Made available in DSpace on 2014-07-29T16:10:25Z (GMT). No. of bitstreams: 1 Dissertacao Halline Mariana S Silva.pdf: 677197 bytes, checksum: 59ef6a407b7354138bf279bca072d88c (MD5) Previous issue date: 2008-08-12 / Whatever comes up I do: woman and modernization in the Southwest of the State of Goiás, Brazil is a result of a research carried out in the Master s studies in Education, enrolled under the Research Area: Education, Work and Social Movements, from the Faculty of Education of the Federal University of Goiás. The research investigates features of working women s lives, in order to understand the dynamics of their life, their conception of family and work, and the role they attribute to education, exploring the way they think, feel, live and give meaning to their daily routine, trying to understand mainly how this social condition is constructed. In order to do so, a field research was carried out, involving fifteen women, through semi-structured interviews, totaling an amount of 32 recording hours, in the city of Jataí, in the Southwest of the State of Goiás, Brazil. As the basis for this study I used theories by Castel, Florestan Fernandes, Octávio Ianni, Habermas, and Adorno, among other authors. The results point to the fact that the social insertion of women in the work market is still limited. Moreover, the majority of them are in a situation of vulnerability. Nevertheless, we noticed that their participation in the family income, as a result of their struggle for survival, has brought to them a liberal autonomy inside the family, which is perceived in the confrontation with the social reality, representing a break with an almost single standard of eternal dependence on their partner. / O que aparece eu faço: Mulher e Modernização no Sudoeste Goiano é resultado da pesquisa empreendida nos estudos de Mestrado em Educação ligada à Linha de Pesquisa: Educação, Trabalho e Movimentos Sociais, da Faculdade de Educação da Universidade Federal de Goiás. A pesquisa investiga características da vida de mulheres trabalhadoras, a fim de compreender sua dinâmica de vida, sua visão de família e trabalho, o papel por elas atribuído à educação, explorando a forma como pensam, sentem, vivem e dão significado a seu cotidiano, buscando entender, antes de tudo, como tal condição social é construída. Para tanto, foi realizada uma pesquisa de campo que envolveu quinze mulheres, por meio de entrevistas semi-estruturadas, perfazendo um total de 32 horas de gravação, na cidade de Jataí Sudoeste Goiano. O referencial teórico tem como base: Castel, Florestan Fernandes, Octávio Ianni, Habermas, Adorno, dentre outros. Os resultados encontrados apontam para o fato de que a inserção social das mulheres no mercado de trabalho continua limitada, bem como que a maioria delas encontra-se em situação de vulnerabilidade. Entretanto, percebemos que a participação na composição da renda familiar, em conseqüência da busca de sobrevivência, trouxe-lhes uma autonomia liberal no interior da família, a qual é percebida no confronto com a realidade social, representando rupturas com um padrão quase único de eterna dependência do companheiro. .

