O mote central da investigação é a dança-teatro e suas possibilidades pedagógicas. O estudo tem por objetivo extrair princípios pedagógicos em dança-teatro a partir de premissas de criação da coreógrafa alemã Pina Bausch e do documentário Sonhos em Movimento (2010), dirigido por Anne Linsel e Rainer Hoffmann, que mostra o desenvolvimento do trabalho de Bausch com jovens, na remontagem do espetáculo Kontakthof (2008). De modo geral, pretende-se evidenciar a dança-teatro como elemento de conhecimento humano, através da educação. Como campo teórico relacionado à dança-teatro são estudados diversos autores brasileiros e estrangeiros que abordam o processo cênico de Bausch. Referente à noção de “juventudes”, são trazidos autores que discutem a relação do jovem com seu meio social, sua criação de identidade e sua corporeidade. Para tratar de conceitos pedagógicos são utilizados escritos de Jacques Rancière, Fernando Becker, Vera Lúcia Bertoni dos Santos, João Pedro Gil e Odailso Berté, dentre outros. Através dos depoimentos dos jovens participantes do documentário pode-se identificar que, mesmo sem este fim, a proposta de Bausch possibilita neles uma nova visão de si perante seu cotidiano a partir da entrada no universo da arte, gerando construção de conhecimento por meio da poética artística. Para finalizar o estudo foi desenvolvida uma oficina com jovens, que gerou o compartilhamento das descobertas da investigação, possibilitando o relato dos participantes acerca de seus aprendizados junto à proposta pedagógica em dança-teatro. / The central theme of the investigation is Dance Theatre and its pedagogical possibilities. This study aims to extract the pedagogical principles of Dance Theatre from creation premises of the German choreographer Pina Bausch and from the documentary Dancing Dreams (2010), directed by Anne Linsel and Rainer Hoffmann, which shows the development of Bausch's work with young people in the recreation of the spectacle Kontakthof (2008). In general, this investigation intends to consolidate Dance Theatre as an element of human knowledge, through education. As theoretical field related to Dance Theatre, several Brazilian and foreign authors dedicated to Bausch's scenic process are studied. Concerning the notion of "youths", we brought authors that discuss young people's relations with their social environment, with the creation of their identity and with their corporeity. To deal with Pedagogy concepts it is used writings of Jacques Rancière, Fernando Becker, Vera Lúcia Bertoni dos Santos, João Pedro Gil, Odailso Berté, among others. Through the testimonies of the young participants of the documentary it can be identified that, even without that intention, Bausch's proposition promotes a new view of themselves towards their daily lives, through their entrance in the Art world, generating the construction of knowledge through the artistic poetics. To end the study, there was a workshop with young people, which made it possible to share the research findings, allowing the participants to report their learnings along with the pedagogical proposition of Dance Theatre.

