Submitted by Priscilla Araujo (priscilla@ibict.br) on 2016-07-06T19:49:57Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Solange Mazzaroto(1).pdf: 2282973 bytes, checksum: 6866eaaefe03b8a0fd5fd6ef5d851d59 (MD5) / Made available in DSpace on 2016-07-06T19:49:57Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Solange Mazzaroto(1).pdf: 2282973 bytes, checksum: 6866eaaefe03b8a0fd5fd6ef5d851d59 (MD5) Previous issue date: 2014-04-14 / As inovações tecnológicas contribuíram com a aceleração das mudanças vividas pela sociedade nos últimos anos. Uma delas foi a internet, que teve uma expansão global, e cuja utilização alterou, radicalmente, a rotina e, principalmente, o modo como as pessoas se relacionam. Dentre as formas de comunicação existentes na internet, surgiram as redes sociais, que são ambientes que proporcionam a interação entre pessoas e, consequentemente, o compartilhamento de informações e de conhecimentos. Atualmente, são inúmeros os produtores e consumidores de informações e de conhecimentos, entre eles estão as empresas, que, para executarem suas atividades fins, seja a produção de bens ou de serviços, e atuarem no mercado, globalizado e competitivo, precisam se atualizar constantemente. Uma das formas de atualização ocorre a partir da interação entre os principais atores das empresas (integrantes, fornecedores, clientes e parceiros), que a fazem de várias maneiras, como por exemplo: a partir do contato físico, que acontece durante as reuniões ou mesmo nos encontros informais dentro e fora da empresa; por telefone; por e-mail; e a partir de videoconferências. Enfim, as empresas possuem várias redes informais, desenvolvidas, naturalmente, pela prática de trabalho de seus integrantes, as denominadas de “comunidades de prática”. Algumas empresas, no entanto, perceberam que as redes sociais estão sendo amplamente utilizadas pelas pessoas em geral, como forma de comunicação e interação e, por isso, vários dos seus integrantes já estão familiarizados com este ambiente. Foram, então, criadas as redes de conhecimento empresariais, para fomentarem a interação nos ambientes de trabalho e promoverem o compartilhamento de informação e de conhecimento. Dessa forma, o objetivo desta investigação foi verificar como os participantes de uma rede de conhecimento empresarial utilizam este ambiente no desenvolvimento de suas atividades de trabalho. Utilizando o método exploratório e a técnica de estudo de caso, foi escolhida uma empresa multinacional brasileira, com atuação em 40 países, além do Brasil; reconhecida internacionalmente pelos negócios que desenvolve nos setores: engenharia, construção, investimentos em infraestrutura e energia; e que possui uma rede de conhecimento, criada em 2001, com 15 comunidades ativas, denominadas de “Comunidades de Conhecimento”. A pesquisa de campo foi realizada com os membros dessas comunidades e com os responsáveis pelo funcionamento da rede de conhecimento. Como instrumentos para a coleta de dados foram utilizados: entrevistas, pesquisas bibliográfica e documental, observação simples e questionário. De acordo com as análises dos dados coletados, chegou-se à conclusão que grande parte dos participantes de uma rede de conhecimento ainda atuam como observadores deste ambiente, ou seja, não a utilizam como ferramenta de trabalho no desenvolvimento de suas atividades. De uma forma geral, ficam atentos ao que acontece neste ambiente, mas não participam ativamente dele, já que a partilha de informações envolve algumas questões, como a cultura da empresa, o status pessoal, entre outras. Para que essas redes alcancem resultados, não devem ser impostas pelos gestores, no entanto, é necessário que sejam estruturadas para que as pessoas a enxerguem como uma extensão do ambiente de trabalho e utilizem suas funcionalidades como ferramentas que devem fazer parte da sua rotina. / Technological innovations have contributed to the acceleration of the changes experienced by society in recent years. One was the internet, which had a global expansion, and whose use has changed, radically, the routine and especially how people relate. Among existing forms of communication on the internet, emerged social networks that are environments that provide interaction between people and consequently the sharing of information and knowledge. Currently, there are many producers and consumers of information and knowledge, among them are the companies that, to perform their activities, the production of goods or services and act on the market, globalized and competitive, they need to constantly upgrade. One way to update occurs from the interaction between the main actors of the companies (members, suppliers, customers and partners) that make it in many ways, for example: from the physical contact, which takes place during meetings or even in informal meetings within and outside the company; by phone; by email; and from video conferencing. The companies have several informal networks developed naturally by practical work of its members, the so called “communities of practice”. Some companies, however, realized that social networks are being widely used by people in general, as a means of communication and interaction and so many of its members are already familiar with this environment. Were then corporate knowledge networks created to encourage interaction in the workplace and promote the sharing of information and knowledge. Thus, the objective of this research was to investigate how participants of a corporate knowledge network use this environment to develop their work activities. Using the exploratory method and case study technique, a Brazilian multinational company was chosen, with operations in 40 countries besides Brazil; internationally recognized by business developing in the sectors: engineering, construction, investment in infrastructure and energy; and has a knowledge network, created in 2001, with 15 active communities, called "Knowledge Communities". The field research was conducted with members of these communities and those responsible for operating the knowledge network. The Instruments for data collection used were: bibliographical and documentary research, simple observations, questionnaire and interviews. According to the analyzes of the collected data, we came to the conclusion that most of the participants of a knowledge network also act as observers of this environment, that is, not use it as a tool in the development of its activities. In general, they are aware of what happens in this environment, but not actively participate in it, as information sharing involves some issues, such as company culture, personal status, among others. To achieve results, should not be imposed by managers, however, they must be structured for people to look the virtual environment how an extension of the work environment and for its functions like tools that should be part of your routine.

