Made available in DSpace on 2015-10-06T13:02:37Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-05-29. Added 1 bitstream(s) on 2015-10-06T13:19:39Z : No. of bitstreams: 1 000850365.pdf: 483781 bytes, checksum: e4761f5aa018a7f8c91be31db5f7b641 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Nesta pesquisa discutiremos o papel das abordagens neurocientífica e fenomenológica da escuta musical segundo o Monismo de Triplo Aspecto. Iniciamos com a descrição dessas diferentes abordagens da mesma atividade apontando que a neurociência fornece descrições em terceira pessoa sobre o funcionamento do cérebro durante a escuta musical, enquanto compositores e educadores musicais focam em descrições sobre como experienciamos as diferentes formas de ouvir música. Por um lado, nas pesquisas da neurociência da música, notamos descrições sobre a escuta musical baseadas em estímulos sonoros simples e, em alguns casos mais recentes, trechos de músicas de diferentes gêneros. Nas abordagens fenomenológicas diversos aspectos sutis que influenciam a forma como percebemos a música são levados em conta, apesar de tais pesquisas não se pautarem em dados sobre o funcionamento cerebral. Com o intuito de estabelecer uma complementaridade entre tais abordagens, julgando que ambas são relevantes para a compreensão da escuta musical, assumimos como base a ontologia proposta pelo MTA, segundo a qual a Natureza é composta por três aspectos irredutíveis. Nesse sentido, fica claro que cada uma dessas abordagens oferece descrições sobre diferentes aspectos que compõe o fenômeno musical. / In this research we discuss the role of the neuroscientific and the phenomenological approaches of the musical listening according to the Triple Aspect Monism. We initiate describing those two different approaches of the same activity pointing out that the neuroscience of music provides explanations from a third person perspective of what happens to the brain while the subject listens to music, while composers and music educators focus on how we experience the different ways of listening to music. On one hand, in neuroscientific researches we notice descriptions of musical listening based on simple sound stimulus and, in some recent data, based on parts of music of different styles. In the phenomenological approach, several aspects that influence the way we perceive music are taken into consideration, even though that approach is not based on data about the brain functioning. Aiming to establish a complementarity between those approaches, considering they are both important to understand the musical listening activity, we assume the ontology proposed by the TAM. That ontology considers Nature as composed by three irreducible aspects and, therefore, it becomes clear that each approach on the musical listening is providing descriptions on different aspects that compose the musical phenomenon.

Esta dissertação analisa a utilização da pergunta como recurso epistemológico e pedagógico no processo da aprendizagem. O ponto de partida é o estado preocupante da educação no Brasil. O objetivo é o de, mediante observações de aulas e entrevistas com professores, verificar a presença ou não da pergunta. Elaborou-se um esquema de um processo de aprendizagem, composto de cinco etapas: compreensão do novo conhecimento, memorização do compreendido, relevância do novo conhecimento para o educando, construção do conhecimento pelo educando e avaliação das etapas do processo da aprendizagem e da própria aprendizagem. A compreensão é desmembrada em seis quesitos: despertar e manter o educando curioso; contextualizar o novo conhecimento para o educando; saber os conhecimentos prévios do educando; conhecer a realidade sociocultural em que o educando está inserido; estar a par do estágio de desenvolvimento cognitivo do educando e fazer uso dos potencializadores cognitivos da aprendizagem, como ilustrações, analogias e exemplos. O referencial teórico sustenta-se, entre outros, em: Neil Postman e Charles Weingartner, Edgar Morin, Jan Amos Komenský, Jean-Jacques Rousseau, Paulo Freire, Lev Semenovitch Vygotsky, Jean Piaget, Willem T. M. Frijhoff. Após as observações e entrevistas, classificam-se as perguntas segundo sua função em estabelecer determinado quesito ou etapa. Os resultados demonstram que a pergunta foi adequadamente utilizada na avaliação, na construção do conhecimento pelo educando e na utilização dos conhecimentos prévios do educando; contudo apareceu pobremente em quesitos da compreensão como os de manter o educando curioso; estabelecer o contexto de uma atividade e verificar a eficiência do uso de ilustrações, analogias e exemplos. A pergunta igualmente pouco apareceu na etapa de memorização do novo conhecido compreendido pelo educando e na etapa de mostrar a relevância de um novo conhecimento para o educando. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-11-18T15:42:26Z No. of bitstreams: 1 Dissertacao Rubens Jose Balestro.pdf: 3433680 bytes, checksum: eab5e9f2d132a9510ba551cfa581dd0b (MD5) / Made available in DSpace on 2015-11-18T15:42:26Z (GMT). No. of bitstreams: 1 Dissertacao Rubens Jose Balestro.pdf: 3433680 bytes, checksum: eab5e9f2d132a9510ba551cfa581dd0b (MD5) / This research analyses the use of the question as an epistemological and pedagogical resource in the learning process. The starting-point is the preoccupying education condition in Brazil. The aim is to verify the presence or absence of the question, through classes and interviews observations with teachers. It developed a scheme of a learning process consisting of five stages: understanding of new knowledge, memorization of understood, relevance of new knowledge to the student, construction of knowledge by student and evaluation of learning process stages and its own learning. Understanding is dismembered into six items: to arouse interest and to maintain the curious student; to contextualize new knowledge to the student; to know student’s previous knowledge, to know sociocultural reality in which the student is inserted; to be informed about student’s cognitive development stage and to make use of cognitive learning stimulative, such as illustrations, analogies and examples. The theoretical support maintains itself, among others, in: Neil Postman and Charles Weingartner, Edgar Morin, Jan Amos Komenský, Jean-Jacques Rousseau, Paulo Freire, Lev Semenovitch Vygotsky, Jean Piaget, Willem T. M. Frijhoff. After observations and interviews, questions are classified according to its function in establishing item or stage determinate. Results show that the question was properly used in the evaluation, construction knowledge by student and in the use of the student’s previous knowledge, however it appeared poorly on understanding items as keeping the curious student; establishing the context of an activity and checking efficiency of illustrations, analogies and examples use. Alike the question appeared little in memorization stage of understood new knowledge by student and in the stage to show the relevance of him to the student.

