Accompagner l’intégration de la fabrication additive dans les grands groupes donneurs d’ordres devient crucial pour les sous-traitants. L’enseignement actuel des procédés et des règles de conception, limité à une vision techno-centrée, ne suffit pas pour projeter ses futures applications dans diverses industries telles que l’aéronautique, l’énergie, le médical, etc... D’un côté, les travaux sur la fabrication additive et les observations de terrain indiquent que les connaissances sur ses procédés, les matériaux et leur mise en œuvre sont régulièrement enrichies. D’un autre côté, les travaux de recherche en créativité montrent qu’il est possible de stimuler la capacité créative des individus pour les guider dans la génération d’idées et de concepts créatifs. Cette thèse explore alors un rapprochement possible entre créativité et fabrication additive, dans la perspective de proposer une méthode de créativité et des outils d’applications spécifiques au paradigme additif. Cette liaison vise à mettre en évidence des moyens de stimuler la créativité, dans le contexte spécifique de la fabrication additive. Cette approche a permis de faire émerger le rôle prépondérant des objets intermédiaires qui articulent les interactions entre plusieurs dimensions de la capacité créative : les motivations, les émotions, l’exploration des connaissances, l’alternance individu/collectif et l’organisation spatiale. Elle a aussi fait émerger le besoin de redéfinir les rôles de ces objets intermédiaires au regard de la fabrication additive. En ce sens, deux dispositifs opérationnels de stimulation, basés sur la manipulation d’objets tangibles, ont été conçus puis testés dans des contextes industriels. Les résultats expérimentaux montrent que l’exploration des connaissances matérialisées par ces dispositifs favorise la génération d’idées créatives qui peuvent ouvrir à de futures applications de la fabrication additive. Finalement, une méthode de Créativité par et pour la fabrication additive est proposée. Elle permet d’enrichir à la fois les pratiques méthodologiques des sciences de la conception et les pratiques opérationnelles sur deux terrains : celui de l’industrie de la fabrication additive et celui de l’innovation. / Emphasizing the integration of Additive Manufacturing (AM) into big industrial companies becomes crucial for subcontractors. Teaching additive processes and design rules is a techno-centric vision. It is not sufficient to project future applications of additive manufacturing in various industries such as aeronautics, energy, medical, etc. On one hand, the state of the art and field observations show that AM knowledge is steadily increasing. On the other hand, the state of the art about creativity shows that individuals creative capacity can be stimulated to guide them to the generation of creative ideas and concepts. This thesis then explores a possible linking between AM and creativity in order to propose a methodology and its application tools to stimulate creativity, in the specific context of additive manufacturing. This approach allowed us to bring out the major role of intermediate objects which articulate the interactions between several dimensions of the creative capacity: motivations, emotions, knowledge exploration, individual/collective work phases and spatial organization. It also highlighted the need for a new definition of intermediate objects’ roles regarding additive manufacturing. In this sense, we designed two operational devices, based on sensory manipulation of tangible objects, and tested them in real industrial contexts. Our experimental results show that the exploration of the knowledge embodied in these devices emphasizes the generation of creative ideas opening to potential applications of additive manufacturing. Finally, a model of Creativity Through Additive Manufacturing (CTAM) has been proposed. It enables us to contribute both to the methodological practices of design science and operational practices in two fields: the additive manufacturing industry and the field of innovation.

Submitted by CARLA MARIA GOULART DE MORAES (carlagm) on 2015-06-25T14:00:14Z No. of bitstreams: 1 IlzaRodriguesJardim.pdf: 1092179 bytes, checksum: cfb19e5173e7ed852bf4d8810cba1503 (MD5) / Made available in DSpace on 2015-06-25T14:00:14Z (GMT). No. of bitstreams: 1 IlzaRodriguesJardim.pdf: 1092179 bytes, checksum: cfb19e5173e7ed852bf4d8810cba1503 (MD5) Previous issue date: 2011 / Nenhuma / A tese tem como tema compreender o agir pedagógico do aluno de Licenciatura em Matemática da Universidade Federal do Rio Grande do Sul nos Cursos Pré-vestibular Populares (CPVP), lugar de formação e início da experiência docente o qual junta-se à formação em desenvolvimento na graduação. Através deste, objetiva-se interpretar o dizer dos professores, os enunciados pedagógicos, tendo como recurso para tal seis intenções de enunciação, que acercam o enunciado pedagógico do professor. Compreender as intenções de enunciação como estratégias de interação para o ensinar e aprender, e que, por meio destas, o professor e o aluno excursionam entre os saberes e criam um lugar na sala de aula, lugar este no qual constatei, a partir dos episódios pedagógicos dos professores Saturno, Sol e Netuno, que o aluno concorda, indaga e questiona. E nesta perspectiva, o enunciado pedagógico é uma soma de fatos enunciativos provocada pelo ir e vir no qual os protagonistas participam como falantes e ouvintes. Como instrumento de coleta de informações, foram realizadas entrevistas com coordenadores de cursos CPVP e com seus professores para que se pudesse conhecer suas trajetórias de formação na educação básica; gravações das suas aulas em DVD e transcrições dos áudios (das aulas). Para tanto, os teóricos de referência são Benveniste, na Teoria da Enunciação, Gadamer e sua produção sobre compreensão e linguagem, e Cunha, com seus entendimentos acerca do professor e sua formação. / The theme of this thesis is to understand the pedagogical practice of Mathematics Degree students at Universidade Federal do Rio Grande do Sul, their teaching-learning environment, and the beginning of their teaching carrier in Popular Preparation Courses for the entrance examinations in universities (CPVP) along with the development of their graduation course. We aim to interpret their discourse and pedagogical utterances relying on six intents of elocution which are embraced by the teacher’s pedagogical enunciations. Understanding the intentions of the enunciations as interaction strategies to teach and learn so teacher and student explore knowledge and design a space in the classroom, in which I’ve realized, from the Saturno, Sol, and Netuno events, that the student agrees, queries, and inter rogates. From this perspective, the pedagogical enunciation is the addition of enunciative facts stimulated by the turn-taking in which the protagonists take part as speakers and listeners. Interviews with the popular courses coordinators and their teaching staff are the instruments for the data collection, being able to learn about their background and development in their basic education. Class video recording and their audio transcriptions are also instruments for data collection. The theoretical foundations are based upon the works of Benveniste, on the Enunciation Theory, Gadamer and his works on comprehension and language, and Cunha, with her understanding about teachers and their training.