Ce mémoire de maitrise décrit et explique l’émergence et l’essor de la recherche en neuromarketing. Ce domaine de recherche est apparu au début des années 2000 et s’attache à comprendre les comportements individuels de consommation en appliquant les théories et les techniques neuroscientifiques de mesure de l’activité neurobiologique aux questions du marketing. Objet controversé auquel des médias, des associations de consommateurs et certains neuromarketeurs accordent un pouvoir de persuasion exagéré alors qu’il est qualifié par de nombreux neuroscientifiques de fraude et de coup publicitaire, le neuromarketing est un domaine de recherche critiqué à la fois dans l’espace public et dans le champ académique. À partir de l’analyse bibliométrique des publications sur le neuromarketing, ce mémoire délimite les frontières mouvantes de ce domaine de recherche dont la définition de l’objet même est encore sujet de débat. À partir des travaux de Pierre Bourdieu sur le champ scientifique, ce mémoire de maitrise met en évidence les forces qui façonnent ce domaine de recherche, tant à l’intérieur qu’à l’extérieur du champ académique. Sur la base d’entretiens semi-directifs menés auprès d’agents de ce domaine de recherche, ce mémoire démontre que les neuromarketeurs doivent développer des stratégies discursives pour se distancier de l’image controversée du neuromarketing et adopter des stratégies de publication afin de diffuser leurs résultats de recherche dans le champ scientifique. Ce mémoire de maitrise démontre également que les neuromarketeurs dont l’habitus scientifique a été acquis en dehors du champ des sciences de la gestion doivent se surinvestir et faire des compromis épistémologiques et méthodologiques afin de s’ajuster aux pratiques de recherche en marketing. Ce mémoire établit ainsi que les chercheurs effectuent cette reconversion et s’investissent dans cette trajectoire professionnelle en raison des perspectives de carrière que le neuromarketing semble pouvoir offrir, tant dans le champ académique que dans le monde de l’entreprise. / This master’s thesis describes and explains the birth and rise of neuromarketing research. This area of research first appeared in the early 2000’s and aims to understand consumer behaviour by applying neuroscientific theories and methods of measuring neurobiological activity to marketing questions. As a controversial topic, neuromarketing is critized in both the public space and academia. Some members of the media, some consumer associations and some neuromarketers see neuromarketing as having an exaggerated power of persuasion while most neuroscientists qualify it as a scam or publicity stunt. Starting from bibliometric analysis of neuromarketing publications, this master’s thesis defines the shifting boundaries of this field of research whose subject itself is still opened to debate. Building on Pierre Bourdieu’s work on the scientific field, this thesis highlights the forces that shape this speciality both in and out of the academic field. Based on semidirective interviews of agents working in this area of research, this thesis demonstrates that neuromarketers have to develop discursive strategies to distance themselves from the controversial image of neuromarketing and adopt publication strategies in order to disseminate the results of their research in the scientific field. This master’s thesis also reveals that neuromarketers who have acquired their scientific habitus outside the field of management sciences have to overinvest themselves and make both epistemological and methodological compromises in order to adapt to marketing research practices. Therefore, this thesis establishes that researchers who engage in this reconversion and invest themselves in this professional trajectory do so because of seemingly attractive career opportunities in neuromarketing research, in both the academic field and the business world.

Depuis 2001, le Programme de formation de l’école québécoise impose l’enseignement de la compétence « apprécier » dans les quatre disciplines artistiques. Ce mémoire s’intéresse à l’influence que peuvent avoir des activités intégrant les arts plastiques à la musique sur l’expérience d’appréciation musicale d’élèves de sixième année du primaire. Plus spécifiquement, elle vise à rendre compte des différentes dimensions présentes dans la description que font les élèves de leur expérience d’appréciation ainsi qu’à comprendre de quelle façon les activités d’appréciation intégrant les arts plastiques à la musique affectent la verbalisation que font les élèves de cette expérience. La recherche prend la forme d’études de cas réalisées auprès de cinq élèves de sixième année du primaire. Ces élèves, ainsi que tous les élèves de leur classe, ont participé à une activité d’appréciation musicale intradisciplinaire ainsi qu’à deux activités d’appréciation interdisciplinaires. Après chacune des activités, ces cinq élèves ont été rencontrés individuellement. Au cours d’entrevues semi-dirigées, il leur était demandé de rendre compte de leur expérience d’appréciation. Quatre grandes tendances ont émergé de l’analyse des propos des élèves, soit le sentiment de mieux s’approprier l’œuvre entendue, une verbalisation plus précise des éléments perçus, une verbalisation plus précise des sentiments ressentis et enfin, une forme de distraction par rapport à l’œuvre entendue. Au terme de cette étude, il semble que l’utilisation d’activité d’appréciation intégrant les arts plastiques à la musique, sans faire l’objet d’un usage systématique, pourrait constituer une forme de différenciation pédagogique qui serait utile à certains types d’apprenants. / Since 2001, the Quebec school program states that an « appreciation » competency has to be taught within all four artistic school disciplines. This study describes the influence of activities integrating visual arts and music on the appreciation experience of 6th grade students. More specifically, this study aims to relate the different dimensions that can be found in the students’ verbal account of their appreciation experience and to show how the interdisciplinary activities affect their verbalization of these dimensions. Five case studies conducted with 6th grade elementary school students are presented. These five students, along with the other students in their class, have participated in one intradisciplinary activity and two interdisciplinary activities integrating visual arts and music. Following each activity, the students were met for semi-structured interviews in which they were asked to share their appreciation experience. Four tendencies have emerged from qualitative data analysis: a more insightful listening, a more accurate description of perceptual elements, a more accurate description of the student’s feelings and finally a form of distraction from the music. It appears that appreciation activities which integrate visual arts and music could be, if not a systematic approach, a way to differentiate teaching in a way that could be helpful to some types of learners.

