The current work has arisen with respect to the growing importance of ontology modelling in Information Systems development. Due to emerging technologies of Semantic Web, it is desirable to use for this purpose the Web Ontology Language OWL. From the other side, the relational database technology has ensured the best facilities for storing, updating and manipulating the information of problem domain. This work covers analysis of the process how ontology of a particular domain described in OWL may be transformed and stored in a relational database. The algorithms for transformation of domain ontology, described in OWL, to relational database are proposed. According this algorithm, ontology classes are mapped to relational tables, properties to relations and attributes, and constraints – to metadata. The proposed algorithm is capable to transform all OWL Lite and part of OWL DL syntax. The further expansion of the algorithm to cover more capabilities of OWL should be based on the same principles. The prototypical tool, performing transformations, has been implemented as add-in for the ontology development tool “Protégé����. The methodology of transformation is illustrated with an example.

Our goal is to enable aWeb user to easily specify distributed data managementtasks in place, i.e. without centralizing the data to a single provider. Oursystem is therefore not a replacement for Facebook, or any centralized system,but an alternative that allows users to launch their own peers on their machinesprocessing their own local personal data, and possibly collaborating with Webservices.We introduce Webdamlog, a datalog-style language for managing distributeddata and knowledge. The language extends datalog in a numberof ways, notably with a novel feature, namely delegation, allowing peersto exchange not only facts but also rules. We present a user study thatdemonstrates the usability of the language. We describe a Webdamlog enginethat extends a distributed datalog engine, namely Bud, with the supportof delegation and of a number of other novelties of Webdamlog such as thepossibility to have variables denoting peers or relations. We mention noveloptimization techniques, notably one based on the provenance of facts andrules. We exhibit experiments that demonstrate that the rich features ofWebdamlog can be supported at reasonable cost and that the engine scales tolarge volumes of data. Finally, we discuss the implementation of a Webdamlogpeer system that provides an environment for the engine. In particular, a peersupports wrappers to exchange Webdamlog data with non-Webdamlog peers.We illustrate these peers by presenting a picture management applicationthat we used for demonstration purposes.

Made available in DSpace on 2016-06-02T19:35:28Z (GMT). No. of bitstreams: 1 TeseMDL.pdf: 1532558 bytes, checksum: c14d186c53d86bd0224da3c79b36e14a (MD5) Previous issue date: 2006-03-24 / Contrary to what is known as process-product researches, in which teachers used to be seen as a mere technical performer, nowadays the teacher is the centerpiece in the educational process. In this new approach, the teacher is the core of the debates and professional practices, personal life and know-how of the professional practices are analysed. Lee Shulman is one of the researchers who tries to make a list of required knowledge for a teacher to carry out his/her job. This list is referred to as knowledge base of teaching by the author, which is formed, mainly, by content knowledge, general pedagogical knowledge and pedagogical content knowledge. As one of the sources to acquire such knowledge is the everyday practice, we have asked in which aspects and how a veteran teacher and a teacher-to-be, working together in their development process, and having a training teacher as mediator, can share the required knowledge in teaching. Two professionals graduated in Education and the researcher, in the role of mediator, took part in this study. One of the professionals, referred to as teacher-to-be, had no classroom practice; the other, referred to as veteran teacher, had an eighteen-year-long experience. Data was gathered from August through December 2003. The focal point was the elaboration, implementation and reflection about a series of five classes taught to early grades in Elementary School, the subject being air . The focus was the knowledge that is part of the knowledge base of teaching pointed out by Shulman. Results showed that the teacher-to-be faced the same difficulties and experienced similar tensions and anxiety as her veteran peer when at the beginning of