Neste estudo, propõe-se compreender como a organização do currículo concorre para a construção do conhecimento no âmbito da formação inicial de professores de Geografia, tendo como referência empírica a Licenciatura em Geografia da Universidade Federal do Piauí (UFPI). Diante disso, entre as várias possibilidades de análise desse objeto de estudo, opta-se por focar três aspectos inerentes à organização do currículo da Licenciatura em Geografia da UFPI: o campo de produção, a história e a lógica de estrutura e funcionamento do referido currículo. Assim, objetiva-se: 1) caracterizar o campo de produção do currículo da Licenciatura em Geografia da UFPI, identificando os conhecimentos que são selecionados como referência para sua organização, bem como as relações, tensões e convergências que se estabelecem nesse movimento; 2) examinar a história do currículo da Licenciatura em Geografia da UFPI, descrevendo suas trajetórias, contextos e processos de (re) formulação; e 3) investigar a lógica de estrutura e funcionamento do currículo da Licenciatura em Geografia da UFPI, evidenciando os modos de pensar e fazer dos professores formadores acerca da organização do currículo. Para tanto, são analisadas fontes documentais (leis, decretos, pareceres, resoluções...), produzidas no esfera do Ministério da Educação (MEC) e do Conselho Nacional de Educação (CNE), como as diretrizes nacionais para formação inicial de professores da educação básica (Parecer CNE nº 9/2001 e Resolução CNE nº 1/2002) e as diretrizes para os cursos de graduação em Geografia (Parecer CNE nº 492/2001 e Resolução CNE nº 14/2002), e na esfera da Licenciatura em Geografia/UFPI, como propostas de reformulação do currículo, projetos pedagógicos de curso e programas de disciplinas; além de fontes orais, geradas por meio de entrevistas com professores do curso em questão, à propósito de seus modos de pensar e fazer relativos à organização do currículo. Parte-se da hipótese de que há um campo de produção da formação docente, no qual ocorre a organização do currículo da Licenciatura em Geografia da UFPI, regido por regras (ou leis) próprias, mas que, por homologia, pode ser explicado mediante as propriedades ou leis invariantes dos campos, conforme proposição de Pierre Bourdieu dentro de sua teoria geral dos campos. Os resultados evidenciam que o campo da formação docente em Geografia se constitui na confluência de, pelo menos, três outros espaços ou microcosmos sociais específicos (o educacional, o científico da ciência geográfica e o universitário), de modo que a organização do currículo da Licenciatura em Geografia tem como referências uma variedade de conhecimentos e/ou geografias, entre as quais se incluem a Geografia Acadêmica/ Universitária e suas especialidades (Geografia Física, Geografia Humana, Ensino de Geografia), Geografia Escolar, conhecimentos das ciências da educação e saberes docentes (como os saberes da prática e da experiência). Em face das condições de produção desse campo, há, no mínimo, indícios de que a estrutura e funcionamento do currículo da Licenciatura em Geografia da UFPI se fundamenta na dualidade/setorização da Geografia Acadêmica/Universitária, o que repercute nas experiências de formação e, consequentemente, na construção do conhecimento dos futuros professores de Geografia. / This research aims to understand how the curriculum organization contributes to the construction of knowledge in the qualification of Geography teachers, using as empirical reference the teacher training Degree in Geography from Federal University of Piauí (UFPI). Specifically, the objective of this study is to: 1) characterize the background of teacher preparation programs in Brazil, seeking references from the Bachelor\'s curriculum organization in Geography; 2) examine the organization of the degree curriculum in Geography at UFPI, describing its trajectories, contexts and processes; and 3) analyze the logical curriculum structure of the Bachelor Degree in Geography at UFPI, highlighting the established relationships, tensions and convergences in this specific field and how it contributes to the construction of knowledge for future teachers of Geography. To achieve it, documentary sources are analyzed (laws, decrees, opinions, resolutions ...), produced under the Ministry of Education (MEC) and the National Education Council (CNE), as the national guidelines for initial teacher training on basic education (Resolutions CNE No. 9/2001 and No. 1/2002 CNE) and the guidelines for undergraduate courses in Geography (Resolutions CNE No. 492/2001 and No. 14/2002 CNE), and other elements within the Bachelor Degree in Geography at UFPI, as some curriculum reorganization demands, educational course projects and course programs; besides oral sources, generated by interviews with teachers of the course in bold, about the purpose of their conceptions and practices relating to the curriculum organization. It starts with the hypothesis that there is a production field focused on teacher training, where the organization\'s Degree curriculum in Geography UFPI happens, governed by its own rules (or laws), but can be explained by \"homology\" as the system of invariant field laws, as Pierre Bourdieu proposition according to his \"general theory of fields\". The results show that the field of teacher qualification in geography is constituted in the confluence of at least three other spaces or specific social microcosms (the educational, the scientific - of geographical science - and the academic), so that the curriculum organization in Geography brings about references a variety of skills and geographies, among which is included the Academic Geography and its specialtizations (Physical Geography, Human Geography, Geography for Education), School Geography, knowledges of the sciences of education and teachers\' understadings (the knowledge of the experience, for example). Given the production conditions of this field, there is at least reasonable evidence that the structure and working of the curriculum in Geography at UFPI is based on the duality/sectorization of Academic/University Geography, which resonates strongly in the educational training experiences and, consequently, in the construction of knowledge by future teachers of Geography.