Cette thèse, au croisement de l’histoire et de l’anthropologie, prend pour objet les représentations d’un massacre colonial, la répression sanglante de tirailleurs sénégalais survenue au camp de Thiaroye, à proximité de Dakar, le 1er décembre 1944. Il s’agit d’abord de mieux documenter l’événement historique lui-même qui, soixante-dix ans après les faits, reste un sujet de controverse historiographique. D’autre part, inscrire les réappropriations passées et actuelles de ce drame dans diverses temporalités donne à lire la trajectoire de la nation sénégalaise postcoloniale à travers le prisme de la mobilisation de référents historiques. Ce travail sur la mémoire de cet événement s’appuie sur plus de soixante entretiens, l’analyse des œuvres d’art traitant de cet événement, un travail d’archives – des sources coloniales mais aussi différents journaux depuis 1945 jusqu’à aujourd’hui –, enfin une dimension ethnographique de recherche action, notamment auprès de lycéens sénégalais. Aujourd’hui, au Sénégal, les représentations attachées à l’événement du 1er décembre 1944 apparaissent comme un des paradigmes de la mémoire coloniale. Tenter de décrire ces usages du passé sur plus de soixante-dix ans permet alors d’envisager l’articulation entre des mémoires dominantes – officielles ou non –, des formes particulières de rappel du passé et le rôle de ce passé dans certaines dynamiques identitaires. / By connecting history and anthropology, this thesis analyses the representations of the Thiaroye massacre, a repression of the tirailleurs sénégalais, Western African conscripts of the French army, in the Thiaroye camp on the outskirts of Dakar that took place on December 1st, 1944. First, it aims at documenting the event that, sixty years after, remains a controversial issue among the historians. Secondly, this thesis aims at analysing both the past and current use of this tragedy in different periods of time-scales. As a consequence, it helps to read the path of the post-colonial senegalese nation through the use of historical referents. This work dealing with the history of Thiaroye massacre is based on more than sixty interviews, the analysis of the works of art representing the event, different kind of archives (colonial sources and press journals published since 1945 until today), and the ethnographic investigation (for instance among the college students). The representation of the December 1st 1944 is currently one of the paradigms of the colonial memory in Senegal. By trying to describe the use of the past during more than sixty years, it is possible to consider the links between the dominant memory – official as well as unofficial – or the specific forms of remembrance and the role of this past in the some identity dynamics.

