Includes bibliographical references (p. 36-38).

Thesis (Ph. D.)--University of Tampere, 1985. / Includes 4 papers published by the author in various journals. Includes bibliographical references (4 p. near end of text).

Thesis (M.S.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 38-40). Also available on the World Wide Web.

Thesis (M.S.)--State University of New York at Binghamton, Department of Systems Science and Industrial Engineering, 2005. / Includes bibliographical references.

Thesis (Ph. D.)--University of Canterbury, 2006. / Typescript (photocopy). Includes bibliographical references (p. 166-184). Also available via the World Wide Web.

Este texto toma a materialidade de dois arquivos existentes, quais sejam: o arquivo do Escrileituras (AE), gerado durante a vigência do Projeto de Ensino, Pesquisa e Extensão Escrileituras: um modo de ler-escrever em meio à vida (2011-2014), e o arquivo das Licenciaturas (AL), proveniente da disciplina Educação contemporânea: currículo, didática e planejamento, Turma A, entre os semestres letivos 2016/1 e 2016/2, que está vinculada ao Departamento de Ensino e Currículo (DEC) da Faculdade de Educação (FACED) da Universidade Federal do Rio Grande do Sul (UFRGS). A partir desses dois arquivos, o texto: a) extrai e agencia as suas matérias; b) opera mediante procedimentos de leitura e escritura; c) cria possibilidades tradutórias vivificadoras dos textos que desembocam na criação de um jogo didático tradutório. Os arquivos são movimentados, desse modo, como suportes gerativos de novos textos, já que sua procedência é sempre da ordem da invenção. Tal condição fornece possibilidades de jogar com as matérias que integram os arquivos para fazer aparecer estratégias de um pensamento tradutório. Jogo é entendido como a vicissitude desse pensamento afetado por forças ativas e, em ato, afirma a necessidade de experimentação, capaz de dar outra vida aos próprios arquivos. Por essa razão, o jogo responde à didática como um plano prático que traduz e transforma textos de partida em textos de chegada, positivando a vontade de educar comprometida com a invenção e a revitalização de arquivos. / This text has taken the materiality of two existing files: the Reading-Writing file (RWF), generated along the Project of Teaching, Research and Extension called Reading-Writing: a way of reading-writing in life (2011-2014), and the Teaching Course file (TCF), which stemmed from the discipline of Contemporary Education: curriculum, didactics and planning, Group A, taught during the first and second terms in 2016, which is linked to the Department of Teaching and Curriculum (DTC) of the Education College (FACED) of the Federal University of Rio Grande do Sul (UFRGS). From these files, this text: a) has extracted and connected their matters; b) has acted by means of reading and writing procedures; c) has designed vivifying possibilities of translating the texts that lead to the creation of a didactic translating game. The files have been moved, thus, as supports that generate new texts, since their provenience is always at the invention level. Such condition has provided possibilities of playing with the matters that integrate the files in order to bring up strategies of a translating thought. Game has been understood as a vicissitude of this thought affected by active forces and, in the act, it affirms the need for experimentation, which is able to give a new life to the files themselves. Hence, the game responds to the didactics as a practical plan that translates and transforms source texts into target texts, by affirming the will to educate committed to the invention and revitalization of files.

Este texto toma a materialidade de dois arquivos existentes, quais sejam: o arquivo do Escrileituras (AE), gerado durante a vigência do Projeto de Ensino, Pesquisa e Extensão Escrileituras: um modo de ler-escrever em meio à vida (2011-2014), e o arquivo das Licenciaturas (AL), proveniente da disciplina Educação contemporânea: currículo, didática e planejamento, Turma A, entre os semestres letivos 2016/1 e 2016/2, que está vinculada ao Departamento de Ensino e Currículo (DEC) da Faculdade de Educação (FACED) da Universidade Federal do Rio Grande do Sul (UFRGS). A partir desses dois arquivos, o texto: a) extrai e agencia as suas matérias; b) opera mediante procedimentos de leitura e escritura; c) cria possibilidades tradutórias vivificadoras dos textos que desembocam na criação de um jogo didático tradutório. Os arquivos são movimentados, desse modo, como suportes gerativos de novos textos, já que sua procedência é sempre da ordem da invenção. Tal condição fornece possibilidades de jogar com as matérias que integram os arquivos para fazer aparecer estratégias de um pensamento tradutório. Jogo é entendido como a vicissitude desse pensamento afetado por forças ativas e, em ato, afirma a necessidade de experimentação, capaz de dar outra vida aos próprios arquivos. Por essa razão, o jogo responde à didática como um plano prático que traduz e transforma textos de partida em textos de chegada, positivando a vontade de educar comprometida com a invenção e a revitalização de arquivos. / This text has taken the materiality of two existing files: the Reading-Writing file (RWF), generated along the Project of Teaching, Research and Extension called Reading-Writing: a way of reading-writing in life (2011-2014), and the Teaching Course file (TCF), which stemmed from the discipline of Contemporary Education: curriculum, didactics and planning, Group A, taught during the first and second terms in 2016, which is linked to the Department of Teaching and Curriculum (DTC) of the Education College (FACED) of the Federal University of Rio Grande do Sul (UFRGS). From these files, this text: a) has extracted and connected their matters; b) has acted by means of reading and writing procedures; c) has designed vivifying possibilities of translating the texts that lead to the creation of a didactic translating game. The files have been moved, thus, as supports that generate new texts, since their provenience is always at the invention level. Such condition has provided possibilities of playing with the matters that integrate the files in order to bring up strategies of a translating thought. Game has been understood as a vicissitude of this thought affected by active forces and, in the act, it affirms the need for experimentation, which is able to give a new life to the files themselves. Hence, the game responds to the didactics as a practical plan that translates and transforms source texts into target texts, by affirming the will to educate committed to the invention and revitalization of files.

The internet itself is continuously changing. Since it was widely introduced, the users’ main focus has shifted from a communication tool, to a huge file sharing pool, to a marketing tool, to an information gathering and information reproducing tool. Nowadays the way of sharing files needs to be reconsidered, because more and more private information is shared over the internet. The common file sharing applications are no longer appropriate for today’s purposes. Also the common way of socializing people is not up to date anymore. Sharing files already implies a communication between users. But why do we not use the given information of shared data in order to socialize them? This thesis discusses the problematic domains of sharing images and socializing and introduces a tool named Picnic that has been conceived and implemented in order to overcome those problems.