Science has been perceived as difficult to learn because of its nature and the methods by which it is usually taught. Most first-year science students entering higher education in South Africa today come from disadvantaged teaching and learning backgrounds. These students bring different “knowledge, skills or abilities” into the learning process. This knowledge, referred to as prior knowledge – or what the student already knows – is the single most important factor influencing learning (Ausubel, 1968). It is on the basis of this influence of prior knowledge on learning that the focus in this study is on understanding its manifestation in learning. Prior knowledge has both facilitating and inhibiting effects in learning. However, the focus in this study was only on inhibiting effects of prior knowledge on learning. To better understand prior knowledge qualitative methods (interview, observation, document review and the prior knowledge state test) were used. The aim was to specifically establish how students used their understanding of selected acid-base concepts and processes to construct understanding and to generate meaning of new concepts and/or knowledge. The study managed to highlight important aspects of the quality of prior knowledge and their manifestation in learning. The findings generally indicated that: <ul> <li>The quality of the knowledge that students possessed was in most instances incomplete. That is, in their description of concepts, students preferred to use summary and informal descriptions without understanding the meaning of the concepts they were describing.</li> <li> The quality of knowledge (e.g. incomplete knowledge) affected their ability to construct understanding and/or generate meaning as this knowledge was insufficient to access for the construction of scientifically valid meanings of concepts.</li> <li>The quality of students’ knowledge impeded their ability to reflect and/or to be aware of the knowledge they possessed. This made it difficult for students to access knowledge and to restructure it in order to construct new knowledge or prevent errors in their learning.</li> </ul> The study culminated in the development of a framework that may in future be used to assess prior knowledge and enhance meaningful teaching and learning based on the quality of students’ prior knowledge. / Thesis (PhD)--University of Pretoria, 2008. / Curriculum Studies / unrestricted

The literature concerning what medical students learn from midwives during specialist obstetric rotations is scarce. In the UK, despite a long tradition of providing midwifery attachments for medical students, it is almost non-existent. Working with midwives is arguably the only opportunity medical students have to experience holistic or social models of maternity care, focusing on normality rather than on the medical concept of risk. This study sought to discover how medical students constructed their knowledge about childbirth during a six week specialist rotation in obstetrics in a Northern English teaching hospital (NETH), with particular emphasis on whether participants assimilated any concepts from midwifery knowledge (MK). A Delphi Study, done as the first phase of the research, focused on MK, utilizing an international sample of experienced midwives. Resulting themes were used to develop the data collection tool for the second phase of the research. The research employed a qualitative case study method with students from a single year cohort comprising the case. Data were collected using a tool consisting of three problem based learning (PBL) scenarios. These were presented to the students in consecutive interviews at the beginning, the middle and the end of their obstetric rotation. Following analysis, five main themes were identified which illuminated the medical students' construction of knowledge about maternity care. These were explored and discussed. The thesis concludes with recommendations for increasing opportunities for IPE in the medical and midwifery curricula.