Par la promotion de l’innovation en réseau, les instruments de dynamiques territoriales sont devenus aujourd’hui des outils de support indispensables à la compétitivité des entreprises et à la croissance des nations. C’est dans cet esprit que sont conçus les pôles de compétitivité dans le dispositif français de 2005. L’innovation collaborative à l’échelle des pôles de compétitivité vise en premier lieu à créer des débouchés nouveaux, c’est-à-dire à générer des innovations prêtes à être diffusées sur les marchés. Or, si les réseaux d’innovation ont été largement étudiés à travers des outils de pilotage, de gouvernance et de coordination, par la finance, la propriété intellectuelle ou les pratiques de RH, par la formation, par la confiance entre les partenaires, par les externalités, ou encore par la dynamique des PME, une carence persiste dans les recherches actuelles à propos de l’orientation stratégique composite des réseaux d’innovation, en particulier l’orientation marché ou client dans la dynamique des projets/acteurs. Les premiers rapports d’évaluation des Pôles dénotent au demeurant, des écueils relatifs à une collaboration propice à des innovations prêtes pour l’accès aux marché et la stabilisation de problèmes liés au fonctionnement, à la gouvernance et à la performance des pôles. Tout en nous inscrivant dans le courant des travaux de recherche qui mettent en exergue les spécificités du dispositif français des pôles de compétitivité composé d’acteurs complémentaires (Recherche, Formation et Entreprises), notre travail met l’accent sur le fait que l’innovation collaborative est mise en tension par des intentions stratégiques différenciées, liées précisément aux profils hétérogènes, et parfois divergents, des partenaires animés par un projet commun. Par une analyse empirique portant sur le pôle SCS que nous avons choisi en raison de son profil, de la nature de ses projets et de son historique collaboratif avec notre laboratoire de recherche (abondance de données préexistantes), nous tentons de comprendre la façon dont s’intègre l’orientation « marché » dans les projets d’innovation en réseau, et le rôle que la dimension marketing joue dans la dynamique d’innovation collaborative au sein des pôles de compétitivité. L’étude « qualimétrique » conduite a permis de mettre en évidence une relation de dépendance réciproque très forte entre les particularités des déterminants de l’innovation collaborative, notamment les profils d’acteurs et les intentions stratégiques, et les modalités d’intégration de l’orientation client/marché dans les dans les projets d’innovation collaboratifs (PIC). L’attribut « réseaux de connaissances » qui distingue les PdC octroie au marketing une place limitée dans les PIC. Aujourd’hui, une révision du modèle assimilable à un « réseau connaissances » s’impose, car les résultats montrent aussi une limite des marges de manœuvre des Pôles qui peut constituer une entrave à l’accès aux marchés des innovations issues des PIC. En effet, le processus d’innovation collaborative à l’échelle des PdC ne permet qu’au plus de parvenir à dresser des prototypes (β Product) et n’octroie pas de possibilité d’aller au-delà (test, production, mise sur le marché, etc.). Nos contributions théoriques et managériales permettent aujourd’hui d’ouvrir des grilles d’analyses nouvelles et d’améliorer le fonctionnement, la gouvernance et la performance des pôles à travers le succès des projets d’innovations collaboratifs. La thèse nous a aussi amené à développer des hypothèses nouvelles qui pourraient être échafaudées dans le cadre de recherches ultérieures, notamment au regard de la pertinence des réseaux de connaissances dans le processus complet d'innovation collaborative. / By promoting networked innovation, instruments of territorial dynamics have now turn out to be essential tools supporting firms' competitiveness and growth of nations. Clusters of competitiveness (CC) designed by French government in 2005 follows that state of mind. The first goal of collaborative innovation within CC is to create new opportunities and generate innovations ready to be diffused on new markets. However, if innovation networks have been widely studied through many questions (such as monitoring tools, governance and coordination, with finance, intellectual property or HR practices, training, trust between partners, externalities, or by the dynamics of SMEs), a deficiency persists in current researches about the strategic orientation of the composite innovation networks, more particularly with the customer or market orientation in the dynamics of projects / actors. Moreover, the first evaluation reports of the system had put a focus on pitfalls considering its capacity to generate innovations ready for market access and the stabilization of operation difficulties, as well as some governance and performance problems. While placing our analysis within current researches which highlight the specificities of the French clusters of competitiveness composed of complementary protagonists (Research, Academic and Enterprise), we intend to focus on the fact that collaborative innovation is tensioned by differentiated strategic intentions and profiles specifically related to heterogeneous, and sometimes conflicting, partners driven by a common project. By an empirical analysis carried out on the SCS French cluster chosen owing to its profile, the nature of its projects and the background history of collaboration with our laboratory (a wealth of existing data); we try to understand how the customer orientation fits into the clusters, and the role that marketing plays in the dynamic collaborative innovation within clusters of competitiveness. Our “qualimetric” study has allowed us to bring out a very strong mutual relationship of dependency between the particularity of collaborative innovation determinants, notably profiles of actors and strategic intentions, and how to integrate the customer / market orientation within the collaborative innovation projects. As "knowledge networks", CC grant to marketing and customer orientation a limited role in the collaborative innovation projects. Today, a revision of the model similar to a "knowledge network" is needed because our results seem also to reveal a limited room for maneuver of clusters of competitiveness, which can be for the collaborative innovation projects an obstacle for generating innovations ready for market access. Indeed, in its current state the process of collaborative innovation on a clusters of competitiveness scale enable only to obtain prototypes (β Product), and does not permit to go beyond (ie. test, production, market, etc.). Our theoretical and managerial contributions allow to open up new analytical tools as well as to improve the operation, the governance and the performance of cluster competitiveness through the success of collaborative innovation projects. The thesis has also led us to develop new hypotheses, which could be built up through further researches, in particular with regard to the relevance of knowledge networks in the whole process of collaborative innovation.