Biopolymer surfactant systems have been studied by using different physico chemical methods. As the biopolymer, it was chosen high (1400–1600 kDa), medium (250–450 kDa) and low (8–15 kDa) molecular weight sodium hyaluronate. Two cationic surfactants – cetyltrimethylammonium bromide (CTAB) and carbethopendecinium bromide (Septonex) were selected to provide polyelectrolyte complexes with oppositely charged hyaluronan. The critical aggregation concentration of the surfactant in the system was monitored by dynamic light scattering (Zetasizer Nano ZS). SEC-MALS method was used for the description of the conformation of sodium hyaluronate of different molecular weights and polyelectrolytes complexes hyaluronan surfactant after reaching the aggregation point. Isothermal titration calorimetry (ITC) was used to determine the critical aggregation concentration of the surfactant by monitoring the thermal changes accompanying the aggregation of the system. It was found out that the increasing molecular weight of hyaluronan in these systems decreases the critical aggregation concentrations and conversely.

O efeito placebo caracteriza-se pela redução de um sintoma ou melhora de um quadro clínico que se obtém após a administração de uma substância farmacologicamente inerte (placebo) ou um procedimento sabidamente ineficaz. O efeito placebo tem sido observado em diferentes doenças e sintomas e a magnitude de resposta varia entre 30% a 70%. Alguns fatores que estão associados ao efeito placebo são conhecidos e diversas teorias tentam elucidar os mecanismos psicobiológicos envolvidos na resposta a placebo. No entanto, o entendimento ainda é limitado. Objetivos: a) Verificar se há característica de personalidades associadas à resposta a placebo em estudos com antidepressivos; b) Verificar se há associação de polimorfismos em genes do sistema serotonérgico com resposta a placebo. Métodos: Foram incluídos no estudo pacientes que participaram de ensaios clínicos com antidepressivos e placebo conduzidos no Instituto de Psiquiatria do Hospital de Clínicas da Faculdade de Medicina da USP (IPQ-HCFMUSP), entre 2000 e 2005. Os sujeitos (n=57) [pacientes deprimidos (n=14), pacientes fóbicos (n=22) e voluntários saudáveis (n=21)] foram considerados respondedores a placebo, de acordo com os critérios estabelecidos pelo estudo de origem. Para a análise das variáveis de personalidade os sujeitos responderam o Inventário de Temperamento e Caráter (ITC) e para a análise das variáveis genéticas foram escolhidos três genes polimórficos do sistema serotonérgico: do transportador de serotonina (SLC6A4), do receptor de serotonina subtipo 2A (HTR2A) e do receptor de serotonina subtipo 1B (HTR1B). Análise estatística: foi utilizado o modelo de análise discriminante para avaliar o comportamento das variáveis [idade, escolaridade, gênero e diagnóstico] e uma regressão logística para verificar quais destas variáveis explicavam as diferenças observadas entre os respondedores e não respondedores, bem como seu grau de importância. Resultados: Não houve diferenças estatisticamente significativas entre os respondedores e não respondedores a placebo, em relação à idade, escolaridade e gênero. Os respondedores a placebo apresentaram escores significativamente maiores nos fatores de personalidade busca de novidade e autotranscendência quando comparados aos não respondedores. Os resultados da análise genética mostraram uma sugestiva associação entre dois genes polimórficos [o 5HTTLPR (SLC6A4) e o gene 5HTR1B (G861C)] e a resposta a placebo. Conclusões: Os resultados sugerem que a resposta a placebo é influenciada por características de personalidade em sujeitos sadios e pacientes com diagnóstico de fobia social e depressão e por polimorfismos genéticos em sujeitos sadios. / The placebo effect is characterized by symptom reduction or the improvement of a clinical picture after the administration of a pharmacological inert substance (placebo) to be ineffective or a procedure already known to be ineffective. The placebo effect has been observed in different illnesses and symptoms and the magnitude of this response varies from 30% to 70%. Some factors associated with the placebo effect are known and various theories aid to elucidate the psychobiological mechanisms involved in the placebo response; however, the knowledge is still limited. Objectives: a) To verify if personality characteristics are associated with placebo response in studies with antidepressants, b) To verify if polymorphisms in serotonergic system genes are associated with placebo response. Methods: Patients that participates in clinical trials of antidepressants and placebo realized at the Instituto de Psiquiatria do Hospital de Clínicas da Faculdade de Medicina da USP (IPQ-HCFMUSP), among 2000 to 2005 were