The wave of knowledge loss that organisations are facing on account of layoffs, retirements, staff turnover and mergers gave rise to this research. The main research aim was to identify the organisational and behavioural factors that could enhance or impede tacit knowledge retention. A multidisciplinary approach focusing on knowledge management, organisational behaviour and organisational development was followed. The nature of knowledge in organisations was explored by following a contextualised theorybuilding process, focusing on epistemology, and the appearance and application of knowledge. Knowledge in the context of this research is the knowledge and experience that reside in the minds of people. It is not easily documented, and is referred to as tacit knowing. A theoretical model was developed that revealed the factors that could influence tacit knowledge retention. The model focused on human input factors taking into account knowledge loss risks, strategic risks and behavioural threats that could cause knowledge loss.The main purpose of the empirical research was to operationalise the theoretically derived knowledge retention constructs, determine statistically the enhancing and impeding factors that influence knowledge retention and develop a structural equation model to verify the theoretical model. A quantitative empirical research paradigm using the survey method was followed. A questionnaire was compiled, and a survey conducted in the water supply industry. The principal component factor analysis postulated nine factors. A composite factor, knowledge retention, as the dependent variable was compiled. The questionnaire was found to be reliable, with a Cronbach alpha coefficient of .975. A structural equation model development strategy produced a new best-fitting knowledge retention model based on the new constructs postulated in the factor analysis. The model indicated that there is a direct causal relationship between strategy implementation and knowledge retention and between knowledge behaviours and knowledge retention. The regression analysis showed that most of the intercorrelations are significant, thus confirming the theory. The research contributed towards a comprehensive understanding of the factors that influence tacit knowledge retention. The questionnaire and the new knowledge retention model could assist organisations in determining the extent to which knowledge is retained and where to focus in developing and implementing a knowledge retention strategy. The study encourages practitioners to take cognisance of the fact that organisations are different and that the enhacing and impeding factors of knowledge retention are to be considered. / Information Science / D. Litt. et Phil. (Information Science)

運用科學知識在當代環境管制政策幾乎已屬常態。然而，科學卻不一定能有效解決環境污染問題。本研究探討雲林六輕石化廠區的揮發性有機物（VOCs）空氣污染問題，發現運作二十多年的六輕，其排放之VOCs數值，至今尚未釐清，但企業仍不斷擴廠，引發當地健康風險問題；同時，國光石化的環評中，PM2.5（細懸浮微粒）引發重大政治爭議，民間提出對抗性科學論述影響決策方向，後續，更促成相關管制法規通過。 在上述管制科學爭議中，本文採用新政治科學社會學所提供的制度、網絡與權力，與環境決策知識建構的途徑觀點，探討雲林石化廠區所排放的揮發性有機物（VOCs）、懸浮微粒（PM2.5）相關之管制科學爭議。運用次級資料分析法、田野調查以及深入訪談法，嘗試分析強調科學循證作為基礎的管制政策，何以仍落入管制失靈的窘境？本文探討兩個個案，其不同調的科學數字如何依循管制制度生產、傳遞及運用？其中，VOCs排放數字如何被各個政治行動者賦予政治性意涵，進而延宕政府管制的能力？甚而導致府際間嚴重衝突？而PM2.5的對抗性科學論述是如何被生產、傳遞乃至公共化？相關之政策網絡如何有效地將PM2.5的管制政策推入政治議程中，成為正式法規的一環？ 本研究發現，在VOCs個案中，基於污染物的特性、石化廠區的龐大營運複雜度、以及企業為管制資訊之主要來源等因素，使VOCs排放具有相當大的科學不確定性。不過，現行制度將這些科學不確定性切割成一場又一場對於企業資訊的審查，對於掌握確切污染狀況極其有限。在PM2.5個案中，在幾個重大政策窗事件出現之前，民間社會已有一定的知識建構基礎。而重大政策窗事件如六輕工安大火、國光石化興建以及2011年總統選舉等，促成不同社會網絡連結，協助、生產出對抗性論述，並結合公眾媒體的廣泛傳播特性，將相關科技風險知識公共化，終使得PM2.5管制法案成為正式規範之一。 / Scientific knowledge has been commonly employed for making environmental regulatory policies. This thesis aims at analyzing the contamination problems resulted from Volatile Organic Compounds (VOCs) released by the Six Naphtha Cracking Complex; it is discovered that the emission of VOCs remains a mystery after two decades of operation. However, the industrial expansion plan continues and has done a severe environmental and health destruction to the local community. Meanwhile, PM2.5, Fine Particulate Matters also triggered political controversies in the Environmental Impact Assessment process of Kuokuang Petrochemical Plant, the Eighth Naphtha Cracking Project(8th naphtha). The civil society has raised the opposing argument on the PM2.5 matter in terms of health impact, thereby influencing the direction of policy making and passing the regulations. In light of the controversies