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-09-12T19:19:28Z No. of bitstreams: 1 2016 - Isabel Cristina Mendes Pinheiro Navega.pdf: 6485517 bytes, checksum: c11321c7796f525b72d4747a2f452169 (MD5) / Made available in DSpace on 2017-09-12T19:19:28Z (GMT). No. of bitstreams: 1 2016 - Isabel Cristina Mendes Pinheiro Navega.pdf: 6485517 bytes, checksum: c11321c7796f525b72d4747a2f452169 (MD5) Previous issue date: 2016-02-25 / Popular education is an area of education whose practices allow the acquisition of knowledge through the interweaving of individuals with knowledge that, when contextualized, decode meanings, disseminate concepts and adapts it to communicate to transcribe facts, experiences and concerns; enabling consecutively dynamic dialogue between individuals and their environment. To better understand its definition, this objective is to work in talk about two experiences of popular education in Vila Kennedy aiming to show how popular movements influence their context and therefore it is extremely important to consider them in all areas education: form or informal, for example. One of the initiatives of these is the Short VK, community film festival that annually takes place in the locality; the other is the Aya House, cultural space for the exchange of popular knowledge, which values the potential of individuals with a desire to do what the residents can participate autonomously in the construction of learning, and can also reconfigure the scenario that popular community as marginalized socially. Thus, the objective of this work is to, in addition to presenting them, valuing them at their potential, show how the formal teaching spaces, such as public schools in the region should consider them in the construction of knowledge and meaning social that creates mutually in society. / A educa??o popular ? uma ?rea da educa??o cujas pr?ticas permitem a aquisi??o do conhecimento atrav?s do entrela?amento dos indiv?duos com saberes que, ao serem contextualizados, decodificam sentidos, disseminam conceitos e os ad?qua a comunica??o para transcrever fatos, viv?ncias e anseios; possibilitando, consecutivamente, o di?logo din?mico entre os sujeitos e seu meio. Para melhor entender sua defini??o, o presente trabalho objetiva-se em discorrer sobre duas experi?ncias da educa??o popular na Vila Kennedy com intuito de evidenciar como os movimentos populares influenciam e ressignificam seus contextos e como, por sua vez, ? de suma import?ncia consider?-los nas redes educativas que se criam nos espa?os formais e informais de ensino, por exemplo. Uma das iniciativas delas ? o Curta VK, festival de cinema comunit?rio que, anualmente, acontece na localidade; a outra ? a Casa de Aya, espa?o cultural de troca de saberes populares, que valoriza as potencialidades dos indiv?duos com o desejo de fazer com o que os moradores possam participar, autonomamente, na constru??o da aprendizagem, assim como tamb?m possam reconfigurar o cen?rio dessa comunidade popular t?o marginalizada socialmente. Desta forma, o objetivo deste trabalho ? o de, ademais de apresent?-las,valorizando-as em suas potencialidades, mostrar como os espa?os formais de ensino, como as escolas p?blicas da regi?o, devem apreci?-las na constru??o do conhecimento e do sentido social que se cria, mutuamente, na sociedade.

The applied tourism research community is characterized by a large and growing group of research producers and users; communications and networking amongst its members can build the capacity of the community and create knowledge networks along its social, cultural, and organizational boundaries. The purpose of this thesis research is to examine the role of tourism research associations in the social structuring of a cohesive applied research community and, consequently, in the fostering of its growth. Following an embedded single case design, the study uses the Travel and Tourism Research Association (TTRA hereafter) as an example of an applied tourism research community. The research examines members’ perceptions of the association in the capacity-building of the membership community through research communications and professional networks. Based on documentary sources, an instrument was developed for primary data collection through an online census of TTRA members. Data collection was completed in the Spring of 2007, with a response rate of 28.7%. Data analysis is guided by hypothesis, with results of the case study described and discussed in the contexts of research communications, knowledge networks, scientific community, and research association planning and management. First, with respect to research communication, a number of social demographic factors are found to have exerted an impact on media use frequencies and decisions, and perceptions of research communication in the membership community. Notably, these include members’ occupations, career stages, membership categories, and research-oriented training. The chapter structure of TTRA does not affect members’ behaviour in research communication. However, the study confirms a distinction between academics and practitioners and lends support to discussions on the two-community theory concerning cultural and functional differences in producing and consuming research. The study also finds that TTRA-endorsed media are of limited use in the membership community for professional communication. In addition, association members form distinct clusters by the frequency and variety of information sources they have consulted for research communication. Second, in terms of networks or networking amongst TTRA members, types and extent of member interactions are influenced by members’ occupations, in particular whether the member is an academic or practitioner. Professional networks are formed on the basis of research interests and expertise; so are the perceptions of research networks and the perceived role of TTRA in professional networking affected by gender, career stage, membership positions, and disciplinary and research-oriented preparations. The study finds that the strengths of ties amongst members are both causes and consequences of the size of a community or network. TTRA is generally perceived as becoming too academic and, in light of this, the association is seen as an important facilitator of scholarly networks. Nonetheless, the association community is characterized by pro-academic and pro-practitioner clusters in terms of membership perceptions of research networks and their attitudes towards networking. In addition, while chapter affiliations do not have an impact on network perceptions and behaviour, results from this study point to the facilitator role of association conferences for research communication, professional networking and association capacity-building. Third, the facilitator role of the association for community capacity-building is widely acknowledged by its members. Respondents see professional networking and association conference venue as particularly important factors in attracting attendance from the membership community. The study confirms the essential role of conferences in building a sense of community for a research association. There is a considerable degree of consensus amongst members on their perceptions of TTRA as a community. Homogeneous clusters are formed by membership perceptions of a community and their willingness or engagement in community service provisions. Conceptually, the clusters developed around (or for) research communication, networking and association capacity-building are highly consistent in terms of pattern matching in case study analysis. The research has also discussed theoretical and practical implications, some of which are expressed as recommendations for association planning and management. The study concludes with reflections on limitations and prospects for future inquiries.