included. Subjects (n=57) [depressed patients (n=14), phobia social patients (n=22) and healthy volunteers (n=21)] were classified as placebo respondents following criteria established criteria by the origin study. For the personality analysis, subjects answered the Inventory of Temperament and Character (ITC) and for the genetic analysis, were chosen three polymorphic genes: the serotonin transporter (SLC6A4), the serotonin receptor subtype 2A (HTR2A) and the serotonin receptor subtype 1B (HTR1B). Analysis statistics: A discriminate analysis model was used to evaluate the variables behavior [age, education, gender and diagnostic] and a logistic regression to verify, which of these variables explained the differences observed between placebo respondents and no respondents, as well as its degree of importance. Results: There were no significant statistical differences between placebo respondents and non respondents regarding age, education, and gender Placebo respondents presented a significantly higher score´s for personality factors novelty seeking and self-transcendence in comparison to non respondents. The results of the genetic analysis suggest an association between two polymorphic genes [the 5HTTLPR (SLC6A4) gene and 5HTR1B (G861C)] and placebo response. Conclusions: The results suggest that placebo response in healthy volunteers and depressed and phobia social patients is influenced by personality characteristics and by genetic polymorphisms in healthy subjects.

Les modifications post-transcriptionnelles qui régulent la structure et la fonction de la chromatine sont reconnues par de multiples modules protéiques, dont les bromodomaines. Alors que la reconnaissance de modifications individuelles des histones par ces modules est bien caractérisée, la reconnaissance d'histones portant plusieurs modifications est mal connue. Nous avons étudié comment Brdt s'associe à la chromatine acétylée par l'intermédiaire de ses deux bromodomaines (BD1 et BD2) pour induire sa compaction au cours des dernières étapes de la spermatogenèse. Nous avons également étudié l'effet de la mutation K61Q du premier bromodomaine de Brdt, impliquée dans certains cas d'infertilité masculine. BD1, bien que présentant une structure de bromodomaine classique, se montre sélectif pour des formes di-acétylées de la queue N terminale de l'histone H4 avec une préférence pour le peptide H4-K5/K8ac et ne montre pas d'affinité pour les peptides mono-acétylés H4-K5ac, H4-K8ac et H4-K12ac. Au contraire, BD2 présente un spécificité pour l'histone H3 mono-acétylée sur K18. La structure cristallographique du complexe Brdt-BD1/H4‑K5/K8ac révèle que les deux lysines acétylées se placent ensemble dans la cavité hydrophobe du bromodomaine. Ces observations mettent en évidence un nouveau mode de lecture du code histone par lequel un bromodomaine reconnaît spécifiquement le motif formé par l'acétylation de deux lysines adjacentes.

Le réseau xyloglucanes-cellulose est la structure portante de la paroi primaire des cellules végétales chez les plantes supérieures. Les interactions entre ces deux polysaccharides ont été examinées lors de travaux antérieurs, mais le manque de substrats parfaitement caractérisés limite ces études. La préparation d'une gamme de xylogluco-oligosaccharides branchés complexes par synthèse chimio-enzymatique, utilisant la glycosynthase Cel7B E197A, associée à des xyloglucanes naturels obtenus par extraction et hydrolyse enzymatique, a permis l'étude de l'influence de nombreuses caractéristiques structurales de ces hémicelluloses, sur leur capacité d'interaction avec la cellulose. Afin d'évaluer l'impact de ces paramètres, plusieurs techniques ont été mise en oeuvre. La détermination d'isothermes d'adsorption a illustré une amélioration de la capacité d'adsorption par augmentation de la masse molaire et une taille critique, à partir de laquelle l'adsorption est significative. Les résidus galactosyle et xylosyle n'ont pas montré de conséquences majeures sur ces interactions contrairement aux résidus fucosyle qui semblent favorables, bien que la variation de répartition des ramifications puisse également être en jeu. La titration calorimétrique isotherme a montré la présence de deux types de sites identifiés comme : (i) site de surface exothermique et (ii) site endothermique localisé au niveau des rainures de la cellulose, dans le cas des substrats de faible masse molaire ou à l'auto-association dans le cas des xyloglucanes natifs. Enfin, une analyse RMN du solide de composites xyloglucanes-cellulose de contraste isotopique variable a mis en évidence la conservation de la grande mobilité des chaînes latérales après adsorption ainsi qu'une absence de modification conformationnelle des signaux relatifs aux chaînes de surface de la cellulose.

