Ce travail représente un cheminement de recherche qui a consisté en l’exploration d’indices numériques et de critères qualitatifs permettant d’étudier les prises de décision tactiques chez deux groupes de filles d’origines culturelles différentes (tunisienne et française). Avec cette étude, nous envisageons de contribuer au développement d'un corpus de connaissances propre aux sports collectifs dont le handball féminin à l’école. En particulier, nous ambitionnons de généraliser des outils et des méthodes d'observation permettant d'obtenir des informations plus pertinentes, plus précises sur ce qui se passe réellement en jeu dans les rapports d’opposition.Les différentes expérimentations montrent l’effet de la condition d’apprentissage avec verbalisation sur le projet d’action et sur la pertinence des choix dans les configurations du jeu lors des rencontres. Il y a donc un intérêt certain pour la construction de connaissances tactiques à long terme en relation avec la mise en œuvre d’une véritable sémiotique de l’action motrice en handball. Les jeux réduits constituent un outil d’apprentissage fondamental en didactique des sports collectifs. La mise en relation de la pensée dans et sur l’action offre aux élèves des moyens différenciés pour progresser. Le retour réflexif sur la pratique est une source de perfectionnement de cette dernière en permettant d’accéder aux règles d’action. En préservant une rigueur certaine dans la démarche de recherche et en ayant pour souci de clarifier les différentes étapes de notre travail, nous avons tenté de contribuer au développement d’une didactique scolaire des jeux collectifs. / This work represents a research process that consisted in exploring numerical indices and qualitative criteria in order to study decision making with two groups of girls from two different cultural backgrounds (French and Tunisian). Through this study we hope to contribute to the development of a body of knowledge relative to team sports, including female handball at school. Specifically, our ambition is to generalize observational tools and methods giving access to more pertinent and precise information on what actually happens in game play with respect to the opposition relationship.The different experimentations show the effect of the learning condition with verbalization on the action project and on the pertinence of choices in configurations of play during game play. There is an unquestionable interest for the construction of long term tactical knowledge in relation to the implementation of an actual motor semiotic activity in handball.Small-sided games constitute a fundamental learning tool in team sport didactics. Relating thought in and on action offers students differentiated ways for making progress. Reflective feedback on game play generates its improvement, for it provides access to action rules. By insuring rigor in the research process and by keeping in mind the clarification of the various stages of our work, we tried to contribute to the development of team sport didactics at school

Aim of the study is to focus on pupils' perceive of challenging probability problems within the second stage of primary school (age 12-15), especially aimed at pupils' mental blocks in intuitive and false beliefs or conjectures on the probability of events. The theoretical part of the thesis defines basic terms correlated with propedeutics of probability. The practical part of the work pursues intuitive solving of the challenging probability problems, especially of the Monty Hall problem. In the thesis research will be applied: the questionnaire method, tasks including probability problems, (group) work observation and examination of reasoning behind the probability problems followed by interviews with pupils focused on probability misconception phenomena. Findings of this study will be based on collected data analytics and a résumé of pupils' preconceptions about the field of probability and their ability to accept reeducation to their own-made misconceptions. KEYWORDS: Preconceptions, Misconceptions, Probability, Intuitive Ideas, Primary school

More and more actors in the transnational arena develop approaches to translate the vague phenomenon sustainability into more economic te rms in order to make it easier manageable for business. Many of these approaches are based on the traditional economic concept of externalities. But although the basic idea is the same in a ll of them, it is materialized in different ways. This resea rch explores differences in the translations of eight organizations, and the factors that influenced these translation processes. In semi - structured interview s different perspectives and experienc es were explored, and further backed up by documentary research. Our findings include that the translations are both dependent on the respective organizational context as well as the social context and institutional embeddedness of these organizations. Fur ther, we suggest that herein it can be distinguished between two types of organizations - smaller disruptive and larger established organizations. Moreover, we argue that notwithstanding the differences in their translations, the organizations benefit each other by carrying the idea to account for externalities further and inducing macro level change by taking certain roles in the transnational governance system.

