As tecnologias de informação e comunicação (TIC) abrem importantes possibilidades para a aprendizagem de Matemática. Para tanto, é essencial que os professores tenham oportunidades para se prepararem. Considerando que a formação de professores de Matemática é um processo contínuo, o objetivo geral desta tese foi construir uma proposta de formação continuada, para os egressos da licenciatura em Matemática do IF Fluminense, no início de sua prática docente e, analisar a influencia dessa formação na prática docente. A proposta foi denominada T-PROIM – Tecnologias na Prática docente de pROfessores Iniciantes de Matemática. Essa visou a possibilitar a integração das TIC à prática docente e fundamentou-se na teoria vygotskyana, em particular, na importância do contexto social e da mediação para o desenvolvimento dos processos psicológicos superiores. A pesquisa foi de caráter qualitativo por meio de um estudo de caso. As técnicas de coleta de dados foram questionário, entrevistas, observação e conteúdos postados na rede social na Internet. O estudo desenvolvido, entre 2008 e 2011, compõe-se de uma revisão teórica sobre os temas: formação de professores, em particular da formação continuada relacionada às TIC e ao processo de ensino e aprendizagem de Matemática; letramento digital; redes sociais focalizando as interações e o capital social; comunidades e personal learning environment. A análise de todos os dados sinalizou que o processo de letramento digital é pré-condição para o alcance dos objetivos da formação T-PROIM. Confirmou a importância do sujeito mais experiente nas interações e das relações entre os pares. A flexibilidade da formação e da configuração de recursos da RSI pelos professores foi considerada importante para o contexto educacional, pois permitiu atender particularidades de cada professor e de seu contexto docente. A possibilidade de compartilhar informações criou um espaço menos formal para contexto educacional, esse serviu como motivação para as atividades formais. Além disso, a análise possibilitou identificar dimensões do capital social nas atividades presenciais e nos conteúdos postados na rede. Essas dimensões contribuíram para aumentar a confiança no uso pedagógico das TIC e promover o desenvolvimento pessoal, social e cognitivo dos professores. Enfim, a formação T-PROIM influenciou a prática docente dos professores. / Information and communication technologies (ICT) have opened important possibilities for the learning of Mathematics. For this reason, it is important that teachers have the opportunity to be prepared. Considering that Math teachers education is a continuous process, the general objective of this thesis was to present a proposal for continuing education for former students of Mathematics Education at IF Fluminense, in the beginning of their teaching carreer, and to analyze the influence of such experience in their practice. The proposal is named T-PROIM – Tecnologias na Prática docente de pROfessores Iniciantes de Matemática (Technologies in the Teaching Practice of Beginning Teachers of Math). This aimed at enabling the integration of ICT into the teaching practice, and was based on the vygotskian theory, mainly on the importance of social context, and of mediation in the development of higher order psychological processes. A qualitative research was carried through a case study in which data were collected from a questionnaire, interviews, observation and content posted on an internet social network (ISN). The study, developed from 2008 through 2011, presents a theoretical review of the following topics: teachers education, notably continuing education related to the ICT, and to the process of teaching and learning Mathematics; digital literacy; social networks with focus on interactions and social capital; communities and personal learning environments. Data analysis showed that digital literacy was a precondition to reach the objectives of T-PROIM, and confirmed the relevance of more experienced individuals in the interactions and relationships among participants. The flexibility of the program and the configuration of resources by teachers in the ISN were considered important for the educational context, as it enabled catering for the individual needs of each teacher and of his/her teaching situation. The possibility of sharing information created a less formal space for educational purposes, which served as motivation for formal activities. In addition, the analysis allowed for the identification of the dimensions of social capital in face to face activities and contents posted in the network. Such dimensions contributed to improve confidence in the pedagogical use of ICT, and to promote personal, social and cognitive development of teachers. In brief, the experience with T-PROIM influenced the subjects’ teaching practice.