Nacionalinės ir pasaulinės mokymo(si) sistemos išgyvena krizę: didėja atotrūkis tarp piliečių, turinčių galimybes įgyti kokybišką išsilavinimą ir jų neturinčių. Šiai problemai spręsti aktuali mokymo(si) visą gyvenimą sistemos plėtra. Lietuvoje sukurta valstybės švietimo strategija 2003–2012 metams, jos esmė – išplėtoti socialiai teisingą, visiems prieinamą švietimo sistemą, sudarančią sąlygas visuomenei mokytis visą gyvenimą. Viena tokio mokymo(si) formų – nuotolinis mokymas(is), grindžiamas moderniųjų IKT panaudojimu. Lietuvos nuotolinio švietimo esmė – plėtoti nuotolinio mokymo(si) tinklą, užtikrinantį kiekvienam prieinamą, visą gyvenimą trunkantį mokymą(si). Mokinių mobilumas, tėvų migracija ir kt. byloja, kad nuotolinio mokymo(si) poreikis gali būti jaučiamas ir bendrojo lavinimo mokykloje, todėl analizei pasirinkta tema ,,Nuotolinis mokymas(is) bendrojo lavinimo mokykloje: situacijos ir poreikio analizė“. Tyrimo objektas – nuotolinis mokymas(is) Lietuvos bendrojo lavinimo mokykloje. Tyrimo tikslas – išanalizuoti nuotolinio mokymo(si) situaciją ir poreikį Lietuvos bendrojo lavinimo mokykloje. Tyrimo uždaviniai: išanalizuoti šiuolaikinę nuotolinio mokymo(si) sampratą, jo teorinius pagrindus; išanalizuoti nuotolinio mokymo(si) situaciją Lietuvos švietimo sistemoje; atskleisti nuotolinio mokymo(si) poreikį Lietuvos bendrojo lavinimo mokykloje, tokį poreikį lemiančius veiksnius ir tikslines grupes. Tyrimui atlikti pasitelkta mokslinės informacijos, dokumentų šaltinių... [toliau žr. visą tekstą] / National and global education (learning) systems are in a crisis: the gap between citizens who have access to quality education and who don’t have is growing. To tackle this problem life long training (learning) system development is urgent. Lithuania has created a public education strategy for 2003–2012, its essence is the development of socially just, accessible education system, enabling the public to learn throughout their lives. One form of such training (learning) is distance learning based on the use of modern ICT. Essence of Lithuanian distance education is the development of distance education (learning) network that provides everyone with accessible lifelong learning (teaching). Student mobility, migration of parents etc. suggests that distance education (learning) needs may be felt in mainstream schools, so for analysis the following topic was chosen: “Distance education (learning) in general education schools: situation and needs analysis”. Research object is distance learning (teaching) in Lithuanian general education schools. Purpose of the survey is to analyse the need in the distance education (learning) in the Lithuanian general education schools. The objectives are: to analyze modern distance education (learning) concept, its theoretical framework, to analyze distance education (learning) situation and need in Lithuanian education system, to reveal distance education (learning) situation and its need in the Lithuanian general education schools, its demand... [to full text]

L'administration tunisienne vit des transformations considérables au niveau de ses moyens de fonctionnement et de gestion dues à l'implantation générale des TIC dans son mode d'organisation.À l'heure où de nombreuses équipes se mobilisent pour organiser ou pérenniser cette implantation dans leur structure, il nous parait intéressant de faire un état des lieux de l'existant sur les TIC et les différentes modalités d'évolution.Notre recherche est focalisée plus exactement sur l'analyse du processus du changement organisationnel engendré par les technologies d'information et de communication dans l'organisation. Les TIC en tant que moyen de communication et d'information à l'intérieur de l'organisation ont suscité notre curiosité scientifique. Nous avons essayé, à travers quatre administrations tunisiennes, de retracer les modalités d'appropriation ou de résistance des TIC à travers une analyse méticuleuse des jeux d'acteurs, des formes de perception des TIC pour comprendre par la suite les différentes formes d'usages des TIC et les attitudes des salariés envers ce nouveau modèle d'organisation dans l'administration tunisienne.Le discours promotionnel sur les TIC en Tunisie, soutient l'idée, selon laquelle, ces outils contribueraient à l'amélioration des conditions de travail et à l'accroissement de la productivité des salariés. Ce discours “prophétique” nous allons le confronter à la réalité de l'administration tunisienne et aux usages réels des salariés. Usages “réels” et usages “prescrits”, un écart perceptible dans l'administration tunisienne digne d'analyse et d'approfondissement. / The Tunisian government saw significant transformations