Made available in DSpace on 2014-07-29T16:17:41Z (GMT). No. of bitstreams: 1 Dissertacao parte1 Rejane Bonomi Schifino.pdf: 4337221 bytes, checksum: 26d7678447c9511757876631c9a2a726 (MD5) Previous issue date: 2012-03-30 / This paper aims to establish the relationship between Dancing and History, trying to understand how this practice integrates with Goiânia s cultural lifestyle. Starting from the apparent contradiction between an imported art and a culture closely tied to the regional universe of Midwestern, we tried to demonstrate how this activity flourished in the capital of Goiás, through the systematization of its education, the training of local professionals, the artistic production in the area and the opening of specific spaces for its experience over time. According to this objective, we used different sources: the collections of documents linked to the dancing universe in the city, documents made available by the goianienses public files, interviews with local professionals and selected bibliography on Goiás historiography and history of dance. The analysis of these sources and the selected bibliographic references demonstrate that if the dance has spread from the activity of teachers from other States and countries from late 1940 did not originate in the territory of Goias, it was absorbed as part of local culture due to the nature of its Constitution: integrative, hybrid, possessor of both rural and urban elements. This peculiarity has allowed, between 1940 and 1990, that many teachers settled in the city and establish their way of teaching permanently, by introducing different teaching methodologies, forming dancers with recognized excellence, producing and participating in performances and events related to this activity and promoting this practice under various approaches such as acquisition of culture, physical exercise, as a profession, therapy, a hobby. At the same time, it contributed to the formation of a local habitus, forming a sociable network that has unique forms of relationship and reaches not only the direct public of local private tutors and their living spaces, but also the public spaces, such as schools and dance companies. / Este trabalho procura estabelecer as relações entre Dança e História buscando compreender como esta prática se integra à vida cultural de Goiânia. Partindo da aparente contradição entre uma arte importada e uma cultura intimamente ligada ao universo regional do Centro-Oeste, procurou-se demonstrar como se deu o florescimento desta atividade na capital goiana, através da sistematização de seu ensino, da formação de profissionais locais, da produção artística na área e da abertura de espaços específicos para a sua vivência ao longo do tempo. Com este intento, utilizou-se como fontes de pesquisa os acervos de documentos de estabelecimentos vinculados ao universo da dança na cidade, documentos disponibilizados pelos arquivos públicos goianienses, entrevistas com profissionais locais da área e bibliografia selecionada sobre historiografia de Goiás e de história da dança. A análise destas fontes e das referências bibliográficas selecionadas demonstra que, se a dança que se propagou a partir da atividade de professores provenientes de outros Estados e países a partir do final dos anos 1940 não se originou em território goiano, esta foi absorvida como elemento constituinte da cultura local devido à natureza de sua constituição: integradora, híbrida, possuidora tanto de elementos estritamente rurais quanto marcadamente urbanos. Esta peculiaridade permitiu que, entre as décadas de 1940 e 1990, cada vez mais professores se fixassem na cidade e estabelecessem seu ensino de forma permanente, introduzindo metodologias de ensino diferenciadas, formando bailarinos com excelência reconhecida, produzindo e participando de apresentações e eventos relacionados a esta atividade e promovendo esta prática sob diversos enfoques como aquisição de cultura, como exercício físico, como profissão, como terapia, como hobby. Ao mesmo tempo, contribuiu para a constituição de um habitus local, com a formação de uma rede de sociabilidades que possui formas de relacionamento únicas e que atinge não só o público direto dos professores particulares locais e de seus espaços de vivência, mas também espaços públicos, como escolas e companhias de dança.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-03-27T18:37:23Z No. of bitstreams: 2 Dissertação - Kálita Tavares da Silva - 2012.pdf: 5693753 bytes, checksum: 2478dd80fe6f81c83b1f24c470d2517a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-03-28T11:32:18Z (GMT) No. of bitstreams: 2 Dissertação - Kálita Tavares da Silva - 2012.pdf: 5693753 bytes, checksum: 2478dd80fe6f81c83b1f24c470d2517a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-03-28T11:32:18Z (GMT). No. of bitstreams: 2 Dissertação - Kálita Tavares da Silva - 2012.pdf: 5693753 bytes, checksum: 2478dd80fe6f81c83b1f24c470d2517a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2012-06-22 / Education happens in many spheres of life, since there are numerous social structures of knowledge and transfer of knowledge within a society and its culture. This shows that education is done in the dynamics of life itself, and evolves in every human being. In this sense, the teaching of Geography should provide the student with elements enabling the reading of reality, so that the instrumentalizes for understanding the dynamics of geographic space, the cultural, economic and political, and social practices that construct and make