In recent years, much attention has been given to the question of whether content externalism is compatible with an account of self-knowledge maintaining that we have an epistemically privileged access to the content of our propositional mental states. Philosophers who maintain the two are incompatible (incompatibilists) have put forward two majors types of challenge, which I call - following Martin Davies - the Achievement and Consequence Problems, which aim to demonstrate that self-knowledge cannot be reconciled with externalism. These challenges have spawned a great deal of literature, and a diverse range of arguments and positions have emerged in response. In this dissertation, I intend to focus on examples of these different avenues of response, and show how none of them are adequate. In the first chapter, I lay the groundwork for the debate, setting up how externalism and self-knowledge are to be understood, and outlining both the incompatibilist challenges as well as the available responses to them. In the second chapter I examine these responses in more detail, concluding finally that the best available response is Tyler Burge's. Burge has two arguments that together establish his compatibilist position. First, he shows that even if externalism is true, our judgements about our occurrent thoughts are immunejrom error. This establishes that our judgements about our thoughts must be true. Second, he offers a transcendental argument for self-knowledge, arguing that our access to our mental states must be not only true, but non-accidentally true, in a way sufficient for genuine knowledge. This establishes that we possess the correct epistemic entitlement to our thoughts. In the third chapter, I argue Burge's arguments do not, in fact, give us good reason to suppose externalism and self-knowledge to be compatible. This, I argue, is because B urge relies upon a transcendental argument, which, in this context, cannot establish that we have self-knowledge if externalism is true. All it establishes, I argue, is that we do possess self-knowledge. And this is insufficient to establish that externalism and self-knowledge are compatible. / KMBT_363 / Adobe Acrobat 9.54 Paper Capture Plug-in

This study examined a model of children's role-taking competencies which sought to predict children's role-taking performances by taking into account both children's beliefs about the nature of knowledge (i.e., copy- theoretic or quasi-constructivistic) and the types of knowledge held by other people in the role-taking situation (i.e., physicalistic, logico-mathematical, or fully relativised). Eighty-four 3- to 7-year-old children were first screened to determine which of the potential beliefs about the nature of knowledge they held and then presented with a series of tasks representative of each of the theoretically identified types of knowledge in others. The expectation that only those children who held developmentally more mature beliefs about the nature of knowledge (i.e., quasi-constructivistic) would be capable of understanding the more complex types of knowledge possessed by others was strongly confirmed in the present study. The results of this study were seen to suggest that the proposed model could more adequately account for the development of role-taking skills in young children than previously presented typologies. / Arts, Faculty of / Psychology, Department of / Graduate