Orientador: Marcelo Carbone Carneiro / Banca: Fernanda Aparecida Meglhioratti / Banca: Jehud Bortolozzi / Banca: Marcos Rodrigues da Silva / Banca: Osmar Cavassan / Resumo: A tese foi desenvolvida buscando identificar os elementos necessários para uma compreensão da visão biológica sobre a natureza, numa perspectiva histórica e filosófica. Foi realizado um estudo teórico fundamentado no pensamento materialista dialético, visando identificar as principais questões que sustentam a biologia, considerando a sua história de construção e o olhar da filosofia da ciência sobre ela. Fez-se um levantamento documental principalmente nas fontes secundárias sobre a história e filosofia da biologia, também em algumas fontes primárias. Tendo realizada esta etapa, fez-se uma análise do conteúdo disciplinar dos Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM), PCNEM+ e as Orientações Curriculares. O estudo foi direcionado por três questões: Quais são os elementos que caracterizam a biologia como tal ao longo da sua construção? Como estes elementos se caracterizam e se articulam? Os documentos curriculares oficiais consideram estes elementos na sua formulação? Como resultado, é trazida a história das ideias sobre os seres vivos na Antiguidade à Idade Média, sendo possível identificar algumas das questões que a biologia veio a se debruçar nos séculos seguintes. Em seguida, enfatiza-se a mudança ocorrida na visão de mundo na Idade Moderna que se opôs a Escolástica e suas implicações na organizaçãoda ciência que culminou na Revolução Científica. O século XIX marca o surgimento da biologia enquanto ciência. No início do século alguns ramos já se configuravam, porém ainda vinculados com a filosofia da natureza. Constitui-se a partir daí um olhar específico sobre a natureza considerando-se três teorias principais: teoria celular, teoria do equilíbrio interno e a teoria da seleção natural e origens das espécies. Duas perspectivas centrais se estruturaram, uma Mecanicista e outra Histórica, as quais sustentaram ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The thesis was developed in order to identify the elements necessary for an understanding of biological vision about the nature, historical and philosophical perspective. We conducted a theoretical study based on dialectical materialist thought, to identify the key issues underpinning biology, considering its history of construction and look at the philosophy of science about it. There was a documentary survey mainly on secondary sources on the history and philosophy of biology, also in some primary sources. Having performed this step, there was a review of disciplinary content of National Curriculum of Secondary Education (PCNEM) PCNEM + and Curriculum guidelines. The study walked directed by three questions: What are the elements that characterize the biology as such throughout its construction? How these elements are characterized and articulate? Documents of curriculum consider these elements in its formulation? As a result, it brought the history of ideas on living in antiquity to the Middle Ages, it is possibile to identify some of the questions that biology came to look over the following centuries. Then, we seek to emphasize the change in worldview in the modern era who opposed scholasticism and its implications to the science that culminated in the Scientific Revolution. The nineteenth century marks the emergence of biology as a science. At the beginning of the century there were already some branches, but still tied to the philosophy of nature. It consists from there a specific look on nature by considering three main theories: cell theory, theory of internal equilibrium and the theory of natural selection and origin of species. Two central perspectives are structured, a Mechanistic and another Historic, which ... (Complete abstract click electronic access below) / Doutor

The aim of the present thesis is to analyse how the narrative affects the various philosophical debates in Tristram Shandy and Jacques le fataliste. Contrary to what one expects from a philosophical novel, Sterne and Diderot do not impose upon the reader an authorial and authoritative discourse. Dominant discourses are constantly challenged and contradicted. The philosophical debates in both novels remain open and are left without a conclusion. The author's voice is but one amongst many others, and it is the narrative which maintains the dialogue between them by preventing one particular voice from invalidating the others. My argument hinges on Bakhtinian dialogism, which can be defined as the presence of interacting voices and views. In Tristram Shandy and Jacques le fataliste, dialogism occurs through the narrative structure allowing for the confrontation of the contradictory discourses in the philosophical debates, and enabling them to engage in dialogue, instead of establishing the authorial voice as the sole valid discourse in the text. Through those contradictions, the philosophical content takes on a different form, that of a refusal of systematic discourse. No dogmatic view is forced upon the reader. Sterne and Diderot do not offer a solution to the various philosophical questions debated in their novels. However, they do offer a philosophical method whereby the confrontation of contradictory ideas creates a dynamic for the pursuit of truth.