this space. Thus, it is essential that the teaching of Geography build Reflections on Culture and Popular Culture, and offer theoretical and practical bases for understanding the role played by culture in the formation of geographical space. Besides these factors, the teaching of geography must prepare students to recognize the link between local and global, and the global is present on site, and that the expression of this relationship has significance for the life of every individual, and understand that Popular Culture as a social movement can exert significant influence to the geographical space. As a result of intense changes occurring in society, with the evolution of the capitalist mode of production, opened a debate on the position of the front of the Popular Culture reflections of the globalization process. On this basis, it is proposed to understand the role played by geography in the construction of a reflection on Popular Culture from an examination of the proposal of the National Curriculum Parameters (PCN's) to cross-cutting themes in the teaching of geography in public schools and private Catalan (GO). To conduct the research was conducted a literature review on the subject. The field research was conducted m two schools, a state public: State College "Abrahão André," and the other private schools: the Nacional College. Both were selected for study because of developing educational projects related to popular culture, in Catalão (GO). Interviews were conducted with teachers of Geography and coordinators, and questionnaires with students. The outline of the research was established after the fact and circumstances presented in schools. It was observed that both schools develop teaching practices related to culture in other forms of education such as school and key I. It was found that the projects conducted on Popular Culture and approaches built environment in the classroom, facilitated the development of student learning in relation to its culture, but also enabled the understanding of the implications on the dynamics of geographic space. It was observed that the teaching of geography can help this process. Moreover, they realized the difficulties encountered in implementing the projects in the school context, specifically in public school, and how it relates to social and economic structure that influences directly the education. / A educação acontece em diversas esferas da vida, uma vez que existem inúmeras estruturas sociais de transferência de saber e de conhecimento no interior de uma sociedade e de sua cultura. Isso mostra que a educação se faz na dinâmica da própria vida, e se evolui em cada ser humano. Nesse sentido, o ensino de Geografia deve propiciar ao aluno elementos que possibilitem a leitura da realidade, de maneira que o instrumentalize para a compreensão da dinâmica do espaço geográfico, nas dimensões culturais, econômicas e políticas, bem como das práticas sociais que constroem e formam esse espaço. Assim, faz-se imprescindível que o ensino de Geografia construa reflexões sobre Cultura e Cultura Popular e ofereça bases teóricas e práticas para o entendimento do papel exercido pela Cultura na formação do espaço geográfico. Aliado a esses fatores, o ensino de Geografia precisa instrumentalizar os alunos para reconhecerem a articulação entre o local e o global e como o global está presente no local, e que a expressão dessa relação possui significado para a vida de cada indivíduo, assim como compreender que a Cultura Popular, enquanto movimento social, pode exercer expressiva influência na configuração do espaço geográfico. Em decorrência das intensas transformações ocorridas na sociedade, com a evolução do modo de produção capitalista, abriu-se um debate sobre a posição da Cultura Popular frente aos reflexos do processo de globalização. Com base nisso, propõe-se compreender o papel exercido pela Geografia na construção de uma reflexão sobre Cultura Popular a partir de uma análise da proposta dos Parâmetros Curriculares Nacionais (PCN’s) para temas transversais no ensino de Geografia das escolas públicas e privadas de Catalão (GO). Para a execução da pesquisa, foi realizada uma revisão de literatura sobre a temática. A pesquisa de campo foi realizada m duas escolas, uma da rede pública estadual: Colégio Estadual “Abrahão André”, e outra da rede privada de ensino: Colégio Nacional. Ambas foram selecionadas para pesquisa em virtude de desenvolverem projetos pedagógicos relacionados à Cultura popular do município de Catalão (GO). Foram realizadas entrevistas com professores de Geografia e coordenadores pedagógicos, e aplicação de questionários com os alunos. O recorte da pesquisa foi estabelecido a partir da realidade e das especificidades apresentadas nas escolas. Observou-se que ambas as escolas desenvolvem práticas pedagógicas relacionadas à cultura em outras modalidades de ensino, como o ensino médio e o fundamental I. Verificou-se que os projetos realizados sobre Cultura Popular e as abordagens construídas no ambiente da sala de aula, possibilitaram o desenvolvimento da aprendizagem dos alunos em relação á sua Cultura, como também propiciaram a compreensão das implicações na dinâmica do espaço geográfico. Foi possível observar que o ensino de Geografia pode auxiliar nesse processo. Além disso, perceberam-se as dificuldades encontradas na realização dos projetos no contexto escolar, em específico na escola da rede pública, e como isso está relacionado à estrutura social e econômica que influencia de forma direta a educação.