her career. However, after years of practice, the veteran teacher seemed to have solid techniques or strategies on how to deal with students, differently from the teacher-to-be, who still tried to build them up by a process of trial and error. The greatest interaction between them was about the general pedagogical knowledge , when they talked about strategies to control students discipline, their characteristics and their behavior during classes. Both presented an important lack of content knowledge , which made it difficult for them to understand each other when that was the point. They had different motivation concerning the focus of analyses of the classes and about what they wanted to learn: the teacher-to-be focused on her own performance while the veteran teacher looked at the learning process by the students. Such fact might show that, instead of helping the development process, the longer the practice the more difficult for the peers to interact since the teachers interests could be different. Accepting an opinion or idea from a peer seems to be tied more to private characteristics of those involved. Contrary to what was expected, i.e., that the teacher-to-be could learn more about how to teach from the veteran teacher, there was learning by both professionals and an improvement in their knowledge base of teaching . / Em contraposição às pesquisas em que o docente era visto como mero executor técnico, chamadas pesquisas processo-produto , atualmente ele é peça fundamental no processo educativo. Neste novo enfoque, o professor ocupa o centro dos debates, tendo como análise suas práticas profissionais, sua vida pessoal e os saberes de sua prática profissional. Lee Shulman é um dos pesquisadores que busca apontar um rol de conhecimentos necessários para que o professor exerça sua atividade. A este conjunto de conhecimentos, o autor designou base de conhecimento para o ensino , que se constitui principalmente, pelo conhecimento do conteúdo específico, conhecimentos pedagógico geral e conhecimento pedagógico do conteúdo. Como uma das fontes de aprendizagem de tais conhecimentos é a prática cotidiana, questionamos em que e de que forma, um professor atuante e um aspirante, trabalhando conjuntamente em seu processo de formação, contribuem entre si na construção de conhecimentos necessários para o ensino, tendo como mediador a participação de um professor formador? Participaram desta pesquisa duas licenciandas de um curso de Pedagogia e o pesquisador, assumindo o papel de mediador. Uma delas, denominada professora aspirante , não possuía nenhuma experiência docente; a outra, denominada professora atuante , atuava como docente há 18 anos. A coleta de dados ocorreu durante o 2o. semestre de 2003 e teve como eixo norteador a elaboração/implementação/reflexão sobre um conjunto de cinco aulas dedicadas às séries iniciais do Ensino Fundamental acerca do tema ar . Tomou-se como eixo central de análise os conhecimentos constituintes da base de conhecimentos para o ensino , apontada por Shulman. Resultados mostraram que a professora aspirante enfrentou as mesmas dificuldades e vivenciou semelhantes tensões e angústias que sua colega experiente, quando no início da carreira. Porém, a professora atuante, após anos de prática, parecia possuir esquemas ou estratégias consolidadas a respeito de como lidar com os alunos, diferentemente da professora aspirante, que ainda buscava construí-los num processo de tentativa e erro. A maior interação entre elas ocorreu acerca dos conhecimentos pedagógicos gerais, quando comentavam sobre estratégias de controle da indisciplina dos alunos, suas características e comportamentos durante as aulas. Ambas apresentaram uma significativa carência referente ao conhecimento do conteúdo específico, o que dificultou a interação entre elas quando se tratava deste aspecto. Possuíam motivações diferentes quanto ao foco de análise das aulas e acerca do que buscavam aprender: a aspirante focava em sua própria performance e a atuante, na aprendizagem de seus alunos. Tal dado pode ser indício de que níveis de experiência distintos podem dificultar o processo de interação entre os pares, ao invés de ser um aliado na formação, pois os interesses dos docentes podem ser diferentes. Acolher uma opinião ou idéia de um par parece estar mais atrelada a fatores intrínsecos de quem se propõe a realizá-la. Contrariamente ao esperado, ou seja, de que a professora aspirante pudesse aprender mais sobre como ensinar com seu par experiente, houve aprendizagem de ambas as partes e uma ampliação em suas bases de conhecimentos para o ensino .