As tecnologias de informação e comunicação (TIC) abrem importantes possibilidades para a aprendizagem de Matemática. Para tanto, é essencial que os professores tenham oportunidades para se prepararem. Considerando que a formação de professores de Matemática é um processo contínuo, o objetivo geral desta tese foi construir uma proposta de formação continuada, para os egressos da licenciatura em Matemática do IF Fluminense, no início de sua prática docente e, analisar a influencia dessa formação na prática docente. A proposta foi denominada T-PROIM – Tecnologias na Prática docente de pROfessores Iniciantes de Matemática. Essa visou a possibilitar a integração das TIC à prática docente e fundamentou-se na teoria vygotskyana, em particular, na importância do contexto social e da mediação para o desenvolvimento dos processos psicológicos superiores. A pesquisa foi de caráter qualitativo por meio de um estudo de caso. As técnicas de coleta de dados foram questionário, entrevistas, observação e conteúdos postados na rede social na Internet. O estudo desenvolvido, entre 2008 e 2011, compõe-se de uma revisão teórica sobre os temas: formação de professores, em particular da formação continuada relacionada às TIC e ao processo de ensino e aprendizagem de Matemática; letramento digital; redes sociais focalizando as interações e o capital social; comunidades e personal learning environment. A análise de todos os dados sinalizou que o processo de letramento digital é pré-condição para o alcance dos objetivos da formação T-PROIM. Confirmou a importância do sujeito mais experiente nas interações e das relações entre os pares. A flexibilidade da formação e da configuração de recursos da RSI pelos professores foi considerada importante para o contexto educacional, pois permitiu atender particularidades de cada professor e de seu contexto docente. A possibilidade de compartilhar informações criou um espaço menos formal para contexto educacional, esse serviu como motivação para as atividades formais. Além disso, a análise possibilitou identificar dimensões do capital social nas atividades presenciais e nos conteúdos postados na rede. Essas dimensões contribuíram para aumentar a confiança no uso pedagógico das TIC e promover o desenvolvimento pessoal, social e cognitivo dos professores. Enfim, a formação T-PROIM influenciou a prática docente dos professores. / Information and communication technologies (ICT) have opened important possibilities for the learning of Mathematics. For this reason, it is important that teachers have the opportunity to be prepared. Considering that Math teachers education is a continuous process, the general objective of this thesis was to present a proposal for continuing education for former students of Mathematics Education at IF Fluminense, in the beginning of their teaching carreer, and to analyze the influence of such experience in their practice. The proposal is named T-PROIM – Tecnologias na Prática docente de pROfessores Iniciantes de Matemática (Technologies in the Teaching Practice of Beginning Teachers of Math). This aimed at enabling the integration of ICT into the teaching practice, and was based on the vygotskian theory, mainly on the importance of social context, and of mediation in the development of higher order psychological processes. A qualitative research was carried through a case study in which data were collected from a questionnaire, interviews, observation and content posted on an internet social network (ISN). The study, developed from 2008 through 2011, presents a theoretical review of the following topics: teachers education, notably continuing education related to the ICT, and to the process of teaching and learning Mathematics; digital literacy; social networks with focus on interactions and social capital; communities and personal learning environments. Data analysis showed that digital literacy was a precondition to reach the objectives of T-PROIM, and confirmed the relevance of more experienced individuals in the interactions and relationships among participants. The flexibility of the program and the configuration of resources by teachers in the ISN were considered important for the educational context, as it enabled catering for the individual needs of each teacher and of his/her teaching situation. The possibility of sharing information created a less formal space for educational purposes, which served as motivation for formal activities. In addition, the analysis allowed for the identification of the dimensions of social capital in face to face activities and contents posted in the network. Such dimensions contributed to improve confidence in the pedagogical use of ICT, and to promote personal, social and cognitive development of teachers. In brief, the experience with T-PROIM influenced the subjects’ teaching practice.

As tecnologias de informação e comunicação (TIC) abrem importantes possibilidades para a aprendizagem de Matemática. Para tanto, é essencial que os professores tenham oportunidades para se prepararem. Considerando que a formação de professores de Matemática é um processo contínuo, o objetivo geral desta tese foi construir uma proposta de formação continuada, para os egressos da licenciatura em Matemática do IF Fluminense, no início de sua prática docente e, analisar a influencia dessa formação na prática docente. A proposta foi denominada T-PROIM – Tecnologias na Prática docente de pROfessores Iniciantes de Matemática. Essa visou a possibilitar a integração das TIC à prática docente e fundamentou-se na teoria vygotskyana, em particular, na importância do contexto social e da mediação para o desenvolvimento dos processos psicológicos superiores. A pesquisa foi de caráter qualitativo por meio de um estudo de caso. As técnicas de coleta de dados foram questionário, entrevistas, observação e conteúdos postados na rede social na Internet. O estudo desenvolvido, entre 2008 e 2011, compõe-se de uma revisão teórica sobre os temas: formação de professores, em particular da formação continuada relacionada às TIC e ao processo de ensino e aprendizagem de Matemática; letramento digital; redes sociais focalizando as interações e o capital social; comunidades e personal learning environment. A análise de todos os dados sinalizou que o processo de letramento digital é pré-condição para o alcance dos objetivos da formação T-PROIM. Confirmou a importância do sujeito mais experiente nas