Made available in DSpace on 2016-04-27T16:32:57Z (GMT). No. of bitstreams: 1 Paula Martins Xavier Fagundes.pdf: 678778 bytes, checksum: 643ecdf20912224e01aec66bc73bc721 (MD5) Previous issue date: 2014-10-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The present work is a historical research and aimed to investigate the importance and the role of Catholic leaders involved in the establishment of the Catholic Institute of Higher Studies (CIHS). Founded in 1932 in the city of Rio de Janeiro, the CIHS was the first step taken for the foundation of the future Pontifical Catholic University of Rio de Janeiro, founded in 1941 and recognized in 1946 as papal. The chronological cut taken by the research was the period of 1910 to 1932, because it was the period of a more intense action of the Catholic church in social, political, cultural and religious context. Moreover, the formation of a network of Catholic intellectuals allowed discussions regarding the establishment of a Catholic university to take place within the economic and social elites, allowing the foundation of the CIHS. The study was based on analysis of newspaper articles published at the time, as well as in the analysis of Revista A Ordem, published by D. Vital Center, an agency of the high Catholic hierarchy. Newspapers do Brasil and A Noite were fundamental to check the movement of the Catholic elite in order to establish the CIHS. Based on the results we can say that there was the conformation of an intellectuals network linked to the Catholic Church, in the period from 1910 to 1932, linking projects to get into the sphere of the Brazilian higher education, giving a first step towards such project when founded the Catholic Institute of Higher Studies in 1932 / O presente trabalho trata-se de uma pesquisa histórica e teve como objetivo principal verificar a importância e a atuação das lideranças católicas envolvidas na fundação do Instituto Católico de Estudos Superiores (ICES). Fundado em 1932, na cidade do Rio de Janeiro, o ICES foi um primeiro passo tomado para a fundação da futura Pontifícia Universidade Católica do Rio de Janeiro, fundada em 1941 e reconhecida como pontifícia em 1946. O recorte cronológico tomado pela pesquisa foi o período de 1910 a 1932, por se tratar do período de maior ação católica no âmbito social, político, cultural e religioso. Ademais, a formação de uma rede de intelectuais católicos permitiu que discussões a respeito da fundação de uma universidade católica tomassem espaço no seio das elites econômicas e sociais, permitindo a fundação do ICES. O estudo se apoiou na análise de artigos de jornais publicados à época, bem como na análise da Revista A Ordem, publicada pela Centro D. Vital, órgão vinculado à alta hierarquia católica. Os jornais Do Brasil e A Noite foram fundamentais para se verificar a movimentação da elite católica a fim de se fundar o ICES. Com base nos resultados é possível afirmar que houve a formação de uma rede de intelectuais ligados à Igreja Católica, no período de 1910 a 1932, articulando projetos a fim de entrar no âmbito do ensino superior brasileiro, dando um primeiro passo para atingir tal projeto fundando o Instituto Católico de Estudos Superiores em 1932

The results for the Swedish children and adolelscents in International surveys of literacy has since 2009 indicated a decrease. The aim of this thesis is to examine if there is a correlation between the education achievement and the level of reading comprehension for students at the upper secondary school. Vocational programmes and programmes preparing for higher education are compared. The scores and marks of two different reading comprehension tests and the average score for 58 students from a public upper secondary school has been studied and compared. The results shows development for students with a weak reading comprehension on both programmes and comparative good study achievments. Students with the highest measured reading comprehension shows higher study achievements but with an overall lesser impact in the vocational programmes compared to the programmes preparing for higher studies. There is no significant level difference in grades between the vocational compared to the theoretical courses. The reading test indicates to a greater extent accordance with the study achievement compared with the national exam. The existing differences between the reading test and the national exam may be explained by the elements of open answers in the national exam. The study indicates that girls at the programmes preparing for higher education with weak reading comprehension develops more and achieve higher results compared to the boys in the same group.

Under de senaste åren har lärosäten genomgått betydande förändringar, med en ökande trend mot distansutbildning, särskilt på grund av Covid-19-pandemins påverkan. I den digitala omställning som blivit, har artificiell intelligens (AI) och särskilt chattbotar börjat spela en allt större roll inom utbildning. Genom att det erbjuder omedelbar tillgång till studiematerial och stöttning. Chattbotar har blivit alltmer populära bland studenter, för deras förmåga att tillhandahålla omedelbar hjälp eller stöd. Särskilt i en tid där distansundervisning har blivit normen. Denna studie belyser den alltmer växande integreringen av chattbotar inom utbildning. Genom inspiration av modeller som Technology Acceptance Model (TAM) och Task Technology Fit (TTF), strävar undersökningen efter att förstå faktorer som påverkar studenternas acceptans och användning av chattbotar. Syftet är att bidra till en djupare förståelse för distansstudenters inställning och syn på chattbotars användning och roll inom högre utbildning. Studien präglas av en semistrukturerad enkätundersökning som skickats ut till en grupp distansstudenter inom högre utbildning i Sverige, det vill säga individer som studerar vid högskola eller universitet. Resultatet visar att respondenterna ser chattbotar som ett värdefullt komplement till traditionella undervisningsmetoder, som effektiviserar studier genom snabb information och stöd, men också på i flera fall, utmaningar. Genom att identifiera både potentialen och utmaningarna med chattbotar öppnar denna studie upp för en bredare dialog om teknologins roll i att främja lärande och pedagogisk utveckling i det digitaliserade samhället. / In recent years, educational institutions have undergone significant changes, with a growing trend towards distance studies, particularly due to the impact of the Covid- 19 pandemic. In the digital transition that has ensued, artificial intelligence (AI), especially chatbots, has begun to play an increasingly prominent role in education by offering immediate access to study materials and support. Chatbots have become increasingly popular among students for their ability to provide immediate assistance or support, especially in a time when distance learning has become the norm. This study highlights the increasingly growing integration of chatbots in education. Drawing inspiration from models such as the Technology Acceptance Model (TAM) and Task Technology Fit (TTF), the study aims to understand the factors influencing students' acceptance and usage of chatbots. The aim is to contribute to a deeper understanding of distance students' attitudes and perceptions regarding the use and role of chatbots in higher education. The study is characterized by a semi-structured survey sent to a group of distance students in higher education in Sweden, that is, individuals studying at colleges or universities. The result shows that the respondents view chatbots as a valuable complement to traditional teaching methods, enhancing studies through quick information and support, but also presenting several challenges. By identifying both the potential and challenges of chatbots, this study opens up a broader dialogue about the role of technology in promoting learning and pedagogical development in the digitized society.