Philosophiae Doctor - PhD ( Language Education) / Ordinarily, Teacher Development at the level of Bachelor of Education (B.Ed.) at Great Zimbabwe University (GZU) comes in two major phases spread over four years - the theoretical and the practical based phases. The theoretical phase comes in the form of courses based on pedagogical content and professional knowledge in the initial years at the university while the practical based phase comes in the form of school-based Teaching Practice (TP) for real and direct teaching experiences. The initial theoretical phase is often based on the liberal arts-like education to develop the whole teacher for adaptable life-long service. This is translated by a number of subject that can vary according the dictates of the focus of a particular national curriculum. TP on the other hand, provides student-teachers the opportunity to apply not only the knowledge acquired in the initial phase but also the schoolbased curriculum they are immersed in plus other contextual experiences they might have. If well-structured and blended, the two phases may ensure a smooth transition from a novice student teacher to an expert professional teacher for long-life practice.

Made available in DSpace on 2016-06-02T19:39:24Z (GMT). No. of bitstreams: 1 4109.pdf: 1208282 bytes, checksum: 27062b19102fba31f2333bc9aa6b0f79 (MD5) Previous issue date: 2012-02-14 / Financiadora de Estudos e Projetos / In face of the technological evolution lived by the nowadays society, which allowed the emergence of the on-line distance education (via the internet), it has occurred over the last years in Brazil a constant growth of distance teacher education, with graduation courses that rely on large part of its development being realized through on-line activities. This growth has also relied on contributions from the Ministry of Education through programs as the Brazil Open University (UAB), for example. It is considering this scenario that it was sought to explore these new environments of formation and investigate what contributions a distance formation course brings to students that already work as music teachers. Therefore, it started from the characterization and analysis of experiences and learnings that the students-alreadyteachers pointed out as significatives in the Music Education Licentiate course at a distance of UFSCar, also seeking to relate those experiences and learnings with the categories of the knowledge base for teaching (SHULMAN, 1986, 1987; MIZUKAMI, 2004). It was applied an on-line questionnaire with the students-already-teachers who consented their participation in the research, and it was sought to reach the objectives proposed by means of an inductive analysis of the answers. The research had its methodology defined based on the principles of the qualitative research, and was characterized as being of descriptive-analytical nature. The results revealed that even already possessing large experience in music teaching, the studentsalready- teachers affirmed that the distance graduation course contributed in several aspects, being possible to identify contributions to with their content knowledge, pedagogical content knowledge and general pedagogical knowledge, just as general contributions related to distance education, learning of technological resources, personal organization, incentive for research, among others. It was finalized with the certainty that the distance education presents great possibilities and a lot of potential for teacher education and for education, and that much remains to be researched and understood in this field. / Em face da evolução tecnológica vivida pela sociedade atual, a qual permitiu o surgimento da educação a distância on-line (via internet), tem ocorrido nos últimos anos no Brasil um constante crescimento da formação de professores a distância, com cursos de graduação que contam com grande parte de seu desenvolvimento sendo realizado através de atividades online. Esse crescimento também tem contado com contribuições do Ministério da Educação através de programas como a Universidade Aberta do Brasil (UAB), por exemplo. É considerando este cenário que buscou-se, então, explorar estes novos ambientes de formação e investigar que contribuições um curso de formação a distância traz a licenciandos que já atuam como professores de música. Para tanto, partiu-se da caracterização e da análise de experiências e aprendizagens que licenciandos-já-professores apontaram como significativas no curso de Licenciatura em Educação Musical a distância da UFSCar, também buscando relacionar essas experiências e aprendizagens com as categorias da base de conhecimento para o ensino (SHULMAN, 1986, 1987; MIZUKAMI, 2004). Foi aplicado um questionário on-line com os licenciandos-já-professores que consentiram a participação na pesquisa e se buscou atingir os objetivos propostos por meio da análise indutiva das respostas. A pesquisa teve sua metodologia definida com base nos princípios da investigação qualitativa, e caracterizou-se como sendo de cunho descritivo-analítica. Os resultados revelaram que mesmo já possuindo grande experiência na docência de música, os licenciandos-jáprofessores afirmaram que o curso de graduação a distância contribuiu em vários aspectos, sendo possível identificar contribuições para com seus conhecimentos de conteúdo, conhecimentos pedagógicos de conteúdo e conhecimentos pedagógicos gerais, assim como contribuições gerais relacionadas à educação a distância, aprendizagem de recursos tecnológicos, organização pessoal, incentivo à pesquisa, entre outros. Finalizou-se com a certeza de que a educação a distância apresenta grandes possibilidades e muito potencial para a formação de professores e para a educação, e que ainda há muito a ser pesquisado e compreendido nessa área.