of regulatory science, this thesis adopts the perspective of New Political sociology of Science (NPSS), which substantiates the approach of institution, network and power, and other aspects of knowledge construction to analyze the emission of VOCs and PM2.5 in the petrochemical field. Moreover, secondary data, field research, and in-depth interviews are utilized to analyze these regulatory predicaments. It is discovered in the cases of VOCs, the scientific uncertainty is composed of the characteristics of VOCs, the complexity of petrochemical plant’s operations and the main regulatory information is generated by industries. Nevertheless, the regulatory institution just divided the scientific uncertainty into the tremendous conferences which peer-reviewed the information from industries. Furthermore, this regulatory institution hinders the true conditions of pollution from being known. In the meantime, in terms of PM2.5, the general public has had a solid knowledge pertaining to the critical national matters, such as several fire disasters of 6th naphtha, the policy of 8th naphtha, and the presidential election in 2011. Moreover, these policy windows promote the connection of social network and assistance, and accordingly generate the opposing discourse. The technology risk-related knowledge has also been conveyed by the mass media, thus ultimately enacting the PM2.5.

Notre recherche a pour objectif de fournir les indicateurs caractérisant l'activité technologique du Maroc. La production technologique a été mesurée à partir des données émanant de deux bases de données sur les brevets : la base de brevets de l'OMPIC qui publie les brevets déposés au Maroc et la base de l'OMPI pour les brevets mondiaux. Notre étude couvre les brevets de priorité marocaine pour une période de 6 ans et son champ d'application concerne l'industrie en tant que marché de l'innovation. Les indicateurs technologiques élaborés s'inscrivent dans le cadre des politiques pour favoriser le transfert des connaissances vers les entreprises. Nous avons puisé dans l'approche systémique et socio-constructiviste les éléments pour étudier le système de la recherche à travers ses aspects historiques, ses inputs, ses relations et son devenir et élaborer des indicateurs technologiques utiles aux décideurs. Nous avons utilisé la bibliométrie des brevets pour rendre compte de la structure des liens entres les producteurs technologiques dans une perspective à la fois sociale et scientifique. Nous avons démontré le peu de structuration en communautés des universités et des entreprises. Les personnes physiques sont à l'origine de 74% des dépôts dont seulement 10% ont une valeur ajoutée. Sur le plan régional, une concentration technologique est observée dans 3 régions. Nous avons soulevé la dépendance technologique du Maroc et proposer une stratégie pour améliorer l'attractivité des territoires à travers des opportunités de collaborations université-entreprise. / The purpose of this work was to provide the indicators characterizing the technological activity in Morocco. The technological production was measured by analyzing patents data extracted from a local and a global database: The OMPIC and WIPO patent database. Our study icludes patents with a moroccan priority for a period of 6 years years (2006-2010) with an application to industry as a potential user of scientific research. Building scientific and technological indicators is placed in the context of public policies to meet the socio-economic needs of the country. This research is based on a systemic and a socio-constructivist approaches to define the structural, functional and historical aspects to provide a comprehensive view of the Moroccan system of scientific and technological research. So, our study has analyzed the technological activity in three segments: companies, universities and individuals. We also studied the structure of collaboration between them and we noted mainly a lack of structuring communities in universities and companies as knowledge producers. The main technological activity emanates from individuals who are responsible for 74% of patenting activity, but only 10% of them are value-added technology. At a regional level, a technological concentration is observed in 3 regions only. we highlight the technological dependence of Morocco and put up a strategy to identify innovative clusters and university-entreprises collaboration.