Le système de santé est aujourd’hui marqué d’une complexité attribuable aux maladies chroniques, dont la hausse anticipée de la prévalence génère l’urgence d’une organisation et d’une approche différentes des services dispensés. Ce réaménagement des soins de santé fait appel à un changement de paradigme basé sur la collaboration interprofessionnelle et l’ouverture à l’incertitude, aptes à favoriser une mise en commun des connaissances. Dans cette perspective, les communautés de pratique (CdeP) semblent un moyen qui favorise le développement de la collaboration interprofessionnelle et le partage des connaissances. Elles apparaissent donc comme une formule qui mérite une investigation, à savoir si elles peuvent favoriser une telle collaboration et faciliter la co-construction de connaissances permettant une pratique évolutive, centrée sur le patient. Notre recherche s’inscrit dans cette optique et s’intéresse aux expériences, rapportées dans la littérature, de collaboration interprofessionnelle au sein de communautés de pratique centrées sur le patient atteint de maladie chronique. Pour ce faire, nous avons d’abord développé un cadre conceptuel visant à identifier les fondements théoriques et conceptuels de la notion de communauté de pratique. Ceci nous a amené à : 1) analyser l’évolution du concept de CdeP dans les principales œuvres de Wenger et de ses collaborateurs; 2) positionner les CdeP eu égard à d’autres formules de travail collaboratif (communauté, communauté d’apprentissage, communauté apprenante, organisation apprenante, communauté épistémique); 3) comparer le concept de collaboration avec d’autres s’en rapprochant (coopération notamment), de même que les notions d’interdisciplinarité et d’interprofessionnalité souvent associées à celle de CdeP; 4) étayer les dimensions cognitive et collaborative inhérentes aux expériences de CdeP; et 5) identifier les avancées et les limites attribuées à la mise en application du concept de CdeP dans le domaine de la santé. La métasynthèse (Beaucher et Jutras, 2007) dans une approche « compréhensive interprétative », s’est imposée comme méthode appropriée à notre intention de mieux saisir les expériences de collaboration interprofessionnelle menées dans le cadre des CdeP dans le domaine de la santé. La métasynthèse nous a ainsi permis d’obtenir une vue d’ensemble de la littérature portant sur les CdeP dans le domaine de la santé et de catégoriser les 194 articles rassemblés, pour ensuite retenir 13 articles traitant d’une réelle expérience de CdeP. Ainsi, dans une perspective contributoire, basée sur notre cadre conceptuel, l’analyse des principaux résultats de la métasynthèse, nous a permis 1) d’identifier les flous conceptuels liés aux expériences de CdeP rapportées, ainsi que 2) de dégager les retombées et les difficultés de leur mise en application dans le domaine de la santé et, enfin, 3) de démontrer la nécessité de mener des recherches visant l’étude du processus de développement de CdeP sur le terrain de la pratique de soins, notamment mais non exclusivement, lorsqu’il s’agit de maladies chroniques. / Today’s health system is increasingly complex due to the growth of chronic illnesses. The anticipated increase in the prevalence of chronic illnesses means there is an urgent need for a different type of organization and approach to providing services to the patient. This adjustment in health care delivery calls for a paradigm shift based on inter-professional collaboration and openness to uncertainty, which will in turn facilitate knowledge sharing. In this regard, communities of Practice (CoP) appear to be a way to facilitate the development of inter-professional collaboration and the sharing of knowledge, and therefore merit further investigation in order to determine whether or not they can foster such collaboration and facilitate the co-construction of knowledge leading to an evolving practice that is patient oriented and adapted to complexity. Our research is consistent with this view and is driven by an interest in the interprofessional collaboration experiences, as reported in litterature, that have taken place as part of communities of practice and have centred on patients suffering from chronic illnesses. In order to achieve this, we first developed a conceptual framework with the aim of identifying the theoretical and conceptual foundations of communities of practice. This has led us to 1) analyze the evolution of the concept of communities of practice in the major works of Wenger and of his collaborators; 2) position communities of practice by comparing them to other forms of collaborative work with which they are frequently associated and even substituted or mistaken for in the literature (such as community, learning community, learning organization, epistemic community); 3) compare the concept of collaboration with other similar concepts (including collaboration), as well as the notions of interdisciplinarity and inter-professionalism often associated with communities of practice; 4) support the cognitive and collaborative dimensions inherent to communitied of practice; and 5) identify the advances and limitations attributed to the implementation of the concept of communities of practice in the health field. Metasynthesis (Beaucher et Jutras, 2007) ), as part of a ‘‘comprehensive interpretative’’ approach, was determined to be the most appropriate research method for understanding the experiences of interprofessional collaboration as part of communities of Practice in the health field.. Metasynthesis provided us with an overview of the literature on the subject of CoP in the health field and allowed us to create a topology of the 194 collected articles. This overview led to the selection of 13 articles describing real experiences of CoPs. As such, in terms of contribution, this metasynthesis enabled us to 1) identify the reported conceptual vagueness associated with the implementation of CoPs; 2) identify the benefits and challenges of their implementation in the field of health; and 3) demonstrate that further research on the development process of communities of practice in the field of care practice, including but not limited to situations involving chronic illnesses, is necessary.