This study analyses a Swedish solidarity organisation, The Palestine Solidarity Association ofSweden. In original language Palestinagrupperna i Sverige, abbreviated PGS. Like other solidaritygroups the PGS was founded in sympathy with liberation movements during the decolonisation erain the 1960s. The PGS supports the Palestinian attempt to form an independent state partly on thesame land as Israel.Many of the groups were organised in a different manner than traditional leftist organisations. Thisstudy tries to apply the theory of Social Contentious Movements to the PSG. The general idea isthat new social groups mobilise in new ways and apply confrontational tactics towards the state.Renowned scholars in this field are Sidney Tarrow and Charles Tilly. Some of these groups wereformed transnationally and used new ways of communication like the internet.The PGS is active in one such transnational organisation called BDS, Boycott, Divestment andSanctions. PGS have put pressure on Swedish businesses to boycott the Israeli factory SodaStreamthat has been producing on occupied Palestinian territory still labelling the products Made inIsrael.The study shows support for the fact that the PGS has gradually turned from mainly radical critic toan organisation of development aid in Palestine. The main hostile counterpart is the Israeligovernment, which has promised to stop PGS-members entering the country because of itsengagement in the BDS.The results of the study gives support to explanation of its survival where other leftist solidaritygroups have ceased to exist due to its work with development aid.The PGS supports the rights of the Palestinian people. The interest of the people has beenarticulated in different ways of the leadership. The initial wholehearted support seems to havechanged to a more sceptical one. The support now is more directed towards the civil society.

This thesis describes the educational system in the Czech Republic. It focuses on project teaching focused on working with textiles. For teachers is being created didactic material, accompanied by a recommendation. The theoretical part describes the basic textile fibers, their characteristics, properties and uses. It also describes the different ways of producing linear and fabrics. More space is devoted to fabrics, including their relationships and analyzes. This is due to the possibility of the use and availability of fabrics for the creative work of pupils in the classroom. Annex works are worksheets and instructions for students.

The study was focused on the research of the continuous formation process of the teachers that act on the 3 rd and 4 Th degrees of the fundamental ensign of the public net of the state, on the metropolitan region of Alagoas state. The continuous formation was in the space of math s laboratory, including the discussions about multiplicative structures, connected to the questions of the cotição ideas and repartition that are inside the problems of division. About the studies the Conceptual fields of the Multiplicative Structures of Gerard Vergnaud and the construction of concepts of Vygostky, admitting the use of the seeds game as a resource for counting through group s additives and multiplicities. Specifically during the workshops according to actions and activities developed. Then, recovering the actions and the results of the analysis, that were done by oral and written reports of the teachers about the use of the conventional algorithm, with the understanding of the process of division by the students. Obviously, without the systematization and understanding of the formalization process of the division operation, and the ideas of cotição and repartition of values, just, the algorithm is developed. It was seen the teachers' representations about the annotation of the appropriation process of the concept of division and effective didactic transposition. The qualitative analysis of the discussions and reflections recorded in videos on the teaching and learning of the teachers has caused practices reflected in methodological procedures, targeted to various possibilities didactic, by the teachers and result in the of students learning / O estudo focalizou-se na investigação do processo de formação continuada dos professores que atuam na 3ª e 4ª séries do Ensino Fundamental da rede pública estadual, da região metropolitana de Alagoas. A formação continuada ocorreu no espaço do laboratório de Matemática, abrangendo as discussões acerca das estruturas multiplicativas, no que se refere às questões das idéias de cotição e de repartição presentes nos problemas de divisão e como referência os estudos dos Campos Conceituais das Estruturas Multiplicativas de Gerard Vergnaud e da construção de conceitos de Vygostky, admitindo-se o uso do jogo de sementes como recurso de contagem através dos agrupamentos aditivos e multiplicativos, mais especificamente durante as oficinas, de acordo com ações e atividades desenvolvidas. Em seguida, foram retomados os resultados das ações e da análise realizados pelos relatos orais e escritos dos professores sobre a utilização do algoritmo convencional, com a compreensão do processo de divisão por parte dos alunos. Obviamente, sem a sistematização e compreensão do processo da formalização da operação de divisão, e das idéias de cotição e de repartição de valores, apenas, desenvolvese o algoritmo. Verificaram-se ainda as representações dos professores em relação à anotação do processo de apropriação do conceito de divisão e da efetiva transposição didática. A análise qualitativa das discussões e das reflexões gravadas em vídeos sobre o ensino e a aprendizagem dos professores fez com que as práticas fossem refletidas em procedimentos metodológicos direcionados para diversas possibilidades didáticas, por parte dos professores e, por conseqüência, a aprendizagem dos alunos