Para promover o desenvolvimento sustentável e a conservação dos recursos naturais, torna-se fundamental compreender e quantificar a dinâmica do balanço hídrico regional. Comumente, a variabilidade dos componentes do balanço hídrico é causada por variações naturais do clima, contudo, as atividades antrópicas também podem provocar significativas variações espaço-temporais na dinâmica hidrológica da bacia hidrográfica. Ao reduzir a cobertura vegetal do solo, através do desflorestamento ou colheita de culturas anuais, promove-se uma redução na evapotranspiração e conseqüentemente, um aumento na vazão da bacia. Por conseguinte, realizou-se neste estudo a análise das relações entre as variações dos componentes do balanço hídrico e da área com solo exposto na bacia do rio Verde, entre 1995 a 2001 (Período 1) e 2002 a 2008 (Período 2). Para tanto, foi utilizado um banco de dados hidrológicos, climatológicos e de sensoriamento remoto, assim como técnicas de processamento, análise de consistência, testes de significância e modelagem do SEBAL. De acordo com os resultados obtidos neste trabalho, a precipitação pluviométrica anual nos Períodos 1 e 2 não diferiram, resultando em uma lâmina média de 1.405,7mm. Contudo, a vazão média anual da bacia do rio Verde, no Período 1, foi 22% menor que a do Período 2, enquanto que, na sub-bacia denominada Cana, esta diferença foi de 27,7%. Nesta sub-bacia, as vazões anuais do Período 1 foram predominantemente menores, ou bem próximas, daquelas registradas no Período 2, mesmo nos anos do primeiro período em que registrou maior lâmina de precipitação. Da mesma forma, as vazões médias mensais de Fevereiro, Março, Maio, Junho, Julho e Agosto do segundo período foram maiores do que aquelas registradas no primeiro. A lâmina escoada no rio, no primeiro semestre de 2007 (Período 2) e 2001 (Período 1), foi de 404,3 e 188,9mm, respectivamente, sendo que não foi identificado diferença estatística na precipitação deste período. A estimativa da evapotranspiração real () resultou em uma lâmina média de 899,3mm.ano-1, em ambos os períodos. Considerando a precipitação anual, a representava 67,2% das perdas de água, no balanço hídrico da sub-bacia Cana. A modelagem do SEBAL indicou que, na sub-bacia Cana, a evapotranspiração real, em Junho de 2001 e 2007, foi em média de 166,3 e 148,7mm, respectivamente. Em média, 57,3% da área desta sub-bacia apresentava solo exposto entre Junho e Julho, de 1995 a 2008, sendo que em 2001 e 2007, esta proporção era de 50,1 e 53,8%, respectivamente. Constatou-se, também, que a variação da precipitação e percentual de solo exposto, em Junho, não poderia ser responsável por toda variabilidade de vazão da sub-bacia Cana, entre 1995 e 2008. / In order to promote the sustainable development and natural resources conservation, it is important to understand and quantify the dynamics of regional water balance. Generally, the variability of water balance components is produced by natural climate fluctuations. However, anthropic activity may also causes significantly spacetemporal variations in hydrological dynamics of a watershed. Reducing soil cover, by deforestation or crops harvesting, promotes a reduction in evapotranspiration and, as a consequence, an increment of watershed flow. Due to these, this study analyzed the relations between the variations in water balance components and area with bare soil for the Verde River watershed, in 1995 to 2001 (Period 1) and 2002 to 2008 (Period 2). In this way, there were used hydrologic, climatologic and remote sensing databases, even as processing techniques, consistency analysis, significance tests, and modeling with SEBAL. According to the results obtained in this study, the annual precipitation for the Periods 1 and 2 do not differed, resulting in a mean water depth of 1,405.7mm. On the other hand, mean annual Verde River watershed flow was 22% less for the Period 1 as compared to the Period 2. For the sub-watershed named Cana, this difference was 27.7%. In this sub-watershed annual flow for the Period 1 was predominantly lower, sometimes equal, to those obtained for the Period 2, even for those years of the Period 1 where was determined higher precipitation. In this same way, monthly flow averages were higher for the Period 2 in February, March, May, June, July, and August. Total flow for the 1st semester, 2007 (Period 2) and 2001 (Period 1) was 404.3 and 188.9mm, respectively. No statistical difference was found for precipitation of this period. For both periods, average estimates of evapotranspiration were 899.3mm year-1. This suggests that evapotranspiration corresponded to 67.2% of water losses of the water balance in sub-watershed Cana. The SEBAL modeling indicated that, for the sub-watershed Cana, the actual evapotranspiration, in June, 2001 and 2007, was 166.3 and 148.7mm, respectively. In terms of mean values, 57.3% of the area of this sub-watershed was composed of bare soil between June and July, 1995 to 2008. For 2001 and 2007, this proportion was 50.1 and 53.8%, respectively. There was also observed that the variation in precipitation and percentage of bare soil in June might not be capable of promote all the variability in flow of the sub-watershed Cana for the period between 1995 and 2008.