Notre recherche de développement en didactique s’est articulée autour de deux pôles : l’engagement actif des élèves dans les paradigmes constructivistes de l’apprentissage par compétences et l’amélioration technologique d’un environnement de laboratoire utilisant la nouvelle technologie des systèmes MicrolabExAO. Pour ce faire, nous nous sommes intéressés aux possibilités didactiques offertes par ce nouvel environnement MicrolabExAO qui permet aux apprenants de réaliser leurs propres instruments de mesure électroniques avec l’expérimentation assistée par ordinateur (ExAO). En développant une intervention didactique appropriée, nous voulions permettre à l’élève non seulement de construire ses instruments, mais aussi d’en comprendre le fonctionnement. Par la réalisation concrète de quatre instruments de mesure, l’élève s’est approprié progressivement une démarche de résolution de problèmes complexes mobilisant des savoirs et savoir-faire en sciences expérimentales, en mathématique et en technologie. Dans l’activité finale de l’intervention didactique, pour vérifier le niveau d’intégration de cette démarche technoscientifique, nous avons demandé aux apprenants de transférer leurs apprentissages en situation nouvelle en construisant un manomètre de manière autonome. Ce faisant, les apprenants ont déployé leurs savoirs et savoir-faire en sciences expérimentales, en mathématique et en technologie pour construire l’instrument de mesure et en expliciter le fonctionnement, effectuant ainsi un apprentissage interdisciplinaire. Comme ils n’ont obtenu aucune directive de la part de l’enseignant ni aucun protocole de manipulations, nous pouvons dire qu’ils étaient placés dans une situation adidactique qui leur a permis de manifester une expertise de traitement interdisciplinaire. / Our developmental research in didactics has focused on two distinct aspects : The students' active engagement under the constructivist paradigms of competency-based learning and the technological enhancement of laboratory settings using the new MicrolabExAO environment. Towards these ends, we have explored the teaching possibilities offered by MicrolabExAO which allows learners to design their own electronic measuring tools with the computer assisted experimentation. By developing an appropriated teaching intervention, we wanted to enable the student not only to build his/her tools, but also to understand how they work. Through the actual implementation of four measuring tools, the student has progressively developed his/her own approach to resolving complex problems which call upon knowledge and skills in experimental sciences, mathematics and technology. In the final activity of the teaching intervention, with the objective of assessing the level of integration of this technoscientific approach, we have asked the learners to apply their new knowledge within the framework of building a manometer on their own. In doing so, the learners have deployed their knowledge and skills in experimental sciences, mathematics and technology in order to build the measuring tool and to explain its functioning, thereby achieving interdisciplinary learning. Since they have been given neither instructions from the teacher, nor operating protocols, we can say that they have been put in an adidactical situation which allowed them to demonstrate interdisciplinary expertise in their approach.

En épidémiologie, une connaissance précise des populations à risque constitue un pré requis aucalcul d'indicateurs de l’état de santé d’une communauté (taux d'incidence). Néanmoins, les effectifsde population peuvent être indisponibles, ou peu fiables, ou insuffisamment détaillés pour un usageépidémiologique.L'objectif principal de ce travail est d'obtenir des taux d'incidence en l'absence de donnéesdémographiques, à une échelle spatiale infra-communale. Les objectifs secondaires sont d'estimerles populations humaines par l'intermédiaire de données satellitaires à très haute résolution spatiale(THRS), d'évaluer l'apport de ces données THRS par rapport aux données à haute résolution spatiale(Landsat) dans un même cadre urbain (Besançon), et de mettre au point une méthodologie simple etrobuste, pour garantir son exportabilité à d'autres zones.Nous proposons une approche en trois étapes, fondée sur la corrélation existant entre la densité depopulation et la morphologie urbaine. La première étape consiste à extraire des bâtiments à partirdes données télédétection THRS. Ces bâtiments sont utilisés dans la deuxième étape pour modéliserla population. A leur tour, ces populations servent de dénominateur, lors de la dernière étape, pourcalculer des taux d’incidence (cancers). Des données de référence sont utilisées à chaque étape pourévaluer les performances de notre méthodologie.Les résultats obtenus soulignent le potentiel de la télédétection pour mesurer l'état de santé d'unecommunauté (sous la forme de taux bruts d’incidence) à une échelle géographique fine. Ces tauxd'incidence estimés peuvent alors constituer des éléments de décision pour mieux adapter l'offre desoins aux besoin de santé, même en l'absence de données démographiques / In epidemiology, a precise knowledge of populations at risk is a prerequisite for calculating state ofhealth indicators of a community (incidence rates). The population data, however, may beunavailable, unreliable, or insufficiently detailed for