The applied tourism research community is characterized by a large and growing group of research producers and users; communications and networking amongst its members can build the capacity of the community and create knowledge networks along its social, cultural, and organizational boundaries. The purpose of this thesis research is to examine the role of tourism research associations in the social structuring of a cohesive applied research community and, consequently, in the fostering of its growth. Following an embedded single case design, the study uses the Travel and Tourism Research Association (TTRA hereafter) as an example of an applied tourism research community. The research examines members’ perceptions of the association in the capacity-building of the membership community through research communications and professional networks. Based on documentary sources, an instrument was developed for primary data collection through an online census of TTRA members. Data collection was completed in the Spring of 2007, with a response rate of 28.7%. Data analysis is guided by hypothesis, with results of the case study described and discussed in the contexts of research communications, knowledge networks, scientific community, and research association planning and management. First, with respect to research communication, a number of social demographic factors are found to have exerted an impact on media use frequencies and decisions, and perceptions of research communication in the membership community. Notably, these include members’ occupations, career stages, membership categories, and research-oriented training. The chapter structure of TTRA does not affect members’ behaviour in research communication. However, the study confirms a distinction between academics and practitioners and lends support to discussions on the two-community theory concerning cultural and functional differences in producing and consuming research. The study also finds that TTRA-endorsed media are of limited use in the membership community for professional communication. In addition, association members form distinct clusters by the frequency and variety of information sources they have consulted for research communication. Second, in terms of networks or networking amongst TTRA members, types and extent of member interactions are influenced by members’ occupations, in particular whether the member is an academic or practitioner. Professional networks are formed on the basis of research interests and expertise; so are the perceptions of research networks and the perceived role of TTRA in professional networking affected by gender, career stage, membership positions, and disciplinary and research-oriented preparations. The study finds that the strengths of ties amongst members are both causes and consequences of the size of a community or network. TTRA is generally perceived as becoming too academic and, in light of this, the association is seen as an important facilitator of scholarly networks. Nonetheless, the association community is characterized by pro-academic and pro-practitioner clusters in terms of membership perceptions of research networks and their attitudes towards networking. In addition, while chapter affiliations do not have an impact on network perceptions and behaviour, results from this study point to the facilitator role of association conferences for research communication, professional networking and association capacity-building. Third, the facilitator role of the association for community capacity-building is widely acknowledged by its members. Respondents see professional networking and association conference venue as particularly important factors in attracting attendance from the membership community. The study confirms the essential role of conferences in building a sense of community for a research association. There is a considerable degree of consensus amongst members on their perceptions of TTRA as a community. Homogeneous clusters are formed by membership perceptions of a community and their willingness or engagement in community service provisions. Conceptually, the clusters developed around (or for) research communication, networking and association capacity-building are highly consistent in terms of pattern matching in case study analysis. The research has also discussed theoretical and practical implications, some of which are expressed as recommendations for association planning and management. The study concludes with reflections on limitations and prospects for future inquiries.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / Compreendendo as imagens e as narrativas como personagens conceituais (DELEUZE, GUATTARI, 1992), neste trabalho, desenvolvi temáticas presentes ou estimuladas com os filmes com personagens de professores e cotidianos escolares. Exibições de filmes, seguidos de conversas entre estudantes do curso de Pedagogia presencial da Universidade do Estado do Rio de Janeiro (campus Maracanã) permitiram a produção do corpus dessa pesquisa, que buscou mapear os mundos culturais, as redes de conhecimentos e significações tecidas por esses estudantes. Assim, as conversas têm sido uma importante metodologia nas pesquisas nos/dos/com os cotidianos, porque segundo Alves (2012), são através delas que trocamos saberesfazeres nos mais variados cotidianos. Contando também com Certeau (1994, 2009), Giard (2009), Maturana (2001, 1998), entre outros, busquei compreender como os cotidianos são organizados através da oralidade, pois na perspectiva de Certeau, Alves e Garcia mapear as ações sujeitas ao esfarelamento, como são características das táticas (CERTEAU, 1994) dos praticantespensantes (OLIVEIRA, 2012) só é possível através das narrativas. Assim, as imagens do cinema permitiram as vivências mais variadas, mostrando sua potência em proporcionar aproximações com situações inusitadas para muitos espectadores, ou ainda, situações de espaçostempos distantes. Os teóricos com quem busquei dialogar acerca dos usos e consumos de imagens audiovisuais foram Machado (2001, 2007), Barbero (2000, 2007) e Deleuze (2005) apostando que intrínseco a esses consumos estariam também implícitos suas subversões e processos formativos. Impactante tornou-se para o grupo envolvido