Made available in DSpace on 2016-04-27T16:34:03Z (GMT). No. of bitstreams: 1 Cintia Aparecida Pereira Ortiz.pdf: 8371862 bytes, checksum: 1d0af6a0403c23056ef92c5f157d6fb8 (MD5) Previous issue date: 2010-02-19 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / It is an empirical research about existing spaces of interaction on a basic educational course to develop teachers long distance type of course. The study intends to analyze such spaces on a course that has communicative support tools interacting with communicative peculiarities of the cyber-space, by means of different agents visions teachers and pupils as well as verifying how the relations-interactions of those that act in the educative process happen in this type of teachers development, identifying/pointing out such interactions and considering the hypothesis that, although the physical presence of teacher and pupils at the same time and space, does not guarantee the availability of those who act in order to do necessaries interactions to the professional development of the professor. The development in a virtual environment, the proper conditions to promote exchanges and interactions suffer time and space alterations that certainly have impacts on the interactions nature among the agents in this type of long distance process of formation. In this research it has been use as reference, theoretical authors dedicated to long distance education studies. (Aretio, Moran, Neto and Keegan, among others) and authors that has focused on the educational teachers formation process as well as the construction of teachers lecturing knowledge (Walter, Candido, Garcia, Tardif, Nunes andMarin, among others). The procedures of this research for the collection of data held in the years 2008 and 2009 include the use of a questionary applied to 21 pupils from a long distance Pedagogy Course, interviews with 1 monitor (local-tutor) and 1 teacher (web-tutor), besides register and documents analyses and observation of the interactions situations existent during the course. The obtained results are presented by synthesis tables, describing: long distance course of teachers formation context and profile, who of the investigated people (pupils, teachers or web-tutors and monitors or local-tutors) and what they say about the Course and the interaction situations within / Trata-se de uma pesquisa empírica sobre os espaços de interação existentes num curso de formação de professores para educação básica curso de Pedagogia, na modalidade à distância. O estudo pretende analisar tais espaços em curso que tem como suporte ferramentas de comunicação interativas com as particularidades comunicativas do cyber-espaço, por meio das visões de seus diferentes agentes professores e alunos bem como verificar como se dão as relações/interações entre esses atores do processo educativo nesta modalidade de formação de professores, identificando / caracterizando tais interações e considerando a hipótese de que, embora a presença física de professores e alunos, no mesmo tempo e espaço, por si só não garanta a disponibilidade dos agentes para as interações necessárias à formação profissional docente, em ambientes de formação virtual as condições próprias para a promoção de trocas e interações sofrem alterações de tempo e de espaço que, certamente, têm impactos na natureza das interações entre os agentes desse processo de formação à distância. Para realização da pesquisa foram utilizados como referenciais teóricos autores dedicados ao estudo da educação à distância (Aretio, Moran, Neto e Keegan, entre outros) e autores voltados para o estudo dos processos de formação de professores e de construção dos saberes docentes (Waller, Candido, Garcia, Tardif, Nunes e Marin, entre outros). Os procedimentos de pesquisa, para a coleta de dados realizada nos anos de 2008 e 2009, incluíram o uso de questionários aplicados a 21 alunos de um Curso de Pedagogia à distância, entrevistas com 01 monitor (tutor-local) e 01 professor (tutor-web), além da análise de registros e documentos e da observação das situações de interação presentes no curso. Os resultados obtidos são apresentados em quadros-síntese, descrevendo: contexto e perfil do curso de formação de professores à distância, quem dos sujeitos investigados (alunos, professores ou tutores-web e monitores ou tutores-local) e o que dizem a respeito do curso e das situações de interação nele presentes