epidemiological use.The main objective of this research is to estimate incidence rates, in cases of absence of demographicdata, at an infra-communal scale. The secondary objectives are to estimate the human populationthrough satellite data at very high spatial resolution (VHSR), to assess the contribution of this data(VHSR) compared with high spatial resolution data (Landsat) in a same urban framework (Besançon),and to develop a simple and robust methodology to ensure its exportability to other areas.We proposed a three-step approach based on the correlation between population density and urbanmorphology. The first step is to extract buildings from VHSR imagery data. These buildings are thenused in the second step to model the population data. Finally, this population data is used as thedenominator to calculate incidence rates (cancers). Reference data are used at each step to assessthe performance of our methodology.The results obtained highlight the potential of remote sensing to measure the state of health of acommunity (in the form of crude incidence rates) at a fine geographical scale. These estimatedincidence rates can be utilized as elements of decision to adapt better customized healthcare withrespect to the health needs of a given community, even in the absence of demographic data

Made available in DSpace on 2016-04-28T18:24:07Z (GMT). No. of bitstreams: 1 Rosangela Almeida Valerio.pdf: 14581279 bytes, checksum: 0113d3fd130383525e6bcb9433f8d476 (MD5) Previous issue date: 2009-06-18 / Secretaria da Educação do Estado de São Paulo / This work, inserted in the area of Applied Linguistics, had for objective the understanding of a phenomenon: the implementation of a project of reading in the interdisciplinary perspective involving the manager-researcher, teachers and students of Elementary Education. This phenomenon was experienced by the researcher, by teachers who gave classes of Portuguese, Reading[1], English, Mathematics, History, Science, Geography, Physical Education and Arts, totalizing fourteen teachers, and for 35 students also registered in the sixth series (in the year of 2006), seventh series (in the year of 2007) and eighth series (in the year of 2008) of Elementary Education of a public school of the São Paulo State. The theoretical recital is based on the questions: (a) Reading, where concepts are discussed specially in works such as, Barthes (1984), Cavallo and Chartier (1998), Martins (2003), Freire (1999, 2003, 2005, 2006), Silva (2002); (b) Elaboration of the process teach-learning panorama, and I have based my work mainly in the studies of: Piaget (1973), Smolka (1996), Roger (1977), Vygotsky (1934,1931), among others; (c) Research and interdisciplinarity at school: Fazenda (2003, 2005, 2006), Lenoir (2005), Klein (2005); (d) The methodology followed the orientation hermeneutics-phenomenological supported in: Ricoeur (2006). The beginning of this research is dated of February, 2005 and has been continued until the month of July, 2008. The texts, indicated that the school needed to have a library, which in a short period of time, would be able to assist the teacher s work regarding to the reading incentive. Then, the manager-researcher, believing in the importance of enlarging and spread actions of support to build up the readers, has realized a small reform in the physical structure of the school building in order to adjust it to its demands - and a school library was organized. The participants have organized and digitalized the data of the collection for the beginning of the new library. The loans had passed of an average of three a week - to five hundred workmanships a month. The Jornal da Tarde paper, edition of May 12, 2007, with the writing of Maria Rehder, published in the page 12-A the following: From the old boxes to the student s hands (attachment I), regarding to this subject. After the library complete organization, the teachers who were giving classes of Portuguese, Reading, English, Mathematics, History, Science, Geography, Physical Education and Arts; and the manager-researcher have elaborated and put into practice a interdisciplinary reading project. The experiences during the interdisciplinary project was described and have been interpreted according to the enlargement of the reading concept, once conceived only as decoding of the written materiality, and its participant s practices, who have started to develop interdisciplinary activities and several possibilities of readings that had exceeded the classrooms, the library and have even passed through the walls of the school in an extension for a world reading. As a result, we have interpreted that the absence of a school library is not a factor that disables the practice of reading, but something that is able to be an element that stimulates creative solutions. Another significant revelation has risen from this work, the teachers commitment, in a planned and joined way, as partners, and most of all with large dialogues, they have become managers of reading in their classes. These research results are of a very special meaning for me and it fills me of optimism, and have revealed to me, beyond everything, that it is possible that fidgets and desires of managers, teachers and students, with responsibilities for each one of them, can establish movements to promote the dissemination and incentive of reading. And