na pesquisa, foi o entendimento dos clichês como potência para o pensamento. Assim, recorrer às imagens dos filmes foi uma forma de abordar as questões que atravessam o chão das escolas e cursos de formação de professores, uma vez que surgiram temáticas tocantes aos cotidianos escolares e saberesfazeres pedagógicos, além daqueles mostrados pelos filmes. Assim, diversas temáticas surgiram entre cinco principais eixos, em torno das relações: entre os docentes e autoridades; entre os discentes; entre os discentes e os docentes; entre os docentes; e os usos dos artefatos culturais e tecnológicos. Todas essas questões envolveram os currículos como sendo tecidos em redes de significações e conhecimentos a partir das compreensões de Alves (2010, 2012a), Carvalho (2012) e Castells (2013). As diferenças que encontramos nos diversos espaçostempos, foram abordadas a partir da presença dos praticantespensantes de várias religiões nas escolas, desenvolvidas com as pesquisas de Caputo (2012), acerca das diferenças nas relações cotidianas entre discentes e docentes, com os trabalhos de Hall (2012), Silva (2012) e Gilroy(2001), pude abordar as tessituras identitárias. Além disso, as pesquisas de Nóvoa (1995), Teixeira (2008) e Müller (2008) foram pertinentes para a compreensão da formação do corpo docente brasileiro e seus atravessamentos de características de cor e gênero. Assim, nesse trabalho, desenvolvo a ideia de que as diferenças nos cotidianos potencializam e ampliam as redes de conhecimentos e significações, bem como os currículos praticadospensados (OLIVEIRA, 2012) nas escolas. / Understanding the images and narratives as conceptual characters (DELEUZE, GUATTARI, 1992), in this work, I've developed themes included or stimulated by movie characters of professors and daily school activities. Movie exhibitions, followed by conversations between students of Pedagogy course attending Universidade do Estado do Rio de Janeiro (campus Maracanã) allowed the production of this research corpus, that sought to map the cultural worlds, the knowledge networks and meanings woven by those students. Thus, the conversations have been an important research methodology in/from/with the daily lives, because according to Alves (2012), is through them that we exchange knowledgedoings in the most varied everyday. Also featuring Certeau (1994, 2009), Giard (2009), Maturana (2001, 1998), among others, I tried to understand how the everyday are organized through orality, because from the perspective of Certeau, Alves and Garcia, to map the actions subjected to the crumbling, as characteristic of "tactics" (CERTEAU, 1994) of thoughtfulpractitioners (OLIVEIRA, 2012) it's only possible through the narratives. Thus, the images from the films allowed the most varied experiences, showing its power to provide approximations with unusual situations for many viewers, or also situations of distant spacetimes. Theorists who I have searched dialogue about the uses and consumption of audiovisual images were Machado (2001, 2007), Barbero (2000, 2007) and Deleuze (2005) betting that intrinsic to these intakes would also be implicit their subversions and formative processes. Impactful became for the group involved in the research, was the understanding of "cliches" as power for thought. Thus, resorting to images of the films was a way to address issues that cut across the floors of schools and training courses for teachers, since has appeared touching themes to school daily lives and pedagogical knowledgedoings, beyond those shown by the films. Therefore, several themes emerged among the top five axes, as the relations: between the teachers and authorities; between learners; between learners and teachers; among teachers; and the uses of cultural and technological artifacts. All of these issues involved the curriculum as being woven into networks of meanings and knowledge from the understandings of Alves (2010, 2012a), Carvalho (2012) and Castells (2013). The differences we found in various spacetimes were addressed from the presence of the practitioners of different religions in schools, developed with the research of Caputo (2012), about the differences in everyday relationships between students, with the work of Hall (2012), Silva (2012) and Gilroy (2001), I could address the identity weavings. Furthermore, the research of Nóvoa (1995), Teixeira (2008) and Müller (2008) were relevant for understanding the formation of the Brazilian faculty and crossings of color and gender characteristics. Thus, in this work, I develop the idea that the differences in the daily lives leverage and expand the networks of knowledge and meanings and, in turn, the "practiced curriculum" (OLIVEIRA, 2012) in schools.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / Compreendendo as imagens e as narrativas como personagens conceituais (DELEUZE, GUATTARI, 1992), neste trabalho, desenvolvi temáticas presentes ou estimuladas com os filmes com personagens de professores e cotidianos escolares. Exibições de filmes, seguidos de conversas entre estudantes do curso de Pedagogia presencial da Universidade do Estado do Rio de Janeiro (campus Maracanã) permitiram a produção do corpus dessa pesquisa, que buscou mapear os mundos culturais, as redes de conhecimentos e significações tecidas por esses estudantes. Assim, as conversas têm sido uma importante metodologia nas pesquisas nos/dos/com os cotidianos, porque segundo Alves (2012), são através delas que trocamos saberesfazeres nos mais variados cotidianos. Contando também com Certeau (1994, 2009), Giard (2009), Maturana (2001, 1998), entre outros, busquei compreender como os cotidianos são organizados através da oralidade, pois na perspectiva de Certeau, Alves e Garcia mapear as ações sujeitas ao esfarelamento, como são características das táticas (CERTEAU, 1994) dos praticantespensantes (OLIVEIRA, 2012) só é possível através das narrativas. Assim, as imagens do cinema permitiram as vivências mais variadas, mostrando sua potência em proporcionar aproximações com situações inusitadas para muitos espectadores, ou ainda, situações de espaçostempos distantes. Os teóricos com quem busquei dialogar acerca dos usos e consumos de imagens audiovisuais foram Machado (2001, 2007), Barbero (2000, 2007) e Deleuze (2005) apostando que intrínseco a esses consumos estariam também implícitos suas subversões e processos formativos. Impactante tornou-se para o grupo envolvido na pesquisa, foi o entendimento dos clichês como potência para o pensamento. Assim, recorrer às imagens dos filmes foi uma forma de abordar as questões que atravessam o chão das escolas e cursos de formação de professores, uma vez que surgiram temáticas tocantes aos cotidianos escolares e saberesfazeres pedagógicos, além daqueles mostrados pelos filmes. Assim, diversas temáticas surgiram entre cinco principais eixos, em torno das relações: entre os docentes e autoridades; entre os discentes; entre os discentes e os docentes; entre os docentes; e os usos dos artefatos culturais e tecnológicos. Todas essas questões envolveram os currículos como sendo tecidos em redes de significações e conhecimentos a partir das compreensões de Alves (2010, 2012a), Carvalho (2012) e Castells (2013). As diferenças que encontramos nos diversos espaçostempos, foram abordadas a partir da presença dos praticantespensantes de várias religiões nas escolas, desenvolvidas com as pesquisas de Caputo (2012), acerca das diferenças nas relações cotidianas entre discentes e docentes, com os trabalhos de Hall (2012), Silva (2012) e Gilroy(2001), pude abordar as tessituras identitárias. Além disso, as pesquisas de Nóvoa (1995), Teixeira (2008) e Müller (2008) foram pertinentes para a compreensão da formação do corpo docente brasileiro e seus atravessamentos de características de cor e gênero. Assim, nesse trabalho, desenvolvo a ideia de que as diferenças nos cotidianos potencializam e ampliam as redes de conhecimentos e significações, bem como os currículos praticadospensados (OLIVEIRA, 2012) nas escolas. / Understanding the images and narratives as conceptual characters (DELEUZE, GUATTARI, 1992), in this work, I've developed themes included or stimulated by movie characters of professors and daily school activities. Movie exhibitions, followed by conversations between students of Pedagogy course attending Universidade do Estado do Rio de Janeiro (campus Maracanã) allowed the production of this research corpus, that sought to map the cultural worlds, the knowledge networks and meanings woven by those students. Thus, the conversations have been an important research methodology in/from/with the daily lives, because according to Alves (2012), is through them that we exchange knowledgedoings in the most varied everyday. Also featuring Certeau (1994, 2009), Giard (2009), Maturana (2001, 1998), among others, I tried to understand how the everyday are organized through orality, because from the perspective of Certeau, Alves and Garcia, to map the actions subjected to the crumbling, as characteristic of "tactics" (CERTEAU, 1994) of thoughtfulpractitioners (OLIVEIRA, 2012) it's only possible through the narratives. Thus, the images from the films allowed the most varied experiences, showing its power to provide approximations with unusual situations for many viewers, or also situations of distant spacetimes. Theorists who I have searched dialogue about the uses and consumption of audiovisual images were Machado (2001, 2007), Barbero (2000, 2007) and Deleuze (2005) betting that intrinsic to these intakes would also be implicit their subversions and formative processes. Impactful became for the group involved in the research, was the understanding of "cliches" as power for thought. Thus, resorting to images of the films was a way to address issues that cut across the floors of schools and training courses for teachers, since has appeared touching themes to school daily lives and pedagogical knowledgedoings, beyond those shown by the films. Therefore, several themes emerged among the top five axes, as the relations: between the teachers and authorities; between learners; between learners and teachers; among teachers; and the uses of cultural and technological artifacts. All of these issues involved the curriculum as being woven into networks of meanings and knowledge from the understandings of Alves (2010, 2012a), Carvalho (2012) and Castells (2013). The differences we found in various spacetimes were addressed from the presence of the practitioners of different religions in schools, developed with the research of Caputo (2012), about the differences in everyday relationships between students, with the work of Hall (2012), Silva (2012) and Gilroy (2001), I could address the identity weavings. Furthermore, the research of Nóvoa (1995), Teixeira (2008) and Müller (2008) were relevant for understanding the formation of the Brazilian faculty and crossings of color and gender characteristics. Thus, in this work, I develop the idea that the differences in the daily lives leverage and expand the networks of knowledge and meanings and, in turn, the "practiced curriculum" (OLIVEIRA, 2012) in schools.

Diploma thesis deals with the social environment of a project manager and describes different approaches in its analysis. The social environment is defined as a sum of soft factors that affect a project manager and influence the course of the project. Besides proficiency in various project management methodologies, knowledge of the project plan, and understanding of the client's field of business, awareness of the social environment is essential for eventual project success. Thesis objectives aim at defining the scope of the social environment, and presenting analysis techniques and methods, through which it is possible to enhance overall project performance. Other objectives include stating recommendations for project managers to fully comprehend their social environment, and documenting discussed findings on project related case studies -- among others also on the social networks analysis conducted in a real life project environment. The thesis describes three analysis methods -- social network analysis, stakeholder analysis, and analysis of psychological profile of the team members, which mutually complement each other and provide project managers with a comprehensive overview of their social environments. Social network analysis is elaborated on the most in detail, because it forms theoretical as well as practical introduction to the topic, and a base for further analyses.