Made available in DSpace on 2016-06-02T19:39:53Z (GMT). No. of bitstreams: 1 DissDCS.pdf: 920735 bytes, checksum: ddaaf317eda9092fd41918255310ba29 (MD5) Previous issue date: 2005-02-25 / This research, with qualitative characteristics, involves an autobiographic study inserted into a perspective of continuous formation of the teacher, by means of reflexive practice. It aims at identifying and analyzing: i) the knowledge base which was recognized,transformed and produced by the teacher as researcher; and, ii) the contributions offered by certain interlocutors linked to the educational universe, to consolidate part of this knowledge and to promote reflexive processes. The main theory references which orientated this research were the works of Zeichner (1992, 1993, 1998); Schön (2000), Tardif (1991, 2000, 2002) and Nóvoa (2000). On the other hand, the method used was based on an autobiographic proposal and on interpretative theories of documents of the teacher as researcher. The main activities and procedures include filming the classes, day-by-day written records, and audio record of the reflexive meetings with the interlocutors. During the work, it was possible to observe that the teachers knowledge under development mostly derivate from the background influence generated by family, school and university lives, by the personal/professional experiences in schools, and by the interactions of the teacher and a number of interlocutors she met while working, both in formal training activities and during the research. The teacher developed her practice by creatively exploring the traditional teaching places, bringing up contents of attitude, procedures and concepts, valorizing the discussion and stimulating the interactions and the collective work of the students. The conduction and sustenance of the teachinglearning process is characterized by an articulated sequence of activities, by the development of the didactic contract and by the evaluation of the discipline and progression of learning. Some dilemmas are typical of her professional life, such as the handling of the subject in school time and the development of a teaching technique which consider the reality of the students. The division of the teaching experience allowed the objectivity of several implicit theories. The unbalancing situations caused by the interlocutors created an intense involvement of the teacher with the reflexive process about practice, leading to some discoveries and to the revision of the understanding of teaching. Moreover, they motivated the overcome of some pedagogical illusions and of an individualist perspective of the teaching activity. The teacher-researcher could understand that many of her dilemmas are especially constituted of institutional problems of the Brazilian educational system, which needs more than just the personal reflection of the teachers. This work may offer some clues that the promotion of researches by high school teachers contribute to an increase of the professional development, to the appropriation and improvement of their knowledge base, to a perception of the gaps to be reviewed in a continued process, and to the refining of the decision about becoming a teacher. / Esta pesquisa, de natureza qualitativa, envolve um estudo de cunho autobiográfico inserida numa perspectiva de formação continuada do/a professor/a, pela prática reflexiva. Teve como objetivos identificar e analisar: i) os saberes mobilizados, transformados e produzidos pela professora-pesquisadora e, ii) as contribuições oferecidas por determinados/as interlocutores/as vinculados ao universo escolar ou universitário, para a consolidação de parte destes saberes e para a promoção de processos reflexivos. As principais referências teóricas que iluminaram a pesquisa foram os trabalhos de Zeichner (1992, 1993, 1998); Schön (2000), Tardif (1991, 2000, 2002) e Nóvoa (2000): Por sua vez, o método construído baseou-se na proposta de autobiografia e em teorias interpretativas de documentos da