Submitted by TIAGO BINSFELD (tiago.binsfeld@gmail.com) on 2018-01-15T02:04:49Z No. of bitstreams: 1 Best Ideas_Tiago Binsfeld.pdf: 1338294 bytes, checksum: 499cc248b8a560a1935a28e70edd06ce (MD5) / Rejected by Thais Oliveira (thais.oliveira@fgv.br), reason: Prezado Tiago, boa tarde! Para que possamos aprovar a sua Dissertação, é necessário que faça as seguintes alterações: - Retirar o "acento" do "Getulio"; - O "Resumo" deve estar antes do "Abstract". Qualquer dúvida, entre em contato. Att, Thais Oliveira. on 2018-01-15T15:38:11Z (GMT) / Submitted by TIAGO BINSFELD (tiago.binsfeld@gmail.com) on 2018-01-15T17:04:19Z No. of bitstreams: 1 Best Ideas_Tiago Binsfeld.pdf: 1288457 bytes, checksum: fd0b906738c3688529e702b594717853 (MD5) / Approved for entry into archive by Thais Oliveira (thais.oliveira@fgv.br) on 2018-01-15T21:02:19Z (GMT) No. of bitstreams: 1 Best Ideas_Tiago Binsfeld.pdf: 1288457 bytes, checksum: fd0b906738c3688529e702b594717853 (MD5) / Made available in DSpace on 2018-01-16T12:56:35Z (GMT). No. of bitstreams: 1 Best Ideas_Tiago Binsfeld.pdf: 1288457 bytes, checksum: fd0b906738c3688529e702b594717853 (MD5) Previous issue date: 2017-12-18 / This paper searches for evidences that equity portfolio managers hold in their portfolios a finite number of stocks able to generate alpha. Theoretical portfolios are built from the best ideas identified in 2.201 Brazilian equity funds in the period from 2009 to 2016. In order to explain the return determinants, we use the five-factor Fama and French model (2015), as well as an alternate six-factor model, with the inclusion of herding. Results indicate that best ideas portfolios presented returns over the IBX 100 portfolio ranging from 0.69% to 2.33% per quarter, while the aggregate of managers’ ideas yielded a return inferior to the benchmark by 0.20% per quarter. By controlling different specifications of the model, alpha was found to be positive and significant at 5% of level of significance. / O trabalho procura evidências de que gestores de fundos de ações possuem um número finito de ações capazes de gerar alfa em suas carteiras. São construídos portfólios teóricos formados pelas best ideas identificadas nos 2.201 fundos de ações brasileiros que compõem a amostra do período de 2009 a 2016. Para explicar o desempenho desses portfólios, utiliza-se o modelo de cinco fatores de Fama e French (2015) e um modelo alternativo com a inclusão do fator herding. Os resultados mostram que os portfólios de best ideas brasileiras apresentaram desempenho superior ao benchmark teórico IBX 100 em no mínimo 0,69% e no máximo 2,33% por trimestre, enquanto o agregado das ideias dos gestores apresenta um retorno inferior ao benchmark em 0,20% por trimestre. Controlando por diferentes fatores, identificou-se alfa positivo e significativo a no mínimo 5% de significância.