still, it does not matter the textual kind, the materiality where the text is based on, or the curricular discipline being taught, the most important is that the schools must open the doors to promote and to stimulate reading. To surpass the speech of that the students do not read it is necessary a joint act of the professionals of the educational area so that they can become managers of the reading in their own communities of performance. For this reason, I invite the reader to know our experience / Este trabalho, inserido na área de Linguística Aplicada, teve por objetivo a compreensão de um fenômeno: a implementação de um projeto de leitura na perspectiva interdisciplinar envolvendo a gestora-pesquisadora, professores e alunos do Ensino Fundamental. Este fenômeno foi vivenciado pela pesquisadora, por professores que ministravam aulas de Língua Portuguesa, Leitura , Inglês, Matemática, História, Ciências, Geografia, Educação Física e Educação Artística, totalizando quatorze docentes, e também por 35 alunos matriculados na sexta série (no ano de 2006), sétima série (no ano de 2007) e oitava série (no ano de 2008) do Ensino Fundamental de uma escola pública da rede estadual de ensino localizada no interior do Estado de São Paulo. A fundamentação teórica está embasada nas questões: (a) Leitura, em que são discutidos conceitos destacando-se os trabalhos de Barthes (1984), Cavallo e Chartier (1998), Martins (2003), Freire (1999, 2003, 2005, 2006), Silva (2002); (b) Elaboração de um panorama do processo ensino-aprendizagem, para o qual me apoiei principalmente nos estudos de: Piaget (1973), Smolka (1996), Roger (1977), Vygotsky (1934,1931), entre outros; (c) Pesquisa e interdisciplinaridade escolar: Fazenda (2003, 2005, 2006), Lenoir (2005), Klein (2005); (d) A metodologia seguiu a orientação hermenêutico-fenomenológica apoiada em: Ricoeur (2006). Esta pesquisa teve início no mês de fevereiro do ano de 2005 e seguiu até o mês de julho do ano de 2008. Os textos coletados para esta pesquisa indicaram a necessidade de a escola possuir uma biblioteca escolar que a curto prazo auxiliasse o trabalho dos professores no incentivo à leitura. Assim, a gestora-pesquisadora, acreditando na importância de ampliar e disseminar ações de apoio à formação de leitores, promoveu uma pequena reforma na estrutura física do prédio escolar a fim de adequá-lo a essa demanda e uma biblioteca escolar foi organizada. Com o surgimento da biblioteca os participantes a organizaram e digitalizaram os dados de seu acervo. Os empréstimos passaram de uma média de três para quinhentas obras mensais. Sobre isto, o Jornal da Tarde, edição de 12/05/2007, com a redação de Maria Rehder, publicou na página 12-A a seguinte matéria: Das caixas velhas para as mãos dos alunos (anexo I deste trabalho). Após a organização da biblioteca, os professores que ministravam aulas de Língua Portuguesa, Leitura, Inglês, Matemática, História, Ciências, Geografia, Educação Física e Educação Artística e a gestora-pesquisadora elaboraram e colocaram em prática um projeto interdisciplinar de leitura. As vivências durante o projeto interdisciplinar foram descritas e interpretadas resultando em uma ampliação do conceito de leitura, antes concebida apenas como decodificação da materialidade escrita, e de suas práticas pelos participantes, que passaram a desenvolver atividades interdisciplinares e diversas possibilidades de leituras que ultrapassaram as salas de aula, a biblioteca e até mesmo os muros da escola em uma extensão para a leitura de mundo. Com isso, interpretamos que a ausência da biblioteca escolar não é um fator que impossibilita as práticas de leitura, podendo mesmo chegar a ser um elemento que impulsiona soluções criativas. Outra revelação significativa que este trabalho trouxe foi o compromisso dos professores em, de maneira planejada, parceira, integrada e principalmente dialogada, tornarem-se gestores da leitura em suas aulas. Os resultados da pesquisa têm para mim um significado muito especial e me enchem de otimismo, pois me revelaram, além de tudo, ser possível que inquietações e desejos de gestores, professores e alunos, com responsabilidades para cada uma das partes, possam estabelecer movimentos em favor da disseminação e incentivo à leitura. E, ainda, que não importa o gênero textual, a materialidade em que o texto está apoiado, a disciplina curricular lecionada, o importante é que as escolas abram as portas, promovam e incentivem a leitura. Para superar o discurso de que o aluno não lê é necessário um agir conjunto dos profissionais da educação a fim de que se tornem gestores da leitura no âmbito de suas comunidades de atuação. Assim, convido o leitor a conhecer nossa experiência