professora-pesquisadora. As principais atividades e procedimentos incluem: registro de aulas por meio de gravações audiovisuais; registros em diário de bordo e anotações e gravação em áudio dos encontros reflexivos com os/as interlocutores/as. No trabalho, foi possível observar que os saberes docentes em construção, em grande parte, decorrem das influências geradas pela história de formação familiar, escolar e universitária, pelas experiências pessoais/profissionais vividas nas escolas e pelas interações da professora com os mais diversos interlocutores(as) que ela encontra no exercício profissional, em atividades formais de capacitação em serviço e durante a realização da pesquisa. A professora desenvolve sua prática procurando explorar com criatividade os espaços tradicionais de ensino; abarcando conteúdos atitudinais, procedimentais e conceituais; valorizando o diálogo e estimulando as interações e o trabalho coletivo dos/as alunos/as. A condução e sustentação do processo de ensino e aprendizagem caracteriza-se por uma seqüência articulada de atividades, pelo desenvolvimento do contrato didático e da avaliação da disciplina e da progressão das aprendizagens. Alguns dilemas são característicos de seu percurso profissional, como a gestão da matéria no tempo escolar e o desenvolvimento de um ensino que considere a realidade dos/as alunos/as. A partilha da própria prática possibilitou a objetivação de muitas teorias implícitas. As situações desequilibradoras provocadas pelos/as interlocutores geraram um envolvimento intenso da professora com o processo reflexivo sobre a prática, levando-a a algumas descobertas e a revisão de compreensões sobre o ensino. Ainda motivaram a superaração de algumas ilusões pedagógicas e de uma certa perspectiva individualista da atuação docente. A professora-pesquisadora pode compreender que muitos dos seus dilemas se constituem, principalmente, em problemas institucionais do sistema de ensino brasileiro, cujo enfrentamento requer mais do que a reflexão pessoal dos docentes. Este trabalho pode oferecer alguns sinais de que a promoção de pesquisas por professores/as do ensino médio contribui para um maior desenvolvimento profissional, a apropriação e aperfeiçoamento de seus saberes, uma percepção das lacunas a serem revistas num processo continuado e o refinamento no entendimento quanto a tornar-se professor/a.

Made available in DSpace on 2014-10-09T12:26:36Z (GMT). No. of bitstreams: 0 / Made available in DSpace on 2014-10-09T14:06:29Z (GMT). No. of bitstreams: 0 / Tese (Doutoramento) / IPEN/T / Instituto de Pesquisas Energeticas e Nucleares - IPEN-CNEN/SP

Submitted by Claudinei Pracidelli (cpracide@ipen.br) on 2015-12-22T09:33:02Z No. of bitstreams: 0 / Made available in DSpace on 2015-12-22T09:33:02Z (GMT). No. of bitstreams: 0 / Tese (Doutorado em Tecnologia Nuclear) / IPEN/T / Instituto de Pesquisas Energeticas e Nucleares - IPEN-CNEN/SP

Planning is indeed a highly regulated procedure at the operational level such as military related activities where the staff may benefit from documents such as guidelines that regulate the work process, responsibilities and results of such planning activities. This thesis proposes a method for analyzing office documents that make up an operational order according to document ontology. With the semantic desktops aiming at combining semantic annotations and intelligent reasoning in desktop computers, the product of this project intends to add a plug-in to such environments such as IRIS semantic desktop, which accordingly enables such application to interpret documents whether the they  or change within the application. The result of our work helps the end user to extract data using his/her favorite patterns such as goals, targets or even milestones that make up decisive points. This information eventually form semantic objects, which ultimately reside in the knowledgebase of the semantic desktop for further reasoning in the future referring of the application, whether automatically or upon the user's request.