in its means of operation and management due to general ICT implementation in itsorganization. At a time when many teams are working to organize and sustain this presence in their structure,it seems interesting to do an inventory of the existing ICT and the different ways of evolution.Our research is focused more specifically on the analysis of organizational change caused by information and communication technologies in the organization process. ICT as a means of communication and information within the organization has raised our scientific curiosity. We tried,through four Tunisian offices to trace the methods of appropriation or resistance of ICT through a deep analyzing office's actors,forms of perception to understand ICT thereafter, the different types of use ICT and employee attitudes toward this new model organization in the Tunisian government.Promotional discourse on ICT in Tunisia supports the idea that these tools contribute to improving working conditions and increasing employee productivity. This "prophetic" speech we will confront the reality of the Tunisian government and the actual use of employees. Uses "real" and uses "prescribed" a perceptible difference in the Tunisian administration worthy of analysis and deepening.

O efeito placebo caracteriza-se pela redução de um sintoma ou melhora de um quadro clínico que se obtém após a administração de uma substância farmacologicamente inerte (placebo) ou um procedimento sabidamente ineficaz. O efeito placebo tem sido observado em diferentes doenças e sintomas e a magnitude de resposta varia entre 30% a 70%. Alguns fatores que estão associados ao efeito placebo são conhecidos e diversas teorias tentam elucidar os mecanismos psicobiológicos envolvidos na resposta a placebo. No entanto, o entendimento ainda é limitado. Objetivos: a) Verificar se há característica de personalidades associadas à resposta a placebo em estudos com antidepressivos; b) Verificar se há associação de polimorfismos em genes do sistema serotonérgico com resposta a placebo. Métodos: Foram incluídos no estudo pacientes que participaram de ensaios clínicos com antidepressivos e placebo conduzidos no Instituto de Psiquiatria do Hospital de Clínicas da Faculdade de Medicina da USP (IPQ-HCFMUSP), entre 2000 e 2005. Os sujeitos (n=57) [pacientes deprimidos (n=14), pacientes fóbicos (n=22) e voluntários saudáveis (n=21)] foram considerados respondedores a placebo, de acordo com os critérios estabelecidos pelo estudo de origem. Para a análise das variáveis de personalidade os sujeitos responderam o Inventário de Temperamento e Caráter (ITC) e para a análise das variáveis genéticas foram escolhidos três genes polimórficos do sistema serotonérgico: do transportador de serotonina (SLC6A4), do receptor de serotonina subtipo 2A (HTR2A) e do receptor de serotonina subtipo 1B (HTR1B). Análise estatística: foi utilizado o modelo de análise discriminante para avaliar o comportamento das variáveis [idade, escolaridade, gênero e diagnóstico] e uma regressão logística para verificar quais destas variáveis explicavam as diferenças observadas entre os respondedores e não respondedores, bem como seu grau de importância. Resultados: Não houve diferenças estatisticamente significativas entre os respondedores e não respondedores a placebo, em relação à idade, escolaridade e gênero. Os respondedores a placebo apresentaram escores significativamente maiores nos fatores de personalidade busca de novidade e autotranscendência quando comparados aos não respondedores. Os resultados da análise genética mostraram uma sugestiva associação entre dois genes polimórficos [o 5HTTLPR (SLC6A4) e o gene 5HTR1B (G861C)] e a resposta a placebo. Conclusões: Os resultados sugerem que a resposta a placebo é influenciada por características de personalidade em sujeitos sadios e pacientes com diagnóstico de fobia social e depressão e por polimorfismos genéticos em sujeitos sadios. / The placebo effect is characterized by symptom reduction or the improvement of a clinical picture after the administration of a pharmacological inert substance (placebo) to be ineffective or a procedure already known to be ineffective. The placebo effect has been observed in different illnesses and symptoms and the magnitude of this response varies from 30% to 70%. Some factors associated with the placebo effect are known and various theories aid to elucidate the psychobiological mechanisms involved in the placebo response; however, the knowledge is still limited. Objectives: a) To verify if personality characteristics are associated with placebo response in studies with antidepressants, b) To verify if polymorphisms in serotonergic system genes are