[pt] As conferências por computador incorporam-se cada vez mais ao dia-a-dia acadêmico, através de programas de ensino a distância e de sua utilização como ferramenta auxiliar no processo de ensino e aprendizagem. Contudo, os estudos têm privilegiado as modalidades sincrônicas de comunicação. As poucas incursões pela assincronia detêm-se nas listas de discussão ou limitam-se a definições no que tange ao fórum. Preenchendo esta lacuna, o presente estudo trata de um fórum de discussão privado ocorrido simultaneamente às aulas presenciais de uma turma de engenharia elétrica da PUC-Rio. O objetivo é descrever e analisar qualitativa e quantitativamente o papel do fórum enquanto experiência discursiva, investigando como se dá a interação e a construção do conhecimento; a possível caracterização do fórum como gênero ou suporte; e o efeito da intervenção do professor no processo. Inspirada pelo sociointeracionismo, a análise focou a freqüência de participação e sua direcionalidade, o fluxo de tópico, a presença social e cognitiva via índices lingüísticos que indicassem afeto, atitude, metacognição, complexidade lexical e sintática. Os resultados sugerem que o fórum deveria ser investigado dentro de um arcabouço de estudos de gênero. Sugerem também que o fórum é um gênero e funciona como uma comunidade de prática, favorecendo a reflexão crítica através de práticas discursivas dialógicas, a aprendizagem de elos coesivos na produção textual, o processo de letramento e de desenvolvimento da inteligência coletiva. Aparentemente, o fórum de discussão contribui para a construção da identidade social e profissional dos participantes. / [en] Computer conferencing has been increasingly incorporated to academic routines, either in distance learning or in the regular classroom, as a support. Nevertheless, the literature has focused on synchronous CMC; its few incursions into asynchrony refer to discussion lists or limit themselves to defining the forum. To fill up such a gap, this study focuses on a private forum held simultaneously with classroom learning by undergrads in Electrical Engineering, at PUC-Rio. Its objective is to describe and analyze, quantitative and qualitatively, the role of the forum as a discursive experience, investigating how interaction and knowledge construction take place; the possibility of characterizing the forum as a genre; and the effect of teacher`s intervention in the process. Inspired by sociointeractionism, it analyzed participation and interactional direction, the topic framework, social and cognitive aspects signaled by linguistic devices that represent affect, attitude, metacognition, lexical and syntactic complexity. Results suggest that future studies need to address the forum within the paradigm of genre study. It also suggests that the forum is a genre and functions as a community of inquiry, leading to critical thinking by means of dialogical discursive and literacy practices, learning of coesive ties in writing, and the development of collective intelligence. Apparently, it contributes to the construction of the social and professional identities of the participants.

Aquesta recerca pretén descriure les estratègies argumentatives que els estudiants universitaris utilitzen en situació de debat per construir el coneixement. L'estudi s'ha dut a terme a partir de dos escenaris diferenciats d'aprenentatge; un primer debat de rol clàssic, en el qual uns participants adopten la posició a favor d'un dels components del dilema exposat i uns altres defensen la posició contrària. I un segon debat de role-playing, en el qual els participants adopten un rol professional i actitudinal en la dramatització d'una reunió professional amb la finalitat d'arribar a uns acords per a la resolució d'un cas pràctic. Els objectius d'aquesta recerca se centren en, a) conèixer quin és el coneixement declaratiu dels participants sobre el debat com metodologia per construir coneixement, b) analitzar les estratègies argumentatives tant escrites com orals en alumnes de primer curs d'educació superior, c) analitzar el contingut i l'estructura argumentativa oral entesa com la seqüència d'argument, contraargument i refutació, d) analitzar els tipus de contraarguments i refutacions, les seqüències argumentatives, els patrons d'interacció i e) analitzar la incorporació polifònica (o d'altres veus) en els textos inicials, els debats orals i els textos finals. Per assolir aquests objectius s'ha adoptat una metodologia ex post facto, amb un enfocament descriptiu-explicatiu i un disseny combinat d'anàlisi de dades amb tècniques quantitatives i tècniques qualitatives. Per cadascun dels objectius s'han dut a terme diversos nivells d'anàlisi: per la totalitat dels estudiants (n=77), per cadascun dels grups de seminari i segons els dos tipus de debat. Els resultats indiquen una millora en l'evolució de les estratègies argumentatives escrites com efecte de la interacció grupal, així com canvis significatius en els punts de vista sobre els temes debatuts. Pel que fa al discurs argumentatiu oral, els participants manifesten, en ambdós debats, la mateixa estructura argumental i similars seqüències i patrons d'interacció. Tot i així, en alguns episodis temàtics s'observa una adaptació a la demanda de la tasca que implica canvis en els patrons d'interacció. Alhora, també