A análise dos mecanismos jurídicos que regem, na atualidade, a arqueologia brasileira norteia este trabalho. No entanto, seu esforço central é a busca de um modelo de tutela efetiva e compartilhada para o patrimônio arqueológico existente no município de Serranópolis, região sudoeste do estado de Goiás, Brasil. Como proposta para a proteção dos sítios arqueológicos do nominado município, foi elaborado um Plano de Medidas a ser implantado pelo governo municipal, com a colaboração efetiva da comunidade e a participação dos entes públicos estadual e federal, cada um no escopo de suas competências. O presente trabalho foi desenvolvido dentro do Programa de Doutorado em Arqueologia do Museu de Arqueologia e Etnologia da Universidade de São Paulo - MAE/USP, na Linha de Pesquisa \"Arqueologia e Ambiente\". / The analysis of legal mechanisms that rule, currently, the Brazilian archeology guides this work. However, its central effort is the searching for an effective and shared guardianship model to the archaeological heritage in Serranópolis city, located in the southwest region of the state of Goiás, Brazil. As a proposal for the protection of archaeological sites in the said city, it was elaborated a Archaeological Cultural Park Project to be implemented by the Serranópolis\' municipal government, with active cooperation of the community and the participation of state and federal governments, each one in their own competences. This thesis was developed in the scope of the Archaeology Doctoral Program of Museum of Archaeology and Ethnology of University of São Paulo - MAE / USP, in the Research Field \"Archaeology and Environment\".

Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-11-13T00:30:24Z No. of bitstreams: 1 Naiara Gomes - Mestrado - Disserta??o Final 2013 PPGDCI UEFS.pdf: 5767713 bytes, checksum: 555b12dc47fbc13770ceb28f642bd8f0 (MD5) / Made available in DSpace on 2015-11-13T00:30:24Z (GMT). No. of bitstreams: 1 Naiara Gomes - Mestrado - Disserta??o Final 2013 PPGDCI UEFS.pdf: 5767713 bytes, checksum: 555b12dc47fbc13770ceb28f642bd8f0 (MD5) Previous issue date: 2013-07-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study proposes a reflection on the representations of the imaginary in the work of Tereza Costa R?go, through the images of mythical and symbolic articulations between the sacred and the erotic particularly on the "The Bride", which comprises the step "Pernambucanos Brothels". Interest in the study of the work of Tereza Costa R?go originated from research on women artists and Northeastern have undertaken in 2009 at the School of Fine Arts of the Federal University of Bahia ? UFBA. The analyzes are based on the analytic method about the mitocr?tica proposed by Gilbert Durand, trying to understand how the author makes the intersection (or interrelationship) between the two universes (the erotic and the sacred) from the point of view of visual storytelling. Ride the universe mitocr?tica, which confirms the power of symbolic image and rehabilitates the size of the archetypes and the driving force of myths. Reflect the erotic from the point of view of Georges Bataille and the sacred through studies Mircea Eliade. Therefore, research has characterized the concepts and key elements of the sacred and the erotic imagery. The research approach is qualitative and ethnographic study that investigates the dynamic relationship between the objective world and the subjectivity of the subject. Besides the pictorial work, we use the considerations of the artist to guide the manifestations of mythic images that reveal meanings and answers about the role of imagination in building imagery. The party erotic and sacred in the work, specifically in the "Bride" is the culmination of investigative activity. Tereza Costa R?go does not break with the natural movement of contrasts, it integrates harmoniously. / A presente disserta??o prop?e uma an?lise e reflex?o sobre as representa??es do imagin?rio na obra de Tereza Costa R?go, por meio das imagens m?ticas e das articula??es simb?licas entre o sagrado e o er?tico, particularmente na tela ?A Noiva?, que compreende a fase ?Bord?is