製藥產業是高度依賴研究發展之產業，因此技術知識網絡在製藥產業中相當活躍，製藥產業因技術的突破，又可分為傳統製藥與生技醫藥兩個分支。本研究旨在探討我國製藥產業技術知識網路與創新績效之關係，透過文獻之探討，以社會網絡理論之觀點切入，利用網絡分析工具UCINET計算出廠商網絡中心性，藉由網絡中心性的分析與評估，尋找出台灣地區製藥產業技術知識網絡中的關鍵行動者。並且以網絡中心性來衡量個別廠商網絡關係的強弱及區分網絡的型態，研究區域內與跨區域網絡對廠商創新成效之影響。 研究結果發現，生技醫藥廠商跨區域合作互動情形愈高，對於創新績效愈有顯著性差異；傳統製藥產業則不論是區域內的合作或是跨區域的合作，皆能帶給其創新的能力，另外，不同的合作關係亦會影響其創新績效之表現，區域內的網絡較著重於直接網絡所帶來的系統性知識，而跨區域的網絡則著重於間接網絡中多樣化的知識。 / As a knowledge intensive industry, pharmaceutical industry cultivates highly active networks among firms and relative actors. Because of technology revolution, Pharmaceutical is divided into two forms: traditional Pharmaceutical and Pharmaceutical biotechnology. This paper aims to advance our understanding of the technology knowledge and innovation capacity of the pharmaceutical industry in Taiwan. We begin by reviewing literatures regarding network and network position. Using the UCINET, a useful method to describe and measure firms’ centralities in a social network, we find out the key players in Taiwan Pharmaceutical industry and offers an emprical examination by examining the geography of technology knowledge associated with innovation in Taiwan Pharmaceutical industry. The empirical results indicate that there is a significant relationship between intra-regional knowledge and innovation performance in Pharmaceutical biotechnology industry, and both intra-regional knowledge and regional knowledge determine the innovation performance of the pharmaceutical industry. Furthermore, Results of this study indicate that a firm that occupies a central position in regional network of direct ties is more accessible to useful knowledge; in the other hand, firms can innovate successfully in intra-regional network both directly and indirectly.

[ES] La literatura sobre redes de conocimiento se ha centrado históricamente en dos líneas de investigación. La primera analiza los orígenes de las conexiones entre nodos, explorando cómo los actores eligen a sus socios. La segunda se centra en las implicaciones de la estructura de red resultante para el intercambio de conocimiento y el rendimiento individual o colectivo. Muchos estudios han reconocido el papel fundamental que juega la proximidad social como impulsora de la creación de conexiones y como requisito para la transferencia de conocimiento tanto tácito como complejo. Sin embargo, el entendimiento académico de la proximidad social como concepto y las implicaciones de establecer vínculos fuertes sigue siendo relativamente limitado. El objetivo principal de esta tesis es abordar dos preguntas de investigación. En primer lugar, pretendemos investigar el impacto de diversas formas de proximidad social en la formación de vínculos dentro de las redes de conocimiento. En este contexto, distinguimos entre las experiencias compartidas en solicitudes de proyectos exitosas y no exitosas, ya que ambas interacciones constituyen fuentes de conexión social entre los participantes. En segundo lugar, analizamos las diferencias entre las conexiones fuertes respecto a su papel y función. Investigamos si, y bajo qué condiciones, las organizaciones aprovechan las colaboraciones repetidas para explotar varias veces el mismo tema (lo que denominamos especialización) o para explorar nuevas áreas temáticas (diversificación). Estos aspectos contribuyen a dos corrientes importantes de la literatura: la dinámica de las redes de conocimiento, al destacar el origen y las implicaciones de los vínculos fuertes; y la gestión estratégica, al analizar las respuestas estratégicas de las organizaciones frente al rechazo de financiamiento. La tesis se enfoca en la red regional valenciana de I+D financiada con fondos públicos. Para llevar a cabo el análisis empírico, creamos una base de datos que contiene información sobre todas las asociaciones de I+D formadas entre 2016 y 2022. Estas asociaciones solicitaron subvenciones públicas a dos entidades regionales, que administran conjuntamente el 75% de los 1.6 millones de euros asignados para la implementación de la estrategia regional de especialización inteligente. En general, esta investigación introduce un aspecto inexplorado de la proximidad social, que desafía las hipótesis existentes sobre el tipo de interacción previa necesaria para establecer un nivel adecuado de confianza y familiaridad que motive futuras colaboraciones entre los actores. Además, este estudio demuestra de manera empírica que los vínculos de red que son estructuralmente equivalentes pueden desempeñar roles fundamentalmente diferentes, dando lugar a la especialización o diversificación temática. Estos resultados indican que el peligro de una excesiva concentración en un tipo de actividad tras varias colaboraciones no es simplemente un resultado del entorno estructural o de la presencia de vínculos fuertes, sino que es el resultado de las decisiones estratégicas tomadas por las organizaciones sobre cómo aprovechar mejor sus vínculos fuertes. Las conclusiones de esta tesis tienen implicaciones significativas para el diseño de políticas y pueden orientar a los responsables políticos a dirigir intervenciones más efectivas sobre redes de conocimiento. / [CA] La literatura sobre xarxes de coneixement s'ha centrat històricament en dues línies d'investigació. La primera analitza els orígens de les conexions entre nodes, explorant com els actors trien els seus socis. La segona es centra en les implicacions de l'estructura de xarxa resultant per a l'intercanvi de coneixements i el rendiment individual o col·lectiu. Molts estudis han reconegut el paper fonamental que juga la proximitat social com a impulsora de la creació de connexions i requisit per a la transferència de coneixement tant tàcit com complex. No obstant això, coneixement acadèmic de la proximitat social com a concepte i les implicacions d'establir vincles forts continuen sent relativament limitats. L'objectiu