The central problem addressed in this thesis has two parts. First, how can an educator respect the developing autonomy of a student's rational capacities while nurturing'the development of particular moral sensibilities and a particular moral perspective? Second, if a moral educator challenges a group of students to consider an alternative moral position, how can she or he be justified in presenting the new perspective as superior to the old one? My argument, in summary, is that an ideal of strong objectivity, as it is conceived by Sandra Harding in the context of feminist standpoint theory, works as a set of standards against which to evaluate the adequacy of one's moral perspective, and it offers a valuable means for comparing this perspective to others. Strong objectivity is an ideal which employs a set of standards including respect, reflexivity, and critical evaluation of social situations to challenge inquirers to maximise their objectivity. They do this through recognising and testing not only the content of their knowledge claims but also the purpose these claims play in the development of research programs, A commitment to strong objectivity entails attempting to understand the partiality of one's own perspective and recognising how that partiality distorts one's perception. The process of learning from others' perspectives is central to revising and enriching one's own perspective, and this revision and enrichment is an . ongoing responsibility for any teacher. Through the application of strong objectivity to moral theory building, a moral educator can be justified in believing that her or his own moral perspective is the most adequate one available. If a moral educator understands Harding's conception of strong objectivity, and embraces it as an ideal, the result will be a more justly equitable learning environment and a more complete understanding of the moral perspective which is being developed within the classroom. These are fundamental to the legitimacy of the work of a moral educator. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Ce travail de recherche présente une stratégie de modélisation et de dimensionnement pour les assemblages boulonnés en milieu aéronautique. Dans le cas du dimensionnement de grandes structures, les bureaux d’étude se servent habituellement de techniques dites de « zoom structural ». Elles permettent de gérer les ressources numériques à disposition, avec des modèles simples et de grande taille à l’échelle globale, et des modèles plus complexes à l’échelle locale. Cette étude s‘insère dans le cadre d’un processus de zoom structural dans lequel les structures étudiées présentent un très grand nombre de fixations. Un premier travail consiste à proposer une modélisation pertinente des fixations à l’échelle globale. Dans une seconde partie, les dispersions de comportement observées dans les fixations boulonnées sont prises en compte par l’utilisation de la théorie des méconnaissances. Une technique de recalage de la modélisation complète est ensuite proposée afin de tirer partie d’éventuels essais réels ou numériques. Enfin, la stratégie proposée est appliquée sur des cas d’assemblages boulonnés de type aéronautique. Les avantages, mais aussi les limites de l’utilisation d’une telle stratégie y sont discutés. / The objective of this work is to develop a modeling strategy for assemblies involving multiple joints in an aeronautical predesign context. In the process of designing large structures, industrial engineers usually get around computational limitations by using submodeling techniques. In order to take into account phenomena which vary during the global representation of the submodeling process, we propose a modeling approach for the scattering of these phenomena based on the Lack-Of-Knowledge (LOK) theory. The LOK model associated with a relevant deterministic joint model is updated based on experimental or simulated data. The proposed strategy is discussed and illustrated by the case of multiple-joint assemblies typical of those used in aeronautics.

Esta dissertação analisa a utilização da pergunta como recurso epistemológico e pedagógico no processo da aprendizagem. O ponto de partida é o estado preocupante da educação no Brasil. O objetivo é o de, mediante observações de aulas e entrevistas com professores, verificar a presença ou não da pergunta. Elaborou-se um esquema de um processo de aprendizagem, composto de cinco etapas: compreensão do novo conhecimento, memorização do compreendido, relevância do novo conhecimento para o educando, construção do conhecimento pelo educando e avaliação das etapas do processo da aprendizagem e da própria aprendizagem. A compreensão é desmembrada em seis quesitos: despertar e manter o educando curioso; contextualizar o novo conhecimento para o educando; saber os conhecimentos prévios do educando; conhecer a realidade sociocultural em que o educando está inserido; estar a par do estágio de desenvolvimento cognitivo do educando e fazer uso dos potencializadores cognitivos da aprendizagem, como ilustrações, analogias e exemplos. O referencial teórico sustenta-se, entre outros, em: Neil Postman e Charles Weingartner, Edgar Morin, Jan Amos Komenský, Jean-Jacques Rousseau, Paulo Freire, Lev Semenovitch Vygotsky, Jean Piaget, Willem T. M. Frijhoff. Após as observações e entrevistas, classificam-se as perguntas segundo sua função em estabelecer determinado quesito ou etapa. Os resultados demonstram que a pergunta foi adequadamente utilizada na avaliação, na construção do conhecimento pelo educando e na utilização dos conhecimentos prévios do educando; contudo apareceu pobremente em quesitos da compreensão como os de manter o educando curioso; estabelecer o contexto de uma atividade e verificar a eficiência do uso de ilustrações, analogias e exemplos. A pergunta igualmente pouco apareceu na etapa de memorização do novo conhecido compreendido pelo educando e na etapa de mostrar a relevância de um novo conhecimento para o educando. / This research analyses the use of the question as an epistemological and pedagogical resource in the learning process. The starting-point is the preoccupying education condition in Brazil. The aim is to verify the presence or absence of the question, through classes and interviews observations with teachers. It developed a scheme of a learning process consisting of five stages: understanding of new knowledge, memorization of understood, relevance of new knowledge to the student, construction of knowledge by student and evaluation of learning process stages and its own learning. Understanding is dismembered into six items: to arouse interest and to maintain the curious student; to contextualize new knowledge to the student; to know student’s previous knowledge, to know sociocultural reality in which the student is inserted; to be informed about student’s cognitive development stage and to make use of cognitive learning stimulative, such as illustrations, analogies and examples. The theoretical support maintains itself, among others, in: Neil Postman and Charles Weingartner, Edgar Morin, Jan Amos Komenský, Jean-Jacques Rousseau, Paulo Freire, Lev Semenovitch Vygotsky, Jean Piaget, Willem T. M. Frijhoff. After observations and interviews, questions are classified according to its function in establishing item or stage determinate. Results show that the question was properly used in the evaluation, construction knowledge by student and in the use of the student’s previous knowledge, however it appeared poorly on understanding items as keeping the curious student; establishing the context of an activity and checking efficiency of illustrations, analogies and examples use. Alike the question appeared little in memorization stage of understood new knowledge by student and in the stage to show the relevance of him to the student.