Neste trabalho investigamos a base de conhecimentos para o ensino e o conhecimento pedagógico do conteúdo de um professor do ensino superior que se destacou sucessivamente nas avaliações institucionais aplicadas aos estudantes de uma Universidade Paulistana para aferir a qualidade e o desempenho de seus professores. Buscamos por meio de narrativas e de análises de documentos reconhecer os conhecimentos mobilizados e as peculiaridades da abordagem deste professor em sua prática docente. Esta pesquisa caracteriza-se como um estudo de caso único. Os dados utilizados envolvem todas as atividades e avaliações produzidas pelo professor para uma disciplina de bioquímica, o planejamento de ensino, a observação das aulas e o mapeamento de suas crenças didáticas. A coleta dos dados foi realizada a partir de observações não participantes das aulas, de entrevistas semiestruturadas registradas em áudio e vídeo e questionários. Os dados foram analisados através da Análise Textual Discursiva, pela qual utilizamos como categorias e subcategorias de análise as propostas no modelo de Grossman para identificar e sistematizar a base de conhecimentos para o ensino e o conhecimento pedagógico do conteúdo do professor. Na pesquisa, por meio da análise dos dados reconhecemos quatro pilares centrais que sustentam a atividade de ensino deste professor: (i) Contexto institucional; (ii) Base de conhecimentos; (iii) Reflexão sobre a prática e (iv) Dimensão pessoal. A base de conhecimentos deste professor para o ensino possui forte influência de sua trajetória profissional, particularmente de seu ingresso na docência. Seus conhecimentos foram construídos e ampliados, predominantemente, por meio de sua experiência em sala de aula e por reflexões estimuladas por atividades paralelas à docência. O contexto institucional ofereceu-lhe as condições de trabalho e a infraestrutura que viabiliza e favorece sua atuação e seu desenvolvimento profissional. Por fim, destacamos uma dimensão pessoal, pela qual reconhecemos um profundo interesse deste professor pela aprendizagem efetiva de seus alunos, sua capacidade de gestão da sala de aula e sua sensibilidade para reconhecer e utilizar as necessidades e os interesses dos alunos no processo de ensino. Este professor demonstra a competência de gerir as relações afetivas na sala de aula construindo espaços para participação direta do aluno na gestão das atividades e para sua atuação durante as aulas, construindo assim um ambiente afetivamente favorável à aprendizagem e à interação na sala de aula. / This research aimed to investigate the knowledge base for teaching in Higher Education and Pedagogical Content Knowledge (PCK) of an University Professor who has successively achieved outstanding results in institutional evaluations applied to students, aimed at assessing quality and performance.This research has been carried out as a single case study and data were collected in a Public Brazilian University, in the city of São Paulo. They involved all activities and assessment produced by a Biochemistry professor, such as: educational plan; lesson observation and the mapping of his teaching beliefs.The data were collected through narratives and documentation reviews, in order to recognize the mobilized knowledge and the peculiarities of his approach in teaching practices. It was also conducted from non-participant observations in lessons; semi-structured interviews, which were recorded in audio and videos, and questionnaires; the data were, then, further analyzed through Discursive Textual Analysis, in which the proposals of the Grossman\'s Model of Teacher Knowledge as categories and subcategories of analysis were used to identify and systematize the knowledge base for teaching and the professor\'s PCK. Through such analysis we have identified four central pillars which support his teaching activity: i. Institutional context; ii. knowledge base; iii. Reflection upon practice; and iv. personal dimension. His knowledge base has had a strong influence in his professional career, particularly as of joining teaching. It was predominantly built and expanded through his experience in the classroom and stimulated reflection upon activities developed parallel to teaching. The institutional context offered him work conditions and infrastructure which facilitates and promotes his practice and professional development. Finally, we highlight a personal dimension, in which we recognize a profound interest in his students\' effective learning, his classroom management skills and awareness in recognizing and using interests and needs of students in favor of the learning process.This professor demonstrated competence to manage emotional relationships in the classroom, creating space for direct students\' participation as well as the management of their own learning process, building, therefore, an emotionally favorable environment for learning and interaction in the classroom.