Esta tese investiga o papel de ideias e seus portadores organizados em campos de ação estratégica no processo de deslocamento de conteúdos e práticas do campo de ação estratégica da política de combate à corrupção para o da política de educação fiscal, um subcampo da política fiscal. O período de 1998-2014 analisado relaciona-se aos mandatos presidenciais. A base teórica apresenta estudos sobre o papel das ideias em políticas públicas (KINGDOM, 1995; BÉLAND E COX, 2011; FAFARD, 2012; JONH, 2003), a Teoria dos Campos Estratégicos (FLIGSTEIN, 2007; FLIGSTEIN EMACADAM, 2012) e, subsidiariamente, a sociologia da moral (PHARO, 1992). Os procedimentos metodológicos incluíram pesquisa em documentosoficiais de instituições governamentais e societais, acompanhamento de eventos e entrevistas. Idealmente, identificam-se duas interpretações relevantes sobre a política em cada campo investigado. Nas políticas de combate à corrupção, há as interpretações econômico-institucional e moral, respectivamente do grupo desafiante e do grupo dominante. Na política de educação fiscal, as interpretações relacionam-se ao sistema tributário e ao cumprimento voluntário da obrigação fiscal. Dominantes defendem a alfabetização fiscal para elevar o cumprimento voluntário da obrigação fiscal; desafiantes, a formação crítica que transforme o sistema fiscal, reduzindo iniquidades fiscais e fortalecendo seu papel nas políticas de combate à corrupção. A educação fiscal é um subcampo dependente do campo da política fiscal e ambos os campos investigados (políticas de combate à corrupção e educação fiscal) estão imersos em um contexto social ampliado da política de disputa sobre os modelos de Estado, compreendidos idealmente como social e noeliberal. Desafiantes de ambos os campos defendem um Estado social; dominantes, um Estado neoliberal. A estratégia inovadora adotada pelo grupo desafiante das políticas de combate à corrupção, ao transferir ideias para o subcampo da educação fiscal, alterou a relação entre dominantes e desafiantes no campo destinatário. Esse resultado está relacionado a dois fatores: (1) episódios de disputa no campo da educação fiscal que afetaram a coesão dos dominantes; (2) entrada na educação fiscal de atores habilidosos que agiram intencionalmente para alterar o equilíbrio do campo em favor das suas ideias, utilizando múltiplas identidades e dialogando sob um consenso moral sobre o papel positivo da educação. Considerando o contexto histórico, social e político brasileiro, conclui-se que os dominantes do campo da educação fiscal ainda mantêm a dominação, mas a influência hegemônica foi afetada. Osdesafiantes, apoiados pelos migrantes da política de combate à corrupção, estão habilmente transferindo conteúdos e práticas, obtendo avanços e mantendo a disputa aberta no campo. / This thesis investigated the role of ideas and their carriers organized in strategic fields of action in the content displacement process and practices of strategic action field of anticorruption policy for the strategic playing field in the tax education policy, a subfield of fiscal policy. The 1998-2014 period of the analysis was considered in relation to presidential terms. The theoretical basis comprised studies on the role of ideas in public policy (KINGDOM, 1995; BELAND AND COX, 2011; FAFARD, 2012; JONH, 2003), the Theory of Strategic Fields (FLIGSTEIN, 2007; FLIGSTEIN AND MACADAM, 2012), and secondarily the sociology of morality (PHARO, 1992). The methodological procedures included research in official documents of governmental and societal institutions, events monitoring and interviews. Ideally, this study identifies two relevant interpretations of the policy in each field investigated. In the anti-corruption policies, it isidentified the economic and institutional interpretation and moral, respectively in the challenging group and in the dominant group. In fiscal education policy, interpretations are related to the tax system and voluntary compliance with the tax obligation. The dominant advocate a tax literacy to increase voluntary compliance with the tax obligation, and the challenging, a critical training that transforms the tax system by reducing tax inequities and strengthening their role in anti -corruption policies. The tax education is a subfield-dependent on the fiscal policy field and to both fields investigated, tofight corruption and tax education policies, are immersed in a larger social context of the dispute policy on State models, ideally understood as a social state and neoliberal state. Challengers of both fields investigated advocate a welfare state; while the dominant advocate a neoliberal state. The innovative strategy adopted by the challenging group of anticorruption policies by exporting their ideas tothe subfield of tax education changed the relationship between the dominant and the challenging in the recipient field. This result is related to two factors: (1) the dispute episodesin the field of education tax that affected the cohesion of the dominant; (2) the entry into the tax education of skilled actors who acted intentionally to alter the balance of the field infavor of their ideas using multiple identities and dialogue under a moral consensus on the positive role of education. Considering the Brazilian historical, social and political context, it is concluded that the dominant on the fiscal education field still supports the domination of the field, but its hegemonic influence was affected. The challengers, backed by migrants of the anti-corruption policy, are skillfully transferring contents and practices, obtaining advances and keeping the dispute in open field.