Orientador: Dagoberto José Fonseca / Banca: Elisângela de Jesus Santos / Banca: Ivair Augusto Alves Dos Santos / Banca: Sabrina Rodrigues Garcia Balsalobre / Banca: Valquíria Pereira Tenório / Resumo: O presente trabalho centra-se na investigação da empregabilidade dos graduados da universidade moçambicana como um dos indicativos para compreensão da ascensão social e crescimento de Moçambique tendo em conta os modelos de geração de conhecimento que caracterizaram o ensino superior do país. Aplica as variáveis; modos de produção de pensamento, número de graduados, grau de empregabilidade e expansão do ensino terciário para criticar o processo institutório do ensino superior em África mas com maior incidência para Moçambique. A tese resulta da pesquisa realizada em quatro (4) universidades moçambicanas nomeadamente, UEM-Universidade Eduardo Mondlane, UP-Universidade Pedagógica, UPA-Universidade Politécnica A Politécnica e UCM-Universidade Católica de Moçambique, centrando-se nos dados do período entre 1975-2012. Foram definidos quatro (4) cursos na proporção de um curso para cada uma das seguintes áreas de conhecimento: Ciências Exatas e Biológicas, Ciências Sociais e Humanas, Ciências Tecnológicas e Ciências Humanas Aplicadas e distribuídos na conformidade de um curso para cada uma das universidades já mencionadas. O critério de seleção e definição da especialização corresponde às 4 divisões das áreas de geração de pensamento supracitadas. A partir de Tracey study dos estudantes formados entre 1975 a 2012, foi possível administrar um inquérito e posteriormente medir o impacto do saber oferecido pela universidade na inserção dos graduados no mercado de trabalho e como esta m... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research focus on investigating the employability of the graduates from the Mozambican universities as a means of comprehending social transformation and growth through the analyses of key models of knowledge generation that have shaped higher education (HE). It utilizes the variables: models of knowledge production, number of graduations, degree of employability and expansion of tertiary education in order to critic the establishing process of higher learning in Africa with special emphasis for Mozambique. The thesis is an outcome of a research conducted in four (4) Mozambican universities namely UEM-Eduardo Mondlane University, UPPedagogic University, UPA-Polytechnic A Polytechnic University and UCM-The Catholic University of Mozambique with incidence on data from the period 1975 to 2012. There were defined four (4) courses in the proportion of one specialization for each one of the following fields of knowledge production: Exact Sciences and Biologic, Social Sciences and Humanities, Technological Sciences and Human Applied Sciences distributed in alignment with one of the universities selected. The criteria for both selection and definition of the courses corresponds to the 4 divisions of knowledge generation above captioned. Through a tracey study of the graduates of the period between 1975-2012, it was possible to administer a questionnaire and subsequently measure the impact of the knowledge offered by universities on integration of the graduates in the industry an... (Complete abstract click electronic access below) / Doutor

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