associated with placebo response. Methods: Patients that participates in clinical trials of antidepressants and placebo realized at the Instituto de Psiquiatria do Hospital de Clínicas da Faculdade de Medicina da USP (IPQ-HCFMUSP), among 2000 to 2005 were included. Subjects (n=57) [depressed patients (n=14), phobia social patients (n=22) and healthy volunteers (n=21)] were classified as placebo respondents following criteria established criteria by the origin study. For the personality analysis, subjects answered the Inventory of Temperament and Character (ITC) and for the genetic analysis, were chosen three polymorphic genes: the serotonin transporter (SLC6A4), the serotonin receptor subtype 2A (HTR2A) and the serotonin receptor subtype 1B (HTR1B). Analysis statistics: A discriminate analysis model was used to evaluate the variables behavior [age, education, gender and diagnostic] and a logistic regression to verify, which of these variables explained the differences observed between placebo respondents and no respondents, as well as its degree of importance. Results: There were no significant statistical differences between placebo respondents and non respondents regarding age, education, and gender Placebo respondents presented a significantly higher score´s for personality factors novelty seeking and self-transcendence in comparison to non respondents. The results of the genetic analysis suggest an association between two polymorphic genes [the 5HTTLPR (SLC6A4) gene and 5HTR1B (G861C)] and placebo response. Conclusions: The results suggest that placebo response in healthy volunteers and depressed and phobia social patients is influenced by personality characteristics and by genetic polymorphisms in healthy subjects.

Les nouveaux dispositifs de formation à distance représentent de nouvelles modalités de formation dans l’enseignement supérieur. Ces dispositifs impliquent l’utilisation d’environnements pédagogiques adaptés qui favorisent les situations de travail collaboratif. La collaboration au sein de ces outils résulte non seulement des interactions entre les étudiants, mais aussi des modalités de travail et d’accompagnement mises en place au préalable par les enseignants, notamment pour que les interactions fassent sens pour les étudiants. Ainsi, la question qui guide cette étude de cas est la suivante. Comment se caractérise le travail collaboratif des étudiants dans les blogs dans le cadre du cours ETA 6538? Plus précisément, nous cherchons à comprendre comment les étudiants collaborent à l'intérieur des blogs et quels sont les indicateurs propices à cette collaboration. À l’issue de notre étude, nous proposons une liste de recommandations pour favoriser la mise en place et le déroulement du travail collaboratif au sein des blogs, ainsi que des indicateurs pouvant servir à l’évaluation de la collaboration. Les concepts exploités dans ce mémoire sont relatifs au processus d'acquisition de savoir à partir de la collaboration émanant des interactions au sein des TIC, des dispositifs d’apprentissage en ligne et plus particulièrement des blogues. Nous avons utilisé une méthode de type à la fois quantitative et qualitative. Les blogs de huit étudiants ont été analysés. Les résultats de ces analyses montrent que les étudiants ont collaboré au sein des blogs et qu’ensemble, ils ont fait émergé de nouveaux savoirs et connaissances. / New operations of distance learning represent new education’s modalities in higher education. These operations imply use of adapted learning environment, which promote collaborative work situations. Collaboration within these tools result from interaction between students and also from modalities work and support put in place by teachers in order to make sure that these interactions are clear for students. Thus, the question that leads this study case is as follows. What characterizes the collaborative work of students in blogs under ETA 6538 course? Specifically, we want to understand how students collaborate within blogs and what indicators are conducive to such collaboration. Following our study, we propose a list of recommendations to promote the establishment and conduct of collaborative work in blogs, as well as indicators that can be used for evaluation of the collaboration. The concepts used in this thesis are related to the process of acquiring knowledge from the collaboration from the interactions among ICT, online learning systems, especially blogs. We used a type of both quantitative and qualitative analyses. Blogs of eight students were tested. The results of these studies show that students have collaborated in blogs and together they have emerged from new knowledge and skill.