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-30T12:23:41Z No. of bitstreams: 1 Fausto Rogério Gentile.pdf: 1547198 bytes, checksum: 66f698d251dc59dd75db6f67272a2079 (MD5) / Made available in DSpace on 2018-07-30T12:23:42Z (GMT). No. of bitstreams: 1 Fausto Rogério Gentile.pdf: 1547198 bytes, checksum: 66f698d251dc59dd75db6f67272a2079 (MD5) Previous issue date: 2018-06-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The academic scenario of research on Interdisciplinarity in Brazil, presents at the same time a rupture of values. We see a certain skepticism, an inquiry and indignation about the theoretical-scientific legacy that has been bestowed upon us. Teaching practice and didactics are exposed to a diverse range of models and molds that evidence the exclusion of an intellectual exercise and cherish virtuosity in the management of concepts and techniques, by the immediate need of actors / educators-researchers who do not undertake a dialectic with the theorists of the Sciences of the Education. On the other hand, only the experience and description of practices do not contribute to the construction of efficient indicators capable of showing the development of innovative ways and significant contributions to Education. This research emerges from this scenario, proposing to raise, systematize, organize and discuss the scientific production of Interdisciplinarity held at the Pontifical Catholic University of São Paulo between 1985 and 2015. Using the logic of the State of Art, we present the entire trajectory and production of Ivani Catarina Arantes Farm in relation to Interdisciplinarity. Scientific-historical, aesthetic-critical, this study presents five developmental points. In the first, a brief biography of Fazenda, in the second, a mapping of all her bibliography, in the third, a survey of all dissertations and theses guided by the author, in the fourth, we present the Epistemological Construct of Fazenda and its approximations and digressions with the Science and in the fifth and last Marco, with a conclusion character, we present the legacy of Ivani Fazenda for Interdisciplinarity and for Education in Brazil / O cenário acadêmico de pesquisas em Interdisciplinaridade no Brasil, apresenta contemporaneamente uma ruptura de valores. Presenciamos um certo ceticismo, uma indagação e indignação acerca do legado teórico-cientifico que nos foi outorgado. A prática docente e a didática estão expostas a uma gama diversa de modelos e moldes que evidenciam a exclusão de um exercício intelectual e prezam pela virtuosidade no manejo de conceitos e técnicas, pela necessidade imediatista de atores/educadores-pesquisadores que não empreendem uma dialética com os teóricos das Ciências da Educação. Em contrapartida, apenas a vivência e descrição de práticas, não colaboram para a construção de indicadores eficientes capazes de evidenciar o desenvolvimento de caminhos inovadores e contribuições significativas para a Educação. Esta pesquisa emerge deste cenário, propondo levantar, sistematizar, organizar e discutir a produção científica da Interdisciplinaridade ocorrida na Pontifícia Universidade Católica de São Paulo entre os anos de 1985 e 2015. Utilizando a lógica do Estado da Arte, apresentamos toda a trajetória e produção de Ivani Catarina Arantes Fazenda em relação à Interdisciplinaridade. De caráter científico-histórico, estético-crítico, este estudo apresenta 5 pontos de desenvolvimento. No primeiro, uma breve biografia de Fazenda, no segundo, um mapeamento de toda a sua bibliografia, no terceiro, um levantamento de todas as dissertações e teses orientadas pela autora, no quarto, apresentamos o Construto Epistemológico de Fazenda e suas aproximações e digressões com a Ciência e no quinto e último Marco, com caráter de conclusão, apresentamos o legado de Ivani Fazenda para a Interdisciplinaridade e para a Educação no Brasil

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-26T10:52:44Z No. of bitstreams: 1 Áurea Rodrigues Nunes.pdf: 1218149 bytes, checksum: e4eeb4803905d5f9c4b16a01ae01d3f5 (MD5) / Made available in DSpace on 2018-11-26T10:52:44Z (GMT). No. of bitstreams: 1 Áurea Rodrigues Nunes.pdf: 1218149 bytes, checksum: e4eeb4803905d5f9c4b16a01ae01d3f5 (MD5) Previous issue date: 2018-09-10 / The present work refers to the "More Education São Paulo" Program, an educational policy that was implemented in 2014 in the city of São Paulo and promoted the reorganization of the Fundamental Education in learning cycles, with the objective of verifying the perception of teachers as well as the possible contributions of this practice to the transition from the fifth to the sixth year of elementary education, the theme of this production. It was developed from a qualitative approach, and presents as theoretical basis the studies of Freire (1996), Perrenoud (2000), Moll (2004), Rios (2010), Libâneo (2011), Fazenda (2008-2011-2013) , Beyer (2013), Tardif (2014) and André (1983), the latter being the basis for the analysis of the data obtained in the field research, which, together with a documentary research, compose this production. Such research indicates that the transition from the fifth to the sixth grade is still a difficult time for both students and teachers and that Shared Teaching is a way to mitigate this process and that its greatest contribution is in the fact that it makes possible the establishment of an initial bond between the teachers and the future students of the 6th grade. In addition, the research reveals that there is a need for investment in continuing education to guarantee the quality of teaching practice in this modality, as well as the perception and understanding of interdisciplinarity as the guiding thread of the teaching and learning process. It also reveals that the lack of time and space for planning presents itself as an impediment for Shared Teaching to be properly developed and effectively incorporated into the school project / O presente trabalho faz referência ao Programa “Mais Educação São Paulo”, política educacional que, implementada