principal d'aquesta tesi és abordar dues preguntes d'investigació. En primer lloc, pretenem investigar l'impacte de diverses formes de proximitat social en la formació de vincles dins les xarxes de coneixement. En aquest context, diferenciem entre les experiències compartides en sol·licituds de projectes exitosos i no exitosos, ja que ambdues interaccions constitueixen fonts de connexió social entre els participants. En segon lloc, analitzem les diferències entre els vincles forts segons el seu paper i funció. Investiguem si, i sota quines condicions, les organitzacions aprofiten les col·laboracions repetides per explotar diverses vegades el mateix tema (el que anomenem especialització) o per explorar noves àrees temàtiques (diversificació). Aquests aspectes contribueixen a dues corrents importants en la literatura: la dinàmica de les xarxes de coneixement, en destacar l'origen i les implicacions dels llaços forts; i la gestió estratègica, en analitzar les respostes estratègiques de les organitzacions davant el rebuig de finançament. La tesi es centra en la xarxa regional valenciana de I+D finançada amb fons públics. Per dur a terme l'anàlisi empíric, s¿ha creat una base de dades que conté informació sobre totes les associacions de I+D formades entre 2016 i 2022. Aquestes associacions van sol·licitar subvencions públiques de dues entitats regionals, que administren conjuntament el 75% dels 1,6 milions d'euros assignats per a la implementació de l'estratègia regional d'especialització intel·ligent. En general, aquest document introdueix un aspecte inexplorat de la proximitat social, que qüestiona les hipòtesis existents sobre el tipus d'interacció prèvia necessària per establir un nivell adequat de confiança i familiaritat que motivi futures col·laboracions entre els actors. A més, aquest estudi demostra de manera empírica que els vincles de la xarxa que són estructuralment equivalents poden assumir rols fonamentalment diferents, conduint a l'especialització o diversificació temàtica. Aquests resultats indiquen que el perill d'una excessiva concentració en un tipus d'activitat després de diverses col·laboracions no és simplement un resultat de l'entorn estructural o la presència de vincles forts. En canvi, és el resultat de les decisions estratègiques preses per les organitzacions sobre com aprofitar els seus vincles forts. Les conclusions d'aquesta tesi tenen implicacions significatives per al disseny de polítiques i poden orientar els responsables polítics a l'hora de dirigir intervencions més efectives sobre xarxes de coneixement. / [EN] The literature on knowledge networks has long grappled with two types of questions. The first concerns the antecedents of tie formation; that is, how actors select their partners. The second concentrates rather on the implications of the resulting network structure for knowledge exchange and individual or collective performance. Many studies have acknowledged the critical role of social proximity as a driver of link formation and an important prerequisite for the transfer of both tacit and complex knowledge. Yet, scholarly understanding of social proximity as a concept remains somewhat constrained and the implications of building strong ties are subject to ongoing debates. Hence, the primary objective of this doctoral work is to address two sets of research questions. First, we aim to investigate how various forms of social proximity influence the formation of ties within knowledge networks. In this context, we differentiate between prior joint experiences in successful and unsuccessful project applications, as both forms of engagement constitute a source of relational embeddedness between actors. Second, we examine how the emerging strong bonds between organizations differ in their role and function. We test whether and under what conditions organizations leverage repeated collaborations to exploit the same topic multiple times (what we call specialization) or to explore new ones (diversification). These questions contribute to two separate streams of literature: the one on knowledge network dynamics by highlighting the origin and consequences of strong coupling; and the one on strategic management by tracing organizations' strategic response to funding rejection. The thesis zooms in on Valencia's regional publicly-funded R&D network. To conduct the empirical analysis, we build a unique dataset which contains information on all R&D partnerships, formed between 2016 and 2022, which requested public subsidy from one of the top two regional sources of innovation-related funding. The two entities together manage 75% of the 1.6 billion Euros designated for the implementation of the regional smart specialization strategy. Overall, this document introduces a new, vastly unexplored facet of social proximity, thus challenging existing assumptions on what type of former interaction is necessary to generate sufficient levels of trust and familiarity so as to motivate further engagement between actors. Moreover, it demonstrates empirically that structurally equivalent network ties can assume fundamentally distinct roles, leading either to thematic specialization or diversification. These findings suggest that the danger of over-embeddedness in one type of activity after several collaborations may not necessarily be a product of the structural setting alone and the presence of strong ties. It is rather a product of organizations' strategic choices about how they harness their strong bonds. The conclusions of this thesis hold far-reaching implications for policy design, and can guide policymakers in steering more effective network interventions. / Yankova, DN. (2024). Exploring the Dynamics of Regional R&D Networks: a Closer Look at Valencia's Inter-Organizational Partnerships [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/202886