La recherche se situe au carrefour de la didactique des langues-cultures et de l’ALAO (Apprentissage des Langues Assistée par Ordinateur) via des dispositifs hybrides. Elle porte sur les usages des dispositifs médiatisés d’apprentissage de la langue étrangère par des apprenants non-spécialistes. Le postulat de départ est qu’une recherche sur les usages constitue un moyen pour les concepteurs d’appréhender les manières dont les apprenants s’approprient ces dispositifs. L’hypothèse émise est qu’il y a un décalage entre les usages attendus par les enseignants et les usages réels des apprenants et qu’il est pertinent, d’un point de vue didactique, de travailler sur ces décalages afin, d'une part, que les enseignants concepteurs puissent modifier les modèles d’usages en amont de la mise en œuvre du dispositif d’apprentissage et d'autre part, puissent réagir de manière plus adéquate pendant l’utilisation du dispositif par les apprenants. Cette hypothèse conduit à formuler deux questions de recherche principales. Premièrement, quels usages font les apprenants de langues étrangères des dispositifs hybrides ? Et deuxièmement, sur quels éléments des usages les concepteurs peuvent-ils s’appuyer pour la conception ou pour l’actualisation du dispositif ?La recherche est une recherche-action de type expérimental. Elle s’effectue sur deux terrains particuliers : un terrain en contexte français qui constitue le terrain d’analyse et un terrain en contexte malgache qui est le terrain de conception et d’expérimentation. Ces deux terrains présentent des points communs : public-cible constitué d’étudiants non-spécialistes de la langue et spécialistes d’autres disciplines, inscrit en première année de formation, apprentissage de la langue-cible s’effectuant à distance via une plateforme. Deux formes de données de recherche sont exploitées de ces deux terrains : des données invoquées (traces laissées par les apprenants sur la plateforme), suscitées (des questionnaires en direction des apprenants et des entretiens semi-directifs auprès des enseignants-concepteurs afin de cerner les usages prescrits). Les résultats attendus sont de trois types. Sur le plan herméneutique, la recherche permet de caractériser les usages des apprenants selon leurs modes d’interprétation et d’appropriation du dispositif. Sur le plan praxéologique, elle constitue un appui à la conception de dispositifs hybrides, par le biais de recommandations soulignant le rôle de la scénarisation, l’importance de l’articulation d’un côté, des outils mis à disposition des apprenants avec les tâches proposées et de l’autre côté, du présentiel et du distantiel dansl'hybridation. Enfin, elle participe à la promotion, à la diffusion et à l’apprentissage de la langue française en direction des étudiants malgachophones. / This research work is situated at the crossroads of the didactics of Languages and Cultures and CALL (Computer-Assisted Language Learning) via blended learning courseware systems. It focuses on the learners’ usage of computer-mediated learning environments for foreign languages. The premise is that research on usage constitutes a means for course designers to apprehend the ways learners adapt to these tools. Our hypothesis is that there is a discrepancy between the usage prescribed by the teachers and the real usage made by the learners. We believe that it is therefore relevant, from a didactic perspective, to work on these discrepancies so that teacher-designers can improve their practices of these learning systems by adapting their usage models ahead of the implementation of the course setup and by reacting in a more appropriate way during the time the learners are using the tools. This hypothesis raises two main research questions. On the one hand, what use do foreign language learners make of blended learning systems? And, on the other hand, what particular information on usage will help courseware designers in the design or update of their system?The research can be described as experimental action research. This is performed in two research fields: a French context, which is the analytical field and a Malagasy context, which is the field of design and experimentation. These two fields share some common points: a target group of non-specialist language students and specialists of other disciplines enrolled in the first year of their courses and the learning of the target language taking place on a distancelearning platform. Two forms of research data are utilised in both of these fields: invoked data (learners’ traces left on the platform) and raised data (questionnaires completed by the learners and semi-guided interviews of teacher-designers in order to better understand the prescribed uses). The results are of three kinds. At the hermeneutic level, the research enables learners’ usage to be characterised according to their ways of interpreting and adapting to the system. At the praxeological level, it supports the design of courseware systems by giving advice which underlines the role of scenario design and the importance of the strategic use of the tools available to the learner for the tasks proposed. Finally, it helps promote and disseminate the French language to Malagasy students.