interações e das relações entre os pares. A flexibilidade da formação e da configuração de recursos da RSI pelos professores foi considerada importante para o contexto educacional, pois permitiu atender particularidades de cada professor e de seu contexto docente. A possibilidade de compartilhar informações criou um espaço menos formal para contexto educacional, esse serviu como motivação para as atividades formais. Além disso, a análise possibilitou identificar dimensões do capital social nas atividades presenciais e nos conteúdos postados na rede. Essas dimensões contribuíram para aumentar a confiança no uso pedagógico das TIC e promover o desenvolvimento pessoal, social e cognitivo dos professores. Enfim, a formação T-PROIM influenciou a prática docente dos professores. / Information and communication technologies (ICT) have opened important possibilities for the learning of Mathematics. For this reason, it is important that teachers have the opportunity to be prepared. Considering that Math teachers education is a continuous process, the general objective of this thesis was to present a proposal for continuing education for former students of Mathematics Education at IF Fluminense, in the beginning of their teaching carreer, and to analyze the influence of such experience in their practice. The proposal is named T-PROIM – Tecnologias na Prática docente de pROfessores Iniciantes de Matemática (Technologies in the Teaching Practice of Beginning Teachers of Math). This aimed at enabling the integration of ICT into the teaching practice, and was based on the vygotskian theory, mainly on the importance of social context, and of mediation in the development of higher order psychological processes. A qualitative research was carried through a case study in which data were collected from a questionnaire, interviews, observation and content posted on an internet social network (ISN). The study, developed from 2008 through 2011, presents a theoretical review of the following topics: teachers education, notably continuing education related to the ICT, and to the process of teaching and learning Mathematics; digital literacy; social networks with focus on interactions and social capital; communities and personal learning environments. Data analysis showed that digital literacy was a precondition to reach the objectives of T-PROIM, and confirmed the relevance of more experienced individuals in the interactions and relationships among participants. The flexibility of the program and the configuration of resources by teachers in the ISN were considered important for the educational context, as it enabled catering for the individual needs of each teacher and of his/her teaching situation. The possibility of sharing information created a less formal space for educational purposes, which served as motivation for formal activities. In addition, the analysis allowed for the identification of the dimensions of social capital in face to face activities and contents posted in the network. Such dimensions contributed to improve confidence in the pedagogical use of ICT, and to promote personal, social and cognitive development of teachers. In brief, the experience with T-PROIM influenced the subjects’ teaching practice.

Internet and Internet communication technologies have become an integral part of life for most of us. Commercial potential of these technologies has already been identified. The advent of new forms of communication and sharing content on the Internet, so-called Web 2.0, brought new trend to our lives. This new trend with great potential for further commercialization of the Internet, are social networks. This thesis deals mainly with issues of use of social networks for commercial communication. Social networks offers a wide range of opportunities for business development on the Internet in the future. Volume of use of social networks in the future depends not only on users of social networks, but also on skills and experience of corporate entities. The goal of the thesis is to provide a comprehensive view on this issue, analyze the current uses of each commercial channel on social networks and provide insight to possible future progress. The work is divided into three chapters. The first, theoretical part, defines online communication channels, social networks and analyse basic problems of commercial use of social networks. In the second part author provides an overview of the possibilities of use of social networks and their potential, their advantages and disadvantages. And also methods how to enter a field of social networking with a business. The third part is a case study of use of social networks for business development in a particular company. In this charter author applies knowledge from the theoretical part. Reader of the thesis should thus gain a complete understanding of the issues of commercial uses of social networks. In theoretical, and also in practical direction. The thesis could thus be a applicable guide for the use of all the opportunities that social networks provide these days. The benefit for the reader should be the ability to apply theoretical and practical procedures for developing their own business.

The thesis deals with dangers connected with using of internet social network Facebook concerning mainly children and teenagers and it suggests possible ways to reduce these dangers. At the beginning Facebook principles and the basic psychological characteritics of the Internet, which are relevant also for Facebook, are presented. It implies some negatives and risks connected with using Facebook which are described in the next parts of the thesis. There is a focus on dangerous phenomena which include cybergrooming, cyberstalking and cyberbullying. The text deals with their prevention and possible resolution. The thesis discusses possible ways of prevention of risks of internet communication with the focus on Facebook and it presents projects dealing with the prevention in this area. Empirical part of the thesis examines relation between risk behaviour and awareness of dangers and safer using of Facebook. The questionnaire survey was made and it concerns pupils of the second grade of primary school from Kadaň. It also examines connection between risk behaviour and the frequency of meeting some undesirable situations described in the theoretical part and it deals with differences between boys and girls in this field.