Pernambucanos?. O interesse pelo estudo da obra de Tereza Costa R?go originou-se a partir de uma pesquisa sobre artistas mulheres e nordestinas que empreendi em 2009 na Escola de Belas Artes da Universidade Federal da Bahia ? UFBA. As an?lises baseiam-se no m?todo de an?lise da mitocr?tica proposto por Gilbert Durand, buscando compreender como a autora faz a interse??o (ou inter-rela??o) entre os dois universos (o er?tico e o sagrado) do ponto de vista da narrativa visual. Percorremos o universo da mitocr?tica, que ratifica a pot?ncia da imagem simb?lica e reabilita a dimens?o dos arqu?tipos e a for?a diretiva dos mitos. Refletimos o er?tico sob o ponto de vista de Georges Bataille e o sagrado atrav?s dos estudos de Mircea Eliade. Para tanto, a investiga??o caracterizou os conceitos e os principais elementos do sagrado, do er?tico e do imagin?rio. A pesquisa tem abordagem qualitativa e estudo etnogr?fico que investiga a rela??o din?mica entre o mundo objetivo e a subjetividade do sujeito. Al?m da obra pict?rica, utilizamos as considera??es da artista para nortear as manifesta??es das imagens m?ticas que revelam respostas e significados sobre o papel do imagin?rio na sua constru??o imag?tica. A festa er?tica e sagrada na obra, especificamente no quadro ?A Noiva? ? o ?pice da atividade investigativa. Tereza Costa R?go n?o rompe com o movimento natural dos contrastes, ela os integra harmonicamente.

L’utilisation du jeu pour faire apprendre des mathématiques aux élèves s’impose de plus en plus comme une pratique pédagogique de référence au niveau de l’institution scolaire. Ce terme générique recouvre cependant des mises en œuvre très différentes n’induisant pas le même vécu pour les élèves. Notre travail a pour objectif d’explorer certaines de ces pratiques et de déterminer les conditions pour que les élèves jouent et développent des compétences mathématiques au cours d’une même séquence d’apprentissage. Nous cherchons dans un premier temps à cerner les activités qui peuvent être des jeux en classe, sachant que le contexte scolaire influe fortement, et négativement, sur la possibilité pour les élèves de vivre de réels moments de jeux. Nous proposons une caractérisation de ces activités à partir de quatre outils conceptuels, le game (la structure de jeu), le play (l’attitude de jeu), le potentiel ludique et le potentiel d’apprentissage. Nous dégageons ensuite deux modalités principales d’utilisation du jeu en classe : la ludicisation d’une situation didactique ou l’exploitation d’un jeu existant. Faisant l’hypothèse que la seconde possibilité est plus à même d’induire une attitude de jeu chez les élèves, nous concevons une séquence d’apprentissage basée du jeu de go dans une classe de cycle 3 de l’école élémentaire pour en étudier les impacts en termes d’apprentissages mathématiques. Pour ce faire, nous présentons une méthode d’analyse des jeux qui, appliquée au jeu de go, nous permet de dégager deux potentiels d’apprentissages important : l’argumentation heuristique (Duval, 1992) en résolution de problèmes et l’appréhension séquentielle des figures (Duval, 1994) en géométrie dans le cadre des contraintes actuelles de l’institution scolaire. La séquence, d’une dizaine de séances, est mise en œuvre par des enseignants expérimentateurs non spécialistes du jeu de Go. Nous analysons ensuite la séquence effective de manière à déterminer si les élèves ont vécu des moments de jeu suivant leurs propres conceptions du jeu et si des apprentissages mathématiques ont émergé. Nous nous posons enfin la question de la mobilisation de ces compétences, construites dans le cadre du jeu de go, dans d’autres domaines mathématiques. A partir de cette expérimentation nous cherchons à dégager l’ensemble des conditions et des contraintes pour l’implémentation d’un jeu de société à l’école élémentaire. / Using the game to teach mathematics to pupils became increasingly an obvious standard pedagogical practice in the scholastic institution. This generic term also reflects very different implementations that do not result in the same experience according to pupils. The objective of our work is to explore some