s'observen diferències significatives respecte la incorporació de diferents veus provinents de les lectures o dels debats, tant en les produccions escrites com orals dels estudiants. / Esta investigación pretende describir las estrategias argumentativas que los estudiantes universitarios utilizan en situación de debate parar construir el conocimiento. El estudio se ha llevado a cabo a partir de dos escenarios diferentes de aprendizaje; un primer debate de rol clásico, en el cual unos participantes adoptan la posición a favor de uno de los componentes del dilema expuesto y otros defienden la posición contraria. Y un segundo debate de role-playing, en el cual los participantes adoptan un rol profesional y actitudinal en la dramatización de una reunión profesional con la finalidad de llegar a unos acuerdos para la resolución de un caso práctico. Los objetivos de esta investigación se centran en, a) conocer cuál es el conocimiento declarativo de los participantes sobre el debate como metodología para construir conocimiento, b) el estudio de las estrategias argumentativas tanto escritas como orales en los alumnos de primer curso de educación superior, c) analizar el contenido y la estructura argumentativa oral entendida como la secuencia de argumento, contraargumento y refutación, d) analizar los tipos de contraargumentos y refutaciones, las secuencias argumentativas, los patrones de interacción y e) analizar la incorporación polifónica (o de otras voces) en los textos iniciales, los debates orales y los textos finales.Para conseguir estos objetivos se ha adoptado una metodología ex post facto, con un enfoque descriptivo-explicativo y un diseño combinado de análisis de datos con técnicas cuantitativas y técnicas cualitativas. Para cada uno de los objetivos se han llevado a cabo diversos niveles de análisis: para la totalidad de los participantes (n=77), para cada grupo de seminario y en función de los dos tipos de debates.Los resultados indican una mejora en la evolución de las estrategias argumentativas escritas como efecto de la interacción grupal, así como cambios significativos en los puntos de vista sobre los temas debatidos. En referencia al discurso argumentativo oral, los participantes manifiestan en ambos debates la misma estructura argumental y similares secuencias y patrones de interacción. Sin embargo, en algunos episodios temáticos se observa una adaptación a la finalidad de la actividad que implica cambios en los patrones de interacción. Al mismo tiempo, también se observan diferencias significativas respecto a la incorporación de diferentes voces provenientes de las lecturas o de los debates, tanto en las producciones escritas como orales de los estudiantes. / The scope of this study is to describe the argumentative strategies students use in a debate situation in order to construct knowledge. This study was carried out in two different learning contexts; a classic role in the first debate, where some participants take a position in favour of a component of the dilemma to be faced and others defend the contrary position. And a second debate of role-playing, in which participants adopt a professional role and attitude in the dramatization of a professional meeting with the purpose of reaching agreement to solve a practical case.The aims of this research focuses on a) finding out the participants' declarative knowledge about debate as a methodology to contruct knowledge, b) studying written and oral argumentative strategies of firstyear undergraduate students, c) analyzing the content and structure of oral argumentation when it is understood as a sequence of argument, counterargument and refutation, d) analyzing the types of counterarguments and refutations, argumentative sequences, patterns of interaction and e) analyzing the polyphonic incorporation (other voices) in the initial texts, oral discussions and final texts.In order to achieve these aims, an ex post facto methodology has been adopted, with a descriptive-explanatory approach, and a combined design of data analysis with quantitative and qualitative techniques. For each aim several levels of analysis were carried out: for the whole students (n=77), for each seminary group and according to two types of debates. The results indicate an improvement in the argumentative writing strategies development due to group interaction effects, as well as significant changes in points of view on the issues discussed. In terms of oral argument speech, participants expressed the same argument structure and similar sequences and interaction patterns in both debates. However, in some thematic episodes there is an adaptation to the demands of the task that involves changes in the interaction patterns. Moreover, there are also significant differences between the different voices from the readings and discussions, both in written and oral students' production.