em 2014 no Município de São Paulo, promoveu a reorganização da Educação Fundamental em ciclos de aprendizagem, sendo realizado com objetivo de verificar qual a percepção de professores(as) especialistas acerca do Ciclo Interdisciplinar e da prática da Docência Compartilhada que nele está inserida, bem como acerca de possíveis contribuições dessa prática para a transição do quinto para o sexto ano do Ensino Fundamental, temática dessa produção. Foi desenvolvido a partir de uma abordagem qualitativa e, apresenta como base teórica os estudos de Freire (1996), Perrenoud (2000), Moll (2004), Rios (2010), Libâneo (2011), Fazenda (2008-2011-2013), Beyer (2013), Tardif (2014) e André (1983), sendo este último o que fundamenta o processo de análise dos dados obtidos na pesquisa de campo que, juntamente com uma pesquisa documental compõe essa produção. Tal pesquisa indica que a passagem do quinto para o sexto ano ainda continua sendo um momento difícil tanto para alunos(as) como para professores(as) e que, a Docência Compartilhada é um meio de atenuar esse processo e que, sua maior contribuição está no fato dela possibilitar o estabelecimento de um vínculo inicial entre professores(as) especialistas e os futuros alunos de 6ºs anos. Além disso, a pesquisa revela que existe a necessidade de investimento em formação continuada para garantir a qualidade da prática docente nessa modalidade, bem como a percepção e compreensão da interdisciplinaridade como fio condutor do processo de ensino e aprendizagem. Revela também que a falta de tempo e espaço para planejamento se apresenta como um impedimento para que a Docência Compartilhada seja devidamente desenvolvida e efetivamente incorporada ao projeto escolar

Made available in DSpace on 2016-04-04T18:32:34Z (GMT). No. of bitstreams: 1 Maria de Lourdes Feriotti-versao definitiva.pdf: 2594146 bytes, checksum: e82fb89e3bfd099952aca8081026f6ad (MD5) Previous issue date: 2007-03-02 / The current historical moment has characterized itself for searching of new paradigms that attend to the increasing complexity of social and human beings demands, with aims to overcoming the thought and social actions fragmentation. Ahead of the paradigmatical transition, education and production of knowledge also suffer transformations, demanding from its actors not only methodological and institutional changes, but still cultural and cognitive changes, which can base new ways of approaching reality and building social relations. Revealing symbolically a possible reorganization of thought in a cultural and historical construction, we will utilize the patchwork quilt manufactured in the social movement "Weaving the Peace" as study object. The term patchwork quilt has been used as metaphor of the simple reunion of disconnected parts, without unity. However, a patchwork quilt is a textile made from other textiles, in order to compose a unity with own meaning. When we refer to the patchwork quilt standing out the aspect of the disconnection between the parts, wouldn?t we be disclosing the culture of the impossibility of construction of the unit from the diversity? Having as a theoretical and methodological reference the complex thought developed by Edgar Morin and using bibliographical and documentary research and field research, this work objectifies to identify and to reflect on the contributions of the "Weaving the Peace" Movement to the teachers? training of the Course of Occupational Therapy of PUC-Campinas and the transformation of its pedagogical practice, more specifically, in the construction to the interdisciplinary and transdisciplinary practice and, consequently, in the experience with the diversity. / O momento hist?rico atual tem se caracterizado pela busca de novos paradigmas que atendam ? crescente complexidade das demandas humanas e sociais, com vistas ? supera??o da fragmenta??o do pensamento e das a??es sociais. Diante da transi??o paradigm?tica, a Educa??o e a produ??o do conhecimento tamb?m sofrem transforma??es, exigindo de seus atores n?o apenas mudan?as metodol?gicas e institucionais, mas ainda mudan?as culturais e cognitivas, que possam embasar novas formas de abordar a realidade e construir rela??es sociais. Revelando simbolicamente uma poss?vel reestrutura??o do pensamento numa constru??o cultural e hist?rica, utilizamos a colcha de retalhos confeccionada no movimento social Tecendo a Paz como objeto de estudo. O termo colcha de retalhos tem sido usado como met?fora do simples ajuntamento de partes desconexas, sem unidade. No entanto, uma colcha de retalhos ? um tecido constru?do a partir de outros tecidos, de modo a constituir uma unidade com sentido pr?prio. Quando nos referimos ? colcha de retalhos ressaltando o aspecto da desconex?o entre as partes, n?o estar?amos revelando a cultura da impossibilidade de constru??o da unidade a partir da diversidade? Tendo como refer?ncia te?rica e metodol?gica o pensamento complexo desenvolvido por Edgar Morin e utilizando-se de pesquisa bibliogr?fica, documental e pesquisa de campo, este trabalho objetiva identificar e refletir sobre as contribui??es do Movimento Tecendo a Paz para a forma??o dos professores do Curso de Terapia Ocupacional da PUC-Campinas e transforma??o de sua pr?tica pedag?gica, mais especificamente, na constru??o da pr?tica interdisciplinar e transdisciplinar e, consequentemente, na viv?ncia com a diversidade.