of these practices and to determine the conditions in order for the pupils to play and develop mathematical competence during the same learning sequence. In the first instance, we are trying to define the activities that can be in-class games, keeping in mind that the school environment strongly and negatively influences the ability to experience real playing periods. We suggest a characterisation of these activities from four conceptual tools: the game (the structure of the game), the play (the game attitude), the playful potential and the learning potential. Then, we will draw two main conditions of in-class use of games: the “gameifying” of a didactic situation or the exploitation of an existing game. Assuming that the second possibility is more likely to lead to a gaming attitude for pupils, we are designing a learning sequence based on the strategy board game “go” in a junior division classroom at an elementary school, in order to study mathematical learning impacts. To do so, we are introducing a method of game analysis that, applied to Go, can extract two important learning potentials: the heuristic argumentation (Duval, 1992) for problem-solving and the sequential apprehension of figures (Duval, 1994) for geometry. This analysis method is implemented as part of the current constraints of the scholastic institution. The sequence, made of ten sessions, is implemented by experimenter teachers who are not Go specialists. We will then analyse the actual sequence in order to determine if the pupils have experienced gaming periods according to their own game understanding and if mathematical learning has emerged. We ultimately ask the question: how these skills, built as part of the Go game, have been deployed in other mathematical fields? From this experimentation, we want to clear the conditions and constraints of a boarding game implementation at the elementary school.

This diploma thesis deals with the concept of use of nanotechnology for cement composites and UHPC. In the theoretical part of this diploma thesis there are theoretical principles described for successful design of high performance concrete and characteristics of main feedstock and its production. Furthermore, there is a focus on nanoparticles, especially the ones with carbon base in the form of carbon nanotubes CNT, in addition to that, graphenes GN that are new on the market, moreover, graphene oxide GO and its application in cement composites to mechanical characteristics and its durability. The first part of the practical part devotes in trying to find out an optimal parameter for ultrasonic mix with a suitable surface active substance of three graphenes. The other two parts of the practical part are about influence of graphenes on mechanical characteristics, cement paste microstructure, and application in the mix of concrete C 35/45 and UHPC

Master thesis “Properties of graphenoid layers” deals with materials of graphenoid nature such as graphene, graphene oxide and its reduced state. The paper effectively summarize basic theoretical knowledge in the first half of its range. In the second half the project deals with practical part consisted of experiments with application of graphene oxide solvents, its analysis and especially comparing properties of non-reduced graphene oxide with its chemically reduced form. Material is examined in a form of applied thin layers on different substrates.

The aim of this diploma thesis is to specify the displacement and deformations of the railway tracks axis on bridge structures in cities of Zábřeh na Moravě and Břeclav. The bridge structures covered have great dilatation distances, therefore it is necessary to monitor the movements of the railway tracks depending on climatic conditions. GPS methods have been used throughout the whole measurement and data processing. The result includes also a comparison of GPS and conventional methods. The result of the thesis is a detection of proven displacements. One of the goals of the thesis is the comparison of the displacements and the accuracy using the method chosen by author of the thesis and using classical geodetic methods.