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-03-27T21:50:24Z No. of bitstreams: 1 000009DB.pdf: 3388615 bytes, checksum: 09209b15990dc85ffd9afd9251ff2304 (MD5) / Made available in DSpace on 2015-03-27T21:50:24Z (GMT). No. of bitstreams: 1 000009DB.pdf: 3388615 bytes, checksum: 09209b15990dc85ffd9afd9251ff2304 (MD5) Previous issue date: 2013-10-28 / Nenhuma / No mundo empresarial as respostas às mudanças devem ser cada vez mais ágeis, quando se fala em uma sociedade do conhecimento. Com isto, a capacitação passa a ser um tema central no mundo corporativo, onde tradicionalmente se promoviam ações de treinamento e desenvolvimento (T&D). A aprendizagem passa por um processo de transformação e neste sentido nasce a Educação Corporativa (EC) que pode ser definida como um conjunto de estratégias educacionais contínuas, fundamentada em metas futuras e na cultura organizacional, com o objetivo de desenvolver as competências críticas para o negócio, envolvendo o público interno e externo à empresa. Como uma ação dentro da EC, o desenvolvimento de lideranças, em um contexto social, está atrelado às necessidades das organizações, que buscam uma forma estruturada de elaborar programas para o desenvolvimento contínuo. Para o desenvolvimento da liderança diferentes estratégias, modalidades e Tecnologias da Informação e Comunicação (TIC), podem ser utilizadas. Diante deste cenário, a presente pesquisa foi motivada devido aos poucos estudos acadêmicos localizados sobre o tema EC e desenvolvimento de lideranças, no contexto brasileiro. Seu principal objetivo é identificar e analisar quais estratégias e TIC vem sendo utilizadas na Educação Corporativa para o desenvolvimento de lideranças em organizações multisite na região metropolitana de Porto Alegre – RS. A investigação foi realizada por meio de pesquisa qualitativa exploratória, através de entrevistas em 12 empresas de grande porte, envolvendo 24 entrevistados por meio de um roteiro semi-estruturado. Um protocolo de análise foi criado a partir das categorias identificadas na revisão da literatura, de forma dedutiva, e a análise dos dados foi realizada com o auxílio do software Nvivo. Os resultados da investigação indicam que a maioria das empresas, ainda não adota a abordagem de Educação Corporativa em sua totalidade. As estratégias de ensino e aprendizagem mais utilizadas são (em ordem decrescente): aulas expositivas, debates, coachinge workshops; a modalidade presencial predomina e a utilização das TIC ainda é limitada para esses fins, sendo as tecnologias citadas os AVA (Ambientes Virtuais de Aprendizagem) e ferramentas da Web2.0. Pelo fato das empresas pesquisadas serem multisite, o maior desafio encontrado no processo de desenvolvimento de lideranças é a aprendizagem e disseminação da cultura organizacional. Como resultados dos programas de desenvolvimento de lideranças os entrevistados citaram: o desenvolvimento de líderes internos, a disseminação do conhecimento, a visão coletiva (objetivo comum) e resultados financeiros, mas ficou evidente que há ainda grande dificuldade, na maior parte das empresas pesquisadas, para se avaliar, de forma sistemática, os resultados da EC e do desenvolvimento de lideranças. / In the business world, answers for changes must be increasingly agile, mainly speaking of information based society. Therefore, the capability becomes a top trend in the corporate world where training and development (T&D) actions used to be promoted. Learning is currently in a transformation process and, in this context; we have Corporate Education (CE), which can be defined as a set of continuous educational strategies grounded on future goals and organizational culture, aiming at developing critical competencies for business, involving internal and external company parties. As an actionwithin CE, leadership development, in a social context, is attached to organization needs, and seeks for a structured way to elaborate programs for continuous development. In order to achieve leadership development, different strategies, modalities and Information Technology and Communication (ITC) can be used. This research is motivated by this scenario, since there are few academic studies about CE and leadership development in multisite organization in Porto Alegre metropolitan area. This investigation is based on an exploratory qualitative research, through interviews in 12 big companies, with 24 people by means of a semi-structured script. An analysis protocol was created based on categories identified in the bibliography review using Nvivo software. The results point out that the majority of the companies still do not have adopted Corporate Education completely. The most popular teaching and learning strategies are: expositive classes, debates, coaching and workshops; mainly inplace and ITC are barely applied, such technologies are also known as Virtual Learning Environments (VLE) and Web 2.0 tools. Considering that the researched companies are multisite, the main challenge in leadership development is the organizational culture learning and dissemination. With the leadership development programs results, the interviewees cited: knowledge dissemination, collective vision (common objectives) and financial results, but it is evident that there are still a big issue in most of the researched companies in terms of evaluation, in a systematic way, CE and leadership development results.